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VIVA UMUEZE Being a professional: Where can education take place? Is it limited to the classroom? Listen to teacher Florence's plans for her class. SFX: MOTOR PARK AND MARKET AMBIENCE LINUS: Is that not Florence? (calls) Florence! Florence! SFX: FOOTSTEPS ARRIVE FLORENCE: Good afternoon, Mr Linus. LINUS: Florence! What is good in this afternoon? FLORENCE: Hope no problem Mr Linus? LINUS: It is you who is my problem! FLORENCE: Mr. Linus, I think there is a mistake here, sir LINUS: You will soon understand, just answer my questions one after the other. One, did you give letter to my daughter Ngozi or not? FLORENCE: I don't understand sir. Audio Resources page 1 LINUS: How will you say that you don't understand when you send letter to ask for my money that I sweat for to carry all the children to jamboree? FLORENCE: Oh, I see, but sir it is not as… LINUS: (Cutting in) see, I am not sending my daughter Ngozi to school so that she can be travelling on jamboree. You hear? FLORENCE: (placating) sir, I just felt that it will be good if the children can travel on excursion to… LINUS: (cuts in) Let me tell you, I have no money to waste on travel. I send my child to school to learn book, not to be going about walking like somebody who has eaten dog leg before! If you can't teach her book like other teachers, I will withdraw her, simple. FLORENCE: Ah! I am sorry sir. Please don't withdraw her because of this. I will drop the idea. LINUS: Now you're talking like somebody with sense. FLORENCE: Thank you sir. It's just that they will miss this festival I wanted them to witness in Umueze. It will properly help them assimilate the topic I taught them in social studies some few days back about culture. I have to go now Mr. Linus. Bye sir. SFX: FLORENCE MAKES TO GO. LINUS: Wait Florence! Where did you say you want to Audio Resources page 2 take them? FLORENCE: One town called Umueze for the new yam festival… LINUS: (Excited) Chineke, obodo m, Umueze is my village! FLORENCE: What is it Mr. Linus? LINUS: I approve! Take her! Take them! Which day will you want to go? I will try and find the money to pay for Ngozi… and even escort you, I mean, I will be your guide! FLORENCE: I don't understand, Mr Linus… LINUS: My mother is from Umueze and the chief priest in the festival is my uncle! END What did teacher Florence learn from this incident? What could she have done to get all the parents (on her side) support for the class trip? © This work is licensed under the Creative Commons Attribution-Share Alike 3.0 License Audio Resources page 3	<urn:uuid:e1ad3f48-b9c7-4114-9403-e3a13b5fa913>	CC-MAIN-2024-33	https://www.open.edu/openlearncreate/60/2a/602ac695ab884bb98998887382d4835d92a37814?response-content-disposition=inline%3Bfilename%3D%2202%20Viva%20Umueze_transcript.pdf%22&response-content-type=application%2Fpdf&Expires=1723400520&Signature=aOxUyt~fHM8WKBBWLDOgcFVfD3-GHWL78cyGQbw8KCKyOLX~NjkJuWUlcuszgY8DyUV2hJf4~ovBbasd0yS4fnGAhIfFwW-Tk-7eXUIAv0RrzV117gXj7nVEleBVS6~O52Hah4na0Jg3Gr7X6Hjwde7NC7G6os6Nu1-0Wn45TNjb6apEP02wjVvOqhvM5dE3C8EKPV0ZZ4OW3xWsFMBIYjkLImbvXg4avGNK0uZvaXZEXvZuNEjNwvW~Q7KOrSXdIbWnPTL~gbeQSavogTRr0uaxUQkqr~BTeELIbymP6XGHbOilLbQCOPvHE5RXdyvcqeWPsw2inwtAxyS4b9L44w__&Key-Pair-Id=K19YM1UI0NPZI1	2024-08-11T12:22:44+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640997721.66/warc/CC-MAIN-20240811110531-20240811140531-00730.warc.gz	741,499,990	725	eng_Latn	eng_Latn	0.997299	eng_Latn	0.998034	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1043, 2598, 3525 ]	[ 2.171875 ]	2	15
1. Terms Watch the film "Price stability". a) Whilst you watch, make notes on the following terms: b) Compare your notes with your partner's and add to them if necessary. c) In small groups or in front of the class, take turns explaining one of the terms listed above without saying which one it is. The person who guesses it correctly goes next. Euro Eurosystem Price level Price stability Inflation Deflation Price stability 2. Inflation rates in the euro area since 1999 a) The Eurosystem's primary objective is to maintain price stability. How does the Eurosystem interpret this? b) Has this target (top line in the chart) been met in recent years? c) The bottom line shows the average inflation rate in the euro area. Has the Eurosystem succeeded in ensuring price stability, on average? Solution 3. Loss of purchasing power in times of inflation a) What purchasing power will €100 have in 10 years and in 50 years given an annual inflation rate of 2%? Use the graph to work out approximate values. b) What purchasing power will €100 have in 10 years and in 50 years given an annual inflation rate of 4%? Compare these values with your results from a). Solution 4. Opinions on price stability – what do you think? Imagine you are talking with your friends about price stability, inflation and deflation. They have the following opinions. How might you respond? Solution 1) 4) "What can a central bank do against inflation? Aren't prices set by manufacturers, supermarkets, kiosks and the like?" 2) "Deflation would be great. It would mean I could buy more things with my money!" 1) "Price stability? We don't have price stability. My new shoes and the pizza from the Italian place have gone up in price again." 3) "They shouldn't make such a big fuss about the inflation rate. It hardly makes a difference if the inflation rate is 2% or, say, 5%." 5) "Inflation isn't all that important. Then my salary will go up, too. 2) 3) 4) 5) 5. The transmission mechanism of monetary policy decisions Put the events below into the boxes in the correct order. Events: Inflation Less money in circulation Fewer people take out loans Demand for goods decreases Prices stop rising or decline Central bank raises key interest rate Chain of effects (transmission mechanism): 6. The deflationary spiral At first, falling prices seem advantageous for people. However, they have negative consequences for companies and their staff. In addition, falling prices have a self-perpetuating effect. This is referred to as a "deflationary spiral". a) Put the following statements into the chart in the correct order. Companies have to lower prices. Companies lay off employees. Companies make less profit or even losses. People postpone purchasing decisions. People can afford less. Falling prices b) Consider how the central bank could break the deflationary spiral. 7. Why is price stability important? Explain to your parents why price stability is important. Describe how inflation or deflation would affect your personal environment.	<urn:uuid:149a1218-c0e9-4fc9-b16e-0eed19170643>	CC-MAIN-2024-33	https://www.bundesbank.de/resource/blob/871156/434788abf1b69b161f8f3705d058635b/mL/unterrichtsvorlagen-video-preisstabilitaet-data.pdf	2024-08-11T12:05:26+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640997721.66/warc/CC-MAIN-20240811110531-20240811140531-00732.warc.gz	558,913,470	706	eng_Latn	eng_Latn	0.995825	eng_Latn	0.998245	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 418, 813, 1181, 1948, 1964, 2307, 2825, 3069 ]	[ 4.53125 ]	3	0
Spanish Spanish Curriculum Philosophy The Spanish Department at St. George's, guided by our Christian values of dignity, hope, community, wisdom, humility, and kindness, seeks to cultivate confident, compassionate global citizens. Our curriculum, rooted in our belief in the inherent worth of all people as children of God, showcases the beauty and diversity of different cultures, and promotes respect for human dignity in all its forms. Through the study of foreign languages and cultures, students are exposed to strive for ambitious communication that instils aspiration and hope, encouraging them to dream big, while also developing wisdom and critical thinking skills. Our inclusive community of learners offers support, encouragement, and opportunities to share thoughts and ideas, fostering growth in both language proficiency and personal development. By embracing humility and serving others with kindness, students are challenged to broaden their perspectives and appreciate the world's rich cultural heritage, grounded in a deep reverence for the divine. Our language curriculum offers a unique opportunity to provide students with a window through which to view our ever-changing world. Language learning is integral to the appreciation of different cultures, helping students break down barriers and appreciate morality, togetherness and diversity. We want our pupils to know and respect the culture and history of the Hispanic countries and of their languages. Our students learn how to communicate, to an exceptional standard, for a variety of different purposes. We teach students to communicate and articulate with confidence – not only about themselves and the world around them, but also about important social and cultural issues such as climate change, poverty and educational inequality. Learning a foreign language greatly supports other curriculum areas, for example revising parts of speech which are vital for success in English exams. Children's confidence can also be improved through speaking and listening exercises which are an intrinsic part of language pedagogy. There is also evidence that language learning improves memory and increases neurological capacity. Finally, in a town in which tourism constitutes a major industry, success in languages gives our students a competitive edge in employment after school. We want, first and foremost, to foster a culture of engagement and a love for learning, building resilience, and supporting personal development and growth. Students should recognise not just the immediate practical benefits of being able to speak Spanish but also the sense of achievement that comes from learning a new skill. All pupils should have access to outstanding teaching, and we remember that academic excellence resulting in good GCSE results constitutes the best pastoral care. Students will understand that a deep understanding of another language and its culture enriches their own and provides them with an edge in an ever-demanding job market. In order to achieve a true understanding of MFL, topics have been intelligently sequenced based on the following rationale that key concepts for successful language learning are: * Memorisation * Mastery * Manipulation We aim to equip our students with the tools to actively memorise high level, high frequency vocabulary. In lessons, we help our students to master what they have learnt by frequently revisiting content - making learning stick to ensure our students become excellent linguists. We strongly believe that we must consistently reinforce and strengthen what students have learnt. In turn, we teach students how to manipulate the language they have learnt, thus allowing them to express their own ideas independently. The curriculum supports students' acquisition of the grammar and vocabulary required for them to communicate their opinions and thoughts, orally and in writing, as well as understanding aural and written texts. From Year 7 to Year 11, the course offers insights into the culture and traditions of Spanish speaking countries. The curriculum aims to build students' confidence in Spanish and develop a deep interest in Hispanic culture, thus encouraging further study of Spanish at a higher level beyond GCSE. As well as rigorous, logical grammar progression and regular revisiting of grammar and vocabulary, the Spanish curriculum at St. George's embeds phonics and language-learning strategies from the start to allow students to absorb and engage with a new language in a confidence building environment. The Spanish curriculum will address social disadvantage by addressing gaps in students' knowledge and skills: * Oracy can be a key determining factor in a child's future social and, ultimately, professional success; The Spanish curriculum therefore strongly promotes the development of self-expression and perspective communication on a variety of social and cultural topics in a public setting. Providing such a culturally rich curriculum allows us to improve the aspirations and attainment of disadvantaged pupils – no matter their background or starting opportunities. * Students will also independently answer questions in full sentences in front of their peers, building confidence and articulation, giving our students the ability to communicate effectively in a range of scenarios. We fully believe Spanish can contribute to the personal development of students at St George's: * Students will develop their social competence in languages. Amongst other things, students will learn how to work with others through practising their speaking skills. They will develop their understanding of how people from different communities and countries have different values and beliefs, while also embedding our own Christian values and communicating them effectively. * The Spanish curriculum will also provide students with a multitude of opportunities to understand right and wrong with different ethical and moral viewpoints, but from the same core Christian foundations. * Students will also experience opportunities for spiritual development in the curriculum, reflecting and developing personal - but informed – viewpoints on wider beliefs and traditions, and how they align with our own Christian views. For example, students will learn how to express their opinions on the many religious festivals that take place in Spain and France. * Students will discuss various social and global issues. These issues include different views on marriage and the family unit, the impact of social media on mental health and the increasing threat of global warming amongst other environmental issues. * Students will develop their understanding and appreciation of different cultural backgrounds as language and culture are inextricably linked, building a thorough understanding of everyone's place within the global community. At KS3 and KS4, our belief is that homework should be an interleaved revision of powerful knowledge that has been modelled and taught in lessons. This knowledge is recalled and applied through a range of low-stakes quizzing and practice. This can also be applied through academic writing. At KS4, all pupils complete a program of application through exam preparation. Opportunities are built in to make links to the world of work to enhance the careers, advice and guidance that students are exposed to: * Students will have an opportunity to put their Spanish knowledge and skills into contextualised practice during learning trips abroad. * Through study of post-16 education and the world of work, our students explore the different routes second-language acquisition offers in today's business sector. This unit of study explores careers such as interpreters and translators both here in the UK and abroad. Moreover, the study of employment opportunities with routes into languages promotes the use of foreign language learning to boost the tourism, travel and hospitality sectors both within Blackpool and abroad. * Furthermore, with their teachers, students discuss benefits knowing a second language can have in their immediate career ambitions. A true love of Modern Foreign Languages involves learning about various cultural domains. We teach beyond the specification requirements, but do ensure students are well prepared to be successful in GCSE examinations: * The GCSE specification includes a lot of 'assumed knowledge'. One could argue that this knowledge is geared more towards those students who attend fee-paying schools. As a result, students will receive electives that sit alongside the main curriculum; these lessons provide students with the social and cultural capital they will need in order to be successful in their examinations. * Students are encouraged to engage maturely with vocabulary learning apps which further promote and support language learning. Spanish Curriculum Sequencing All children are entitled to a curriculum and to the powerful knowledge that will open doors and maximise their life chances. Below is a high-level overview of the critical knowledge children will learn in Spanish, at each key stage from Year 7 through to Year 11, in order to equip students with the cultural capital they need to succeed in life. The curriculum is planned vertically and horizontally giving thought to the optimum knowledge sequence for building secure schema.	<urn:uuid:1e279c3f-5240-4dd3-8893-369209ab4b77>	CC-MAIN-2024-33	https://files.schudio.com/st-george-s-school-cofe-academy/files/documents/Spanish_-_Curriculum_Sequencing_and_Rationale.pdf	2024-08-11T11:42:10+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640997721.66/warc/CC-MAIN-20240811110531-20240811140531-00732.warc.gz	211,430,524	1,626	eng_Latn	eng_Latn	0.99818	eng_Latn	0.99827	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2509, 5052, 6879, 8869, 9380 ]	[ 3.53125 ]	1	0
Andrew Jefferson learned three important secrets about withstanding the enemy. A‌ ndrew Jefferson stared intently into the ‌early morning shadows at the edge of the clearing a few hundred yards from ‌ the garrison. Was that a movement over there? No, just a bush swaying slightly in the breeze which had sprung up since dawn. responsibilities at Fort Mason, one hundred and fifty miles to the west. Ever since then, the weight of the duties that were now his had been pressing on him. This early morning watch was not his job, but he was using this time to think. He pulled his coat closer about him and rubbed his hand wearily over his rough chin. It seemed days since he'd had any sleep. Oh, he had spent a few hours tossing on the narrow cot in his quar ters behind the storehouse. Captain Rogers had handed over the command of the garrison to him six days ago, and had left to take up Behind him stood the garrison which was now under his control. Sixty-two men, a few women and children. Outside the fort was the clearing. And beyond that—enemy territory. Almost mechanically his eyes swept over the clearing once more. Things had been quiet at the post for several weeks. There had been no sign GOD WILL HELP ME RESIST SATAN. Submit yourselves therefore to God. Resist the devil, and he will flee from you. – James 4:7 of the enemy since Corporal Dixon had narrowly missed being seen by a scouting party over a fort-night ago. But a constant state of watchful ness was essential. His mind jumped back to the morning when Captain Rogers had left. As they had done so often before, they had taken breakfast together in Captain Rogers' quarters. His duffel bags were packed and stood beside the door. The room was stripped bare, even the blankets from the bed had been rolled and placed by the bags. It was then that the enormous duty Andrew Jefferson was taking on had really hit home. One lonely little garrison, just a handful of peo ple, and around them the wilderness. Some of the impact of that realization must have shown on his face, for Captain Rogers had offered him some advice. "There are three keys to resisting an enemy attack, Jefferson. First of all, you must be alert. Make sure your sentries are always watchful. Never let up for a moment. Don't think that just because you haven't seen the enemy for a while that he isn't there. He is only waiting to catch you unprepared. "Second, make sure of your defenses. Check them continually to see that they are strong, that nothing is out of repair or weakened in any way. "And last, Jefferson, fight with every weapon available. Put forth your best effort to hold off the attack. "Remember, it may mean the difference between life and death!" He could do it. He would do it! A fresh surge of confidence and determination swept over him as he watched the morning sun climb above the foothills to the east. He thought of Captain Rogers' final words before he rode out of the gar rison, "God keep you, my son." With God's help, the little garrison would stand. * * * * * Andrew Jefferson faced a challenge—to with stand the enemy and protect the little garrison under his command. Did you know that you, as a Christian, face a challenge just as exciting and a whole lot more important? The enemy you face is Satan. The effort you make to resist him will mean life or death for you—spiritual life or spiritual death. The three keys that Captain Rogers outlined for Andrew Jefferson can also be applied to our fight against Satan. First, be alert. Satan has a lot of tricks. If one doesn't work, he'll try another. He may leave you alone for a while, but don't quit being on the look-out. He will be waiting to catch you unprepared. Second, have some strong defenses. What are they? Read your Bible. Ask God to give you strength. When Satan does come to tempt you, use what you have learned in the Bible and the strength you have gained through prayer to stand against him and do what you know is right. Third, fight back with every weapon you have. If Satan puts a wrong thought in your mind, try putting a Bible verse in its place. Sing a church song. Talk to a Christian friend. Concentrate on the things God would have you think about. Pray! Our key verse tells us that if we resist the devil, he will flee from us. Stand fast! With God's help, you can win the victory. Lesson 125 Activity PICK A PATCH The ladies are busy making a patchwork quilt. There are still several patches to sew on but they'll need your advice about which ones will fit. The patches tell different details from the text but only the true statements should be used on this quilt. Read the Bible text for this lesson and then put an X through the patches that have false statements.	<urn:uuid:40308f3b-57c4-4ba6-abdf-933dbfc1443c>	CC-MAIN-2024-33	https://objectstorage.us-phoenix-1.oraclecloud.com/n/ax22fojcamx7/b/curriculum/o/Sunday%20School%2FAnswer%20PDFs%2FA_125.pdf	2024-08-11T13:19:30+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640997721.66/warc/CC-MAIN-20240811110531-20240811140531-00735.warc.gz	345,510,127	1,039	eng_Latn	eng_Latn	0.99891	eng_Latn	0.999173	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1206, 4362, 4752 ]	[ 2.015625 ]	1	0
BEACH, FOOTE, FARWELL, OREM The "Indianist" Movement in American Music by Gilbert Chase The "Indianist" movement in American musical composition that flourished from the 1880s to the 1920s had its antecedents in nineteenth-century Romanticism, with its cult of "the noble savage" nourished by such writers as Chateaubriand, James Fenimore Cooper, and Longfellow, whose Hiawatha was like a magnet for many musicians. On the stage, the famous actor Edwin Forrest starred in the drama Metamora (1828) as "the noble Indian chief," who leads his warriors in a desperate struggle for freedom—"Our Lands! Our Nation's Freedom!—Or the Grave." Romantic writers tended to identify the Indian with the grandeur of Nature. Chateaubriand, a Frenchman, in his novel of the "noble savage" Atala gushed on "the soul's delight to lose itself amidst the wild sublimities of Nature." Such writers often lost their heads but seldom risked their lives. The American wilderness, viewed as untamed, primitive, exotic, lured not only explorers and adventurers hut also scientists, artists, poets, novelists—and at least one musician who came to know at first hand "the magnificent wilds of Kentucky" about which Chateaubriand rhapsodized. This venturesome musician was Anthony Philip Heinrich (1781–1861), a native of Bohemia who emigrated to America in 1810. From 1817 to 1823 he lived in and around Lexington, Kentucky, calling himself "the Wildwood Troubador." According to a contemporary account: Heinrich passed several years of his life among the Indians that once inhabited Kentucky, and many of his compositions refer to these aboriginal companions. He is a species of musical Catlin, painting his dusky friends on the music staff instead of on the canvas, and composing laments, symphonies, dirges, and on the most intensely Indian subjects. He would be the very one to set Hiawatha to music. Although Heinrich chose to ignore the hint about Hiawatha by 1858 (when the quoted article appeared) he had indeed earned the right to be regarded as a musical counterpart of the artistethnologist George Catlin (1796–1872), whose Letters and Notes on the Manners, Customs, and Condition of the North American Indians was published in 1841. Heinrich may well have known this work, as well as Henry R. Schoolcraft's The Indian in His Wigwam, or Characteristics of the Red Race of America (1848). We know that he did read John McIntosh's The Origin of the American Indians (1843), from which he quotes in the headnotes to several of his scores, notably the orchestral fantasia Pushmataha, A Venerable Chief of a Western Tribe. This work has been described as "probably the first attempt in all history to treat in music, in any adequate manner, the idea of the American Indian" (William Treat Upton). The key word here is idea. Unlike the later Indianist composers, Heinrich did not actually use (or misuse) Indian musical themes. He was essentially an imaginative composer, stirred by the tragic grandeur of the Indian race. He was especially affected by the forced removal of the Indians from their own lands, which occurred in his lifetime during the administration of Andrew Jackson. In all, Heinrich composed eight large orchestral works on Indian subjects, plus several pieces for piano and for voice with piano. On his death his music—often oddly original and bizarre in style—quickly fell into oblivion (there has been a recent revival of interest). Hence there is no continuity between him and the later Indianist movement. Furthermore, between the time of his death and the later development, significant changes had occurred both in the situation of the Indian tribes and in American culture as a whole. The rise of ethnology and folklore studies in the second half of the nineteenth century contributed greatly to our knowledge of American Indian cultures. When the American Folklore Society was founded in 1888, its stated purpose was "the collecting of the fast-vanishing remains of Folk-Lore in America"—in particular that of the Indians and the Negroes. The notion that folklore was rapidly "vanishing" was a shibboleth of that period. At least it stimulated the systematic collection and preservation of these presumably "fast-vanishing remains." As the Indians had been settled in reservations, the task of notating their songs, dances, and ceremonies was considerably facilitated. In 1880 the American musical scholar and lexicographer Theodore Baker transcribed some harvest songs of the Iroquois as well as songs from the Cheyenne, Comanche, Dakota, Iowa, Kiowa, and Ponca tribes—a task he was able to accomplish conveniently because of a meeting of tribal chiefs organized by the Indian Office of the Federal Government. Two years later he published these and other Indian melodies in his doctoral dissertation at the University of Leipzig (it was in German and has never been translated into English). When Edward MacDowell decided to write an orchestral work using Indian themes, he took these from Baker's dissertation. The result was his Second (Indian) Suite, Op. 48 (1894), which remains one of his most frequently performed works. MacDowell was by no means a dedicated Indianist. He once said, "I do not believe in 'lifting' a Navajo theme and furbishing it into some kind of musical composition and calling it American music. Our problem is not so simple as that." The "problem" to which he referred was that of establishing a national identity in American musical composition. This issue had been brought to a head by the arrival in New York of the famous composer Antonin Dvorák, who, like Heinrich, was a native of Bohemia. He spent from 1892 to 1895 in the United States, teaching, composing, and expressing his ideas on how American composers should go about creating an American "national" music. Although he declared that the "Negro" melodies provided "all that is needed for a great and noble school of music" (a statement that infuriated MacDowell), he also gave some attention to Indian music. He became superficially acquainted with the latter, as is reflected in the Quintet Op. 97, during a stay in Iowa. But his influence was mainly in the challenge he put to American composers: Stop imitating European models and turn to your native sources. If one took the term native literally, in the sense of indigenous, that would logically lead to the Indian trail. When the composer Frederick R. Burton declared that he was searching for music "that is truly and wholly indigenous to our soil," he stated the Indianist motivation in its most intense form. But his quest proved to be illusory. After transcribing some Ojibway melodies he transformed them into such picturesquely superficial art songs as "My Bark Canoe" and "The Lake Sheen." These were "truly and wholly indigenous" only to the genteel tradition of the turn-of-the-century decorative picture postcard. From 1890 to 1910 many books on Indian lore and music were published. Francis La Flesche, an Omaha Indian, collaborated with Alice C. Fletcher in A Study of Omaha Indian Music (1893), while Fletcher herself brought out Indian Story and Song from North America (1900), with melodies harmonized by the composer John Comfort Fillmore. Natalie Curtis, who worked mostly among the Hopis and Zuñis, published The Indians' Book in 1907, and Frederick Burton's American Primitive Music appeared in 1909. Ethnologists such as J. Walter Fewkes, Benjamin Ives Gilman (Hopi Songs, 1908), and Frances Densmore undertook a more "scientific" study of Indian music, with transcriptions and analyses. Fewkes was the first to use the phonograph for recording Indian music and speech, among the Passamaquoddy of Maine in the winter of 1889–90. Densmore, working from 1907 under the auspices of the Bureau of American Ethnology, produced the largest body of work in this field. For example, her two monographs on Chippewa music (1910 and 1913) contain a total of 340 songs— the largest collection ever published from one tribe. Among the composers who became interested in the music of the Indians, some simply lifted their themes from the available publications, while others went to the reservations and did their own notations. A pioneer among the latter was Carlos Troyer (1837–1920), who worked mainly among the tribes of the Southwest. In his "Ghost Dance of the Zuñis," "Kiowa-Apache War-Dance" (both for piano), and Traditional Songs of the Zuñis (1904), for voice and piano, his aim was to be as "authentic" as possible. Harvey Worthington Loomis (1885–1930), who had studied with Dvořák in New York used Fletcher's transcriptions of Omaha themes for his Lyrics of the Red-Man (1903–4), for piano. Less concerned with authenticity, he aimed rather at artistic "framing." Charles Sanford Skilton (1888– 1941), a New Englander educated at Yale and musically trained in Berlin, became interested in Indian music when he went to teach at the University of Kansas and heard Indian students at the nearby Haskell Institute sing tribal melodies. More than any other Indianist composer, he established the stereotypes of the genre with such works as "Deer Dance" and "War Dance," from the Suite Primeval for orchestra (based on songs of the Winnebago, Sioux, and Rogue River tribes). The Indianist movement also produced a slew of operas, from Arthur Nevin's Poia (1909) and Victor Herbert's Natoma (1911) to Alberto Bimboni's Winona (1926); Charles Wakefield Cadman's Shanewis (1918) was the only notable success of the lot. Grand opera and Indian culture were poles apart. Above all it was a voice and a spirit from the Midwest, in the person of Arthur Farwell (1872–1952), that gave deep and enduring significance to the Indianist movement. Not that his vision was confined only to that aspect of America's musical heritage—he took a "broad and all-embracing view" of the "realities and possibilities of American musical life." In taking up Dvořák's challenge to American composers to create a truly "national" music, he proposed a pluralistic approach that would include "notably, ragtime, Negro songs, Indian songs, Cowboy songs, and, of the utmost importance, new and daring expressions of our own composers, sound-speech previously unheard." Yet there is no doubt that within this broadly humanistic prospect he had a particular affinity with American Indian lore. Farwell was born in St. Paul, Minnesota. As a youth he showed musical aptitude but with no strong vocational urge. Parental expectations led him to enroll at the Massachusetts Institute of Technology, majoring in electrical engineering. What really turned him on to music were the concerts of the Boston Symphony. By the time he got his degree, he knew that music would be his life's work. After several years of musical study in Boston, Germany, and Paris he returned to the United States in 1899 and thenceforth devoted himself to a highly active, varied, and productive musical career that took him throughout most of the nation, from New York to California. His first important enterprise was the founding of the Wa-Wan Press—named after a tribal ceremony of the Omahas—in 1901. Its main purpose was to publish the work of younger American composers, including himself, in whom the established publishers showed little or no interest. Volumes were issued periodically until 1911. They included most of Farwell's Indian pieces, as well as the Indianist works of Troyer and Loomis previously mentioned. These were usually preceded by explanatory essays describing the relation of the music to Indian tribal lore. They also reveal Farwell's deep affinity for and identification with the underlying symbols and values of Indian life. He had a strong feeling for nature, and his favorite spot for composing was a forest hideaway in view of the Teton range. For many of his Indian themes Farwell relied on the melodies transcribed by Alice Fletcher; but in other instances he made his own transcriptions, including some from phonograph recordings. He visited a number of reservations, particularly in the Southwest. Most of his Indian pieces were composed from 1899 to 1908; later exceptions include a string quartet (The Hako; 1922) and some choral arrangements. For Farwell, Indian music was neither an exotic novelty nor an ingredient of "native Americanism" but rather a profound and primeval source of inspiration. He saw it as an "innate force" by which we are carried "into a new world of meanings." The Indian melodies, he maintained, are "not in the realm of what is commonly regarded as Art, but only in that which we understand by the term Religion. Song, an invisible agent, is to the Indian the direct means of communicating with his invisible god." PRESTON WARE OREM American Indian Rhapsody Preston Ware Orem (1865–1938) was born in Philadelphia, where for most of his life he was active as a teacher, organist, composer, and (from 1900) editor for the music publisher Theodore Presser. From 1889 to 1895 he was organist at St. Paul's Procathedral in Los Angeles. Like MacDowell's, his interest in American Indian music was casual—and much more superficial. But Indianism was in fashion, and this no doubt attracted him. His American Indian Rhapsody for piano (also orchestrated), published by Presser in 1918, manipulates themes "recorded and suggested" by Thurlow Lieurance (1878–1963), a composer who spent many years collecting Indian melodies and earned a small measure of immortality by adapting one of these for a song that he called "By the Waters of Minnetonka." Orem's Rhapsody is very much a period piece, stylistically conventional and eclectic, post-Romantic and neo-Lisztian in its mannerisms and pretentiousness, its plethora of trills, arpeggios, broken chords, and repeated octaves (often thunderous), and its bravura display of virtuosity, with indications ranging from molto maestoso to allegretto scherzando, from andante affetuoso to allegro con brio from amabile to feroce (the savage!). It is probably the most far-out Indianist composition ever written. ARTHUR FARWELL The Old Man's Love Song, Op. 102, No.2 Navajo War Dance, Op. 102, No.1 In 1937 Farwell made arrangements for unaccompanied chorus of the "Navajo War Dance," "Pawnee Horses," "The Old Man's Love Song," and "The Mother's Vow" (this last from the original American Indian Melodies of 1900). He also made another choral version of "Navajo War Dance" (No.2) in 1947, for a concert tour by the Westminster Choir directed by John Finley Williamson. Concerning this, Farwell wrote: This chorus is so notated as to bring out the inner pulsations of the Indian voice, as observed in the Indians' singing of songs of this type in the Southwest. In ordinary notation, the first measure, for example, would be written as four quarter-notes; but if sung so, would be very remote from the effect of the Indians' singing. The measure will indeed present four major pulses, but each will be followed by a secondary eighth-note pulse of lesser accentuation. In "The Old Man's Love Song" and "Navajo War Dance," Farwell went far beyond any other Indianist composer in achieving what may perhaps be best described as "creative authenticity." Navajo War Dance, for piano Concerning this piece, Farwell wrote: Too many people think of the American Indian only as a "savage." I had in my Indian music depicted many phases of Indian life that were far from savage, but true to its quaint, poetic and picturesque aspects, as well as to its mythological conceptions. Being criticized because of these matters, as being untrue to this "savage" Indian nature, I wrote the Navajo War Dance in the hope of gratifying my critics in this respect. . . . I have employed bare 4ths considerably in this work, as I have heard the Navajos sing this war dance in 4ths. In line with this aim, Farwell directs that the piece should be played "with severe precision of rhythm throughout, and savagely accented." After a brief introduction in 9/8, the music continues in 6/8 to the end. For ears accustomed to the "barbaric" rhythms of Bartók and Stravinsky, this will seem more impressive for its finely controlled artistry than for its "savagery." It was the first of Farwell's compositions to be widely performed and acclaimed. Pawnee Horses, for piano This piece, like the "Navajo War Dance," was included in the set of pieces for piano titled From Mesa and Plain, published by the Wa-Wan Press. A headnote tells us that it was "based on an Omaha melody sung by Francis La Flesche and transcribed by Edwin S. Tracy." The title page also carries a quotation that explains the context of the piece: "There go the Pawnee horses. I do not want them,—I have taken enough." Marked to be played "with motion," it maintains a consistently syncopated pattern throughout alternating between 9/8 and 6/8. Boston, Mrs. Gardner, Fenway Court, & Music by Herbert A. Kenny On April 23, 1906, Fiorella, a comic opera with music by Amherst Webber, was mounted for the first time in Fenway Court, a Venetian palace overlooking Muddy Brook in the Fenway section of Boston. The auditorium was the music room of the splendid museum Isabella Stewart Gardner had built as her final home and as a public institution. The cream of Boston society, which had once snubbed her, had vied for invitations along with the intellectual leaders of the community. The composer was a minor figure who without Mrs. Gardner's help would not have seen his inconsequential opera produced. "You are a magician," he wrote to her. Wilhelm Gericke, conductor of the Boston Symphony Orchestra, called her "the genius lady." The evening was a triumph. Other auspicious performances had preceded Fiorella at Mrs. Gardner's, and others would follow. The next year, for example, the Boston Symphony played Charles Martin Loeffler's Pagan Poem there. How could such musical evenings occur in 1906 in any city in the United States—particularly Boston, where a hundred years earlier such performances were deemed immoral, and fifty years earlier any American composer of concert music was hard put to find a publisher, a group to perform his works, and an audience? Mrs. Gardner—Belle and sometimes Busy Ella to her wealthy husband, John Lowell Gardner, Jr.; Aunt Belle to three orphaned nephews; Dear Lady to a scandalous collection of young musicians and painters; Isabella and various sobriquets to her intimates—was a woman of genius and Boston's most flamboyant patron of the arts. She got together in those golden years (before income taxes) with two preeminent men—Henry Lee Higginson, like Mrs. Gardner a transplanted New Yorker, who created out of his own pocket the Boston Symphony and Symphony Hall, and John Knowles Paine, a composer and teacher, who would educate a generation of composers—and their impact, first felt in the 1880s, continues today. The early-twentieth-century English writer G. K. Chesterton once said that every story should begin with Genesis. The Boston story does, for the Puritan fathers built on the Old Testament a narrow and stern society with no time or sympathy for the arts. At first, psalms could be sung in meetinghouses only by the unaccompanied congregation; soloists and musical instruments were not permitted. Even as the literary flowering began, however, there was a musical quickening. The Unitarian revolt and the Transcendental movement began a happy release from the strictures of Puritanism. Choral groups came first, and Handel's Messiah made Protestant divines comfortable in the presence of soloists. The Stoughton Musical Society was founded as early as 1768 by Englishspeaking America's first composer, William Billings (1746–1800). In 1808 some Harvard students formed a musical group called the Pierian Sodality. Two years later Johann Christian Gottlieb Graupner, who had played the oboe in Haydn's orchestra, formed a musical group and gave some concerts. In 1815 he and some others formed the Handel and Haydn Society, which still prospers. In 1833 Lowell Mason (with G. J. Webb) opened the Boston Academy of Music and was instrumental in having music taught in the public schools. In 1837 some Harvard graduates formed the Harvard Musical Association; when their appeal to Josiah Quincy, president of the college, to establish music courses failed, they undertook public lectures, then formed an orchestra, and later built the long-famous but now gone Music Hall. Early in the nineteenth century Boston was a provincial town of eight thousand persons with no more than fifty pianos, which gave out nothing but hymns and popular tunes. The sole musical instrument deemed suitable for a man was the flute, and musical groups were formed of massed flute players; the overture to Don Giovanni was even arranged for a flute band. In 1840 an orchestra formed by the Academy of Music was the first to play Beethoven symphonies. By 1844 the Harvard Musical Association inaugurated some chamber-music interludes and imported from Germany what proved the largest organ in America. Six months after the end of the Civil War, the Association's own orchestra of sixty-two players, some hired from local theaters, gave its first concert. The orchestra carried on for seventeen years until the formation of the Boston Symphony. In 1867 the New England Conservatory of Music was founded and John Knowles Paine began teaching at Harvard. Hook and Hastings were building organs in the city, and Chickering was making pianos. Foreign opera companies appeared occasionally in packed theaters. In 1872 came the World Peace Jubilee, for which the Irish-horn bandmaster Patrick Sarsfield Gilmore organized an extravaganza where a chorus of ten thousand sang, a thousand musicians sought to play together, and fifty firemen in red-white-and-blue uniforms pounded out the rhythm of the "Anvil Chorus" with real sledgehammers on real anvils. About this time Mrs. Jack Gardner bought her first major painting and began to collect writers, painters, sculptors. and musicians. In 1852 she and her husband had moved into 152 Beacon Street, where she would live for forty years and would attract a multitude of artists. In the days before Mrs. Gardner gave her musicales, musicians came and left by the servants' entrance. For her they came as equals; her home, her purse, and her heart were open to them. The list of artists and celebrities she befriended or entertained is enormous: Oliver Wendell Holmes, James Russell Lowell, Henry Adams, Henry James, F. Marion Crawford (a friendship and a flirtation that came close to tragic romance), Owen Wister, Charles Eliot Norton, John Sullivan Dwight, Arthur Foote, Edward MacDowell, Julia Ward Howe, Maude Howe Elliott and her painter-husband Jack, Oscar Wilde, Clayton Johns, Nellie Melba, Lena Little, Wilhelm Gericke, Paul Manship, Joseph Lindon Smith, Dennis Bunker, Charles Martin Loeffler, John Singer Sargent (whose painting of her shocked society), Anders Zorn (who was thought to have painted her in the nude—he didn't), Ignace Paderewski, and on and on. She was host to whole opera casts, engaged the Boston Symphony for her pleasure (her motto was "C'est Mon Plaisir!"), attended prize-fights to the horror of the stuffy, drove lion cubs about in her carriage, had one more liveried footman than any other Bostonian, wore two walnut-size diamonds in her hair, hung her pearls around her waist rather than around her neck, and was the first to ditch the bustle ("Who undressed you?" one wag wanted to know; Mrs. Gardner named a Paris couturier and asked if he hadn't done it well) and wear her skirts above the ankle. She appeared at a Boston Symphony concert with a headband that read "Oh, you Red Sox!" and was in general delightfully unpredictable. She was also highly intellectual, had exquisite, sure taste, and was deeply religious. A devout Anglican, on one occasion she did penance by washing the stone steps of the Church of the Advent (a well-publicized event). In key with her motto, she did as she pleased. Her husband adored and indulged her and endured her indiscretions, and the public loved her. (William Dean Howells, however, found her arrogant and was shocked at her treatment of the workmen building her palace. The period had its ugly side, which Lincoln Steffens, Jacob Riis, Monsignor John A. Ryan, and the muckrakers were exposing.) By the 1890s, Mrs. Jack Gardner was Boston's cultural arbiter. She was deemed frivolous by many and immoral by some. But she was a dutiful and doting foster mother to her three nephews (her only child had died in his infancy). She was also a true bluestocking and worked on her own education as she worked on theirs. Charles Eliot Norton's lectures on Dante had awakened her to the cultural life and turned her into a relentless collector. Her love of art and music was genuine and well ahead of her time. She began the construction of Fenway Court to house her art collection in 1899, nine years before the present Museum of Fine Arts was built, and at the time she had the better collection. In 1900 Henry Lee Higginson built Symphony Hall for the orchestra he had founded in 1881. In 1902 the New England Conservatory moved to Huntington Avenue very near Symphony Hall, and the younger Eben D. Jordan, son of the city's leading merchant, not to be outdone by Higginson, built Jordan Hall adjoining the Conservatory. In 1908 the Opera House was built across the street. It was a time of ferment. In 1875 Arthur Foote had received from Harvard his Master of Arts degree in music, the first such ever granted in the United States. In 1884 he published his first song, dedicated to the singer Lillian Bailey, the wife of George (later Sir George) Henschel, the first conductor of the Boston Symphony. Foote was only one of Paine's many students to become a successful composer. Some others were John Alden Carpenter, Frederick Converse, Clayton Johns, and Daniel Gregory Mason. But there were also many composers in the "Boston group" aside from Paine's students, including Charles Martin Loeffler, W. Eugene Thayer, Ethelbert Nevin, Margaret Ruthven Lang, Amy Beach, and Edward MacDowell, the most distinguished. Many were church organists (Foote for more than three decades), and most taught; none received abundant performance. In 1895 Antonin Dvořák wrote in Harper's New Monthly: When I see how much is done in every other field by public spirited men in America—how schools, universities, libraries, museums and hospitals and parks spring up out of the ground and are maintained by generous gifts—I can only marvel that so little has been done for music. He specifically mentioned "the superb orchestra supported by a public citizen of Boston" as an example of what can he done. Even in 1900 the American composer's lot was difficult. Orchestras and audiences preferred the Europeans. The Boston Symphony was just about as generous to local composers as it is today. Perhaps the rapid turnover of conductors had something to do with it: Henschel, 1881–84; Gericke, 1884–89; Arthur Nikisch, 1889–93; Emil Paur, 1893–98; Gericke again, 1898–1906; Karl Muck, 1906–08; Max Fiedler, 1908–12; and then Muck again, 1912–18. Mrs. Gardner befriended them all. When anti-German sentiments caused Muck to be jailed during World War I and then deported, she stood by him and received acrimony and calumny by championing him against superpatriots. She lived through three wars and hated them all; the Civil War, in which her husband and his family and friends sympathized with the South; the SpanishAmerican War; and World War I, during which, despite her antiwar feelings, she raised money for the charitable efforts of the Knights of Columbus. Throughout the eighties and nineties and the opening years of the new century Mrs. Gardner engaged musical groups to perform and composers to play their own works. One of the most popular units at the time was the Kneisel Quartet. In 1888 Edward MacDowell had performed his own music with this group and with the Boston Symphony before leaving for New York to become the first professor of music at Columbia University. Also important for composers at the time was the arrival in Boston of Arthur P. Schmidt to publish their works. It was he who published Paine's Spring Symphony and many works by Foote, Beach, MacDowell, Chadwick, B. J. Lang, Henry Hadley, and others. The social meetings between composers and conductors at Mrs. Gardner's Beacon Street home and her other houses no doubt led to more American music being played than would otherwise have been the case. The all-male St. Botolph Club was another gathering place. Often composers would conduct their own works with the Boston Symphony. Foote was to play the piano with the orchestra eleven times in performances of his own work. In 1890 he dedicated his Violin Sonata to Franz Kneisel, the orchestra's concertmaster and leader of the Kneisel Quartet, as an appreciation. The next year Foote wrote his Quartet for Piano and Strings in C major while staying at the Alhambra, Mrs. Gardner's summer cottage in Prides Crossing on Massachusetts Bay. When her musicales outgrew the music room at 152 Beacon Street she had her husband buy the adjoining house, build a larger music room in it, and join the houses together. Musicians loved to play there. Clayton Johns, whom she befriended for years (she never turned her back on friends or protégés even if they never fulfilled their promise), was desperately shy and hated playing in public except before twenty-five or thirty guests in the Gardners' music room or a smaller group in Venice at the Palazzo Barbaro, which for a while Mrs. Gardner rented annually. In his Reminiscences (see Bibliography) Johns wrote: Mrs. Gardner wishing to be individual as she wished always to be individual in everything she did, engaged Paderewski to play a recital for herself alone at her house at 152 Beacon Street. Before the recital, Mrs. Gardner, out of the kindness of her heart, smuggled me into an adjoining room where I sat and listened behind the tapestries. After the music was over, I was invited to join the supper party which was composed of Mr. and Mrs. Gardner, Paderewski and myself. When Fenway Court was built, 152 Beacon Street was torn down. To this day there is no 152 Beacon Street, just as there could not be another Mrs. Gardner. Fenway Court had its dedicatory concert on New Year's night, 1903, with fifty musicians playing under Gericke. The weather was freezing, and, because of a railroad strike that had stopped coal shipments, the palace was heated only by wood stoves and hearth fires. Mrs. Gardner, radiant, her diamonds flashing against her hair, stood exalted on a platform where two flights of stairs joined at one end of the music room. Guests walked up one flight to greet her and went down the other. Some sniffed at the apparent homage she was demanding, but most were indifferent or amused and marched dutifully up and down. During the concert she sat alone on the balcony. Gericke conducted Bach, Mozart, Chausson, and Schumann. Lena Little sang. After the concert the doors to the great courtyard were flung open and the more than a hundred and fifty guests were admitted to gasp at the beauty of the palace. Mrs. Gardner served two of her favorites, champagne and doughnuts. There was other food, but Edith Wharton denigrated the champagne and doughnuts in an aside in French that Mrs. Gardner caught. On Edith's departure Isabella told her off. There was never any question about her temper. The evening, however, was a great success. William Apthorp glowed about it in an article in the Boston Evening Transcript. Charles Eliot Norton gushed in a letter to his hostess. The setting was incomparable, and the evening was not surpassed until the night Nellie Melba sang magnificently from a balcony above the courtyard with its fountain and flowers. Isabella gave her a large diamond. None of Mrs. Gardner's composer friends' music was played on the opening night, but she had not forgotten them or her other artist protégés. From then on the palace was alive with them. Loeffler was given a room of his own to compose in when he wanted and Sargent lived in Fenway Court while painting Mrs. Fiske Warren and others. Their letters to her were adoring; they all recognized a debt. Two of the greatest critics in Boston in those years were Philip Hale and H. T. Parker. Hale was scholarly, Parker creative. Hale wrote for the Boston Herald, Parker for the Transcript. Mrs. Gardner knew them both well. Perhaps the age was too imitative of Europe, too detached from ragtime, jazz, Negro spirituals, and the folk songs Dvořák so admired; but it was not inexpert or stale. Foote has been played by the BSO since his death, and Amy Beach's songs are still sung. Since World War II there has been rising curiosity about her, Helen Hopekirk (the Scottish composer and pianist who settled in Boston), and Margaret Ruthven Lang. Mrs. Gardner's dominance of the city's cultural life did not harm the career of any woman in Boston at the time. Among her dear friends were Julia Ward Howe, her daughter Maude Howe Elliott, Nellie Melba, and Lena Little. Mrs. Gardner was generous to cultural competitors, and no one helped Higginson more in assembling the Boston Symphony and constructing Symphony Hall. When he insisted that it was necessary to go abroad for competent musicians, there was acrimonious dissent. For all her devotion to young Americans, Mrs. Gardner sided with him. Quality was always her aim. While the hall was being built she inspected it with him, and she asked his advice on the construction of the music room in her palace. When tickets were auctioned for the grand opening of Symphony Hall, the highest bid was a sensational $1,120 for two $12 season tickets by an agent for an unnamed client. At the opening those seats became the cynosure of excited eyes. The bidder, of course, was Mrs. Gardner (she was attended by George Proctor, who was more or less her pianist in residence), and she almost stole the show from the magnificence of the hall. She rarely missed a performance, and indeed Gericke would not raise his baton until he saw she was seated, When the trustees of the Museum of Fine Arts began their new building, they sought her advice. Her husband, who had died in 1898, had left her his fortune in trust, and money was not as plentiful for her as it had been. No longer could she afford to have the entire company of the San Carlo Opera to dinner, and on trips to Venice she stinted. Nevertheless, after World War I she sent her needy musician friends abroad gifts and money. Long before Mrs. Gardner moved to Fenway Court, Bernard Berenson was acting as her agent and buying pictures in Italy. Painting began to replace music as her first love. In 1914 she made two rooms of the exquisite music room, chiefly to give Sargent's painting El Jaleo the perfect setting. When T. Jefferson Coolidge, who owned the painting and had promised to give it to her sometime, saw what she had accomplished, he gave it to her directly. It portrays a Spanish gypsy dancer accompanied by two guitarists and a clapping caballero. The dancer might well symbolize Mrs. Gardner's beauty and abandon and enchantment with being alive. She had long before determined that others might build hospitals and orphanages; she wanted to create something beautiful. She did. The Isabella Stewart Gardner Museum is only part of her magnificent memorial. The vanished musical sounds of that era, the scores that remain, the names and memories are the rest of it. When her young composers are played so many years later, we must try to hear her as well. AMY MARCY BEACH Sonata for Piano and Violin in A minor, Op. 34 Amy Marcy Beach (1867–1944) was the preeminent woman composer of her day, but before her death her music, except for some songs that have never lost their popularity, was disdained by the anti-Edwardian reaction. Yet the renewal of interest in her music preceded the nostalgic revivals of the 1970s. By 1974 the Beach revival had grown to the point that recordings were made of sixteen piano pieces and the String Quartet in F-sharp minor. The piano pieces were hailed by critics as graceful, tuneful, and technically brilliant, and the Quintet was praised for its integrity and style and favorably compared with the chamber works of Brahms. In her day it was said that Amy Marcy Beach wrote like a man, an observation that would not sit well with today's feminists. What was meant, at a time when few women were composing, was that she wrote very well indeed, took on the larger forms, and demonstrated a tough-minded energy in her works. Many critics today prefer her to Foote (although he was deemed her superior in his day), which may indicate that she wrote better than a man—better, certainly, than some of her male contemporaries. The Sonata for Piano and Violin in A minor, Op. 34, is one of Beach's masterworks. Some consider it better than her Gaelic Symphony, her Quintet, or her piano concertos. She composed it in six weeks in 1896, after completing her Gaelic Symphony. In January of the next year she performed it for the first time with Franz Kneisel. The piece thoroughly reflects Beach's distinctive musical personality and technical mastery. Her modes of development are common to classic composers, but her sure success in handling such strictly logical methods springs from her own musical convictions. The melodies show the rugged strength we frequently encounter in Brahms, but Beach has her own profundities. The contrasting themes, muscular and melodious, are skillfully manipulated into a solid structural design. The harmonies are rich, and keys and chords change and merge with flexibility. The contrapuntal texture is as admirable as the general tone, from the stately opening theme through the spirited Scherzo, the Largo, and the close. Yet there is a storm and stress that may betray her youth or the dispatch with which the piece was written. Each movement has its own themes, each theme its key. But formal as the Sonata is, it has its surprises. In the Scherzo the più lento eruption, with its change of key and meter, has an ostinato in the violin while the piano urges the theme the violin will take up before the return to the original tempo. The same technical excellence is sustained in the closing Allegro con fuoco. If there is a Chopin influence, it does not detract. After all, in her debut in Boston at sixteen Amy Marcy Beach played Chopin's Rondo in E flat, and two years later she played Chopin's F-minor Concerto in her first appearance with the Boston Symphony. We can now see, on revival, that Amy Beach's "charming" music went a good deal deeper than that. ARTHUR FOOTE Sonata for Piano and Violin in G minor, Op. 20 Arthur William Foote (1853–1937), organist, pianist, and composer, was one of the foremost of the Boston classicists who were part of the Romantic movement, and whose music owed much to Germany. While textbooks say that the Boston group did not contribute a great deal of piano music, their work is being reexamined, and Foote's corpus alone is enormous. Outstanding among his piano pieces is Five Poems After Omar Khayyam, Op. 41. Foote's music has widely varied appeal, and although artistic in intent is often instructive as well. Several of his piano pieces are for the left hand alone but are not mere exercises. His Sonata for Piano and Violin in G minor, Op. 20, is a felicitous and stirring composition. Foote was forty-seven when he composed it. It is dedicated to Franz Kneisel, who had done so much to promote Foote's work. At the time Foote was writing mostly piano pieces, and the piano has a good deal to say in the Sonata, including eleven measures to itself at the opening of the second movement. In the third movement the violin contributes, in effect, an obbligato to the piano. Frequently the piano speaks with a stentorian voice, but the eloquent violin is not to be denied and closes with the loveliest of themes. In the first movement, within the G-minor and G-major signatures, Foote shifts through a kaleidoscope of keys to present and re-present delightful themes. His alternation of keys and moods gives a vivacity to the whole. The interruption of the third movement, the Adagio (like Beach he has placed the dance second), will not please those who like their slow movements to stay slow but exemplifies Foote's passion for contrast. Since we know about his years as a church organist, we can hear in the beautiful themes of the fourth movement poignant and aspiring suggestions of hymnody. SELECTED BIBLIOGRAPHY Baker, Theodore. Über die Musik der Nordamer ikanischen Wilden. Leipzig: Breitkopf & Härtel, 1882. The "Indianist" Movement in American Music Burton, Frederick R. American Primitive Music, with special attention to the music of the Ojibways. New York: Moffat, Yard, 1909. Reprinted Port Washington, NY.: Kennikat Press, 1969. Curtis, Natalie. Chase, Gilbert. America's Music. 2nd rev. ed. New York: McGraw-Hill, 1966. Densmore, Frances. The Indians' Book. New York: Harper, 1907. Reprinted New York: Dover, 1968. Reprinted New York: Johnson, 1970. Densmore's thirteen monographs on music of the North The American Indians and Their Music. New York: Women's Press, 1926. American Indians (1910–57) have been reprinted by Da Capo Press of New York. Fillmore, John C. Farwell, Brice (ed.). A Guide to the Music of Arthur Farwell. B. Farwell: Briarcliff Manor, N.Y.: 1972. Fletcher, Alice C. Indian Story and Song from North America. Boston: Small, Maynard, 1900. Reprinted New York: Johnson, 1970. The Harmonic Structure of Indian Music. New York: Putnam, 1899. Howard, John Tasker. Charles Sanford Skilton. New York: Fischer, 1928. Nettl, Bruno. North American Indian Musical Styles. (American Folklore Society Publications, "The Memoir Series," Vol. 45.) Austin: University of Texas Press, 1954. Lawrence, Vera B. (ed.). The Wa-Wan Press, 1901–1911. 5 vols. New York: Arno, 1970. Introductory essay by Gilbert Chase. Upton, William Treat. Anthony Philip Heinrich. New York: Columbia University Press, 1939. Reprinted New York: AMS Press, 1967. Boston, Mrs. Gardner, Fenway Court, & Music Foote, Arthur William. Arthur Foote, 1853–1937: An Autobiography. Norwood, Mass.: Plympton, 1946. Howard, John Tasker. Our American Music, a Comprehensive History from 1620 to the Present. New York: Crowell, 1965. Carter, Morris. Isabella Stewart Gardner and Fenway Court. Boston: Houghton Mittlin, 1925. James, Edward T. (ed.). Notable American Women, 1607–1950. Cambridge, Mass.: Harvard University Press, 1971. Johnson, H. Earle. Symphony Hall. Boston: Little, Brown, 1950. Johns. Clayton. Reminiscences of a Musician. Cambridge, Mass.: Washburn & Thomas, 1929. Nutter, Charles Read. History of the Harvard Musical Association. Boston: Harvard Musical Association, 1937. Tharp, Louise Hall. Mrs. Jack: A Biography of Isabella Stewart Gardner. Boston: Little, Brown, 1965. Whitehill, Walter Muir. Boston: A Topographical History. Cambridge, Mass.: Harvard University Press, 1968. SELECTED DISCOGRAPHY Indian Songs for Voice and Piano, Op. 32. William Parker, baritone; William Huckaby, piano. New World 80463-2. Arthur Farwell Amy Marcy Beach Quintet in F-sharp minor for Piano and Strings, Op. 67. Martin Roscoe, piano; Endellion String Quartet. ASV 932. Concerto in C-sharp for Piano and Orchestra, Op. 45. M. L. Boehm, piano; Westphalia Symphony Orchestra Recklinghausen, S. Landau conducting. Vox Box 2-CDX 5069. Trio in A for Violin, Cello, and Piano, Op. 150. Hartley Piano Trio. Gamut Classics GAM 536. Arthur Foote Francesca da Rimini. Louisville Orchestra; Jorge Mester, conductor. Albany TROY 030-2. Five Poems after Omar Khayyám. Virginia Eskin, piano. Northeastern NR 223-CD. Legend. Kevin Lawrence, violin; Eric Larsen, piano. New World 80464-2. Three Character Pieces. Kevin Lawrence, violin; Eric Larsen, piano. New World 80464-2. Sonata in G Minor for Violin and Piano. Kevin Lawrence, violin; Eric Larsen, piano. New World 80464-2. Producer: Horace Grenell (Orem, Farwell); Andrew Raeburn (Beach, Foote) Engineer: Jerry Bruck Assistant producer: Elizabeth Ostrow (Orem, Farwell) Tape editor: Noel Harrington Recorded at Columbia Recording Studios, 30 th Street, NYC Mixdown and equalization: Don Van Gordon, Soundwave Recording Studios (Orem, Farwell) Digital mastering: Dirk Sobotka, SoundByte Productions, Inc., NYC Cover design: Bob Defrin Design, Inc., NYC The original recordings were made possible with a grant from the Rockefeller Foundation. This project is supported in part by a grant from the National Endowment for the Arts. This recording was also made possible by a grant from Francis Goelet. FOR NEW WORLD RECORDS: Herman E. Krawitz, President; Paul Marotta, Managing Director; Paul M. Tai, Director of Artists and Repertory; Lisa Kahlden, Director of Information Technology; Virginia Hayward, Administrative Associate; Mojisola Oké, Bookkeeper; Ben Schmich, Production Associate. RECORDED ANTHOLOGY OF AMERICAN MUSIC, INC., BOARD OF TRUSTEES: David Hamilton, Treasurer; Milton Babbitt; Emanuel Gerard; Adolph Green; Rita Hauser; Herman E. Krawitz; Arthur Moorhead; Elizabeth Ostrow; Don Roberts; Patrick Smith; Frank Stanton. Francis Goelet (1926-1998), Chairman AMY MARCY BEACH 80542-2 ARTHUR FARWELL ARTHUR FOOTE PRESTON WARE OREM Preston Ware Orem (1865–1938) 1 American Indian Rhapsody 7:56 Peter Basquin, piano Arthur Farwell (1872–1952) 3 2 Navajo War Dance (for piano) 2:17 Peter Basquin, piano Pawnee Horses 1:12 4 The Old Man's Love Song, Op. 102, No. 2 (publ. G. Schirmer, Inc.) 6:43 5 Navajo War Dance, Op. 102, No. 1 (publ. G. Schirmer, Inc.) 3:23 The New World Singers; John Miner conducting Amy Marcy Beach (1867–1944) 6 Allegro moderato 9:11 Sonata for Piano and Violin in A Minor, Op. 34 7 Scherzo: Molto vivace 4:14 9 Allegro con fuoco 7:22 Gilbert Kalish, piano; Joseph Silverstein, violin 8 Largo con dolore 8:04 Arthur Foote (1853–1937) 10 Allegro appassionato 5:15 Sonata for Piano and Violin in G Minor, Op. 20 11 Andantino grazioso: Alla siciliano 4:26 13 Allegro molto 8:12 12 Adagio 7:39 Gilbert Kalish, piano; Joseph Silverstein, violin Originally released as New World Records LPs NW 213 (tracks 1-5) and NW 268 (tracks 6-13) NO PART OF THIS RECORDING MAY BE COPIED OR REPRODUCED WITHOUT WRITTEN PERMISSION OF R.A.A.M., INC. 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Language made fun Supporting disadvantaged children in their English language development Policy Briefing 22 nd October 2014 Raffaella Folli, Christina Sevdali, Catrin Rhys, Jacopo Romoli, Lynda Kennedy and Alison Henry (Ulster) Abstract In linguistically diverse societies, language issues are recognised to mediate social inclusion and hence are significant for social inclusion policies. More specifically, failure to support the language needs of Newcomer pupils can lead to social exclusion and underachievement in education. This seminar will report on 'Language made fun', a play-based language intervention programme for primary school Newcomer pupils from migrant families. The project is a joint initiative between the Ulster Centre on Multilingualism (UCoM) and Barnardo's NI. UCoM, established by the linguistics team (School of Communication) at Ulster, is a service for parents and professionals dealing with children acquiring more than one language. 'Language made fun' is specifically aimed at supporting the English language skills of Newcomer pupils who may be vulnerable to exclusion and educational failure. Post-intervention evaluation of the pilot indicates improvements in both vocabulary and grammar as well sentence length and complexity. Parent reports also indicate positive outcomes for language and confidence in communication. At the policy level, the UCoM analysis of the pilot thus revealed that there is an immediate need for more linguistically-informed assessment of Newcomer pupils' language skills to meet their linguistic needs and facilitate access to the curriculum. This project showed that a relatively small investment in linguistic expertise can have a transformative effect on the language and confidence of the children involved. Local Education Authorities therefore should consider how they might appropriately access relevant linguistic expertise in a consistent manner for all Newcomer pupils. The programme is directly related to hot topics in Education specifically relating to Social Inclusion and Educational attainment and to the Programme for Government relating to English with specific reference to Newcomer pupil policies. Background Linguistic diversity The figures from the recent national census which was taken in April 2011 and the figures from the Northern Ireland Statistics and Research Agency (NISRA) show that the linguistic makeup of Northern Ireland over the past decade has changed considerably. The census asked respondents to identify their 'main' language and the results show that in around 3.1% of households in Northern Ireland (54,540), English was not the main language. This figures included those over the age of three so these figures are likely to increase as those children grow up speaking their heritage language. Additionally 2.13% of all households in Northern Ireland have no one person in that household who has English as a main language – (around 15,000 homes) Throughout Northern Ireland the census indicated that Polish is now the most common 'main language' in Northern Ireland after English (around 17,000 speakers) Other language communities with over 1,000 speakers were: o Lithuanian, Irish, Portuguese, Slovak, Chinese, Tagalog, Latvian, Russian, Malayam and Hungarian These figures give us perhaps the clearest overall snapshot of the diversity that exists in Northern Ireland today. Bilingualism Although linguistic diversity is a relatively new phenomenon in Northern Ireland, multiilingualism is the norm in many parts of the world. There is a significant body of research, which indicates that bilingualism is an asset with potential cognitive, social and even economic advantages (see for example Bialystok, 1988, Bialystok et al, 2009; Diamond, 2010; Siegal et al., 2010 among many others). Further, changing demographics in the UK and Europe have led to an increased number of children from culturally and linguistically diverse populations. This is reflected in the increased number of bilingual or multilingual children in our schools (Grech and Dodd 2007). Despite the many advantages of bilingualism, we must also consider the challenge that children growing up learning more than one language face. This is particularly true of sequential bilinguals, i.e. bilinguals who do not speak both languages from birth. Often ESL children (now referred to as 'Newcomer pupils') are only exposed to English when they either move to another country or at school. Although their first language has a significant role in identity, learning and acquisition of further languages they may face initial challenges in their English language development. Acquisition of English language skills is vital for integration and achievement in the educational system. Therefore children who are not proficient in 'the language of instruction' are at risk of experiencing difficulties accessing the curriculum and lack of inclusion due to poor communication skills in English. Research indicates that Newcomer pupils (particularly sequential bilinguals) are at risk of underachievement if not sufficiently supported with their second language (eg. Paradis 2008 among many others). Families and education systems need to provide rich and sustained input in both languages as well as provide motivation and promote a positive attitude towards bilingualism (Genesee, Paradis & Crago, 2004, Baker, 2007, Wang, 2008, Bhatia & Ritchie, 2012 among many others). Newcomer pupils The steady growth of migrants in Northern Ireland has clearly given rise to a steady increase of newcomer pupils (formerly EAL, English as an Additional Language) in the classrooms. A Newcomer pupil refers to 'a child or young person who has enrolled in a school but who does not have satisfactory language skills to participate fully in the school curriculum and does not have a language in common with the teacher'. The DENI Supporting Newcomer Pupils summary document reports that in October 2008 schools in NI had as many as 6,995 newcomer pupils, 3 times the number in 2004. According to the DENI'S School Census 2013/14, 10,698 newcomer pupils are currently in school in Northern Ireland. One fifth of the total number of newcomer pupils attend school within the Belfast Education and Library Board (2,139). These figures in combination with the large number of other language communities indicated on the recent census give a clear indication of the increasing linguistic and cultural diversity of the local population. Despite the undisputed fact that linguistic diversity crucially represents an opportunity which we must harness for the benefit of children and young people who are now living in a more diverse society, and one which is integrated into a global economy and attendant cultures, it must be recognised that the promotion of multilingualism and recognition of the needs of non-standard speakers in this context cannot but present a challenge for teachers in the first instance. These trends are at the source of DENI's drive to develop a formal policy 'Every School a Good School Supporting Newcomer Pupils'. Both the consultation process and the analysis of finding from the consultations are available on the DENI website at www.deni.gov.uk/index/21-pupils_parents-pg/18-english-as-an-additionallanguage/ As part of this drive to address the language needs to these pupils DENI has funded the setting up of a regional support service across the ELBs called the Inclusion and Diversity Service (IDS). IDS's role is 'to strengthen and improve support to Newcomer pupils, by ensuring a consistent level of support and specialist advice is provided to all grant-aided and special schools'. Additionally the IDS is responsible for a number of support services which are listed in the DENI's report and summarised below: Diversity coordinators. Interpreting and translating services. Multi-lingual website - www.education-support.org.uk Toolkit for diversity in the primary school. o www.education-support.org.uk/teachers/ids/toolkit-for-diversity-primary/ Continuous professional development. Each year DENI allocates funds to schools for each Newcomer pupil recorded on the school census. In the 2008/2009 financial year, the Department allocated a total of £6,545,000 to support newcomer pupils. These funds are to help the school 'build upon and maintain the expertise of their teaching staff and provide specific support to those Newcomer pupils who have been identified in the census by schools as needing support' (DENI) Within the context of an increased need to adapt to a growingly culturally diverse environment and meet policy requirements relating to Newcomer pupils, our initiative aims to provide the necessary support to teachers working in a multilingual context by providing tailored resources and advice packs as well as promoting the benefits of maintaining the child's linguistic and cultural identity. We report on a recently completed pilot project "Language made fun" involving 3 migrant children that provides evidence that a relatively small investment into providing linguistic assessment and support for these children can have positive outcomes for language and communication skills. The project Linguistics at Ulster and UCoM Research in linguistics at Ulster has a central focus on the application of core linguistic theory to linguistic phenomena of rich local significance. One central and overlapping research interest of the group is language acquisition and multilingualism, which inspired the establishment of UCoM (Ulster Centre on Multilingualism), a consultation service for parents, early years practitioners, speech and language therapists and other stakeholders with a role or interest in this area. UCoM delivers hands-on initiatives and services through online channels, specifically a website and a Twitter feed. Since UCoM's launch, the linguistics team has been invited to give a number of talks for professional and special interest groups, and to provide advice to parents who are raising their children as bilinguals. These have included talks to social workers, speech and language therapists, parent and toddler groups, adoptive parents considering adoption of an older child from abroad whose first language is not English, teachers in Irish-medium education and major charities (for a full list of past and future events and initiatives see http://www.socsci.ulster.ac.uk/ucom/events.html). Feedback from these events indicates that they have had a considerable impact in changing both attitudes and practices towards speakers of multiple languages. Most notably, in 2013/14 UCoM collaborated with the charity Barnardo's to establish a programme of linguistic support called "Language made fun!". The programme is designed to support the language needs of the multilingual children of migrant children in Northern Ireland whilst promoting the maintenance of their home language. Barnardo's NI Barnardo's is a dynamic and innovative children's charity which is constantly changing and adapting the way it works to best meet the needs of the children and young people it supports. Its aim is to help children and young people turn their lives around and achieve the very best for themselves and their families. Barnardo's NI has more than 60 different services and programs working with over 8,000 children, young people and their families across Northern Ireland. Barnardo's range of work includes education support, fostering and early intervention as well as child and family support. It also campaigns on children's issues including child poverty, child sexual exploitation and the need for support for young people not in education, employment or training. In a recent departure from its traditional role Barnardo's has also begun working directly in schools and is now working in partnership with over 150 schools to help children achieve their educational attainment. Tuar Ceatha Tuar Ceatha (Irish for rainbow) works with families from a wide range of minority, ethnic, refugee and asylum seeking communities. Barnardo's Tuar Ceatha project provides a range of family support services to black, minority ethnic and refugee (BMER) families in the greater Belfast area. It offers support under the themes of empowerment, poverty and education and its aim is to meet holistic family needs through individual family support, culturally specific parenting programmes and the promotion of integration through the development of community groups in local areas. One of its strengths is its ability to grow and adapt to the changing social needs of diverse and transient communities, which have many of the same issues as local communities, but which also have the barriers of language and social isolation. In 2013-14 Tuar Ceatha worked with families from over 35 different countries including over 200 migrant children whose parents had no or very limited English language skills. Language Made Fun! 'Language made fun' is a play-based language intervention for school-aged children for whom English is not their first language. The initiative was specifically aimed at supporting the language skills of migrant or underprivileged ESL learners who may be vulnerable to exclusion and educational failure. At the same time we crucially wanted to encourage and support the child's use of their native language and promote the benefits of multilingualism. A pilot of the project has recently been completed with three 6-7 year old (Key Stage 1) children. The project ran for the first time between June 2013-June 2014. Three linguistics student volunteers were paired with three children who were native speakers of Arabic. The children involved in the pilot were from Ethnic minority families who had been accessing Barnardo's Tuar Ceatha services. As this was a pilot study it was agreed that selecting children with the same native language would be the most efficient use of resources as it would allow us to compare grammatical needs of children speaking the same first language. The project was presented to first and second year Linguistics students at Ulster University. Following this, students who were interested in the project were asked to submit a CV and a statement of interest. Selection was then based on academic scores, Interview with Barnardo's, Satisfactory Access NI clearance. The broad aims of the project were to To develop the communicative language competence of migrant children in Northern Ireland in order to support their social integration and access to education To recognize and reinforce the value and importance of the child's home language whilst nurturing their competence in English To support children's access to education by prioritising the development of core linguistic skills in the areas of English vocabulary To use available expertise in linguistics to identify specific areas of grammatical difficulties which might be due to transfer from the native language The specific objectives were three-fold: For the child, the project would deliver Improved and rich exposure to English in a one to one fun and motivating context Improved confidence in communicating with peers Improved integration into school and the wider community For the students the project would afford The opportunity to apply their academic knowledge and skills to make a meaningful impact on society The opportunity to improve their employability skills For the school the project would provide A reduction in the burden on class teachers through the increased support for young ESL children provided by the language intervention The project timeline The project lasted 12 months and consisted of the following major phases: recruitment and training, observation and assessment, target selection, intervention and evaluation. Following the selection process, successful students undertook a 4 tier training process: 1. Standard Barnardo's volunteer training. 2. Training by a specialist ESL teacher on engagement and communication techniques when working with sequential bilinguals. 3. Training by a Speech and Language Therapist on the administration of standardised assessment and language intervention techniques. 4. Ongoing support was provided throughout the remainder of the project with students receiving group supervision sessions with the linguistic team at Ulster on a biweekly basis. Following the selection of children and the training of the students, the project began with a period of observation and assessment. This was an extended period (8 sessions) which allowed the students to establish a rapport with the children and begin non-targeted play-based activities which focused on general communication and language skills e.g. memory games, role play, story book reading. This helped the children to become comfortable with the sessions and for the students to determine which activities and intervention techniques would work best for the targeted intervention. During this time the students recorded and transcribed the sessions with the children. Formal and informal assessment The next phase was the formal assessment where children were assessed pre and post intervention with the Clinical Evaluation of Language Fundamentals 2 (CELF). This is a standardised language assessment that covers a range of language areas in both comprehension/reception and production/expression. Four subtests were selected based on observations of the children; 2 receptive language subtests (namely (i) basic concepts which tests comprehension of basic concepts, (ii) sentence structure which assesses comprehension of a range of syntactic constructions) and 2 expressive language subtests (namely (i) formulating labels which assesses ability to use certain high to low frequency vocabulary items, (ii) word structure which assesses ability to use morphological markings e.g. verb tense, agreement etc. Formal assessment was paired by another informal type of assessment, which included parent and teacher interviews which were carried out by Barnardo's staff in liaison with UCoM. Throughout the observation and assessment period, the students also kept reflective logs of their sessions with the children. This period was crucial in allowing the team to form a detailed communication and linguistic profile of the children, indicating both actual and perceived strengths and weaknesses across different communication settings (for example, home, school). Target selection Following the observation and the assessment phase, the student volunteers, the linguistics staff and the SLT assistant on the project selected language targets for the intervention phase. Assessment with the CELF revealed that all 3 children showed evidence of a delay in expressive vocabulary development. 2 out of the 3 children were at the lower range of normal for expressive syntax/morphology and had scores within the normal range for receptive syntax and basic concepts. One of the children showed a delay in receptive and expressive syntax and expressive vocabulary. Crucially the project team found that the grammar subtests of the CELF were not sensitive to the grammatical errors of these children and hence targets were identified based on the linguistic analysis of the spontaneous speech samples. Remember that during the observation period, weekly sessions were recorded and transcribed by the students. The transcriptions were then analysed in detail by the linguistic team at Ulster who have knowledge of a wide range of languages to identify any error patterns. Therefore it was the analysis of the language samples that allowed us to look in detail at the grammatical errors of the children. These would not be readily observable or described by teachers or those without linguistic training. This emphasizes the value of linguistically sophisticated analysis as well as the background knowledge in the native language of sequential bilinguals. Vocabulary Vocabulary items were selected which were from both tier 1 (basic vocabulary) and tier 2 (expansion of basic vocabulary) in order to improve their functional communication and with particular emphasis on items which were important for comprehension of the 'language of instruction' in the classroom. Grammar In terms of grammar, we identified 3 common main errors from the samples, which were exhibited by all 3 children. 1. Subject-verb agreement (particularly number) e.g.The eyes is closed, the girl have the red coat 2. Auxiliary and copular omission e.g. I in there, Why not working? 3. Pronoun case errors (subject/objective/possessive) e.g. He is looking for him's shoes Intervention and evaluation Students received training in session planning. They then completed a targeted session plan for each weekly session. This included targets for each session, intervention techniques/games to be employed and materials required. Students were shown how to use these techniques to meet the individual needs of the children. Students were required to complete a reflective log after each session to log which intervention methods worked best with the child to ensure sessions were tailored to the child's interests and method of learning. Targeted intervention was flexible in terms of the techniques and particular methods depending on the individual child. Students received training from a qualified Speech and Language therapist on the use of intervention and elicitation techniques. Post intervention assessment with the CELF showed minor improvements for 2 out of 3 children from expressive vocabulary and syntax. Considering that this assessment did not provide sufficient information for target selection in the pre intervention assessment it is not surprising that the post intervention assessment failed to show significant improvements. Crucially, detailed analysis of the language samples from the children after the 6 week intervention period showed explicit gains in terms of expressive grammar. The table below provides some examples of errors detected pre-intervention and then the correction of these on post intervention analysis. Summary of main findings and lessons to be learnt All 3 of these children exhibited expressive grammatical errors many of which could be directly explained in terms of transfer from their native language, namely Arabic. The children engaged well in the play based language activities which were specifically tailored to their personal interest and learning style. Speech samples taken at the post-intervention stage indicate a reduction in the number of grammatical errors in the 3 areas previously noted. The parents of the children reported a positive impact of the intervention including enjoyment, increase in vocabulary and improvement in English overall. Crucially, we found that standardised language assessment was not sufficiently sensitive to identify the particular grammatical errors of these children and hence could not be used as a measurement of change. Several informal outcome measures were also employed to supplement the standardised assessment. Detailed linguistic analysis of recordings of the children speaking English during play-based activities provided rich information regarding the particular linguistic areas these children were having difficulty with. Furthermore, these errors would not be explicitly observable to a teacher. The future: How to continue to make Language fun The UCoM analysis of the "Language made Fun" pilot revealed that there is an immediate need for more linguistically-informed assessment of Newcomer pupils' language skills in order to be able to determine their linguistic needs. Local Education Authorities therefore should consider how they might appropriately access relevant linguistic expertise in a consistent manner for all Newcomer pupils. In practice, this smallscale pilot project has revealed the potential that is intrinsic in a more co-ordinated collaboration between linguistics experts at Ulster University and the IDS. The project has shown that it is possible to provide a cost-effective option for the use of DENI funds allocated to schools for Newcomer pupils since the in depth study of a relatively small amount of language samples can help identify areas that require intervention. UCoM's aim is therefore to expand the project to involve a larger number of children. Ideally the next phase would allow us to use the data to compile linguistic information on the top 5 Newcomer languages in NI and identify common areas of transfer in these top languages. 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Transition Planning Preparing For Adulthood Liverpool City Council – Transition Planning 1 Introduction Preparing for adulthood is a process often referred to as 'Transition' because it is not a single event. Transition is a period when young people make new choices and they have new legal rights to support them to make the choices they need to make. This protocol helps young people and their families understand what options are available to them from Adult Social Care so they can start to plan and make those choices The law says children and young people have a right to have a transition plan, a plan that they understand. This protocol will help us to deliver this plan and it is produced in collaboration with children, young people, their carers and families. This protocol is for: Children in special schools Children with a learning disability and or autism Children with an Education and Health Care plan Children with a degenerative health condition Children with a Physical Disability Children with mental health needs Children and young people leaving care Children and young people likely to have care and support needs when they reach 18 Young carers Family and carers / parents of children and young people aged 16 and over This protocol is based upon the following key principles: - Children, young people, families and carers know what best meets their eligible needs. - We all want to raise aspirations for young people in Liverpool and support community inclusion. - People want choice and control of their support plans and to use personal budgets to create bespoke care. - A strengths-based approach builds on personal and community resources to support young people and their families/ carers to undertake early planning to prevent, reduce or delay the need for formal support 2 The process of Transition to adulthood Preparing for adulthood will be different for everyone. We all have different personal circumstances and different aspirations yet there are some things that are similar. Transition means preparing for: - Higher education and/or employment – this includes exploring different employment options - Independent living – this means young people having choice, control and freedom over their lives and support they have, their accommodation and living arrangements, including supported living - Participating in society; this includes having friends and supportive relationships, and contributing to the local community - Being as healthy as possible in adult life For the majority of young people, access to timely, accessible information about options that help them understand the transition process may be enough to support them and their families through this period. However, other children may require more support, including those who currently have an Education and Health Care Plan (EHC Plan). To help Adult Services to identify care and support needs a Care Act 2014 assessment is completed. This is sometimes called an adult needs assessment. A Care Act assessment will be completed to support 1. A child who is likely to have needs on reaching age 18 2. A Carer of a child who is likely to have needs on reaching age 18 3. A Child Carer who reaches age 18 at assessment The Care Act 2014 says that if a child is likely to have needs when they, or the child they care for, turns 18, the local authority must assess them if it considers there is 'significant benefit' to the individual in doing so. This is regardless of whether the child or individual currently receives any services. This assessment is called an Assessment of Need or Care Act 2014 assessment and will be done with a Transition worker. This will determine whether a person is eligible for Adult Social Care 2.1 The Assessment process Adult Service Careline will receive referrals for an assessment, they are open 24 hours a day, seven days a week. Contact Careline on 0151 233 3800 to discuss or make a referral. An Adult Needs Assessment can take place as part of the school review, usually when young people are 16 years old. The assessment will help young people think about needs and what is important to them in their life. You can download a selfassessment form here: download an example self-assessment form. A selfassessment form can be completed before the young person meets their Transition Worker – this option will be offered at point of referral. Following a year 9 school review, an assessor from the Adult Social Care Transition Team may visit the young person at school and at home. The assessor will go through the assessment form with each person to make sure that they have all the information needed to help them. Young people will be asked if they would like someone to support them through the assessment process; this can be a family member, a friend or an advocate (See section 10.1). This assessment will focus on identifying strengths, aspirations and developing independence for young people as they become adults. The assessment aims to identify the young person's eligible needs as they become an adult and the outcomes they would like to achieve. This helps when thinking about how identified needs can be met through a support plan and who could be involved in developing it. This is an opportunity for young people and their families/ carers to discuss finances, welfare benefits, mobility allowance, Housing Benefit and personal budgets and how these help pay for the care and support which has been agreed. If the young person is not eligible for formal support, they will be offered information and advice about other services and organizations which may offer help and support. Link to live well Liverpool website 3 Education, Health and Care ('EHC') Plans and Reviews For children and young people with EHC plans, all reviews of the Plan from Year 9 onwards must include a focus on preparing for adulthood, including employment, independent living and participation in society. This transition planning is built into the EHC Plan and, where relevant, will also include effective planning for young people moving from Children's Services to Adult Social care and Health services. The views, wishes and feelings of the young person will be sought and recorded as part of the process. When a young person is nearing the end of their time in formal education, the annual review will consider good exit planning. Support, provision and outcomes will be agreed for the EHC Plan that ensure the young person is supported to make a smooth transition to whatever they will be doing next – for example moving on to higher education, employment, independent living or adult care. For all review meetings, it is important to make sure that the appropriate people involved with planning for the young person are invited to make sure there is a wide discussion covering all of the areas important to them. The relevant officer in the SEN Assessment and Pupil Support Team will be able to provide information and guidance in relation to the processes and will be able to liaise with families during this period as to the EHC Plan and ensuring it is appropriate to facilitate the transition. 4 Carer's Assessment Preparing for the transition to adult services can be a difficult time for parents and families because the young person they care for will often be leaving full-time education and may require very different care and support as an adult, this support could include preparing for independence As the young person turns 16, adults providing care and support to that young person, or intending to provide care and support, have a right to a Carer's Assessment. This assessment will take into account how the needs of the person being cared for impact on other family members and the support they provide to the young person. Carers are also entitled to Advocacy Services to support in their role as carer from the date the young person they care for reaches 16. The Liverpool All Age Carers Strategy can be found below: http://liverpool.gov.uk/media/1357616/all-age-carers-strategy-a4-final-approved.pdf 5 Preparing to move into Adult Healthcare All young people with a long term health condition who are moving from children's health services to an adult health service will follow the Alder Hey 10 Steps to Transition Plan (see page 7 for further information on 10 steps). This will involve health care input from either an adult health provider or their GP. The clinical teams who care for each young person at Alder Hey Children's Hospital will work with the young person and their families in clinical consultations to ensure that young people are able to identify their needs, and to access the support they require during the move to adult services, i.e. the young person's knowledge of their condition is developing. Alder Hey will ensure that all young people and their families understand what is happening at each of the 10 transition steps, by revisiting transition planning at each hospital or community appointment. This will happen by delivering transition preparation in the young person's clinical consultations, with them and their parents/ carers if the young person expresses the wish for parents to continue to be involved. Each young person will be offered to be seen alone if they wish, and given time to ask questions during consultations with their doctors and nurses. Young people will receive a health transition plan after each consultation. With the young person's consent, a referral will be made to the appropriate adult health service that has been agreed with the clinician. Clinicians from adult health services will be invited to attend a joint appointment with the young person, led by the paediatric services to provide an opportunity to introduce themselves, receive a fully informed medical history and advise the young person of what their service can offer. When young people feel confident and in control, having developed the skills and knowledge to be able to manage their long term condition, a transfer to adult health services date can be agreed. At the first consultation in an adult hospital, it is planned a member of the paediatric team will support the young person at this visit. Child and Adolescent Mental Health Services (CAMHS) provide support to young people with mental health needs. Some young people may have a long term condition such as autism with co-occurring mental health needs and they can follow the Alder Hey 10 Steps to Transition Plan alongside their CAMHS transition plan. Some young people may have mental health needs alone and although in most cases their mental health needs will not be understood as life-long some will require transition from CAMHS to Adult Mental Health Services (AMHS). CAMHS and AMHS follow an agreed Transition Protocol. The majority of young people who are supported by CAMHS will begin transition to AMHS around the age of 17 ½; however transition may begin earlier depending on need. Further information is available at https://10stepstransition.org.uk/ CAMHS transition flowchart.docx CAMHS Transition Planning Checklist.doc 6 Getting ready for adult life At 18 years old, the law treats each person as an adult and the role of parental responsibility is no longer applicable. The Care Act 2014 provides the legislative framework for Adult Services and outlines roles and responsibilities; these are covered in Appendix 2. It is assumed that for those aged over 16 years old have capacity to make decisions regarding their lives; where it is established under the Mental Capacity Act 2005 that there is a lack of capacity to make specific decisions, the Mental Capacity Act 2005 will be referred to in relation to best interest decision-making (see appendix two). 6.1 Housing There are a range of housing options available for young people transitioning to Adult Services. These include living in a flat or house, supported accommodation, Shared Lives or, for some young people, living in a specialist care settings. Affordable general needs housing is available for those people who want to live independently. Affordable housing can be rented through a Registered Social Landlord and this is available through applying to Liverpool City Regions' Choice Based Lettings system, Property Pool Plus. https://liverpool.gov.uk/housing/availablesocial-rented-housing/ Once someone has applied to the Housing Register they then bid for advertised properties that meet their needs. Alternatively, people can rent general needs housing from a private landlord. People who live in general needs housing will have a tenancy agreement with standard tenants' rights and responsibility. If a young person needs care and support needs to live independently then this will be part of the Care Act 2014 needs assessment. Supported accommodation is for people who have a support need such as a learning disability, a physical or sensory impairment, or mental ill health and cannot live independently without support. Support workers are based in the accommodation and, depending on the tenants' needs, they might also stay in the accommodation overnight. Those who live in supported accommodation might have their own selfcontained flat in a scheme, or they might live together with other people and have their own bedroom but may share the communal areas such as the kitchen and bathroom. People who live in supported accommodation need to have a tenancy agreement. This agreement will give them standard tenants' rights. Shared Lives is sometimes called an 'Adult Placement'; this is support for adults who are unable to live independently and/or adults who need more than Supported Accommodation. Shared Lives means sharing the daily life of a trained carer by living in the carer's home as part of their family. Carers are specially trained to provide support after they have been through a recruitment process. Adult placements can be short-term or long-term and can also be used for respite care so that parents/Carers can have a break. Careline will arrange a needs assessment for those who think supported accommodation or Shared Lives would be a suitable option for them to consider Following a Care Act 2014 assessment, if it is identified and agreed that Shared Lives is the best option, the Shared Lives scheme will match people with an adult placement carer. When a placement has been made it is monitored so that that the young person's outcomes are being met. If it is identified following a Care Act 2014 assessment that Supported Accommodation is the best option, the Transition worker will help identify an appropriate scheme to meet the young person's needs. 6.2 Money, welfare benefits, and funding adult care At 16 years old, a young person's financial position may change in a number of ways depending on their individual circumstances. Young people can now claim Personal Independence Payment ('PIP') in their own right; this was formerly known as Disability Living Allowance or 'DLA'. A number of young people may be able to access Employment and Support Allowance ('ESA') and/or Income Support ('IS'). This link will provide more information on available benefits. . https://www.gov.uk/becomeappointee-for-someone-claiming-benefits The Benefits Maximisation Service is a Liverpool City Council run a service that aims to ensure that everyone who is referred to them is in receipt of all the correct benefits available to them. The service accepts referrals from the Transition Team, Schools or Colleges or from other Professionals. For young people who might need support to manage money, an 'Appointee' can be discussed during Transition planning. An appointee is someone who knows the young person well, like a family member or carer who can help with managing money. They can make an application to the Department of Work and Pensions ('DWP') to be an appointee. The DWP will look at this application and visit the proposed appointee to ensure they are the right person to support the young person. All young people over the age of 18 years, and who are receiving services, may be asked to contribute towards the cost of their care; this is called a 'contribution'. Contribution to the costs of care depends on each persons' financial circumstances. To determine this, Liverpool City Council will carry out a 'financial assessment' to work out how much each person's contribution might be. The financial assessment will take into account any income and savings each person has. As part of the financial assessment, each young person will be offered a benefit check by a member of the Benefits Maximisation Team who will also make sure that they are receiving all the benefits they are entitled to claim. When the financial assessment is complete, Liverpool City Council will write to confirm how much they can contribute to the cost of their care, and they will advise of the process for making payments. Some people will not have to contribute at all and this will depend upon their overall income, assets and savings. Further information about paying for adult social care in Liverpool can be found at https://liverpool.gov.uk/social-care/adult-social-care/paying-for-care/ If at 16 years old a young person has difficulty in managing their money, a capacity assessment under the Mental Capacity Act 2005 can be undertaken to see whether they have capacity to manage their money (or "property and affairs"), and if not, whether any education, training and/ or support can be provided to help them manage their money Depending upon the outcome of the assessment and the young person's financial circumstances, arrangements can be made for the young person to have an appointee to manage their money, or for a Court of Protection Deputy for property and affairs to be appointed. Once a young person reached the age of 18, if they have capacity to do so they can grant a Lasting Power of Attorney for property and affairs which can appoint attorneys to make decisions on their behalf in respect of their finances, either straight away, or if they are assessed as lacking capacity at some stage in the future. 6.3 Independent Travel Travel training gives young people the confidence and skills to travel independently on buses, trains and walking routes to and from education/employment or training. These skills are gained with the help of 'Travel Trainers'. Travel trainers work closely with young people and their carers/ family, and complete a number of assessments to help understand the young person's travel training needs, that is if they are taking a certain bus route and the times etc. The travel training consists of one to one practical training sessions and will take as long as is needed. The aim is to help the young person to feel safe, confident and ready to travel independently. Each student will have their own risk-assessed, detailed journey planner to assist them which is recorded and rehearsed in a format that helps them manage the process. Travel training sessions cover various topics depending on individual needs and allow young people to learn at their own pace. Examples of what the training programme includes: - Personal & community safety - Confidence building - Road Safety - Journey Planning - Understanding the environment - Communication skills - Seeking help from appropriate sources - 'What if' scenarios - Utilisation of timetables and visual aids - Using money Some of the benefits of travel training include: - Increased confidence & self esteem - Improved health & well-being - Improved social skills and helps learn how to cope in a variety of situations - Reduced reliance on family & friends - Promotion of independence 7 Personalisation Personalisation is at the heart of Social Care and the 2014 Care Act and 'Preparing for adulthood' seeks to put children, young people and their families at the centre of the planning support process. A young person or their family can request a personal budget or direct payment if they have eligible needs under the Care Act 2014 and/ or a qualifying health, social care, or education need under the Children and Families Act 2014. They can request this at any time, for example, during assessment or at the point of review of the EHC Plan. 7.1 Direct payments Instead of Liverpool City Council arranging support with contracted providers, young people can receive a payment to arrange their own support that will help achieve the outcomes set out in their support plan; these are called 'direct payments'. A direct payment is a different way of arranging services which meet eligible needs identified in the Adult Care Act 2014 assessment. It can offer more flexibility, choice and control over the support young people receive. The amount of money allocated will depend on the level of need and this will be identified during the Care Act 2014 assessment process. To meet assessed needs with a direct payment will necessarily involve a number of considerations, for example, the young person may need to employ a personal assistant (PA) or directly arrange to pay an agency for the support. Employing a personal assistant will mean becoming an employer and this brings with it certain responsibilities to ensure the law is followed, however, we can help with this. Liverpool Council has a self-directed support team that will support you and help you understand these responsibilities. Further information can be found at this link: https://liverpool.gov.uk/media/3150/guide-to-direct-payments-a5.pdf 7.2 Personal Budgets A Personal Budget is a statement which sets out the cost to the Local Authority of meeting an adults' care and support needs identified in a care and support plan, or from an EHC Plan. The scope of a Personal Budget will vary depending on the needs of the individual and eligibility criteria. The EHC Plan will clearly state which outcomes can be met by a Personal Budget. Receiving a Personal Budget A Personal Budget can be offered in a number of different ways: - Direct payments – as above, where individuals receive payments to contract, purchase and manage services themselves; - An organised arrangement (sometimes referred to as a notional budget) where Liverpool City Council, Liverpool Health services, or the School or College holds the funding and commissions the support; - Third party arrangements/nominees – where funds (direct payments) are paid to and managed by an individual or another organisation on behalf of the parent/young person - A combination of the above 8 Preparing a transition plan A transition plan can start in or after year 9 when there is an EHC review meeting. This meeting provides an opportunity for young people to think about their future and consider how this might look. This could include who they would like to attend and support them in transition planning meetings, for example if extra support is likely to be needed when leaving school then the people arranging this may attend the meeting. This might include parents, carers, a teacher, nurse, other family member or a social worker as well as an advocate. The transition plan should outline the responsibility of each agency and any agreed actions should be reviewed in years 10 to 14. The Plan should clearly state a person such as a social worker, teacher or other professional, who young people and their families/ carers can contact if there is anything they wish to discuss during the pathway to adult services. The transition plan is a record of all agreements and actions from the year 9 school review. It tells people what the young person wants to do over the next few years and who is going to help them do it. It should say: - What needs to happen - What help you need - When this will be done - Who will do this The national development team for inclusion has developed a guide for young people and their parents and carers and professionals involved in transition which you can find here: https://www.preparingforadulthood.org.uk/downloads/education-health-and-careplanning/pfa-outcomes-tool.htm 9 Leaving Education The Transition plan and/or EHC plan should include details about 'next steps' after transition; this could include plans for college or for employment after school. Young people can access careers advice at school to discuss these options and help with applications to college or employers. If College is being considered then early application to courses is encouraged and more than one application can be made. It should state on the application form that the young person has additional needs and may need extra support in the setting. The school or teacher can assist with this. Once a course and setting are decided on, the school will help to plan a good transition to that option. This might include visits to the settings, meeting staff or current students, and/or planning meetings with young people, parent/carers and other professionals. Help and support with getting a job can be found on the Local Offer website: http://search3.openobjects.com/kb5/liverpool/fsd/results.page?localofferchannel=7-3 9.1 Supported Internships Supported internships are a structured study programme based primarily with an employer. They enable young people aged 16-24 with an EHC plan to achieve long term paid employment by developing the skills needed for work, through learning in the workplace. Wherever possible, they support a move into paid employment. During time with the employer, young people complete a personalised study programme which includes the chance to study for relevant qualifications, if appropriate, and English and Maths. More information is available on Preparing for Adulthood website at: https://www.preparingforadulthood.org.uk/downloads/supported-internships For up to date information on Supported Internships in Liverpool please visit our page on the Local Offer website: http://fsd.liverpool.gov.uk/kb5/liverpool/fsd/localoffer.page?localofferchannel=7-4 10 Roles and Responsibilities or Professionals and Teams All professionals involved in a young person's life may provide support and guidance on helping young people move toward adulthood. For those who will require ongoing Adult Social Care they will liaise with the Adult Transitions Service to ensure that any changes are as smooth and informed as possible. Other professionals who can support this process include: 10.1 Advocate / IMCA As part of the Care Act 2014 assessment young people will be offered an advocate to support with the assessment and support planning process. An advocate can help the young person to have their 'voice' heard, and to understand and exercise choice, and to make their own decisions. An advocate can support a young person through the transition process in many ways, for example: - Help the young person to understand the choices and support available to them to make their own decisions. - Tell others what the young person wants and about their views and feelings. - Make sure that plans say what the young person needs them to say. - Ensure the young person's rights are taken account of. - Write a report about the things the young person likes and dislikes so that they can be taken account of. Independent Mental Capacity Advocate ('IMCA') was introduced as part of the Mental Capacity Act 2005. The Mental Capacity Act 2005 gives people with an impairment, injury or a disability, which results in them being unable to make a specific decision for themselves, the right to receive independent support and representation. Liverpool City council must refer a young person if they have no 'appropriate' family and friends who can be consulted as part of an assessment and that young person has been assessed as lacking the capacity to make a decision about: - Any serious medical treatments - A move to a care home that would be for more than 8 weeks - A move to a hospital that would be for more than 28 days - Safety or care which is likely to result in the young person being deprived of their liberty In addition, Liverpool City Council, or the NHS MAY refer a young person who lacks capacity to make a decision about either: - A Care review - A Safeguarding referral More information about the independent advocacy service in Liverpool can be found below https://www.voiceability.org/about-us/ 10.2 Adult Social Care Transition Team Adult Social Care work together with Children's Services, Health Care Services and Schools to identify children and young people who that have or are likely to have care and support needs when they attain 18 years of age. This includes the Disabled Children's Team, Childrens Permanence Teams and the Leaving Care Team, Child and Adolescent Mental Health Service (CAMHS), Schools, Healthcare professionals, families and young people themselves. Anyone who thinks they will need support with transition can make a referral by ringing Careline on 0151 233 3800, with permission someone else can contact on their behalf too. The Transition Worker: - can be a Social Worker or Social Care Assessor - Will provide a link between School/ College/ Hospital and Adult Social Care to support preparing for adulthood - Will help complete the transition plan - Will undertake a Care Act Assessment and Carers Assessment under the Care Act 2014 - Help develop a support plan and apply for commissioned/ funded services or a direct payment if eligible, to pay for this plan - Will signpost to other services if the person does not have eligible care needs - liaise with Adult Social Care neighbourhood teams to identify where the young person will be supported as an Adult 10.3 Leaving Care Team The following steps describe the transition process for vulnerable Looked After Children/young people who may or may not have a disability. At the beginning of year 9 (or at 14 Years of age), the young person's social worker identifies all young people with an EHC Plan who may be eligible for an assessment by Adult Social Care and require services post 18 years. - The Young Person's social worker completes a referral to the Adult Transition Team. - The Transition Team can identify young people via the live 'dashboard'; if this is the case the team will contact the social worker or young people directly and discuss a referral. Someone can contact Adult Care Line on behalf of a young person and make a referral to adult social care (Tel: 0151 233 3800). - The young person's social worker will attend all EHC Annual Education review meetings. Aged 16 years - The social worker will start to prepare the young person's Pathway Plan. This will be completed by the young person's 16 th birthday. - Social workers will update the Pathway Plan every six months following consultation with all agencies involved with the young person, including the transition worker. - Consideration for supported living and/ or future accommodation needs will require early planning as some young people will be able to move to their accommodation prior to their 18 th birthday. - Adults and Children's Commissioning Teams will liaise with providers about offering accommodation for young people prior to their 18 th birthday to prevent young people having a move on or around their birthday. If, following assessment, the young person has eligible needs for adult services, the transition worker from Adult Social Care will offer sign-posting advice and guidance so that the young person knows where to get help and support if needed. 10.4 Special Educational Needs (SEN) Assessment and Pupil Support Team The SEN Team carry out the EHC assessments to decide whether an EHC Plan is required for a child or young person. Once an EHC Plan is in place, the Team then ensure that an Annual Review of the Plan takes place and any amendments that are required to the EHC Plan are made. A SEN Casework Officer will co-ordinate the assessment and be the main point of contact throughout that process. The officer will have conversations and meetings with family and other involved parties are required to ensure the assessment gathers all relevant information and that the EHC Plan fully reflects the needs and the provision required for the child or young person. The SEN Casework Officer will also be involved, where relevant, in Annual Reviews of the EHC Plan and will ensure that the EHC Plan is updated to reflect the changing needs of a young person during the preparing for adulthood transition. The Team can reached either on telephone on 0151 233 5984 or email at email@example.com 11 Appendices Appendix 1 Local Information – The Liverpool Local Offer Liverpool's Local Offer provides information for children and young people up to the age of 25 with special educational needs and disabilities (SEND) their parents or Carers - all in one place. Knowing what is available gives you more choice and control over what support is right for you and your family. On the local offer website you can: - Search for services from a range of local agencies including education, health and social care. - Find out more about SEND reforms and keep up to date with the scope of the local offer as it develops and grows. - View a range of SEND documents and reports. You can visit Liverpool City Councils local offer website at: http://fsd.liverpool.gov.uk/kb5/liverpool/fsd/localoffer.page?familychannel=10 Appendix 2 The Legal Framework The Children & Families Act 2014 and the Care Act 2014 provide the legal framework for the transition from children's social care to adult services for those who may have care and support needs. The Children & Families Act 2014 introduced a system of support from birth to 25 years and the Care Act 2014 is concerned with those aged 18 or over; therefore, there is a group of young people aged 18-25 who are entitled to support through both pieces of legislation. It is important that both Children and Adult services work together to support a smooth transition for a young person. Both Acts are person-centred and take outcomefocussed approaches that involve young people and their carers. They recognise that preparing for adulthood is a process experienced as a family rather than an individual. The Care Act 2014 Statutory Guidance states that if someone is 18 years old or over, but still receiving children's services and a safeguarding issue is raised, the matter should be dealt with through adult safeguarding procedures but with involvement of children's safeguarding and other organisations as appropriate (e.g. NHS, police). Adult and Children Safeguarding procedures can be found here: http://www.liverpool.gov.uk/media/8902/liverpool-inter-agency-safeguarding-adultspolicy-and-procedure.pdf https://liverpoolscp.org.uk/scp/children-young-people Below is summary information on the legislation and associated guidance: Children and Families Act 2014 http://www.legislation.gov.uk/ukpga/2014/6/contents/enacted The Children and Families Act 2014 sets out the framework in relation to Education, Health and Care Plans and transition to adulthood. Further detail is set out in the statutory guidance document the 'SEND Code of Practice 2015' https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 The Care Act 2014 http://www.legislation.gov.uk/ukpga/2014/23/contents The Care Act creates a new modern framework for care and support legislation with the central principle of wellbeing. Sections 58-66 of Part 1 of the Care Act deal with 'Transition for children to adult care and support, etc.' Associated guidance: https://www.gov.uk/government/publications/care-act-statutory-guidance/care-andsupport-statutory-guidance Chapter 16 of the Care & Support Statutory Guidance covers 'Transition to adult care and support' (guidance on sections 58-66 of the Care Act 2014). Care Act 2014 & Care & Support Statutory Guidance Mental Capacity Act 2005 http://www.legislation.gov.uk/ukpga/2005/9/contents The Mental Capacity Act (MCA) applies to people aged 16 and over who may lack the mental capacity to make decisions about their care /treatment/ support. Associated guidance: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/49725 3/Mental-capacity-act-code-of-practice.pdf Mental Health Act 1983 http://www.legislation.gov.uk/ukpga/1983/20/contents NICE guidance NICE Guideline (NG43) 'Transition from children's to adults' services for young people using health or social care services' https://www.nice.org.uk/guidance/ng43 This guideline covers the period before, during and after a young person moves from children's to adults' services. It aims to help young people and their carers have a better experience of transition by improving the way it's planned and carried out. It covers both health and social care. 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content development and his work released into the small intestine. Understanding effect of cold temperatures on enzymes that it will slow reactions down. L5: GPA lesson consolidating knowledge on enzymes. Enzymes are biological catalysts and so speed up chemical reactions. Understanding that enzymes are highly folded proteins, found in every cell, they break molecules or form molecules, they do not change or get used up during reactions and that without them we would die. Identifying the structures of an enzyme and being able to label a diagram with the correct terminology, active site, substrate and product and then explaining how this links to the lock and key theory. One substrate fits into one enzyme's active site, just like how a key only fits one lock. Leading onto enzyme active sites changing shape, due to extreme temperature and extreme pH which is known as denatured. L6: Preparation for the enzyme practical. Understanding that amylase is an enzyme that breaks down starch into sugar and using this to test how different pH levels will affect enzyme activity. Iodine is used to test for starch and will turn from an orange-brown colour to a blue-black colour if starch is present. Students must be aware of the control variables so that these variables do not affect the experiment, variables such as temperature and amount of starch. L7: Conduct the enzyme practical, investigating the affect of pH levels on enzyme activity. Understanding the results to conclude whether the enzyme has denatured or not and reflecting on areas where they could improve their practical skills. L8: Investigating the connection between enzymes and decay. Understanding that detritivores are organisms that feed on dead organic matter including faeces (detritus) and knowing specific examples such as a fly. Discovering decomposers are bacteria and fungi and that they break down molecules, using enzymes by secreting them out onto the surface of dead organisms, however they cannot break down inorganic molecules and this is all a part of a nutrient cycle. Knowing that the rate of decomposition can be affected by temperature, oxygen availability, water availability and the number of decay organisms, linking temperature into enzyme activity, so an extreme temperature will denature an enzyme. L9: Students will undertake a research project, discovering industries that use enzymes, for example the food industry, washing product industries and medical industries to prevent allergies. L10: Students present their findings from their research project during a presentation to the rest of the class. L11: EoTT L12: GPA L8: Understanding decay when an organism dies L9/L10: Real world application of enzymes in industry.	<urn:uuid:8c45a198-c697-4958-96a3-1387d1fb7b28>	CC-MAIN-2024-18	https://medenschool.co.uk/data/uploads/files/MTP_for_Enzyme_Activity.pdf	2024-04-15T08:17:09+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00840.warc.gz	347,944,188	528	eng_Latn	eng_Latn	0.997281	eng_Latn	0.997291	[ "unknown", "eng_Latn" ]	false	docling	[ 33, 2736 ]	[ 3.65625 ]	1	0
Dental Health: Caring for your Cat's Teeth By Freya Britt-Lewis - Customer Care & Pet Health Writer a We can all agree that dental hygiene is among the most important daily health routines person can have. Not only does it leave our breath feeling minty fresh and clean, it also keeps us medically healthy. Our cats are no different to us - dental care for cats is just as important as it is for you, your children, or even your dog. It is a well-known fact that 70% of our cats over three years of age have dental disease, otherwise known as periodontal (gum) disease. This is an uncomfortable condition caused by plaque and tartar build up and an increased bacterial load around the teeth and gums. Other adverse effects on your precious family members include: * Bad breath (halitosis) * Yellow or brown crust cemented onto teeth (tartar) * Swollen, red or bleeding gums (gingivitis) * Unwilling to eat harder food, or a change in eating habits * Tooth loss * Drooling * Weight loss (though in the majority of cases, a cat would rather continue to eat through pain rather than go hungry) Lack of dental hygiene is not the only cause; age (older pets are more susceptible), breed (flat faced cats that have crowded or misaligned teeth), and diet also plays a role. It is imperative that cat owners are aware of these issues and create individual routines for their cats to combat this disease. So how can you help? Home Care Home care is where it all begins! Beginning your cat's dental hygiene journey in the home is extremely important for controlling plaque formation and preventing dental disease. Something as simple as adding Oxyfresh Water Additive daily to your feline's water supply, or giving them dental chews several times per week, such as Greenies, can make all the difference. Greenies are formulated crunchy dental treats for cats over 12 months of age. The motion of chewing mechanically scrapes away layers of plaque and tartar to minimise build-up and promote dental health. Diet Veterinary prescription diets such as Hills Feline T/D Dental Care can be easily integrated into your cat's daily routine in order to give your cat the best care possible. The kibble has a unique shape and size for optimal mechanical motion, special fiber matrix technology, and complete and balanced nutrition. How it works: * By cleaning the tooth surface * Fighting plaque build up * Promoting overall health in your cat Hills T/D has been awarded the VOHC (Veterinary Oral Health Council) seal of approval for the control of plague and tartar in both canine and feline formulas. Veterinary Care While a good home care routine is helpful in reducing dental disease in cats, it is not 100% effective, so at Turramurra Veterinary Hospital, we include dental checks with our regular consultations and vaccinations. Dental Procedure Your vet may recommend a dental procedure. In this case, your cat's teeth will be graded, and your cat scheduled for a dental scale and polish procedure. This involves a general anaesthetic, scaling to remove tartar, flushing the gums and polishing the teeth. If an abnormality is seen, your vet may recommend dental x-rays to check tooth viability. If you are in any way concerned about your cat, or would like to get on top of your cat's dental hygiene, book in a veterinary consultation to assess your cat's teeth.	<urn:uuid:5f48ba75-2761-453c-bb15-26543862e95a>	CC-MAIN-2024-18	https://www.turramurravet.com.au/wp-content/uploads/2022/06/Dental-Health-Caring-for-your-Cats-Teeth.pdf	2024-04-15T08:59:08+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00839.warc.gz	920,156,029	716	eng_Latn	eng_Latn	0.998649	eng_Latn	0.998769	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 952, 2597, 3369 ]	[ 2.421875 ]	1	0
Setaria italica FOXTAIL MILLET Italian Millet ECHO PLANT INFORMATION SHEET ® Description Foxtail millet is an annual grass crop, up to 1.5 m in height, and one of the most water efficient (250-300 mm per crop), short term (60-70 days), warm weather crops which can be used as a "catch" crop, planted after another crop has failed. The grain can be cooked whole or ground into flour. Foxtail millet is also a useful fodder crop for dry areas. Origin The exact country of origin of Foxtail Millet is unknown. What is known is that Foxtail Millet is one of the oldest cultivated crops in the world, being recorded as growing in China some 4,000 years ago. It is now grown as a staple crop in Asia. Uses A distinct benefit of Foxtail Millet is that it is one of the most water efficient, (10-12 in per crop) short term, (60-70 days), warm weather crops that can be used as a "catch" crop, planted after another crop has failed due to hail, wind, late frost. It can be grown in mountains or plains up to 50º North Latitude and up to an elevation of 1800 meters. Though other grains produce higher yields, Foxtail Millet can be depended upon to produce two tons per acre of forage quality, 9-13% protein grain with no nitrogen fertilizer. Its use as forage for animals excepting horses, and as a staple in human diets has decreased as yields of wheat and sorghum are far greater. Common Names Tamil Cultivation Growth in the first two weeks is very slow and competition from weeds can be a problem. Plant in narrow rows to shade out weeds or cultivate frequently. Harvesting and Seed Production Foxtail Millet grows as high as 2 m and is cut for hay during early heading stage when foliage is still partially green. It does not have a habit of regrowing after cutting. Grazing of the crop after it is cut, windrowed and left in the field, eliminates the labor of harvesting, handling and feeding. When grown for seed, the foliage should be uniformly brown and seed heads well filled out. Fields should be combined to separate the seeds from the plant. If harvested by any other method, cut the whole stalk, dry in bunches upside down, out of direct sun until the very small seeds separate easily. Seed should be stored in an area with lower than 13% moisture. Pests and Diseases Foxtail Millet is an alternate host for a mite that transmits the virus that causes wheat streak mosaic. The virus does not affect the millet itself and new varieties are bred to be non-carriers. Cooking and Nutrition As with other grains, Foxtail Millet can be ground for flour or a beverage base, boiled for porridge or the seeds can be roasted. References Heuzé V., Tran G., Sauvant D., 2015. Foxtail millet (Setaria italica), forage. Feedipedia, a programme by INRA, CIRAD, AFZ and FAO. https://www.feedipedia.org/node/382 Last updated on May 11, 2015, 14:30 http://ecocrop.fao.org/ecocrop/srv/en/cropView?id=9732 Tel: (239) 543-3246 \| Email: firstname.lastname@example.org \| Website: ECHOcommunity.org Gramineae	<urn:uuid:73c20622-fcd8-41bc-8db1-992bc6d6821e>	CC-MAIN-2024-18	https://www.echocommunity.org/en/resources/2b9d1599-8b62-43c2-8f1d-e4b49fd4c540.pdf	2024-04-15T09:10:04+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00842.warc.gz	674,267,581	742	eng_Latn	eng_Latn	0.995875	eng_Latn	0.995875	[ "eng_Latn" ]	false	docling	[ 3000 ]	[ 2.234375 ]	1	0
Golf Rules: Learning the Basics for Beginners If you enjoy playing golf, you are aware that there are a number of golf rules that one should adhere to. If you're new to the game, learning all the rules can be overwhelming at first. The "official rules of golf" published by the USGA and R&A are about 100 pages in length. So if you are looking for a full detailed version, you may want to continue with your research. The golf rules published here are a quick overview of the basics and are designed to give beginners a quick overview of standard golf rules and proper etiquette before they hit the course. This brief overview should provide a good understanding of what to do (and what not to do) on the course. Keep in mind that in addition to this basic overview, there are also different golf rules for the various types of golf formats (i.e. Scramble vs. Alternate Shot vs. Modified Stableford). Golf rules may also vary slightly depending on the group you are playing with and the course you play. Lastly, don't forget that golf is not only about the game, but there is also a certain etiquette that players are expected to follow on the course and during play. Please note that this summary should never be used to settle disputes. Consult the full official rules to sort out any disagreement. Golf Rules — An Overview of the Basics The Top 10 Golf Rules – Source GolfRegistrations.com Rule 1: Preparing for the Game [x] Equipment: Bringing the right equipment is part of the rules in a game of golf. There is a limit of 14 clubs in each golfer's bag. And typically borrowing clubs from other players is not advisable. Make sure you also have plenty of golf tees and golf balls. If it's your first time out, there's a good chance you'll be losing some balls and you'll want to be prepared to replace them. [x] Dress Code: Typically golf courses require collared shirts and dress pants or khaki shorts. It is also a good idea to wear golf shoes. A golf glove is optional, although may not be a bad thing to have in your bag to prevent blisters on your hands. [x] Tipping: Find out if tipping is common practice. If you are playing at a private course, it is often necessary to tip cart jockeys, people running beverage carts, caddies, etc. [x] Tee Time: Before showing up at a course, you'll always want to call ahead to reserve a tee time. Then, once a tee time is reserved, make sure you are on time. If a tee time is missed, your group may lose its spot. Rule 2: The Basics [x] The holes on the course must be played in order, either 1 through 9, or 1 through 18. [x] Always use your correct handicap. [x] Mark your ball so you will be able to identify it on the course. [x] You may only strike the ball with the head of the club. You may not push, scrape or rake the ball, or hit the ball while it is moving. Rule 3: Teeing off — Who Goes First? [x] Place your ball between the tee markers, usually small colored cones. The ball can be even with the markers or up to two clubs lengths behind them, but never in front. [x] The player who has "honors" tees off first. For the first hole, his can be determined randomly. On remaining holes, the player with the best score on the preceding hole typically goes first. [x] On all other shots from the tee markers to the green, the player whose ball is furthest from the hole plays first. Rule 4: How to Play Your Ball [x] One of the most fundamental principles of golf is the rule "play it as it lies." Which is pretty self-explanatory. Don't move or touch the ball. Where it comes to rest, is where you should play your next shot. Rule 5: Out of Bounds & Lost Balls [x] The penalty for hitting your ball out of bounds (or losing your ball) is "stroke-plus-distance" — that is, add one stroke to your score, and then go back to where you hit the shot from to hit it again. [x] If you hit the ball out of bounds, rather than retracing your steps (especially at a busy course), you can play a second ball called a "provisional ball" off the tee. Wait until everyone else tees off before you hit your provision ball, and then count this as your third stroke. Rule 6: Water Hazards [x] Water hazards are typically marked on golf courses with yellow or red lines or stakes. [x] If your ball ends up in the water, take a 1-stroke penalty and drop the ball at a point behind the spot where your ball crossed into the water. Rule 7: The Putting Green [x] When your ball is on the green, you may brush away any loose impediments such as leaves or sticks. [x] You may not test the surface of the green by rolling a ball or scraping the surface. [x] If you pick up your ball to get it out of the way for another ball or clean it, always mark it with a coin. [x] If the ball overhands the edge of the hole, a player can wait for 10 seconds to see if it will drop in. Rule 8: Keep Moving [x] Be aware of your place of play. You don't want to keep other golfers behind you waiting. [x] Be prepared to play when its your turn. Have your club selected, and ball and tee in advance. [x] If your group is slower than the group behind you, it's good etiquette to allow the faster group to play through. Rule 9: Asking Advice [x] During any round, you may not ask advice on "how to play" from anyone on the course except for your caddie or partner. You may however ask for reminders about rules, boundaries or positions of hazards. [x] Similarly, you may not give advice to your opponent. Rule 10: Course Care & Safety [x] Part of your responsibility when golfing is to take care of the course you are playing. [x] Be aware of the whereabouts of other golfers before you swing. [x] If you use a golf cart, observe the posted cart rules and keep the cart on the paths at all times as carts can damage grass. [x] Repair your pitch marks on the green and divots in the fairway. [x] To smooth out the sand after landing in a bunker, use the rake to smooth out your footprints. Be sure to take a thorough read through the Official Rules of Golf for more details about any of these topics, and always refer to these Official Rules to settle any disputes	<urn:uuid:c008efde-8f47-43f9-b92a-f42cd2f9f300>	CC-MAIN-2024-18	https://www.aabe.org/docs/pages/807/file/AABE%20Golf%20Rules%20for%20Beginners.pdf	2024-04-15T09:29:35+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00847.warc.gz	573,729,355	1,414	eng_Latn	eng_Latn	0.999547	eng_Latn	0.99956	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3034, 6104 ]	[ 2.296875 ]	1	1
Strategies for Gardening with Climate Change By Anne Gibson, The Micro Gardener Changing climatic conditions, extreme weather events like flooding, and increasingly cloudy days have been more common in the last year. Unseasonal challenging weather conditions have made it difficult for many people to grow a food garden. Since I moved house six months ago, the area I now live in has experienced three floods. Thankfully, while my garden was not flooded, I have seen firsthand the devastation in our region. Despite excellent drainage in my raised garden bed, I lost a hundred garlic to rot. As the garlic was shooting and establishing, they didn't have mature root systems and couldn't hold up against continuous rain. Drought, And Then Rain Many plant species have adapted to less rain after years of drought in Australia. However, extensive rainfall without letup caused the water table to rise in many gardens, and soils became saturated. In some places, it took many days to recede. Those gardens devastated by contaminated floodwaters have lost plants, trees and biodiversity and destroyed the soil's food web. Leafy greens that generally thrive in cooler months were largely ruined by rain, too much moisture and unseasonal fungal diseases. Like farmers, many home gardeners lost seedlings of delicate plants like lettuce and spinach. Heavy rain smashes the leaves. Wet conditions bring the slugs and snails out to take what's left. When I could finally get out to my garden after the rain stopped, most of my spinach plants were skeletonized stalks! Paying The Price Weeks of heavy rain made it too wet for most bees, pollinators and flying insects to go about their normal activities. So many crops lost their flowers, and few fruits were pollinated. This has delayed the production and harvesting of fruiting crops we usually enjoy during cooler months. As a result, leafy greens that are available in the supermarket have skyrocketed in price. Head lettuces like Icebergs have been selling for $10-12 each. Fastfood chains have been substituting lettuce with cabbage as it's more resilient to wet conditions and still available. Luckily, lettuce easily self-sows over the cooler months. So post-rain, many gardens had volunteer lettuces popping up to replace those demolished. When fresh produce costs are escalating, we need our food gardens more than ever. Cloudy Skies Prolonged periods with extensive cloud cover and little sunlight affect plant growth as they don't photosynthesize. After the rain, flooding, and disappointment come the clean-up and heartbreak over lost crops. Yet a garden also offers hope and lessons for what we can do better to prevent future issues or mitigate loss. So, on a sunny day, I spent time reflecting on ways to improve the garden design. We can still get a good harvest by working with aspects of our gardens that we control. Even when the elements and external factors swing the odds against us! We need a backup plan with potential 'insurance policies' built into our garden design that enable us to adapt and be flexible in inclement weather conditions. 'Design out' Problems Observe and reflect when it's wet. Grab an umbrella and gumboots even if it's pouring rain! Get out and look at your garden in the worst weather conditions. This will show you the weak areas you need to work on. These are a few potential issues to check for: * Does water pool or backup? If so, do you need to address drainage in this area? How long does the water pond before draining away? Under intense rainfall in storms, flash flooding often occurs. However, this doesn't mean there's a permanent problem. It's just the symptom of a vulnerable area that may require attention. What can you do to help the water move away to prevent damage to plants or property? Block, divert or drain it? Do you need to relocate garden beds to avoid damage? * Where does water runoff? Does it flow onto your property from a neighbour? Could you redirect it or control it to minimize erosion or damage? Swales and raised beds could be possible options. * Is rainwater being wasted during heavy downfalls by overflowing downpipes? Could you passively harvest this resource in a water tank or collection point? Turn the 'problem' into a solution! Build UP. If you have persistent issues with waterlogged soil, it may be better to change your garden design. Wet weather only exacerbates anaerobic soil conditions. Raised garden beds and containers offer an opportunity to control drainage, improve water flow and grow plants in oxygenated soil. Filter the Sun. Intense UV sunlight and heat waves can cripple crops. Consider filtering the sunshine to minimize sunburn, transpiration and plant loss. Shade cloth and greenhouses may be options. On a smaller design scale, you may be able to use taller species or shade structures to provide some protection during the day. Practical Crop Protection Strategies Watch the weather forecast and plan accordingly Be prepared with data whenever possible. If storms, long periods of heavy rainfall, or intense heat waves are predicted, install crop protection covers if possible. For example, move container gardens undercover temporarily. You may be able to use tarps, awnings, patios, decks or other covered structures. Relocate small pots under trees where the canopy provides some protection from heavy rain and sun. Put heavy pots on mobile castors so they can be moved around quickly if inclement weather comes on suddenly. It can mean the difference between saving or losing your plants. "Make hay while the sun shines" When the weather is sunny, get out, plant, make compost, maintain your garden, and harvest. When we get the opportunity to be productive, we have to grab it. Harvest regularly Minimise losses by staying on top of picking produce when ripe or almost ready. It's better to get some food on the table than risk total loss. That means daily observation, so you get your timing right! So grab a cuppa and observe your garden. Choose shade-tolerant edibles Consider planting species that don't need full sun or can tolerate partial to full shade positions. This may open up the foods you can grow in cloudy conditions, such as leafy greens, carrots and spring onions. Hand pollinate If crops are flowering, but bees and pollinators are inactive due to rain, you may have to pollinate them by hand. Some crops like pumpkins only open their female flowers for a limited time, so the window of opportunity may be short. Pollinating by hand takes commitment but ensures you still get your crops fertilized in inclement weather. Watch your watering practices If you have had recent heavy rain, you may be able to delay watering for longer than average. Use a moisture meter to check soil moisture levels. If your soil contains humus, clay and organic matter, it also tends to hold water for longer than sandy-based soils that drain quickly. Mulch-covered soil also retains moisture far longer than uncovered soil. Take these factors into consideration before watering. If your plants need nutrients, consider foliar spraying rather than adding to a waterlogging problem. Replace soil nutrients Heavy, persistent rainfall often leads to the leaching of soluble soil minerals. Look for plant clues that they are becoming nutrient-deficient. Changes in leaf color or pattern are a good visual aid. Consider quick fix foliar sprays. Liquid seaweed, kelp, compost tea or vermicast sprays can help replace essential trace elements via the leaves. Reapply all minerals to your soil or potting mix as needed under the mulch. Side-dressing with compost or worm castings, organic soluble fertilizers and soil conditioners can help replace nutrients in a form plants can take up relatively quickly. Restore soil biology It's hard to take when you lose your valuable soil microorganism community. It's a major setback. The living soil food web is vital for plant health and growth. Try inoculating your soil or potting mix with worm castings, microbial products and compost to help restock beneficial soil worker populations. Protect worm farms and compost systems Ensure standalone worm farms are not subjected to rain or intense sun. They need a protected, dry, cool position so the compost worms don't drown or fry in hot weather. Similarly, covering open compost bays and systems during long periods of wet weather can help prevent valuable nutrients from leaching. Match species to soil conditions Most plants hate wet feet, but some can tolerate such conditions and still thrive. Consider your potentially boggy zones as opportunities for growing water-loving species. A few examples are bananas, taro, vetiver grass and comfrey. Spread the risk Rather than putting all your eggs – or plants – in the one' basket' or garden bed, split your plantings. If you have the space, spread your edibles around the garden in different zones or grow at least some in pots you can easily protect. I found the garlic I sowed in pots survived the destructive rain event, which saved me money, time and energy. Spreading the risk allows you to control the potential damage and increase the likelihood of a successful harvest. Armed with these strategies, hopefully, we can be better prepared to protect our gardens from future challenging weather conditions and minimize financial loss and disappointment. 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Cumnor C of E School Early Years Policy Agreed by Governors: September 2021 ……V CARR…..Chair of Govs) …E READ. (Headteacher) To be reviewed Autumn 2024 1. Introduction The Early Years Foundation Stage supports learning, development and care for children from birth to five. At Cumnor School we deliver the EYFS to children aged 4 to 5 years old within our Reception Class. Children enter school with a range of experiences bringing with them varied skills and knowledge, the majority come from our onsite Pre School and some from other local Early Years settings. Within our Reception Class, children are given the opportunity to encounter new experiences through play-based activities, extending their skills and building on what they already know in preparation for Key Stage 1. Cumnor Reception Class, 'Acorn Class', makes its own contribution to the school and plays an essential role in the start of a child's school life. They are very much part of whole school activities, children attend some school assemblies, have lunch with the rest of the school, use the hall for P.E, go to Forest School and take advantage of our Music room and other facilities to enhance the curriculum. 2. Aims for the Reception class are: * To give each child a happy and positive start to their school life where they can establish solid foundations to become active learners. * To encourage and support children to develop a positive and strong sense of personal, social, and emotional well being. * To offer each child a wide range of new and exciting experiences within a stimulating and challenging environment. * To offer a structure for learning that caters for a range of starting points and gives a breadth of opportunity for development. * To encourage children to develop independence within a caring, secure and friendly atmosphere. * To support children in building relationships through the development of social skills such as cooperation and sharing. * To help each child recognize their own strengths and achievements through experiencing success and developing the confidence to work towards personal goals. 3. Curriculum Our curriculum is designed to fulfill the needs of the 2021 EYFS statutory framework and also builds on guidance from Revised Development Matters (2020) and take into account the needs and prior experiences of our pupils. The EYFS framework includes 7 areas of learning and development that are equally important and interconnected. However, 3 areas known as the prime areas are seen 4 as particularly important for igniting curiosity and enthusiasm for learning, and for building children's capacity to learn, form relationships and thrive. The prime areas are: * Communication and language * Physical development * Personal, social and emotional development. The prime areas are strengthened and applied through 4 specific areas: * Literacy * Mathematics * Understanding the world * Expressive arts and design 4. Teaching and Learning In order to promote effective learning, teaching methods will provide opportunities and experiences for children to: * Have access to a wide range of opportunities and experiences which will allow them to explore, investigate, discover, create, practice and rehearse, repeat, revise and consolidate their knowledge, skills and understanding. * Develop independence by choosing their own activities and also initiating activities that promote learning and enable them to learn from one another. * Have time to explore ideas and interests in depth. * Feel secure in order to become confident learners. * Make links to other areas of learning. * Undertake creative and imaginative play activities, both independently and with adult input, that promote the development of speaking and listening skills. * Experience a range of learning environments and resources both inside and outside. Phonics: A key tool in learning to read and write is the understanding and use of phonics. Children in the Reception Class will take part in a daily 20 minute session of activities to develop their learning and understanding in phonics and the prerequisite stages of development that lead up to good phonic knowledge. We follow the Soundswrite scheme for phonics. 5. Assessing and monitoring Assessment in our Foundation Stage takes the form of observation and requires a whole team approach. We believe in making regular assessments of children's learning in order to monitor progress, identify and address difficulties, offer challenges, provide support and ensure that future planning reflects needs. We have a system of planned and spontaneous observations. These are built up over a period of time to create a detailed picture of each child's strengths and needs and are used to devise suitable next steps and feed into future planning. 6. Play Through play our children explore and develop the learning experiences that help them make sense of the world. They practise and build up their ideas, learn how to control themselves, and begin to understand the need for boundaries. They have the opportunity to think creatively both alongside other children and on their own. They communicate with others as they investigate and solve problems. They express fears, or relive anxious experiences, in controlled and safe situations. Our approach to play in the Foundation Stage involves offering children stimulating active play experiences in which they can explore and develop their learning. Play is carefully supported and extended by all practitioners in the Foundation Stage and we believe in a balance between child and adult initiated activities. Learning Environment: The environment plays a key role in supporting and extending children's development and learning. We organise our classroom environment, indoors and outdoors, in ways that encourage a wide range of choices and opportunities for self-initiated activity. Children have the chance to choose resources and are able to repeat and return to activities that spark their interest. We offer well defined areas of interest that promote independent access to materials and equipment. 7. Inclusion It is our intention to provide; * A safe, secure learning environment in which all children are valued. * Support for children who have specific needs, ensuring that their needs are catered for within the class. * A close working relationship with the SENCO, parents and, if necessary, outside agencies, to support and monitor the progress of children with Special Educational Needs and assess future requirements to aid the child's learning and development. 8. Home-School Communication We value and greatly enjoy the relationships we establish with parents of children in our care. Effective communication between school and home is vital and this communication takes various forms. * Annual Welcome Meeting for new parents * Parents are welcome and encouraged to spend time with their child in the classroom at the beginning of each school day and the class teacher and other staff are available to discuss any issues each day. * Class 'Diary' for parents to record home time arrangements * Half Termly News Letter informing parents on forthcoming themes, nature of learning, activities and events. * Class/Parent notice board * Reception & KS1 Annual Phonics evening for parents to help support their child with early reading and spelling. * Sound Book & Reading Diary; Teacher, support staff and parents write comments about a child's reading progress. This serves as a very valuable form of communication between home and school. * We offer parents opportunities to talk about their child's progress in formal meetings at Parents Evenings (October & February) * On an informal daily basis, we actively encourage parents to talk to class teachers and support staff about any concerns they may have or to simply chat about how well their child is doing and take the time to celebrate those stepping stones of success. * Parents are actively encouraged to contribute to our assessment process by recording observations of their child's progress or achievements and adding them to our 'Home Achievements' classroom display. * Children's Learning Profiles are shared regularly with parents. * Parents are welcome to volunteer within class and accompany children on visits, themed days or school events. 9. Admissions We aim to make the transition between Pre-School settings or home and full-time school as smooth as possible. We offer a home visit, an informal meeting at parents and carers' homes to introduce ourselves to them and their child. This gives a great opportunity to share knowledge of the child, address any concerns and for the child to begin to know us. Children also make at least two introductory visits to the classroom prior to the term in which they begin school. This serves a useful time for children to familiarise themselves with their new teachers and environment. Where appropriate extra visits will be arranged as part of a gradual transition process to meet individual needs. Parents are also invited to a meeting with the class teacher prior to the child beginning school, where parents can discuss any concerns or uncertainties and the teacher can find out a little more about individual children's needs. It is our goal that all children leave our Reception Class with increased confidence and independence, an inquisitive mind, a good understanding of core skills, a sense of achievement and of where they are progressing to, some good friends and some fantastic memories! Teacher: Mrs Gemma Barry Mrs Helen Stockford Nursery Nurse: Teaching Assistants: Mrs Natalie Kerby, Mrs Shoko Scatchard	<urn:uuid:d08c87e6-d6a4-40e9-a621-425bef8ac943>	CC-MAIN-2024-18	https://cumnorprimaryschool.co.uk/wp-content/uploads/2022/10/Foundation-Stage-Policy-September-2021.pdf	2024-04-15T08:22:02+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00848.warc.gz	178,676,596	1,806	eng_Latn	eng_Latn	0.997197	eng_Latn	0.997462	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1935, 4228, 8343, 9675 ]	[ 3.671875 ]	1	0
MAY 2023 Daily literacy-building activities to share with your child. 7 28 You: ABCDEFG Child: HIJKLMNOP Ask your child to "read" to you by telling you their own story based on pictures in a book. Draw a large alphabet. Have your child practice finger tracing while you say the letters out loud. When reading a book today stop before you get to the end and ask your child what they think will happen next. Good readers have a large vocabulary. Knowing lots of words helps children better understand what they read. You can help your children learn lots of words by: * Having plenty of conversations. Take turns talking. It is important for you to ask questions and listen to what your children say in response. * Read together! A lot! * Make connections. Connect what you are reading in books to their lives. "Yes, Grandma has a black cat, too." * Repetition. Children often love to read the same book over and over. This is a good thing as repeated readings help build vocabulary. ANTS GO MARCHING The ants go marching one by one, hurrah, hurrah. THE FARMER PLANTS THE SEEDS The ants go marching one by one, hurrah, hurrah. The ants go marching one by one, The little one stops to eat a plum. And they all go marching down, To the ground, to get out of the rain. BOOM BOOM BOOM Two by two. Tie its shoe. Three by three. Climb a tree. Four by four. Shut the door. Five by five. Take a dive. Six by six. Pick up sticks. Seven by seven. Tie a ribbon. Eight by Eight. Close the gate. Nine by Nine. Check the time. Ten by Ten. Say THE END. Sing to the tune "The Farmer in the Dell" The Farmer plants the seeds, The Farmer plants the seeds, (Pretend to plant seeds) Hi, ho, the dairy-o, The farmer plants the seeds. The sun comes out to shine… (Make large circle with arms) The rain begins to fall… (Hands flutter up and down) The seeds begin to grow… (Stand up tall) The farmer picks the crops… (Pretend to pick crops) We all sit down to eat… (Pretend to eat) Books to Read this Month Check out these books at the library. If they are not available, ask the librarian for a recommendation. FOR READERS AGES 0-3 Counting with Frida by Patty Rodriquez (Text is in English and Spanish) Leo Loves Baby Time by Anna McQuinn FOR READERS AGES 3+ Outside in by Deborah Underwood Dreamers by Yuyi Morales	<urn:uuid:8f1253f7-0dcb-4ce3-b6ae-96c32c551b28>	CC-MAIN-2024-18	https://burbanklibrary.org/sites/default/files/uploaded-files/2023-02/May%202023%20-%20Early%20Lit%20Calendar.pdf	2024-04-15T09:29:38+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00852.warc.gz	128,077,827	573	eng_Latn	eng_Latn	0.998829	eng_Latn	0.999072	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 412, 2334 ]	[ 3.5 ]	3	0
UETCTM News Third Meeting for the Fall The third meeting this Fall of the Upper East Tennessee Council of Teachers of Mathematics will be held at Sevier Middle School in Kingsport. Elementary Break-Out Sessions (choose 1): Middle School Break-Out Session 1. Classroom Discussions: Using Math Talk in Elementary Classrooms Presented by Jan McCall and Lori Seehorn Targeted Audience: Teachers in Grades PreK-5 2. Let's Tessellate Using Polydrons to Teach Geometry Presenter: Kris Krautkremer High School Break-Out Session Teaching Statistics in Algebra 1 Presenters: Julia Grecol and Lora Hopkins Presented by: Pam Stidham and Penny Salyer Targeted Audience: Fourth Grade Teachers Don't forget to attend the Franklin Math Bowl this month (see page 7 for details). IN THIS ISSUE What the Heck is a Fractal? by Cindy Dye A fractal is an object that displays self-similarity or the object repeats over and over. The object doesn't have to be the same structure at all scales, but it must be the same type of structure that appears on all scales. A fractal is a rough or fragmented geometric shape that can be subdivided into parts where each part is a reduced sized copy of the whole item. Fractals can also be defined as any pattern that exposes greater complexity as it is enlarged. There are several structures that are fractals that include the Sierpinski triangle, Koch snowflake, Peano curve, Mandelbrot set, and Lorenz attractive. examples of fractals occurring in nature include natural objects that display fractals in a self-similar structure over a finite scale range include examples of broccoli, blood vessels, and coastlines. Fractals can be traced back to the late 19 century. The term fractal was coined by Benoit Madelbrot in 1975 from the Latin word fractus meaning based or fractured. A mathematical fractal is based on an equation of feedback or recursion. The Mandelbrot set was developed by none other than Benoit Madelbrot. In mathematics, this is a set of points in the complex plane that forms a fractal. This set of numbers is characterized by complex polynomials. A fractal is made up of a fine structure that is by chance made up of small scales. Fractals appear similar at all levels of magnification and they are considered to be infinitely complex. Fractals also occur in natural objects such as clouds, mountain ranges, lightning bolts, and even vegetables such as cauliflower and broccoli. Other There are four common techniques for generating fractals. The first is the escape time fractals that are characterized by a repetition relation at each point in a space. Examples of this type of fractal include the Mandelbrot set. Another technique for generating fractals is the iterated function system that has a fixed geometric replacement rule. Some examples include the Cantor set, Koch snowflake and the Peano curve. Random fractals are generated by stochastic rather than a deterministic process. Finally, strange attractors are generated by the repetition of a map or the solution of a system of initial value of discrepancy equations that display chaos. Fractals are a part of our world. Scientists and mathematicians are using fractal technology to better understand topics such as the human body as well as the universe. Scientists also utilize fractals to assist with medical research. In the future, fractals technology may be the key to unlocking many medical mysteries. ~ Cindy Dye teaches at Colonial Heights Middle School in Sullivan County. Strategies for Drawing 3-D Figures by Megan K. Blakely The Tennessee Curriculum Standards are constantly changing in Mathematics to increase the development of problem solving and reasoning skills across all grade levels. Geometry seems to be one of the most difficult standards for seventh grade middle school students to successfully develop and apply. Students are required to master being able to use visualization, spatial reasoning, and geometric modeling to solve problems by constructing and drawing a three-dimensional object from a twodimensional representation. Most students do not even know the difference between a two or three-dimensional figure. This lack of knowledge makes our job as the teacher even more challenging and important. The ability to draw three-dimensional figures is an important visual thinking tool. "A picture is worth a thousand words," so my goal is to provide teachers with several strategies in introducing three-dimensional figures, 3-D drawing techniques/tips, and enrichment or extension activities that I have used to aid in visualization and spatial reasoning for middle school students. drawing three-dimensional figures using cubes. Many times, students enjoy creating designs and learning from their successes and mistakes without worrying about failing. In my teaching experience, it is best to introduce the concept of a threedimensional figure as having a length, width, and depth. A perfect example of a three-dimensional figure would be the cube. Next, I would recommend explaining the three parts of a cube, which are the faces, edges, and vertices. Hands-on manipulatives are a terrific way of allowing students to visually and physically locate these parts of a cube. Teachers should allow students to experiment with isometric dot paper to see how many ways to draw a cube. This experimentation is crucial for students to self-discover the many possibilities of After students have experimented, I would suggest allowing them to demonstrate various techniques they have developed and applied to create their cube drawing. Once students share their tips, I usually present at least six helpful ways of creating a threedimensional cube on their isometric dot paper. The SmartBoard has isometric dot paper that the teacher can use in their demonstration. One technique students can choose is drawing a sideways rhombus, with two more rhombuses directly underneath the first. The second technique would be to first draw a Y shape, and then draw an upside down V on top of the Y. You will also need to draw two more slightly slanted V shapes on both the left and right sides of the Y to complete your cube. The third tip is basically similar to the second, except you can start out drawing an upside-down Y with V shapes around the figure to create a cube. A fourth design would be to connect the isometric dots to create a hexagon. Then, draw a normal Y shape or upside-down Y inside of the hexagon. A fifth tip is to draw two V shapes directly underneath one another. The student should connect each endpoint on the top V with the endpoint on the bottom V, also connecting the vertexes of both V shapes together. The last step is drawing another upside-down V on top of the figure to complete the cube. The sixth technique is similar to the fifth, except just the opposite. This will create the cube in a different perspective. Most of the time, students can reflect (continued on page 4) the drawing and create the cube from various other perspectives such as looking from the top or bottom view. This is where students need to begin practicing, constructing, and drawing a simple threedimensional figure from different perspectives. Students will feel more comfortable after constructing and drawing simple three-dimensional buildings using the cubes. Through various teaching mentors, I've learned that labeling a clear, plastic plate with the words "front," "back," "left," and "right" allows for students to construct/ stack their cube buildings on the plate, so that they can turn or lift the plate easily for viewing in several different perspectives. Several of these views would be left-front, right-front, left-back, and right-back from both the top or bottom perspective, along with many more examples such as flipping the shape on its side. A common mistake I observe is that students forget to place the "front" label facing them while building their cube design, so please remember to remind them of this. As the buildings get bigger and more complicated, I recommend using the simple steps of drawing individual cubes from earlier in this article. However, I have realized that it is easier for me to sketch a stacked three-dimensional figure by first following its (continued on next page) outline on the plate, while tracing its shape on the isometric dot paper. Then, draw in the edges of each cube inside of your three-dimensional drawing. Remember to only draw the visible edges, not ones that are hidden by other cubes. If students are sketching the bottom perspectives, then I would recommend having them work with a partner. This will allow for their partner to hold the plate while the other sketches and vice versa. When finished drawing the building, I usually encourage students to shade in either the tops or bottoms of the cubes that are visible. If it is a top perspective, students should shade the tops of their building and the opposite if it is the bottom perspective. The Geometry Standard of constructing and drawing a threedimensional figure is an extremely difficult challenge for many middle school students. The teacher needs to practice constructing and sketching several different threedimensional figures in gaining the confidence needed to demonstrate and assist students with this skill. Most importantly, both the teacher and students need to discover that we do not live in a perfect world, so we should not expect to conquer this skill on the first try. It will take plenty of practice drawing these threedimensional figures to gain the confidence needed in mastering this visualization and spatial reasoning geometry standard. In addition, please allow for your students to "experiment" first, ask them to share their techniques with one another, and then you can reveal other tips that were not discussed. The "Think, Pair, Share" method is a valuable instructional strategy students can use to self-discover, especially when it involves three-dimensional figures. ~ Megan Blakely teaches at Holston Valley Middle School in Sullivan County. That's Not How I Learned to do Math! by Aleta Compton Hands-on math? Manipulatives?? What in the world are these things? That's not how I learned to "do" math! When I was a student, we didn't use manipulatives or play with blocks in math class. I took notes, studied vocabulary, followed steps and rules, did all of my homework, and learned math. Using colored pencils in geometry class was a really big deal. I guess I was lucky that I could learn math in this manner, because that was the only way it was taught. are beginning to understand that today's students are accustomed to being in the middle of the action; they are no longer content with "because that's the way it is" or "because Pythagoras said so" as an acceptable answer. They want to understand why and how math works. When I became a mathematics teacher, I began to learn a new way to teach the old concepts. Why? Primarily because today's young generation of learners is a tactile society. If my students can build it, touch it, manipulate it, take it apart, examine its parts, or draw it – whatever "it" may be – true understanding of the concept can be achieved. Educators Secondly, exploring math concepts by "doing" math also promotes algebraic thinking. What is algebraic thinking? I perceive algebraic thinking as a process that begins at birth. From the first time that a baby stacks blocks in a pattern, sorts colors and shapes, or figures out that a friend has more candy than she does, that child is thinking algebraically. The process is never-ending! Every time a person uses computational skills or allows symbols to represent something else, algebraic thinking occurs; every time a person makes (Continued on page 6) Request for Article Submissions We are always looking for people to contribute articles to our ongoing "Math Perspectives" series. Every month, we would like four people to write for the series: a preservice undergraduate student, a preservice graduate student, a current classroom teacher, and one of our local math coordinators. Each person will voice their opinions, concerns, or observations upon a particular aspect of teaching mathematics. There are no set topics for this series. Another section will be included next volume dedicated to mathematics problems. We are looking for people to submit favorite problems focused on various grade bands. If you or someone you know would like to contribute to this column, please contact the newsletter editor, Ryan Nivens at firstname.lastname@example.org. numerical comparisons, algebraic thinking occurs. This logical thinking process is enhanced by using manipulatives and other concrete models to solve real-life mathematical situations. I think it's more effective if we teach the way kids learn, and handson activities which link concrete models to numerical tasks bridge the reasoning gap. Algebraic thinking lends itself to facilitating thought processes in many other academic pursuits, also. Finally, using hands-on math and manipulatives in the classroom is just plain more fun than textbook, pencil, paper, drill, drill, drill! Engaging students in learning is more than half of the battle. If students look forward to a class and its activities, they are much more open-minded about the content being taught and much more willing to try to learn. Mathletes will educate teachers in the use of hands-on instructional techniques, encourage us to gain confidence in our own abilities, and make us more comfortable implementing the techniques in our classrooms. Make no mistake – the use of manipulatives requires practice on the teacher's part. We must be willing to accept change, enthusiastically adopt these ideas as our own, and develop an exciting learning environment for our students. Even though this is not the way I learned to do math, I'm excited about being part of the movement that will allow kids to explore and discover math concepts for themselves and open up a whole new realm of possibilities! ~ Aleta Compton teaches at Indian Trail Middle School in Johnson City. Professional development programs such as the Eastman Scholar Mark Your Calendar for NCTM Conferences Annual Meetings & Exposition San Diego ~ April 21-24, 2010 "Connections: Linking Concepts and Context" Speaker proposal deadline is May 1 Regional Conferences & Expositions 2009 Minneapolis ~ November 4-6 Nashville ~ November 18-20 (In Conjunction with TMTA's annual meeting) Events Taken from NCTM Newsletter (45.6) Quote of the Month "A mathematician is a device for turning coffee into theorems." -- Paul Erdos NCTM Membership and Journal Subscriptions Are you a member of NCTM (National Council of Teachers of Mathematics)? As an NCTM member you can receive one or more of four outstanding journals depending on your interests: Teaching Children Mathematics (geared towards elementary school), Mathematics Teaching in the Middle School, Mathematics Teacher (for high school teachers), or Journal for Research in Mathematics Education. In addition, the NCTM web site has a number of members-only features including an online journal devoted to more high-tech tools for all levels, and NCTM publishes many books, monographs, and yearbooks of interest. Now when you join or renew an existing individual membership online, you can choose to have a rebate sent back locally to UETCTM. New NCTM members or members renewing after a lapse of at least a year earn UETCTM a $5 rebate; renewing NCTM members earn us a $3 rebate. Go to www.nctm.org for more information, and when you ﬁll out the online membership form, select Upper East Tennessee Council of Teachers of Mathematics from the drop-down menu for the state. Franklin Math Bowl is Fast Approaching! The 2009 Franklin Math Bowl will be held on Saturday, November 14, from 8:30-3:00. The Bowl is a contest for students in sixth through eighth grades and is held on the ETSU campus. Students compete in individual tests and in problem solving tests in teams of up to four. Each school can send up to two teams of four plus two alternates for each division (sixth, seventh, regular eighth grade math, and algebra). The Bowl is sponsored by ETSU's math department, University School, and UETCTM. Registration is $5 per student, which pays for trophies and printing the tests. If you didn't receive an invitation in the mail, registration forms are also available on the website http://www.etsu.edu/math/fmb. More information about the contest and copies of some old tests are also posted there. For questions, contact Daryl Stephens at email@example.com or 423-439-6973. The registration deadline of October 19 has passed, but with a $20 late fee you can still get in. The Bowl can always use volunteers to help grade or proctor the tests; if you would be willing to help, please contact Daryl also. Upper East Tennessee Council of Teachers of Mathematics Membership Application Complete and return to Jerry Whitaker with a check for $10 made payable to : UETCTM. Completed Application and check may be mailed to: Jerry Whitaker Mathematics Curriculum Coordinator Washington County Schools 405 W. College Street Jonesborough, TN 37659 Name: ___________________________________________ Home Address: ____________________________________________ __________________________________________________________ Home Phone: (____) _____ - ___________ School: ___________________________ School Address: _________________________________ _______________________________________________ School Phone: (____) _____ - ____________ Email Address: ________________________ Ofﬁcers of UETCTM for 2009/2010 Past President President Val Love Math Coach Kingsport City Schools firstname.lastname@example.org (423) 943-2704 Secretary President Elect Ryan Nivens Assistant Professor Center of Excellence in Mathematics and Science Education East Tennessee State University Johnson City, TN 37614 email@example.com (423) 439-7529 Treasurer Dayna Smithers Division of Mathematics Northeast State Technical Community College PO Box 246 Blountville, TN 37617 (423) 354-2502 dbsmithers@northeaststate .edu Kris Krautkremer Robinson Middle School Kingsport City Schools firstname.lastname@example.org Jerry Whitaker Mathematics Curriculum Coordinator Washington County Schools (423) 434-4903 email@example.com If you are reading this newsletter on paper, you're missing out on all the color! Visit our web site (www.uetctm.org) to see the newsletter as a full-color PDF file with clickable links. ETSU Department of Curriculum and Instruction Att. Ryan Nivens Box 70684 Johnson City, TN 37614-1709	<urn:uuid:34ca6cc9-9199-4b48-90ab-6142eb018eef>	CC-MAIN-2024-18	https://www.etsu.edu/cas/math/documents/uetctm/uetctm_v10i3.pdf	2024-04-15T09:51:57+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00850.warc.gz	708,579,944	3,899	eng_Latn	eng_Latn	0.928599	eng_Latn	0.998744	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 795, 3529, 7001, 10118, 12637, 14710, 16952, 17721, 18723 ]	[ 3.78125 ]	2	1
Horticulture Department Kentucky Garden Flowers Pansy, Viola Robert Anderson, Extension Floriculture Specialist Pansy, Garden Pansy, Ladies Delight – Viola x wittrockiana Performance - Pansy is typically grown as an annual in Kentucky gardens. It is probably best to think of these plants as winter annuals, i.e., planted and flower in the fall, over-winter, flower in the spring, and deteriorate in the summer. Pansies are cool season plants; they prefer the cool weather of fall, winter and spring. The plants are very tough. Flowers are usually not damaged until temperatures fall below 15 o F and leaves don't freeze until temperatures drop below 10 o F. The root system will survive through the winter. Comments - Pansies can be quite fragrant in the garden. Trials at the University of Kentucky have shown that over-wintered pansies will produce 30-50 flowers at the same time in early May, compared to spring planted plants that will only produce 4-6 flowers at the same time. However, pansies can be difficult to over-winter in Kentucky. If we get adequate snow cover, the pansies will be hardy through the winter. But if we have no snow cover and temperatures below 0 F., plants may be lost. Mulch does not seem to help this situation. It seems important, also, to plant pansies by mid October so the extensive root system can get established. Varieties - Many cultivars are available. Each series may have 8 to 20 different colors. In general, the small flower types have small, but many flowers and the most cold tolerance; medium flower types have medium flower size and number; large flower types have large, but fewer flowers. Small flowers (violas) - 'Penny' series, 'Gemini' series, 'Jewel' series, 'Princess' series, 'Sorbet' series Medium flowers - 'Accord' series, 'Baby Bingo' series, 'Crystal Bowl' series, 'Maxim' series, 'Panola Panache' series, 'Supreme' series, 'Ultima' series, 'Universal Plus' series. Large flowers - 'Atlas' series, 'Bingo' series, 'Crown' series, 'Dancer' series, 'Delta' series, 'Dynamite' series, 'Fama' series, 'Happy Face' series, 'Imperial' series, 'Majestic Giant' series, 'Super Majestic Giant' series. 'Frizzle Sizzle' 'Microla' violas from Kieft Seeds The following article was published in BPI News (Newsletter of Bedding Plants, Inc., a national greenhouse trade organization) in 1982. This article reminded greenhouse and garden center operators that pansies could be sold in the fall and perform superbly through the winter and spring in southern markets. Most pansy cultivars available in 19791981 were used in the trials; none of the cultivars in the trials are available today. Over 400 cultivars of pansies are now available to commercial greenhouse operators from breeding companies throughout the world. Pansies are the number one plant sold in the southern and Pacific Coast states today; Kentucky wholesale sales are over $1.7 million each year and U.S. sales are over $111 million each year. Pansies: Winter Annuals for the Spring Garden Robert Anderson Extension Floriculture Specialist Pansies have provided a beautiful spring floral display in the University of Kentucky trial gardens for the past three years. The pansies were planted into the garden in early fall. Flowering began in March or early April and the plants produced 35 to 50 flowers at one time throughout May. Pansies planted in the fall and over-wintered were twice as large as pansies planted in the spring. basal portions were hardy to temperatures of -15 o F (23 o C), the coldest temperatures to occur in Lexington during the three year trials. Hardiness was similar for plants whether they were grown on bare soil, on black plastic mulch or with light straw mulch, regardless of the presence or absence of snow. The earliest growth and flowering occurred on plants grown on black plastic mulch. The garden pansy, Viola wittrockiana, is a cool season annual or a short-lived perennial garden flower. Traditional cultural techniques described in publications such as Hortus III or USDA Home and Garden Bulletin G-149, "Growing Pansies" refer to the use of pansies during the cool temperatures in spring and fall. Home gardeners are advised to sow pansy seed outdoors in mid-summer. The plants then grow during the fall, over-winter and flower normally in the spring. Today, however, home gardeners rarely grow pansies from seed. Instead they purchase pansies as spring transplants. Pansies sold as spring transplants are quite successful in gardens in cooler climates around the Great Lakes, the Northeast, coastal California and the Northwest. But summer comes much too early for spring pansy transplants in the mid-South and South. Pansies transplanted as early as possible in late winter or early spring, grow vigorously for only a short period of time. Flower size is reduced and finally the plants die because of the warm June weather. Pansies began to flower March 10 th to April 1 st , depending on spring weather, and continued to flower through June. Pansies reached their peak when tulips normally open, April 15 to May10 in Lexington. Individual plants were 10-15 inches across with 30 to 50 flowers at any one time. Flower size started to decrease in early June and plants continued to deteriorate throughout June because of hot weather and less rainfall. Pansies were nearly dead by July 1, even when irrigated. Pansies planted in the spring tolerated summer heat better than pansies planted in the fall, but their floral display was mediocre compared to pansies planted in the fall. In an effort to learn how to use pansies wisely in the mid-South, hardiness zones 6, 7, 8, trials were begun at the University of Kentucky, College of Agriculture's Landscape Garden Center in 1979 and continued to June 1981. These trials compared the growth, hardiness, and flowering of over 50 cultivars of pansies when grown as winter annuals. Results of the Trials Pansies are winter hardy in the mid-South. A recent catalogue mentions that pansies are "tough enough to tolerate a little frost". Indeed, pansy flowers are not damaged until temperatures go below 15 o F (10 o C). Flowers were observed to close and bend downward at temperatures just above 15 o F; these flowers opened normally when temperatures increased. Some foliage is damaged by temperatures less than 10 o F and most is killed at 0 o F. Terminal portions of the stems were damaged also by 10 o F but Cultivars of pansies were judged for overall floral display and hardiness (Table 1). Plants were rated visually for plant vigor and flower production in the fall after planting (November 15) and in the spring on April 10, May 1 and May 20. The best cultivars had 80% to 100% survival both winters. In general, the yellow and blue pansy cultivars rated higher than the red, rose, orange and bronze cultivars. Yellow and blue lines in a cultivar series generally performed better, as well, although no specific reasons were evident. Flowering of 'Hiverna' and 'Early Alaska' began earlier than other cultivars. Considerations for Pansy Production Pansies grown as winter annuals in the Lexington area (USDA hardiness zone 6b) should be transplanted to the garden by early October. Therefore, transplant production should begin by sowing seed in early July. The seeds should be germinated at 65-70 o F. In 3 to 4 weeks, the seedlings can be transplanted to cell packs. Plants could be grown in the greenhouse, but it may be similar and cheaper to grow the transplants outdoors under light shade during the summer. The plants will be ready to sell in September. Standard watering, fertilization and pest control should be used during production. Observations on Pansy Growth and Advice for Home Gardeners A colorful floral display in the spring garden generally includes, and is often limited to, spring flowering bulbs, such as tulips, daffodils, crocus, etc. Yet pansies can provide an equally spectacular display. Pansies are well adapted to survive the cool spring weather and are suitable for commercial plantings as well as special spring occasions. Pansies provide color and color combinations not found in other spring flowers and will remain attractive the whole spring season. Pansies prefer a full sun location in the garden. Plants in the fall until Christmas and begin to flower in early March, if they are planted in a protected southern exposure. Plants in partial or full shade performed poorly in spring but flowered throughout the summer. It seems unnecessary to remove dead pansy blossoms in early spring to stimulate flowering. In these studies, pansies flowered regularly in the fall and spring even though old flowers were not pruned. Evidently, pollinating insects do not cause enough seed set in April and May to reduce flowering. Table 1. Overall floral display and hardiness rankings of pansy cultivars grown as winter annuals in 1979, 1980 and 1981.	<urn:uuid:a4b8ba12-b98e-49fa-96d9-1bde59b82b94>	CC-MAIN-2024-18	https://www.uky.edu/Ag/Horticulture/gardenflowers/viola.pdf	2024-04-15T09:59:10+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00850.warc.gz	968,791,513	1,996	eng_Latn	eng_Latn	0.996058	eng_Latn	0.996511	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1757, 2972, 7678, 8913 ]	[ 2.015625 ]	2	1
The European Journal of Humour Research 11 (4) 75–92 www.europeanjournalofhumour.org Humour-themed holistic learning processes in a Finnish primary school Juli-Anna Aerila University of Turku, Finland email@example.com Marja-Leena Rönkkö University of Turku, Finland firstname.lastname@example.org Tuula Stenius University of Helsinki, Finland email@example.com Abstract Although humour in education has shown positive research results, its use in Finnish classrooms is not common and is not included in Finland's curricula. In this study, pupils' humour is utilised as part of a holistic learning process in Finnish primary education. Implementing holistic learning processes means focusing on child-centredness, dissolving subject boundaries and concentrating on learning-to-learn skills, overall growth and traditional subject-learning goals. As a framework for the learning process, this study follows the guidelines of the Narratives and Crafts model, which aims to connect arts-based activities with different themes. This study aims to investigate the role of humour in the context of an arts-based learning process and to assess opportunities for its more conscious use in learning. The data were taken from the outcomes of 36 pupils during a holistic learning process and were analysed using qualitative content analysis. The results indicated that creative or arts-based activities and humour worked well together as a means for pupils to incorporate their inner thoughts and personal perceptions into their assignments. Furthermore, humour can be a source of a long-term process, and expressions of pupils' humour can be steered by assignments and preliminary materials, as well as by collaboration with other pupils and the teacher. However, teachers should have more research-based information about humour in the classroom and about the importance of humour in the community and for pupils. Keywords: arts-based activities, holistic learning, pupils' humour, Finnish curriculum, primary education. 1. Introduction Humour has many benefits in terms of learning and overall well-being. Internationally, humour is used in education to some degree, and research has shown that humour has a positive effect on pupils' language development and overall growth (Loizou & Kyriakou, 2016) as well as on learning concepts and knowledge (Loizou & Recchia, 2019; Stenius et al., 2021). In addition to supporting traditional learning contents, humour has a positive effect on the learning atmosphere and relationships among pupils (Fovet, 2009; Serafini & Coles, 2015). In Finland, humour has been investigated in the educational context (e.g. Aerila & Rönkkö, 2019; Hohti, 2016; Rönkkö & Aerila, 2018; Stenius & Aerila, 2022), and this body of research has highlighted not only that pupils utilise humour in education and create connections with each other through humour, but also that humour supports creativity and positive attitudes towards learning. Although humour research has shown positive results in the context of Finnish education, its use therein appears to be scarce, incidental and concentrated on informal interactions (Hohti, 2016; Stenius & Aerila, 2022). This notion is confirmed by the fact that the use of humour is not mentioned in any national curricula (basic education, pre-primary education) other than the Finnish national curriculum for early childhood education and care (FNBE, 2022). Nevertheless, humour is only briefly mentioned in the curriculum in the context of learning language skills: Children's language skills are guided, and language use is discussed with the students in different situations. The goal is to strengthen the use of situationally aware language. With the children, we practice informing, explaining and taking turns. In addition, empathising, using humour, and learning good manners strengthen children's language skills. (FNBE, 2022, p. 44) The lack of mention of humour in Finnish curricula is surprising, not only in light of research but also in terms of pupils' culture. For example, the most popular children's books in Finland contain all forms of humour, while scatological and aggressive humour, for example, are widely used in children's popular culture (Aerila et al., 2021). In this study, pupils' humour is utilised as part of a holistic learning process. Utilising holistic learning processes is in accordance with Finnish curricula (FNBE, 2014, 2018, 2022), which emphasise the integrative and restorative nature of teaching and learning. According to the FNBE, holistic learning processes enhance learners' understanding and knowledge of a subject while also improving their attitudes, logical and coherent thinking, evaluation methods and artistic creativity (FNBE, 2014). Implementing holistic learning processes means focusing on child-centredness, dissolving subject boundaries and focusing on learning-to-learn skills, overall growth and traditional subject-centred learning goals (Aerila & Rönkkö, 2019). Holistic approaches to learning encompass a pedagogy that is methodologically and environmentally rich and diverse, and they are used to deliver more cohesive educational programmes (Kangas et al., 2015). As holistic learning processes provide pupils with a complete learning experience that promotes their growth and well-being (Rönkkö & Aerila, 2018), humour may be an integral part of these processes. The holistic learning process in this study integrates the objectives and methods of different arts-based subjects (language and literature, crafts and visual arts) with humour in the first grade of Finnish basic education. Holistic learning processes are most often utilised in lower grades because class teachers who teach several subjects are in the best position to devise crosscurricular activities (Kaminski, 2020). The learning process in this study utilised and was sourced from the humour of first graders, who were asked at the beginning of the process to invent characters that would make others laugh. Different arts-based activities were chosen, as humour is closely related to the arts, and they both concern creativity and expressing oneself (Aerila et al., 2023). The learning process described in this article followed the steps of the Narratives and Crafts (NaCra) approach, which provides a research-based model for pedagogical applications of holistic and integrative learning in arts-based content (Aerila & Rönkkö, 2023; Rönkkö & Aerila, 2022). The NaCra approach has been tested and further developed in several contexts and learning processes, mainly in pre-primary groups. The studies published so far have investigated the possibilities of the NaCra approach in learning nearby history (Aerila et al., 2016; Rönkkö et al., 2016) and STEAM education (Aerila & Rönkkö, 2023) and for enhancing empathy for diversity (Aerila & Rönkkö, 2015; Rönkkö & Aerila, 2015). Furthermore, the applications of the NaCra approach have emphasised aesthetic, inspiring and versatile learning environments and sufficient adult support when implementing art forms and activities for different learning contents (Rönkkö & Aerila, 2022). It has been tested as a tool to leverage pupils' humour in learning in pre-primary education (Rönkkö & Aerila, 2018) but not in primary education. This study aims to investigate the role of humour in the context of the NaCra intervention learning process in primary education and to assess the possibility of using humour more consciously in learning. We set the following research questions: 1. What is the role of humour in a holistic learning process that follows NaCra guidelines? 2. What are the common expressions of humour during a holistic learning process with first graders in Finnish primary education? 2. Humour in the school context For pupils, humour is something that is funny and makes them smile or laugh out loud. They can use humour in different ways, such as in their peer relationships, academic performance, after-school activities and home life (Dowling, 2014). Humour arises from incongruity with reality (McGhee, 1979, 1984, 2002; Shultz, 1976). However, defining humour is complex because it is influenced by various factors, such as age, gender, education, cultural background, personal experiences and knowledge (Loizou, 2011). Moreover, with pupils, we cannot be sure whether the incongruity is aimed at humour or is a result of a lack of knowledge of reality (Airenti, 2016). Even the youngest pupils laugh, smile and enjoy humour. The development of pupils' humour is closely linked to family input and to pupils' linguistic and metacognitive development (Del Ré et al., 2020). Therefore, humour develops in stages; it often starts by manipulating concrete objects and moves on to playing with language and concepts. Pupils start consciously using humour during the second year of their lives (McGhee, 2002). By the age of five, pupils begin to appreciate verbal humour; they imitate telling riddles or jokes as they have heard them without first understanding them. This kind of humour emerges with a crucial discovery: a word has two quite different meanings that can be used to fool people (McGhee, 1984, 2002). Pupils incorporate humour into their own stories by the age of six (Loizou et al., 2011). In many stories, humour is related to pupils' own experiences or things that have happened at or after school (Dowling, 2014). Pupils' acts of humour resemble play (Aerila et al., 2017) and develop during interactions with others (Stenius & Aerila, 2022). The humour used by school-age pupils resembles the way they typically develop (Franzini, 2002). In lower school grades, the way pupils think is generally subjective and concrete, which manifests in their preference for slapstick humour, clowning around, exaggeration, word play and socially unacceptable topics, such as bathroom humour (Franzini, 2002, 2004). Moreover, there are individual differences in pupils' humour preferences and skills based on their development and the influence of family members, peers, the media and popular culture, as family members, pets and events that take place in their favourite books, cartoons, movies and television shows are the most popular sources of humour (Dowling, 2014). There is a body of research on the use of humour in an educational context. Even though many of these studies are related to older pupils, they provide insight into the general nature of humour in education. Humour brings playfulness and joy in a variety of educational situations, develops a common understanding and transforms contradictory or ambiguous situations into positive ones (Anttila, 2008). Playfulness and joy bring about a warm and tolerant atmosphere that enhances the formation of and participation in relationships among pupils and between pupils and teachers (Nivala, 2021). Weisi and Mohammadi's (2023) study confirmed that most teachers strive to develop a cheerful and friendly atmosphere in their classrooms through humour, which then serves as a relaxing, comforting and tension-reducing means for engagement. Teachers are sometimes cautious about using humour because they worry that its use may distract pupils (Anttila, 2008) and have themes not suitable to the school context or the age level of pupils (Stenius et al., 2021). Kholmatov's (2021) study showed that pupils do not feel distracted by humour and that it increases their overall motivation, reduces anxiety and fear and creates a sense of belonging. Nevertheless, when teachers use humour in classrooms, they should be aware of their pupils' cultural backgrounds and the suitability of their humour. Furthermore, their use of humour should be sensitive towards specific learning situations, and successful teaching with humour 'depends on employing the right type of humour, under the proper conditions, at the right time, and with properly motivated and receptive pupils' (Bryant & Zillmann, 1989, p. 74). If teachers' humour is unsuccessful, it can have a detrimental and distancing effect. Humour emerges in interactions, and its skilful use by teachers requires them to know their pupils. According to several studies (e.g. Anttila, 2008; Powell & Andersen, 1985), teachers' humour sometimes aims to consciously tease and criticise others, in which case it does not promote learning. Humour is related to creativity and has been investigated in connection with creative activities implemented in the educational context. In Leung and Yuen's (2022) study, pupils created pop-up books from visual and literary art, and in their literary art activities, humour was related to alliterative names, hyperbolic humour, multiple meanings, wordplay, personification, metaphors and incongruous storylines. Investigating humour in creative learning processes through stories and craft-making, Rönkkö and Aerila (2018) and Aerila et al. (2023) found that expressions of humour developed during a creative learning process and that pupils often changed from concentrating on the incongruence of the features to forming positive emotional bonds as an outcome. Aerila et al. (2017) suggested that there should be room for sharing humour in the classroom so that pupils can view their own humour from the perspective of others. In general, the use of humour requires a safe environment, as well as familiar and reliable relationships (Bergen, 2006). The more unsafe an environment, the easier it is for pupils to interpret humour negatively and as laughing at their classmates' expense (Loizou & Recchia, 2019). Using humour in teaching is more complicated than it first appears. Information presented in a humorous way is better remembered when the key concepts of the topic are combined with it (Martin, 2011). However, the humorous material in textbooks and tests was found not to relieve anxiety or to have any other special benefit. It seems that humour is most often utilised and endorsed by teachers, but it may sometimes limit the form and amount of humour among pupils. Stenius et al. (2021) examined the use of humour in Finnish early childhood education groups and found that kindergarten teachers were willing to prohibit pupils' use of scatological humour. 3. Method 3.1. The NaCra approach The study data were collected through an intervention that applied the NaCra approach and used humour as the main theme. The NaCra approach is an application of Kolb's (1984) experiential learning approach, which aims to provide comprehensive learning experiences and promote the overall growth of learners. The experiential learning process in the NaCra approach follows spirally advancing four-phase activities. Each activity consists of a motivation and an orientation phase at the beginning, followed by a core assignment and a reflection phase at the end. NaCra processes usually consist of more than one activity, each with its own learning goals and content (Rönkkö & Aerila, 2015). In the motivation and reflection phases, shared discussions and personal reflections are central, and one of their aims is to connect the learning process to the pupils' experiences aroused by or prior to the learning process (Aerila et al., 2019). A typical means of orientation is a story from a book that fits a chosen theme and appeals to the participants. The mental images created by these stories bring the topic to life and create a common context for the group (Rönkkö & Aerila, 2022). All the activities in the learning cycle are implemented using artsbased learning, as art is a way to make one's own learning, thoughts and experiences visible to others and to oneself (Aerila et al., 2019; McWilliams et al., 2014). Art activities are created in such a way that they enable pupils to meet specific learning goals while also allowing them to implement their own creativity and make their own choices (Aerila & Rönkkö, 2015; Rönkkö & Aerila, 2015). The reflection phase focuses on sharing learning experiences through the outcomes of activities (Aerila et al., 2019). In the NaCra processes, activities are joined together by a common topic or theme. A wellchosen theme supports engagement in the learning process and gives the participants material and a common ground for learning. Humour has not previously been tested as a theme for multicycled NaCra processes. However, previous studies on arts-based activities (Aerila et al., 2017, 2023; Rönkkö & Aerila, 2018) have shown that humour is an inspiring starting point in artsbased activities and that it helps pupils come up with details in their artistic outcomes and learn about the individual nature of the sense of humour. 3.2. Study context The intervention was conducted in two primary groups in an urban area in western Finland during the 2021 spring term, from the end of April to the end of May. The intervention was planned by two researchers and involved the teachers of the primary groups alongside a project worker who was responsible for creating a video for the first motivation phase and saving the research material on a cloud service. In this study, the processes and outcomes of a group of 36 pupils aged 7–8 were investigated. A total of 38 participants had initially been included, but one participant did not provide consent for his or her involvement, and another participant was absent during the implementation of the study. The humour-themed NaCra intervention comprised 10 days of 7 simultaneous activities: humorous character, humorous story, stick puppet, soft toy, painting for kamishibai theatre, rehearsing for the kamishibai theatre presentation, and kamishibai theatre presentation (for more details about kamishibai theatre, see, e.g., Aerila et al., 2021). The activities were planned in a manner that allowed the pupils to work both individually and in groups. In Figure 1, the intervention is presented in the NaCra approach. The process started with a fragment of a humorous book called Dog Man (2018) by Dav Pilkey. This book was chosen due to its many manifestations of humour. Furthermore, it is recommended to pupils of the same age in the intervention. In the book, Dog Man's opponent, Petey the Cat, had stolen all the words from books, which led people to become stupid and ignorant. The fragment was full of action, and it contained aggressive and scatological humour, wordplay and incongruences. The fragment was read aloud to the pupils through a video, and the humorous elements were emphasised with the addition of visual cues, mainly emoticons. The aim of reading aloud this fragment of a book—accompanied with small-group discussions on humour—was to encourage and enhance pupils to utilise any kind of humour. After this motivation, the pupils were oriented to the first activity—a humorous character. The instruction for this individual activity was to create a character that would make other pupils laugh. The instructions for the activity were to fill in a sheet of paper resembling a friend book sheet. It contained questions about the character's favourite food and activity and whether the character had superpowers. After this orientation, the pupils started drawing their humorous characters using colour pencils. Later, these humorous characters served as motivation for the following activities: story, stick puppet and soft toy. After creating the humorous characters individually, the collaborative storytelling activity began. This activity was conducted by pupils presenting their humorous characters and was implemented in groups of 3–4 pupils. The groups were randomly formed by the teacher. All the characters were presented similarly; all pupils read the details of their humorous characters from the sheets and presented their drawings of their characters. After the pupils' presentation, an adult read aloud a summary of the fragment of Dav Pilkey's book. This summary was written by researchers: Petey the Cat, Dog Man's enemy, had stolen all the books in the world, and since people didn't read anymore, they became quite like bums. Dog Man also became a chump, and he didn't know how to solve the problem. Fortunately, Dog Man had realised he should ask for help from his friends [names of the characters]. So, one morning, they decided to set out to solve the problem. The summary of Dav Pilkey's book was complemented by a sentence in which all the humorous characters of the group were mentioned and the characters were asked to bring the missing letters back to the books. The pupils were asked to invent an ending for the summary and incorporate their characters into this ending. The activity resembled an individual story ending method in which the pupils were free to continue the fragment as they wished (Aerila et al., 2019), and there were no turns or rules regarding the content. The storytelling activity ended in reflection, in which the pupils listened to the story they had created and had a chance to change it if they wanted (for more details on the story crafting method, see Aerila et al., 2023; Karlsson, 2009). This collaborative activity continued with individual activities. The third activity aimed to transform the humorous character into a stick puppet, which would later serve as a character in a kamishibai theatre presentation and a design for a soft toy. The aim of the stick puppet activity was to investigate a technique called frottage. While creating the stick puppets, the pupils were allowed to either copy their original drawings of their humorous characters or to develop them further. Each character was first drawn on a piece of paper, laminated, cut and taped to a stick. In the fourth activity, the stick puppets functioned as a design plan for the pupils' soft toys. In the process of implementing these designs, the pupils were assisted in drawing outlines and frottage on fabric using the stick puppets, which had been scanned and printed. The pupils then drew and coloured their designs onto a canvas fabric using wax crayons and fabric dyes. Once the fabrics had dried, the pupils cut along the outlines, leaving a seam allowance. The researchers sewed the front and back pieces together, leaving an opening for turning. In the subsequent step, the pupils filled the soft toys with stuffing and sewed the opening shut. At this point, they were allowed to add more details to their toys. Along with the craft activity, the pupils started preparing for the kamishibai presentation. In the fifth activity, the same groups as in the storytelling activity created background paintings for the kamishibai theatre presentation. For this activity, the collaborative stories were divided into drama scenes, and each member painted one set. The activity was conducted using water colour painting, representing the visual arts. The sixth activity complemented the fifth activity in the sense that it was also part of the preparation for the kamishibai theatre performance. In this activity, the pupils practised empathetic and fluent reading aloud. The object of the reading was a story told together, and the goal was for each child to read part of the text in the performance. The learning process ended in the seventh activity, which was the kamishibai theatre presentation (Figure 2). In this drama activity, all the outcomes of the process were brought together. The stick puppets were the characters of the theatre presentation, the paintings served as the background set of the stage, the stories were read as the script, and the soft toys were present as the audience with the pupils. 3.3. Data and data analysis The study data consisted of the outcomes of the NaCra intervention: friend book sheets, drawings of a humorous character, humorous stories, stick puppets, soft toys, paintings (i.e. the background set for the kamishibai theatre) and the kamishibai-theatre presentation. The observations of adults (teachers and researchers) were used as secondary data. The data were analysed using qualitative content analysis (Krippendorff, 2019), which was implemented in accordance with the two research questions. To answer the first research question, the data were analysed from the perspective of a holistic learning process and to estimate the role of humour in the process. This phase of the analysis started as a data-driven analysis and continued as a more theory-driven analysis in which the observations made from the data were compared with previous research on the NaCra approach (Aerila & Rönkkö, 2023; Rönkkö & Aerila, 2018, 2022) and pupils' learning according to the Finnish national curriculum for basic education (FNBE, 2014). The second research question was answered mainly through a theory-driven analysis of the humour visible in the pupils' outcomes. In this phase, the data were investigated from the perspective of the individual and small-group outcomes in the activities and the whole group. The aim was to classify the humorous features in accordance with previous research (Loizou, 2011; Pitri, 2011; Aerila et al., 2017) and identify the most remarkable features of humour in the data. In this study, the data were presented without any personal information about the pupils, but the outcomes were presented using the names of the humorous characters. These names were also included in the straight quotes or photos presented in section 4. In general, these quotes and photos serve as representative examples of the findings. 4. Results 4.1. The role of humour in a NaCra intervention In this study, humour was incorporated into literacy, visual arts and crafts lessons during a NaCra intervention. Humour was the common thread in all the activities sourced by the first activity, in which a humorous character was created. Otherwise, humour was not a perquisite of the activities given by the teacher. Figure 3 presents the activities implemented during the project, the implementation of the activities socially or individually, the role of humour and the relationship of the different activities with the other activities and the whole NaCra intervention. Dashed line=humour evolved // A multi-shaped circle=social activity // Circle=individual activity // Arrow=the progress of the activities Figure 3. Humour in NaCra intervention Figure 3 shows that during the intervention, the pupils used the first activity as a motivation for other activities, which supported the engagement and personal attachment to learning and having humour present throughout the process. In general, the pupils were happy with their characters. They did not seem to want to develop them further and copied them in detail as the learning process progressed. From the perspective of the effectiveness of the learning process, having the first activity as a motivation for other activities helped the pupils to focus on the subject-centred aims of the activities, such as designing the puppet or the soft toy. According to the teacher, the static nature of the soft toys was partly due to the instructions, as the pupils were guided to use the drawing as a model for the soft toys. In Figure 4, a character called Mauro is presented as a soft toy and as a stick puppet. Even though they were replicas of each other, they were unique compared with the characters of the other pupils and illustrated the personality of the child. Such a design approach necessitates a child's to plan, from the initial sketches to the product itself. This is notably more demanding than merely crafting based on a pre-established model. All the activities in the NaCra intervention reached the curricular aims of the individual subjects and the cross-curricular aims of the project. During the project, the pupils wrote texts; learned about the structure of a story; were recommended a children's book; participated in a drama performance, practised reading fluency for the drama performance and expressed themselves through paintings, drawings and the frottage technique; and learned to cut out materials, glue them, follow and copy a model and try out some craft techniques (see the subject-specific aims of mother tongue and literature, crafts and visual arts FBNE, 2014). Moreover, they learned to cooperate among themselves and work on a long-term project (see the aims of learning to learn and social skills in FBNE, 2014). Table 1 presents the subjects, the specific subjects and the learning to learn skills practised in the activities. Table 1. Characters of the stories by group During the learning process, part of the activities was utilised as a group work, in which the pupils used the humorous characters. This seemed to enhance equality among the pupils in the group work and gave them confidence while presenting their characters, participating in the storytelling and making stick puppets and soft toys. This was evident in the way all the pupils wanted to participate in all the activities, all the characters were included in the stories and they relied on their idea of their characters throughout the intervention. 4.2. Pupils' expressions of humour during the NaCra intervention During the intervention, the pupils produced humour or humour evolved in three activities: the first activity of creating the humorous character, the second activity of collaborative storytelling and the third activity of presenting a kamishibai theatre. In other activities, the pupils mainly copied the funny details from the humorous character or story, and the focus was more on implementing the subject-centred learning aims. Nevertheless, humour was present in every activity, as the first and second activities motivated the other activities. In the first activity, the pupils visualised their individual perceptions of humour by creating humorous characters through drawing and writing. In most cases, the pupils produced humour in accordance with empowerment theory 1 , and scatological humour was widely used, especially in the names of the characters. The use of scatological names, such as Little Fart, Loose Ant, Colourful Pee, Super Poop and Stinky Bird Sausage, was consistent with previous research, as it is considered an easy way to create something comical, unusual and inappropriate (see, e.g. Norman, 2016). Incongruity, which is a perquisite for humour, was mainly illustrated in the drawings: they contained both feature and colour violations as well as scatological and hyperbolic details. Therefore, in the writing assignment, the characters were depicted as ordinary and resembled the everyday lives of the pupils, including details of their hobbies, game world and popular culture in general. For example, Pekka (Figure 5) is depicted in the friend book sheet as an ordinary man, but in the drawing, he has three legs and three eyes. His favourite food is sushi, and he enjoys karting. Teleportation, which is popular in many animated series, is one of his superpowers. In this sense, the results are similar to the findings of Pitri's (2011) study, which found that pupils' humour included characters and events from their daily lives and that the humorous features were usually absurd, incongruous and playful and included blunders and naughty details from their experiences and environments. 1 The empowerment theory means children purposefully or unintentionally violate adults' expectations and rules or create violence (Loizou, 2005). Loizou and Kyriakou (2019) also included scatological humour (i.e. toilet humour) in the empowerment theory as a representation of violating social rules and expectations. In general, the humour pupils produced during the first activity was in accordance with previous research (Aerila et al., 2023; Franzini, 2002), as it involved the most common expressions of school-aged pupils' humour, such as scatology, feature violation, hyperbole and applications of pupils' media culture. According to the results, most pupils seemed to think that scatological humour was funny to others and chose to use this stereotypical manifestation of humour (for more details on pupils' stereotypical humour, see Chapman et al., 2007; Loizou et al., 2011; Van der Geest, 2016). Most drawings contained illustrations of poop, which was usually an irrelevant detail that was just included to add to the humorous effect. According to Van der Geest (2016), the purpose of scatological humour is to provoke laughter by presenting a story or situation that is out of the ordinary and perceived as funny. This was also apparent in this study, with one child even saying that he drew a poop because it was usually funny to others. When investigating the drawing and the friend book sheet of the first activity, it should be noted that, for the pupils, the drawing had a stronger role in the NaCra process, as the details in the drawing remained throughout the process, but the details in the friend sheet were forgotten. Moreover, most of the humorous details were depicted in the drawings, not in the friend sheet. The friend sheets mainly contained ordinary information on their favourite food being macarons or their favourite hobby being football. Conversely, the drawings had many additional details to show the humour in the character, such as features and colour violations, unnecessary and often hyperbolic elements and features from popular culture. This finding is supported by Sloan's (2009) study, which found that for pupils under 10 years of age, it was more natural to draw to express ideas than to write. The second activity was the most dynamic phase of the NaCra intervention from the perspective of humour. In this activity, the pupils were asked to work in groups, incorporate all the characters and solve the problem presented in Dav Pilkey's book. During this shared storytelling activity, the pupils were able to invent consistent stories with their humorous characters as the main characters. Despite the humorous—often scatological or hyperbolic— features of the characters, they became friends at the end of the story. All the stories had happy endings and solved the problem posed at the beginning of the activity. Humour played a central role in problem solving. For example, in the story of Mauro, Lilli, Dog Perdi and Rocky, the characters creatively used the poop theme, and many of the details had excrement as a key feature. From the perspective of literacy skills, the story represents a typical one told by sevenyear-olds: it has many details irrelevant to the main plot, consistent main characters and many adventures, some stereotypical phrases from traditional stories and many details from the pupils' own world (Aerila & Kauppinen, 2021). This is a story about Mauro, Lilli, Dog Perdi and Rocky. Mauro's superpower is flowers. Lilli plays basketball and likes mashed potatoes. Dog Perdi plays ice hockey and can poop rainbows. Rocky also plays ice hockey and enjoys blowing up buildings. First, they went to the bathroom to poop. Then they set out on their journey. Soon, they needed to go again. Mauro went to pee in the bushes. Then they continued on their way. 'Okay, no more bathroom breaks for today!,' Mauro said. They saw a school and went inside to search every classroom for the books. They then saw Dog Man. Rekku and Dog Perdi started to fight him. Rekku used his power to create rainbow flowers. They tied up Dog Man and left to search for the books in another school. They took off to the sky. Rocky was able to make stairs out of poo, and they all climbed up the poo stairs. Then Rocky wondered where the books were. They set off to another world to find the books. Petey the cat had sent the books to another world, kind of like in Minecraft. They decided to jump into the TV and Minecraft, and there was an endless portal from there. Then Mauro said, 'Why can't we make books ourselves. We have hands!' 'But I don't have hands!,' the others said. They went to Rovaniemi and then back home. Mauro pooped in his pants. Truck said, 'pshhhh', and the snake bit Dog Perdi on the butt. They fetched one book from one portal that contained all the books. Then there were endless snakes and zombies. In the end, they were able to defeat the snakes and zombies with cooperation and poop power, but Rocky got an orange poop on his pants. At home, everyone pooped in their pants, and everyone laughed. They all lived happily ever after. The last activity in the NaCra intervention was the theatre presentation. In this activity, all the pupils participated as performers and as audiences. It was a celebration of a successful project and of their humour. During the theatre presentation, the pupils shared a multimodal version of their collaboratively created humorous stories and had their individual humorous soft toys by their side in the audience. The end of the process highlighted the individual and communal nature of humour. The pupils took the stick puppets and the soft toys home to remind them of the project. As in our previous projects (Rönkkö & Aerila, 2018), the concrete artefacts seemed to transform humour into feelings of closeness and happiness. The creative activities and humour worked well together, as both meant incorporating one's inner thoughts and personal perceptions into the assignments (for more details on creative activities, see McWilliams et al., 2014; McClure & King Fullerton, 2017). This result is in accordance with several previous studies. For example, Kuiper (2009) found that sharing a sense of humour implies a similarity that breeds closeness. The feeling of closeness and participation in the learning process was without a doubt enhanced by the fact that the teachers accepted all the manifestations of humour, whether or not they were consistent with their perception of suitable humour for school. In other words, the teachers' actions and the structure of the NaCra intervention created a permissive atmosphere for participation and manifested in the happy stories. 5. Discussion Heinz et al. (2021) divided humour into the following skills: understanding, appreciation and production of humour. The NaCra intervention presented in the study is an example of how to practise humour skills in an educational context. The main result of the study is that pupils' humour can be incorporated into various activities. However, to support development in humour and learning from each other's humour, there should be socially implemented activities with an assignment to actively incorporate the individual expressions of humour together. Moreover, pupils in the early years of education can benefit from the possibility of expressing their thoughts in modalities other than writing. In general, humour should be used more consciously in education. Teachers should have more research-based information about pupils' humour, how humour could be incorporated into education and humour skills. Humour is not only about telling jokes but is also about maintaining collective joy, and it is something in which the teacher can also participate (Bell, 2009). When pupils' creativity and humour are given space, they can give adults much information about the things that matter to them (Hohti, 2016). During the intervention, humour seemed to enhance a positive learning atmosphere, making learning more engaging and creating a sense of belonging (for more on a sense of belonging, see McMillan & Chavis, 1986). Humour is a product of communities and pupils' cultural practices. Therefore, pupils should be provided with opportunities to practise humour in different contexts to learn what humour means and how to be humorous (Loizou, 2011). Using this kind of learning process, individual and shared assignments could help pupils learn how to use humour constructively and positively. Humour is often taken for granted and seen as stable, but it is a skill that can be developed. Stories are effective tools for producing and learning about humour, as they are familiar to pupils in the context of education, starting in kindergarten. (Loizou, 2011) However, the current study indicates that other creative activities and longitudinal learning processes could be beneficial. This study highlighted the fact that in the early years of education, drawing could be a more effective way to ideate than writing, which is a skill that is learned and requires the full attention of a child. Using humour in the ideation phase of, for example, creating craft products can make the outcomes more personal. Creativity, stories and humour are related to each other and are valued assets in learning, well-being and participation. However, they are not appreciated highly enough in the educational context and are usually implemented only on the teachers' terms (Backman-Nord et al., 2023; Fovet, 2009; McWilliams et al., 2014). There is a need for hands-off approaches, that is, teachers need to avoid stifling young pupils' creativity (Wright, 2018). In the current study, the pupils had much freedom in humour and creativity, and the separate assignments were combined with humour. This created a space for pupils' voices, individual expressions, creativity and collaboration (De Bruin et al. 2018). The essence of humour is its positive disposition and communication, and children use humour to bond and gain attention within their peer relationships (Rönkkö & Aerila, 2018; Stenius & Aerila, 2022). In this study, humour contained positive emotions, and during the process, the more stereotypical or negative features, such as toilet humour, disappeared, resulting in happy events (Aerila et al., 2023). Educators in early childhood education and primary schools have been exploring new ways to enhance the potential of pupils by fostering a positive social atmosphere among them (Aura et al., 2023). This study, alongside that of Martin (2011), stresses that humour is a powerful tool for creating an emotionally and socially positive environment in which humour acts as a bridge between the pupils and between the pupils and the teacher. This means that by creating a positive atmosphere (Aura et al., 2021), humour has the potential to help pupils focus on learning (Martin, 2011). Instructors use humour in their classrooms for a variety of reasons, the most important of which is to enhance learning (Wanzer et al., 2010). 6. Conclusion In pupils' early years, humour is an emotional and cognitive asset because it helps them cope with stressful situations, offers them a means to express difficult topics, enhances their feeling of belonging and entertains them when they are tired or bored. Although teachers assess the outcomes of humour positively (e.g. through better working relationships, positive learning outcomes and other social, emotional and behavioural benefits), they seldom utilise humour as a source for or a component of activities (Fovet, 2009) or develop a sense of immediacy through humour in the classroom (Serafini & Coles, 2015). Furthermore, adults often assume that they can understand how pupils experience humour without exploring the viewpoints of the pupils themselves. Understanding humour from a child's perspective can advance knowledge of pupils' humour and offer insights into its use in coping with life stressors in childhood (Dowling, 2014). This study shows that humour can be a source of a long-term process and that the expressions of pupils' humour can be steered by activities, preliminary materials and collaborations with other pupils and the teacher. 7. Limitations and ethical considerations A significant limitation of the study is that the data were gathered exclusively from two classrooms. The learning process was managed by two teachers, following the directions provided by the researchers. In addition, during the intervention period, specific restrictions related to the COVID-19 situation in Finland were in place. Although the pupils had been going to school since the start of the academic year in fall 2021, the researchers could not be present in the school, except during the joint storytelling sessions held in the school yard. A consent form and a General Data Protection Regulation sheet were provided to the pupils and their parents. The pupils were informed in advance and consulted again during the study. The participants were given the opportunity to withdraw from the study at any time. 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Contents Animation Basics Animation can be achieved a number of ways in Flash. One way is by using Frame by Frame animation. I.e. drawing a slightly different version of your image on each frame to create the illusion of movement when you play the animation. For certain types of animation, frame by frame is a good choice. In most cases, however, it is a better idea to let Flash handle the hard work by making use of Tweens. These exercises will focus on using tweens for animation. There are two types of tweens in Flash. Shape Tweens are used for morphing from one shape in to another. Motion Tweens are used for moving (and changing) objects. In Flash CS4 there were some significant changes made to the way motion tweens are done. Motion tweens have been made a lot easier to work with. The old way of doing tweens is still supported and is called Classic Tweening. In some instances, classic tweens are still necessary to get the effect you need. Exercise 1. Creating a Symbol When you create pictures or shapes in Flash, you can then take the shape and turn it in to a Symbol. Symbols reside in the Flash Library. There are some good reasons for using symbols in your flash work. a. Symbols allow you to re-use components in your animation rather than having to re-create them. b. Using symbols mean your flash files take up less memory. This is because rather than saving the same image several times, Flash will simply save the image once, and then make it appear in more than one instance. c. Symbols are easier to animate and work with than regular shapes. You can create a blank symbol and then add content to it, or you can take an existing component on your stage and convert it to a symbol. We will create a symbol by starting with some text and converting it to a symbol. 1. Make a new blank Flash file. 2. Select the Text Tool. 3. Choose the options shown to the right from the Properties panel (including a fill colour for your text). 4. Click in the middle of the stage and type the text Flash! If you need to make changes to the text, such as formatting changes or correcting typing errors, make sure the text tool is still selected and edit the text as you would normally. 5. Choose the Selection tool and make sure your text is still selected on the stage. Next we need to convert the text to a symbol. There are several ways to do this. a. Select Convert to Symbol from the Modify menu. b. Press F8. c. Right click on the text and select Convert to Symbol. d. Use the Select tool to drag the text in to the bottom half of the Library Panel (when it is visible). 6. Use one of the methods just described to convert the image to a symbol. The options below will appear. 7. Enter Flash Text as the Name of the Symbol. Make sure the Type is set to Graphic. Don't worry about changing the Registration point for now. When you have specified the name and type, click OK. The new symbol will now appear in the library. The bottom half of the library panel lists the library items in the current project. A preview of the selected item appears in the top half of the library panel. Now that we've created the symbol we can add instances of the symbol. This simply means that Flash will make the text appear more than once without having to make more copies of it. Only one copy will be saved in your flash file and that one copy will appear each time you create an instance. Before we add another instance of the object we will create a layer for the new instance. Exercise 2. Working with Layers Before creating a new layer, we'll name the layer that already exists in the file. 1. In the Timeline below the stage, double-click on the name of the layer (Layer 1). 2. Type Flash Text for the layer name and press Enter. 3. At the bottom of the Layers Panel, click the Insert Layer icon. A new layer will appear above the original layer. 4. Repeat steps 1 to 2 to rename the new layer as New Text. Since it's good to get in to the habit of saving regularly (instead of waiting until you finish and risk losing your work if there's a problem), we'll save the file now. 5. Save the file and call it Animating Symbols. 6. Make sure the New Text layer is still selected. You can tell it's the selected layer if it has a pencil icon next to it. 7. Drag your Flash Text object from the library on to the stage so that it overlaps the other text slightly (it should be lower and more to the right than the first one). Each instance of an object can be modified to make it slightly different from the original. This allows you to have the same object appear a little different without your file having to store another copy of the object. 8. Make sure your new instance of the object is selected. It will have a thin blue rectangle around it if it is. 9. In the properties panel to the right, change the Color Effect option from None to Tint. This option allows you to have the object tinted with a different colour so that it looks different from the original object. 10. Select a colour from the colour box next to the Style option and then use the Tint selection slider to the right to modify how much the tint will affect your object. 11. The new instance of your object should now appear a different colour from the original. Now that both instances of the object look a little different, we'll look at some of the layer options. We'll start by changing the layer order. When objects overlap, the order of the layers determines what will appear in front. 12. In the Timeline, drag the New Text layer so that it is below the Flash Text layer. When you are done, the new instance of your object will be behind the first one. There are additional options in the layers panel which we will now try out. Above the layers is an icon which looks like an eye. Each layer has a small dot below that icon. Turning this dot on and off allows you to hide or display layers. 13. Click the hide layer dot next to one of your layers to hide the layer. The dot will now turn in to a cross indicating that layer is currently hidden. 14. Click the cross icon to show the hidden layer again. The next dot on the layer has a padlock icon above it. This one allows you to lock a layer so that its contents can't be changed. This can be useful if you want to avoid accidentally modifying the contents of a layer when you are working on other objects on the stage. 15. Click the lock layer dot next to the Flash Text layer. 16. Make sure the Move tool is selected and try moving the text that is on that layer (this should be your original text). You will still be able to move your other text but you won't be able to select or move the text that is on the locked layer. The last icon on the Layers Panel allows you to highlight the layer's contents. When you have a lot of layers it can be difficult to tell which layer certain objects are on and this option makes it a lot easier. 17. Click the coloured square next to one of your layers. All objects on that layers will changes so that they are highlighted, using the colour of that layer's square. 18. Click the layer's colour box again to turn off highlighting. 19. Try using the layer highlight option with your other layer. 20. Turn off all layer highlighting and save changes. Exercise 3. Using the Timeline Animation in Flash is done using the Timeline. The Timeline is used to plan when events will occur in your animation. The numbers along the top of the timeline represent Frames. Most Flash projects will play animation at a speed of 24 frames per second (24fps), though that can be changed in your settings. 1. Double-click the fps indicator at the bottom of the timeline. You can then edit the frames per second though we will leave it for now. You can also change the FPS through the document properties. Press [Esc] to ensure nothing on your stage is selected. The Properties Panel will now show the document properties including the FPS. From here you can also edit other options such as the background colour, height and width of the stage. We'll start with a basic animation that changes the colour of the text. 2. Select the text object that is on the Flash Text layer (this should be the first one you placed on the stage). Unlock the layer if you haven't already by clicking the padlock on the layer. Look on the timeline and you will see that both layers currently have a dot in frame 1. This lets us know that there is a frame in that part of the timeline on each layer. If you get a layer with a hollow dot, that means that there is a frame in that part of the timeline but that particular layer has nothing on it. 3. Click in frame 24 on the timeline, making sure that you are still clicking on the Flash Text layer. Since our project will be playing at 24 FPS, 24 frames will be the equivalent of one second. We will tell Flash to mark an event on the timeline by adding a Key Frame. Key Frames are points on the timeline where significant changes in our animation will take place. In this case, the Key Frame will mark a point on the timeline when the colour of the text will change. There are a few ways you can insert a key frame on to the timeline: - Select the Insert menu and then select Timeline and Keyframe. - Right click on the frame where you want the Key Frame inserted and select the Insert Keyframe option from the right-click shortcut menu. - Press F6. Tip To clear a key frame, you can right click the frame in the timeline and select Clear Keyframe, or you can press Shift F6. 4. Use one of the above methods to add a key frame to frame 24 of your Flash Text layer. The frame will now have a solid dot marker and all the frames in between will be filled in. Currently, your other text object will not appear on the stage. This is because we have frame 24 selected on the timeline and the New Text layer has no frame at that point on the timeline. 5. Add a key frame to frame 24 of the New Text layer. Both layers should now have a key frame at frame 24 of the timeline. 6. Select one of your text objects, making sure you have the Selection Tool active. 7. Use the Color option from the properties panel at the side to tint this object with a different colour. If you can't see the Color option in the properties panel it may be showing properties for the frame in the timeline instead of properties for the object. If that is the case, click on another part of the stage and then click the object again to make sure it is selected. 8. Use the tint options to change the colour of the other object. Both should now be different from their original colours. 9. Add a key frame for both layers at frame 48. 10. Repeat steps 7 and 8 to change the colour of both objects. 11. Add a key frame for both layers at frame 72. 12. Repeat steps 7 and 8 to change the colour of both objects. 13. Add a key frame for both layers at frame 96. This time instead of changing the colours for the new frame, we'll make a copy of the first frame. This will mean that the last frame will be the same as the first frame which will look better when the animation repeats. 14. Right click on the first frame of the Flash Text layer and select Copy Frames. 15. Right click on the last frame of the Text layer and select Paste Frames. 16. Repeat steps 14 and 15 for the other layer. 17. Save the changes. Exercise 4. Previewing an animation We'll start by previewing the image on the stage. 1. Click on frame 1 (on either layer) to make sure you are at the beginning of the timeline. You can also press Shift , (comma) to go to the beginning of the timeline and Shift . (full stop) to go to the end of the timeline. 2. Select the Control menu and then select Play (you can also press Enter). This command will play from the current position on the timeline to the end of the timeline. If you are already at the end of the timeline it will play from the beginning. Pressing Enter while it is already playing will pause playback. The animation will now play on the stage. You will see the timeline marker moving from left to right along the timeline. The objects on the stage should change colour each time we reach one of the key frames on the timeline. To view the animation in its own window you can use the test movie option. Not only will this option sometimes show elements of the animation that won't show on the stage, it will also make create a flash file with the same filename as your flash project. 3. From the Control menu select Test Movie (or press Control Enter). Unlike the play option, the test movie window will keep on repeating until you close it. The test movie window also provides a control menu which allows you to control playback. 4. Close the Test movie window. 5. Open My Computer or Windows Explorer and browse to the folder where your flash project is saved. After using the test movie option you will have 2 copies of your project. One will be the project you are editing in flash and will have a .fla file extension after the filename. The other will be a Flash Movie file and will have a .swf extension. SWF is the format used for completed flash files. These files can be played in any program that accepts flash files. For instance, if you planned on inserting a flash animation in to a website, you would use the SWF file. Note Depending on your windows settings, you might not see extensions on the end of filenames but the different icons would indicate which is the Flash Document file and which is the Flash Movie file . Exercise 5. Classic Tweens The animation we have done so far has been little more than one frame abruptly changing to another frame. There has been no smooth transition from one stage of the animation to the next. Smoother transitions can be accomplished using tweens. Tweening involves placing Key Frames at the key positions in the animation and then using a tween to make Flash fill in the bits in between. 1. Ensure you are on Frame 1 in the timeline and create a new layer called Star. 2. Make sure you have the Star layer selected and use what you learned in the previous sections to create a star on the left side of the stage. Use any fill and stroke settings. 3. Select the star (remember you can double click with the selection tool to select both fill and stroke). 4. Create a new symbol called Star. 5. Insert a new key frame at frame 24 on the Star layer. 6. While you are still on that frame, move the star to a location near the top of the stage. Position it so that it slightly overlaps one or both of your text objects. 7. In the properties panel on the side, change the Colour Effect property to Alpha and set the amount to 60%. The alpha setting controls transparency of objects on the stage. 8. Insert a new key frame at frame 48. 9. Move the star to the right of the stage (still overlapping the text objects). 10. Adjust the alpha setting to 40%. 11. Insert a new key frame at frame 72 with the star positioned towards the bottom of the stage. Set the alpha setting to 75%. 12. Right click on frame 1 and select Copy Frames. 13. Right click on frame 96 and select Paste Frames. The final frame should now be the same as the first frame. If you preview the animation right now, the star will simply be jumping from one location to the next each time there is a new key frame. If we want it to move between those points we need to add tweens. 14. Right-click on the timeline between frame one and frame 24 (the first key frames). 15. From the shortcut menu select Create Classic Tween (this option is also available from the Insert menu). An arrow will now appear between the two key frames, indicating that there is now a tween between them. 16. Press Enter to preview your animation and you will see the star move smoothly from the first key frame to the next key frame. 17. Repeat steps 15 and 16 to insert motion tweens between all of the other key frames on the Star layer. Tip You can add several motion tweens at once by dragging your mouse to select a range of frames on the timeline, then using the Create Classic Tween option to add tweens along all the timeline you have selected. 18. Preview the animation to see the effect of the motion tweens. Lastly we'll change a few tween options. 19. Click on the first tween. I.e. click anywhere on the Star timeline between frame 1 and frame 24. The properties panel on the right will now show the tween properties instead of the object properties. 20. Change the Ease option to -90 (with the minus sign). Changing this property to a negative number will mean that instead of moving at a constant speed, the object will start moving slowly and speed up. You can enter the number in to the space next to the Ease label or you can simply drag left or right on the number until you see the value you want. 21. Click on the second tween and change the Ease option to 90. Setting this to a positive number will make the object start moving quickly and then slow down. 22. Click on the third tween and change the Rotate option to CW. This will make the object rotate in a clockwise direction as it moves (you can change the number next to it to determine how many times it will rotate in the course of its movement). 23. Change the Ease option for the last two tweens so that they are the same as the first two tweens. 24. Preview the animation to see the effect of the tween property changes. 25. Save the changes to your file (this should be becoming a regular habit by now). Exercise 6. Motion Tweens The method we used for creating a motion tween in the previous exercise was the standard way of doing it in all older versions of Flash. Flash CS4 introduced a new way of doing motion tweens. The older method, now labelled as Classic Tweens, is still useful in many cases where the new method isn't suitable. In most cases, you'll probably use the newer method which is far simpler. 1. Create a new layer called Bug. 2. Click on the first frame in the Bug layer. 3. Using the drawing tools of your choice, draw a small flying insect to the right of your text. 4. Make sure the whole bug is selected and create a new Graphic symbol called Bug. The last frame in the timeline will currently display a Frame symbol . All of the frames in between will be grey indicating that this layer will currently be the same across all frames in the timeline. 5. Right click on the first frame and select Create Motion Tween. The Frame symbol in the last frame will be removed and all the frames on that layer will change colour to indicate that a motion tween has been added. 6. Click in the last frame on the Bug layer. 7. Move the bug to the left side of the stage. A row of dotted lines will appear between the bug's starting point and finishing point. These dots represent the position of the bug at different points in the timeline. If you preview the animation now, you will see the bug slowly move from the beginning to the end of that dotted line. Motion tweens using this method can be controlled by making use of Property Keyframes. 8. Click on a frame in the middle of the Bug layer. 9. Move the bug to a point near the bottom of the stage. The dotted line will now move through the new position to show that the bug will move through that position on the way to the end point. A small dot will appear on the timeline to indicate that there is a property keyframe at that point. While you are on that property keyframe, you could adjust some of its properties such as colour and size like we did earlier. With classic tweens, if you wanted to make an object travel along a certain path as it moved, you needed to add a motion guide. With regular tweens, motion guides are not necessary as you can simply modify the dotted line to change where the object goes. With the Selection Tool active, move your mouse over the dotted line. A small curve will appear next to your mouse. Drag to change the shape of the line. Continue shaping the line and preview the result. The bug will follow whatever shape your line takes. Exercise 7. Shape Tweens Shape tweens allow you to change the shape of an object over time. Unlike motion tweens, shape tweens must be done on objects that haven't been converted in to symbols. 1. Insert a new layer and call it Shapes. 2. Make sure you have the first frame of the Shapes layer selected. 3. Draw a rectangle in the top right area of the stage. Choose your own fill and stroke settings. 4. With the Selection tool, Double click the rectangle to ensure the fill and stroke are both selected. 5. Select the Free Transform tool from the toolbar. 6. Move your mouse just outside one of the rectangle's corners until your mouse pointer appears in a circular arrow shape. 7. Drag to rotate the rectangle slightly (while the free transform tool is active, you can also resize and move the object). The object will rotate around the white dot in the middle. You can move that white dot to change the centre of rotation. 8. Select frame 24 from the timeline (on the Shapes layer) and insert a new key frame. 9. With frame 24 still selected, delete your rectangle (press the Del key). The keyframe will show a hollow dot to indicate that there is nothing on that layer at that frame. 10. Draw an oval near the bottom of the stage with different fill and stroke settings. 11. Add a new key frame at frame 48. 12. Delete the oval and draw a large polygon with your choice of sides and colour. 13. Add a key frame at frame 72. 14. Delete the polygon and add a shape of your choosing. 15. Copy frame 1 to frame 96. 16. Right click between the first two key frames on the shape layer. 17. Choose Create Shape Tween. 18. Add shape tweens for the rest of the timeline on the shape layer. 19. Preview your animation. You will see the shape on each key frame change in to the shape in the next key frame. 20. For a bit of added variety in the animation, use the Free transform tool to adjust the size of your star object on the star layer so that it is different for each key frame. 21. Save the changes. Note If you want to apply a shape tween to text, first you must select the text and then use the Modify, Break Apart option from the menu to break the text in to individual letters. Then use the Break Apart option again to turn them in to shapes that can be edited. Exercise 8. Shape Hints You can control your shape tween a bit better by using Shape Hints. These allow you to place points on the starting and finishing version of the shape to guide the change. 1. Start a new blank Flash project. 2. Create a shape of a person like the example below (of course you can make yours better than a stick figure if you're feeling creative). 3. Add a Keyframe on Frame 48 4. With Frame 48 still selected, delete the person and replace them with a picture of a dog (yes you can draw the dog better too). 5. Right click between the two Keyframes and add a shape tween. 6. Test your animation and you will see that the shape tween doesn't look too good in the middle frames. We'll use some shape hints to add a little guidance. 7. Select the first frame (the one with the person). 8. Go to the Modify menu, then select Shape and Add Shape Hint. 9. Reposition the shape hint so that it is about where the person's forward hand should be. 10. Go to the last frame and position the shape hint so that it is on the dog's forward foot. 11. Return to Frame 1. 12. Go to the Modify menu, then select Shape and Add Shape Hint. You'll notice that the first shape hint had a small letter A inside it. This one has a small letter B instead. The letters make it easier to match hints on the first and last frame when you have more than one of them. 13. Position this new shape hint on the person's rear hand. 14. Go to the last frame and position this hint on the dog's other forward foot. 15. Add additional shape hints at the main parts of each frame so that feet are matched with feet, nose with nose etc. Tip When you are going to the menu repeatedly for the same function, pay attention to the shortcut key. 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Nettleham Parish Council Biodiversity Strategy Proposed Actions for Biodiversity Councils are required to complete their first consideration of what action to take for biodiversity by 1 January 2024 and agree policies and objectives as soon as possible afterwards (see government guidance and SLCC \| New Government Guidance on Biodiversity). Local authorities (excluding parish councils) and local planning authorities must write and publish a biodiversity report. Other public authorities must fulfil their duty, but do not need to publish a report. This document sets out actions that Nettleham Parish Council (NPC) can take to meet their duties regarding conserving biodiversity. Background Under the Natural Environment and Rural Communities Act 2006 there is a duty on public authorities in England, including Parish Councils to have regard to conserving biodiversity as part of their policy or decision making. This was further strengthened by the Environment Act 2021 so public authorities must now consider what they can do to conserve and enhance biodiversity in England. This means a public authority must; - Consider what they can do to conserve and enhance biodiversity. - Agree policies and specific objectives based on their consideration. - Act to deliver policies and achieve objectives . Biodiversity refers to the variety of life on earth. All life forms have evolved to find their place in an ecosystem, whether at the top of the food chain as a predator, or at the bottom as insects or micro-organisms, plant or fungus. Underpinning all this is availability of clean air, water and healthy soils, and the space to thrive and connect. Overview To conserve biodiversity we need to: * identify a baseline metric for biodiversity in Nettleham Parish (Nettleham village, Minster Fields and other areas within the parish owned/managed by NPC); * identify those areas and actions over which NPC has influence; * assess any potential harms and mitigations; * identify what measures can be implemented to enhance the natural environment; and * identify where there is potential for increasing biodiversity. We should involve local expertise and seek advice from bodies such as Natural England, Environment Agency, Forestry Commission, local wildlife trusts or consultant ecologists as appropriate. Conserving biodiversity is not a one-off exercise but an ongoing process. Duties Nettleham Parish Council will need to be mindful of how its strategies comply with the following: * Local Nature Recovery Strategies i (LNRS) ii * Species Conservation Strategies * Protected site strategies iii We will need to understand how these strategies affect land that we own or manage, or actions we could take to conserve and enhance biodiversity. Actions for Nettleham PC With reference to habitat designations shown on Defra's Magic Map and working with the Greater Lincolnshire Local Nature Recovery Strategy (GLLNRS) we will produce a Local Habitat Map showing areas of existing good habitat for wildlife, and areas of opportunity to recover nature that also provide wider benefits e.g. natural flood management. The figures show the green spaces within Nettleham village and at Minster Fields that should have protection from development provided by the Nettleham Neighbourhood Plan (once adopted). Figure 2 Nettleham Green Spaces (from Neighbourhood Plan) We will identify any other areas in the Parish where at risk species and/or sites can be protected or enhanced. Figure 3 Minster Fields This will require an assessment of the current status of biodiversity in the Parish. It is recommended that a robust ecological survey is conducted to provide a baseline against which improvements in biodiversity can be measured. Any development work in the parish must have regard to monitoring impacts on biodiversity and identification of ways of increasing it. Developers will by 2024 have to deliver a minimum of 10% Biodiversity Net Gain iv (BNG) on projects as defined by Government. While this might not be a statutory requirement, NPC should aspire to 10% BNG as a minimum on any project. The impacts on biodiversity in decisions made through the PC should be considered, especially when commenting on planning applications. When we carry out maintenance work we should aim to minimise disturbance to wildlife, and consider whether we can reduce the use of energy and water to help reduce pollution and address the pressure it puts on wildlife. A range of specific actions can be taken to suit particular circumstances, for example: Reduce and/or eliminate the use of pesticides and herbicides on council property * allotments * cemeteries * parks and sports fields * amenity spaces and communal gardens * roadside verges * field margins and hedgerows * rights of way and access routes * woodlands * beckside * water-dependent habitats Extend 'No Mow May' We should extend 'No-mow May' both in season, i.e. to September and in the number of areas in the parish where no mowing should apply. This will have cost savings for the parish. This is likely to require some management of public expectations, and education about the benefits. Some residents may not appreciate that there is likely to be a less 'tidy' look to the village. We will need to work with residents to identify where it is applicable to reduce mowing of verges and enhance with wildflowers. Encourage residents and community groups, including schools to embrace biodiversity We should seek to educate the public on the benefits of biodiversity and encourage practical actions such as: * Making their gardens more wildlife friendly (making space for nature, creating bee hotels, woodpiles, leaving access for hedgehogs in fences and walls, not laying artificial grass, leaving grass long, planting wildflowers) * Create wildlife ponds * Gardening organically (eliminating herbicides and pesticides) * Use of water butts to conserve water * Control of dogs and cats, raising awareness of their potential for damage to habitat and species Encourage local businesses, suppliers, farmers and contractors to embrace biodiversity We should assess suppliers to the council on their approach to biodiversity, and encourage practices that have benefits. We should work with local businesses to raise awareness to encourage practices which benefit biodiversity. For example; * Suppliers of flowers/hanging baskets (e.g. use of peat, pesticides, native flora) * Suppliers of cleaning materials (biodegradable, ecologically friendly) * Sourcing of products from suppliers whose businesses do not impact negatively on biodiversity, for example Protection of Clean Air and Water * We should protect Nettleham Beck as far as practicable from pollution. The use of pesticides and fertilisers by neighbours should be discouraged. * We should address engine idling (including buses, delivery vans) and traffic congestion. * We should maintain SUDs schemes where these exist in the parish Habitat Protection/Green Corridors * We should seek to ensure that all green areas have connectivity, by additional planting of trees and hedgerows where applicable. * using native and sustainably sourced trees when planting * leaving dead wood safely in place in woodlands to provide additional habitat * maintaining planted trees to give them the best chance of survival * reducing the use of herbicides, pesticides, peat and water * implementing measures to prevent the spread of invasive species and plant disease * any tree and hedge cutting to be undertaken outside of bird nesting season * not permit any netting of habitats to prevent bird nesting Create new habitat and space for nature On NPC property, where appropriate we could: * build and install nest boxes for birds, bats and other animals * add green walls or roofs to existing or new buildings * plant native trees and shrubs * plant wildflowers for pollinators Figure 4 Water Vole, Nettleham Beck May 2020 Educate, advise and raise awareness We can help the public understand biodiversity and why it's important to conserve and enhance it. We will need to: * include the public in projects to improve biodiversity * feature biodiversity in public or internal communications * use libraries and local magazine to raise awareness of biodiversity * put information boards in green spaces * offer guided walks * include biodiversity considerations in advice for internal and external clients and service users * educate staff on our biodiversity actions and why they are important Review internal policies and processes NPC should work towards: * the use of sustainable materials and supplies to reduce the demand on natural resources * light – make sure the design of artificial lighting minimises effects on nature Sources of further information and support: Greater Lincolnshire Nature Partnership Banovallum House Manor House Street Horncastle Lincolnshire LN9 5HFTelephone01507 526667 Websitehttp://www.glnp.org.uk Natural England has published the Green Infrastructure Framework - Principles and Standards for England. This includes planning, design and process guides. i The Local Nature Recovery Strategies are currently being developed in Lincolnshire by a partnership of all the Lincolnshire councils with support and guidance from Natural England. The Greater Lincolnshire LNRS (GLLNRS) will describe Greater Lincolnshire and its biodiversity, will identify local people's priorities and potential opportunities for recovering or improving biodiversity, and: * Map areas of existing good habitat. * Identify local priorities and ways to achieve these. * Map the best areas to achieve these priorities and provide wider environmental benefits. ii Established by the Environment Act 2021, species conservation strategies aim to safeguard the future of the species that are at greatest risk. The strategies will find better ways to comply with existing legal obligations to protect species at risk and to improve their conservation status. iii Established by the Environment Act 2021, protected site strategies take a new approach to protecting and restoring species and habitats in protected sites. Protected site strategies will provide ways to overcome offsite pressures such as nutrient pollution in the wider catchment. iv Biodiversity net gain (BNG) is an approach to development or land management that aims to leave the natural environment in a measurably better state than it was beforehand. 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"Speech Communication" Curriculum Table of Contents ELA K-12 PRIORITY STANDARDS MAP K 1 2 3-5 6-8 9-12 READING FOUNDATIONAL SKILLS RF1 Print Concepts RF2 Phonological Awareness RF3 Phonics and Word Recognition RF4 Fluency READING R1 Read closely to determine what the text says explicitly/implicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R6 Assess how point of view or purpose shapes the content and style of a text, drawing on a wide range of diverse texts. R9 Analyze and evaluate texts using knowledge of literary forms, elements, and devices through a variety of lenses and perspectives. WRITING W2 Compose writing for a variety of modes to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W5 Plan, revise, and edit to make informed and intentional decisions to produce clear and coherent multimodal writing in which the development, organization and style are appropriate to task, purpose and audience. SPEAKING AND LISTENING SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. SL4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. ELA PRIORITY STANDARDS MAP Course Information DESIRED RESULTS What students will know and be able to do COURSE DESCRIPTION AND PURPOSE In this course, students will learn the tools necessary to communicate effectively in their high school coursework and in their daily lives. Although the development of speaking and listening skills is the main thrust of the course, students will be asked to exhibit communication skills in a variety of ways throughout the term. Skills targeted may include but are not limited to interpersonal communication strategies, effective listening, small group dynamics, informative speaking, persuasive speaking, and appropriate use of presentation technology. tasks, purposes, and audiences over extended and shorter time frames. SPEAKING: Adapt speech to a variety of purposes, audiences, and situations in order to meet communicative goals. LISTENING: Seek to understand a speaker and/or writer's intended message and how their background, situation, or context influences what they say. LANGUAGE: Demonstrate an understanding of how language functions in different contexts, and apply this knowledge to meet communicative goals (when composing, creating, and speaking), and to comprehend more fully (when reading and listening). CLAIMS AND EVIDENCE: Make claims about subjects, and rely on evidence to support reasoning that justifies the claim, often acknowledging or responding to others' (possibly opposing) arguments. PRIORITY STANDARDS WRITING W8 Gather relevant information from multiple print, digital, and community sources, assess the credibility and accuracy of each source, and follow a standard citation format. (6-12) SPEAKING AND LISTENING SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. (K-12) SL4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. (3-12) LANGUAGE L5 Discern when and where it is appropriate to use standardized English, and demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. (6-12) Unit 1: Communication Basic Concepts * How do you construct an effective presentation? * What are the differences between preparing an informative, persuasive and demonstration speech? Unit 3: Persuasive * How do you construct an effective presentation? * What are the differences between preparing an informative, persuasive and demonstration speech? Unit 4: Demonstration * How do you construct an effective presentation? * What are the differences between preparing an informative, persuasive and demonstration speech? In this course, students will learn to effectively prepare and deliver speeches for diverse audiences in a variety of settings. In addition, students will learn to recognize and address various types of stage fright issues. . PRIMARY RESOURCE if applicable In this course, all class reads may include… Unit 2: Informative Speech Students will provide interesting, useful, and unique information for their audience. Students will take the time to thoroughly research and understand their topic, to create a clearly organized speech that teaches the audience something. DESIRED RESULTS ASSESSMENT EVIDENCE Essential Questions Students will keep considering… * How do you construct an effective presentation? * What are the differences between preparing an informative, persuasive and demonstration speech? Unit 3: Persuasive Speech Students will construct an argument incorporating valid sources, applying the rhetorical appeals, and effectively engage the audience in a professional and polished speech. DESIRED RESULTS ASSESSMENT EVIDENCE Essential Questions Students will keep considering… Choose one-two of these Essential Questions: * How do you construct an effective presentation? * How do I use rhetorical appeals? * What are the differences between preparing an informative, persuasive and demonstration speech? Unit Priority Standards and Learning Targets Assessment Evidence Students will know and be able to… WRITING Skills W2: Compose writing for a variety of modes to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. SPEAKING & LISTENING Skills SL 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. SL 4: Present information, findings, and supporting * I can write arguments to support claims * I can establish the significance of the claim(s) using valid reasoning. literary theory and relevant and sufficient evidence which introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. * I can engage thoughtfully with diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify my views and understanding and make new connections in light of the evidence and reasoning presented. * I can present information, findings, and supporting evidence, conveying perspective, such that listeners can follow the reasoning, alternative or opposing perspectives addressed, and the organization. * I can intentionally utilize development, substance, Performance is evaluated in terms of… Students will show their learning by… Success Criteria Rubrics ➔ Persuasive Speech Rubric ➔ Rubrics indicate the specific success criteria by standard and are used throughout the learning process for feedback and reflection Performance Task Description: ➔ Persuasive Speech Key Feedback & Assessment Strategies: * Modification: extended time, reduced / extended speech delivery time requirement * Extension: extended time, more indepth research PRIMARY RESOURCE if applicable In this course, all class reads may include… Unit 4: Demo Speech Students will demonstrate a process with an emphasis on extemporaneous delivery. DESIRED RESULTS ASSESSMENT EVIDENCE Essential Questions Students will keep considering… Choose one-two of these Essential Questions: * How do I effectively engage an audience in a variety of different speaking engagements? * How do I adapt my speech to a variety of contexts and tasks? * How do I logically/coherently construct a speech with sound evidence and multiple perspectives? * How do I analyze an audience in order to craft an appropriate message? * How do I use both verbal and nonverbal skills to effectively deliver a speech? 10 PRIMARY RESOURCE if applicable In this course, all class reads may include… 11	<urn:uuid:276744f6-3b61-47ad-bbf8-5397583fd3ef>	CC-MAIN-2024-18	https://resources.finalsite.net/images/v1702418137/elmbrookschoolsorg/osyrxesobulsm1eyokty/SpeechCommunication_Curriculum_FINAL_2023.pdf	2024-04-15T10:24:31+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00850.warc.gz	461,141,855	1,670	eng_Latn	eng_Latn	0.992082	eng_Latn	0.99077	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 52, 1766, 2434, 4603, 4831, 5418, 7899, 8628, 8710 ]	[ 4.25 ]	1	0
Eric Walz History 300 Collection O. Vernice Douglass– Life During WWII By Orrin Vernice Douglass October 26, 2002 Box 1 Folder 8 Oral Interview conducted by Beth Douglass Transcript copied by Maren Miyasaki May 2005 Brigham Young University – Idaho BD: Okay . . . just . . . OD: Don't ask me anything important, I can't remember. (laughs) BD: Do you remember your name and birth date? OD: Yeah, I do. Orrin Vernice Douglass. Ninth month, fourth day, twenty-four. BD: And where were you born? OD: Glenn's Ferry, Idaho. BD: How old were you on December 7, 1941? OD: Seventeen. BD: Well, what do you remember about that day? OD: Oh, that was when the war started. We didn't have a radio or electricity or anything and the folks took us kids, me and my sister, into Driggs to go to school. It was on a Sunday. We had to stop at the drug store for some stuff, and that was where everyone was at listening to the radio. It was kind of a gloomy day. And the next day we had an assembly at the high school, and we went in there, and they had the radio in there, and we listened to President Roosevelt declare war on Japan. BD: So what did you think when you heard about the attack? OD: I was ready for it. I don't want anybody pushing us around. BD: Okay, what part of the military did you serve in? OD: I enlisted in the army air force, and I got transferred to other parts of the air force. BD: What were your assignments and responsibilities? What did you do? OD: I was a radio operator and a radar operator. BD: Where were you stationed at? OD: Oh, dozen of places. I was stationed in Texas, Illinois, Florida, New York, California, Wisconsin. BD: You were all over! OD: And the Philippines. BD: How did the military train and prepare you foe combat? OD: They really did a good job of it. They showed us how to use a gun and how to aim it, how to shoot the post down there. BD: All the important stuff. (laughs) OD: Showed me, when I was in the radar bombardier school how to drop bombs from the airplane. BD: So did you have to go through boot camp? OD: Oh, yeah. BD: How long was that? OD: Six weeks in Shepardfield, Texas. BD: Six weeks is all you need, right? Is there anything that you wished that they would have told you? OD: No. BD: You think they covered it all. How did your religion, being a Mormon, help you cope with your military experiences, and what kind of effects did it have? OD: Never had any effects and I got along good. BD: Did it help you in terms of, I am sure that during war time there are people that need some type of hope, did you feel like you were able to cope better than others? OD: Sometimes, maybe. BD: Did you know any young men that did not return from war? OD: Not with me. We had some here in my high school class. BD: How did the community cope with that? OD: It was pretty sad. It was pretty sad 'cause everyone knew everybody. BD: Did you have memorials for these people? OD: We had the American Legion give a little program and a rifle salute, and they would play the taps and a little program. And that was it. BD: Were there a lot of guys from your high school that were either drafted or been enlisted? OD: Everybody had. BD: All the boys? OD: I think all but maybe one or two. There wasn't enough boys left around here to. . . BD: Do the work? OD: (Laughs) No, the girls did the work. BD: What was your image of Hitler, Mussolini, and Hirohito during the war? What was your image of Hitler? OD: The devil. BD: Is that what the government basically portrayed him as at the time? OD: No, we were getting enough news and one things and another of the war and that, that nobody liked him. BD: Was it the same for Mussolini and Hirohito? OD: Yeah. BD: Did you have more of a bad taste in your mouth towards Hirohito because of the bombing of Pearl Harbor? OD: Oh, I don't know, maybe so. BD: When did you first hear about the German Concentration Camps? OD: Oh, when I was in the army. When we were at war. I don't know. BD: Did you see pictures of it? OD: Yes, we saw pictures of it, and we didn't like it. We were anxious to go to war. BD: What stage of the war were you involved in the military? OD: Quite a ways, about the last year or so. BD: How did your life change as a result of World War II? OD: Change? I guess I grew up a little bit, I don't know. I became more patriotic. BD: What do you remember about rationing? OD: The little books. They had stamps in them, but I only had them for a little while just before I went into then army then I didn't have anymore rations. BD: I don't know very much about the rations, so could you tell me a little bit about it? OD: Well, they had so many stamps in them you could buy so much sugar, one pair of shoes, was that one of them? BD: Sugar, tires, gas, shoes. OD: Gas didn't bother us people on the farm much because we could get all the gas we wanted. So, our coach would have to take his car to go to football and basketball, so we would pack cans of gas up to him. The rationing board wouldn't give him any more stamps. That was the dirtiest trick. BD: (Laughs) So, apparently you continued to do sports? OD: Uh-huh. Quite a few of them were cut out. BD: (Referring to a book of ration stamps) What are these for? Are these like currency? Dorothy Douglass: No, you use them with currency. If you wanted a pair of shoes you had to give them so many stamps or a bag of sugar or a gallon of gas. BD: How many did you get? DD: Each person got one book. I don't know how often. Mother took care of it. BD: So when you saw each person, do you mean you and each kid? DD: Yes, but mother took care of it all. When we needed shoes she would just give us our stamps. BD: How did the war effect the community? OD: It united us, 100%. BD: Did you do activities? When you say you were united did that mean you did more things together? OD: Well, I'll tell you what when they played the "Star Spangled Banner" or blew taps everyone sat up and paid attention. BD: Do you remember any of the propaganda used during the war? OD: No. BD: You didn't see the pictures of even Rosie the Riveter? OD: Oh, yeah! I saw her. She wasn't propaganda, she was a riveter. (laughs) BD: No, they tried to use her to get women out into the work force. OD: There was that Japanese girl, what was her name? I can't remember. . . DD: We all bought saving stamps at our schools. We would get so many books of stamps and then turn them in for a bond. That was a regular thing to buy these stamps, and then you would get a war bond. BD: What other ways did the government try to involve the regular people in the war effort, beside the war bonds? OD: Well, everything was rationed. And I think everyone honored their rations. I was stationed in Illinois. We had to take turns every so often working KB and this day was mine. So that night was on a Saturday, and 90% of the guys went to town. But they still cooked the same amount of food. I threw out eight dripping pans of meatloaf. They had to cook it, but nobody was there to eat it. And the friends I had met in St. Louis they were just a begging for food or a ration stamp to buy anything with, and we threw out eight pans of food. I know 'cause I threw them out. BD: What are some of the vivid World War II experiences that stand out in your mind? Why don't you tell me some good stories? OD: I got on the train down in Florida, and I headed up towards Chicago. I changed trains up there in Georgia somewhere, and there were just so many service men and people trying to get on the train. And this lady came up to me and asked, "Would you take me on this train as your wife?" "Sure." So she sat on there as my wife for, I don't know how far she went. But that wasn't uncommon. They didn't have any choice. They couldn't get on the train unless they were somebody's wife. So, they were all "married." This woman was old enough to be my mother! BD: (Laughs) So, when did you meet grandma? OD: I never met her until I got out of the Army. BD: About what time did you start dating? DD: 1946. OD: I don't know. That's over my head. BD: You are still involved with the American Legion. What kind of activities do you do? OD: Our main thing now, all we do, we hold our meetings and our banquets, and we take care of the dead people. If somebody dies we have to have a military funeral for them. DD: The ceremony. On Veteran's day they give speeches. BD: Are the people in the American Legion veterans just from World War II? OD: There are some from WWII, but they're dying. Aren't any of them left now? Then, see, there is Vietnam and all those types. Ryan Douglass: Do you remember the day the war ended? OD: I sure do. I was stationed down in Florida. They announced it over the speaker system that the war had ended, and we could all have the day off and the weekend off. I said to my buddy, "What do you want to do?" and he said, "I don't want to go into town with that drunken mess, we'll stay here." And we stayed at the base. And the next morning, it was funny. I looked out the window at the barracks, and here comes these guys. They had hauled them back up from Miami to our base and dumped them out. And they had all traded their uniforms off, and here comes one guy with a pair of bib overalls and a straw hat. (Laughs) I can still see that. He looked so funny coming up the street. All of them had different clothes on. DD: Did they have to have new ones issued to them? OD: Oh, sure they did. RD: (Laughs) They were probably too drunk to realize what they were doing. OD: (Laughs) They didn't care. BD: So, if they said you had the weekend off, that meant you were supposed to come back and what? Finish your duty? OD: Yeah. You weren't discharged. See from there I finished the radar school I was going to, and they sent me up to New Jersey and from New Jersey I went to California. They put me on a ship, and I ran the radar and the radio on this ship on the way over to the Philippines. So, it was a good experience. DD: Tell them why you went there. OD: 'Cause I was told to. The ship we were on was a Dutch ship, and they had escaped from the Germans just as the war started and sailed this new ship out into the harbor of the English channel and brought to the United States and converted it to a troop ship. We took about a hundred young kids over there, and the next morning they started unloading this ship and there was thousands of mail sacks in there. And anyway they got them all unloaded and the next day they started loading up the troops from the Philippines, and they brought them back to California, 1800 of them. So, that was my experience. BD: Do you remember much about the Japanese Internment Camps? OD: No, I just saw pictures and that's all I saw. BD: Was that on purpose? Were you kept from knowing much about it? OD: see her cousin and my dad's brother were POWs. RD: The internment camps, there were some in Idaho, were where they took the Japanese that were here in America. OD: Oh, that. That was a little different deal. BD: Now, after the war, after they liberated some of these concentration camps there was supposedly a lot of Jewish immigration. Did you notice any of that? OD: I don't know. BD: Well, do you have any other good stories you would like to have in the archive? OD: (Laughs) No, I don't think so. I don't know any. DD: (Inaudible) OD: Uncle Fred was a big man, and he was 200 some pounds, and he went down to 140. He is dead now, had cancer. I remember your cousin, Ralph Wilson (a POW), telling me about the one thing that turned him out more than anything. It was when he opened the refrigerator and the light came on. Remember that Dorothy. You know I guess I shouldn't say it, but even to this day I hate a Japanese. BD: That's is fairly common. When I was at the hospital we had a gentleman come in, and he had all of his WWII pins, and he really got after us saying, "if there is a Jap back there I won't come to this hospital." DD: You can't hold those grudges. It wasn't their fault. OD: We played football against Sugar City, and they always had some Japanese guys on their team when I was a senior. And I still remember our coach when we were down in the dressing room before we went out to play. He says, "Now, there's going to be some Japs on that team today, and I don't want to hear one word against them Japs. But if you can get them in a pile, hit them a bunch." (laughs) DD: And it wasn't their fault. They were here as Americans. I felt sorry for them personally. BD: So, obviously it was a common sentiment? DD: It took a while to get over. OD: We were pretty lucky in the valley, there wasn't any Japanese that lived here. If they did they would probably have gotten killed or had to get out. DD: No they wouldn't. People are more broad minded than that. OD: Maybe now days, but not back then. You were a Jap, you was a Jap. That is all there is to it. BD: I have heard a lot of these things throughout class. OD: I saw this guy in California. Because all the Japs were getting fought with and punched around and he had a sign around his neck, "Me, Chinese" it said. BD: (Laughs) Smart fellow, huh. RD: It's not surprising 'cause it happens even today with Muslims. DD: They are discriminated against because of their race, and it has nothing to do with it. But you don't know that. BD: It's human nature. OD: One thing that was really interesting when I was in the Army was no matter where we went there was plenty of recreation for service men. They had dance halls and service clubs and the people really treated you nice. BD: What is a service club? OD: Oh, it was just a place service men went. BD: Like a bar? OD: Sometimes they had beer in there, but it was usually a place for dancing. BD: A moral booster. Now, would girls just show up to dance? OD: There were a lot of service girls and some that weren't, and everyone went and had a good time. RD: When I was in England the girls would tell me about WWII and how the girls really liked the panty hose with the line down them, but they couldn't buy them so they would just draw the line up the back. Did they do that here? DD: We would use an eye pencil to draw the line up the back. BD: How come you couldn't get them? Was that part of rationing too? DD: They weren't rationed there just weren't any in stores. BD: Because the boys were gone were there jobs in town that you had to start taking care of? How did it effect the economy? OD: You had to work the potato compound. DD: Oh, yes. We had to do the paper routes. RD: Do you remember what the church taught during WWII? What were some of the things they said? DD: They didn't criticize as much as you would think they would. They didn't criticize the Japanese or the Germans or anything. They just taught to be patriotic and that your duty is to go to war. BD: I am sure that your attitudes changed as you started working in the fields and doing the male jobs, so how was it when the boys came home? A lot of literature, it seems, the boys came home, and they wanted the girls back in the kitchen. Was it hard for you to say, "Okay, my lot in life is to get back in the kitchen and start baking stuff, or did you want to. . . DD: (inaudible) BD: (Laughing) You were sick of doing potatoes1 RD: Was it a good day when you got released from the service? OD: Yes it was. RD: What was that like? OD: Well, it was different. I was glad to, but I almost reenlisted again. If I could have got my buddy to go with me we would have reenlisted. 'Cause I knew I really didn't have much to come home to. When we got off that ship, he had been sick all the way over and all the way back. What happened is that the merchant marines came to us in the barracks one night, and it was a naval traveling outfit, and they were putting a crew together to go on a ship from California down around through the canal and clear around the world in about a year. And I could have went and made quite a lot of money and saved it, but he was sick all the time on the ship so he didn't want to go, so I didn't. BD: Brother Inama tells the story of his two buddies in the war and how their time had to come to leave, and the one guy in particular had hated the army and was so glad he was done. So, him and his friend went and got drunk that night, and his friend talked him into reenlisting 'cause they were both drunk. And the two went to reenlist an the one guy who wanted to reenlist couldn't pass because of medical issue, and the one who didn't want to ended up passing, and he was in it for another four years or however long. The other guy went home. OD: You know we were around so many people and so many buddies all the time that you were never lonesome, and you were always with somebody. It was kind of a big change, bit it was alright. BD: Apparently you made a lot of friends, are you still in contact? OD: I sure did. No, we quit writing a few years ago. I had a good buddy from New Hampshire that we wrote for quite awhile, and we finally quit. BD: Did you have a lot of LDS people? OD: When I went to basic training down in Texas that was about 99% LDS people. But from then on where ever I was never with any LDS people. BD: Did that make it harder? OD: No, not really. BD: There were others that had high standards also? OD: They had standards, not high standards. This one buddy of mine from New Hampshire, he was Catholic, and we got along good there. We talked a little religion once in awhile, and I don't even know what he was talking about. But I went to church with him a time or two, and I didn't know what they were talking about. He did tell me one time that I wouldn't make a good Catholic. He said, "You're too curious, you want to know too much about it." I just want to know what they're talking about. BD: So, what kind of Church services did you have? OD: Protestant it was called. There was always a Protestant church around there someplace. Never was a Mormon Church. BD: So does that mean you didn't have a sacrament meeting for however long you were in the war? OD: No. huh uh. When I got on that ship to go overseas, the chaplain, I don't know what faith he is, he came up to me and asked if I would help him with the sacrament. I didn't know what he wanted, but I knew what the sacrament was. Anyway, I passed out the wine glass and the little wafers, and that was my responsibility on the ship. BD: So you did that every Sunday or just one time? OD: Every Sunday. BD: How long were you on the ship? OD: Two months. BD: Did he know you were Mormon? OD: I don't know. BD: Did you have to dock a bunch on your trip? OD: Just in Manila. It took a month to get over there, and we were there a week and about a month back. BD: That was when you picked up the 1800 servicemen? OD: Yes. DD: Tell her about the Christmas tree. OD: When we got over to the Philippine islands it was just before Christmas, and they decided we were going to have a Christmas party for us guys that night, Christmas Eve. And we went up to this big room, and there was a Christmas tree they had brought from the United States and had it all decorated and it added quite a lot to it. So the next day I asked them what they were going to do with the tree, and they said, "Oh, just it away." My buddy and I took the tree down the gang plank and walked down the edge of the dock. And about the first Filipino that we came to, his eyes just glistened. We said, "Would you like a good Christmas tree?" "Yes, Yes," and we gave it to him, and he took off down the road. BD: Now, you said something about the mail when you went over to the Philippines. How was the mail for you guys? Did it take along time? OD: We didn't get any. But after we got back to California that mail came back from the Philippines, and I had about a whole mail sack full. BD: One of the galls had interviewed someone who had the letters he had written and when whoever he had sent them to received them there were black lines through different portions of the mail. Did the same thing happen? Did the government go through and censor? OD: Some of them did, but people just knew what to write and what not to. BD: Did you have anyone in the war? DD: A brother. BD: Did you get letters from Albert? DD: Not personally, but mother did. He never went overseas. BD: Where did he go to? DD: He went to Texas. He was stationed in Pocatello for awhile. OD: What they did in Pocatello was, they took those big guns that they fired and bring them back to realign the barrel. DD: So he got to come home some weekends. BD: I bet that made it easier. DD: His birthday was in February. The year he was a senior he went into the service, and he wasn't there for his graduation. But he had filled all the requirements so mother picked up his diploma. BD: So as soon as guys were eighteen they went off to war? OD: When I was a senior in high school a certain day came along, I don't remember what it was, anyway, all of us boys that age had to go down to the draft board and sign up for the draft. 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Moving to the additional learning needs (ALN) system: information for children A new way of doing things The Welsh Government has introduced new law and rules. The law is called the Additional Learning Needs and Educational Tribunal (Wales) Act 2018 (the ALN Act) and the new rules are explained in the Additional Learning Needs Code for Wales 2021 (the ALN Code) The new law and new rules are called the additional learning needs (ALN) system. The ALN system is being put in place in a step-by-step way. This means that changes will not happen all at once. The changes will be done over 3 years. They started in September 2021 and will end for children in August 2024. 2 How things are changing * People will stop saying special educational needs (SEN). They will start saying additional learning needs (ALN). * Your school will now have an additional learning needs co-ordinator (ALNCo). Before the change, they were mostly known as special educational needs co-ordinators (SENCos). * The way people talk about the extra support you need to help you learn will now be called additional learning provision (ALP). Before the change it was called special education provision (SEP). * You will have an individual development plan (IDP). This plan will say what extra help you need to learn. Before the change plans were called individual education plans (IEPs) and statements. 3 The new system This video takes you through the new ALN system. You might find it useful to help you understand what is happening. Additional Learning Needs An animation explaining the new system When and how children with SEN will move to the ALN system This will be done by your school. But for some children your local authority will do it. Your local authority is the organisation that looks after lots of things in your local area like services to support children with ALN. Your school or local authority will let you know when you will move. They will also let you know how this will happen. If you want to move to the ALN system before your school or local authority says, you can get in touch with them and ask them if it is possible to do this. Most children will move onto the ALN system by a school or local authority giving you a notice. There are two sorts of notices, an IDP notice or a No IDP notice. An IDP notice means that it has been decided that you have ALN and an IDP will then be made. A No IDP notice means that it has been decided that you do not have ALN. Sometimes, you might be given a No IDP notice because your needs have changed, and you no longer need extra help to learn. For a few children, moving to the ALN system will happen in a different way. The local authority will explain how and when this will happen. What if children disagree with decisions made about them? Sometimes, you might not agree with what a school or local authority has decided. If this happens tell them straight away because most of the time, things can be sorted out by talking about it. If you go to a school, speak to the school's additional learning needs co-ordinator (ALNCo). You, or your parents, should do this as soon as you have worries. Working together will give everybody a chance to sort things out as quickly as possible. If this has not worked, then you or your parent should talk to your local authority to ask them to help. Local authorities must work with you to help sort out things when you do not agree. If you do not attend a school, then you can talk to the local authority about any concerns you have. If you do not agree with some of the decisions made about you, you can appeal against certain things. An appeal is when you try and get a decision changed. You can ask the Education Tribunal for Wales to look at what you are unhappy about. The Education Tribunal for Wales is a special group of people whose job is to look at the decisions people in charge have made about you. If you want more information about how to appeal against a decision you can talk to your local authority. They will explain how you can do this and help you.	<urn:uuid:31c1c6f9-fdbb-4a2b-9bd8-a60bc4025894>	CC-MAIN-2024-18	https://www.gov.wales/sites/default/files/publications/2022-09/moving-to-the-additional-learning-needs-system-information-for-children.pdf	2024-04-15T09:57:52+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00854.warc.gz	710,932,911	873	eng_Latn	eng_Latn	0.99411	eng_Latn	0.999221	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 78, 677, 1385, 1585, 2745, 3541, 4079 ]	[ 3.34375 ]	3	2
MDIE 002 India DIASPORAS IN INDIA Diasporas in EXPERT COMMITTEE Prof. S. Irudaya Rajan, Center for Development Studies, Trivandrum Prof. Ravindra K. Jain, Jawaharlal Nehru University, New Delhi Prof. Shobhita Jain, IGNOU, New Delhi Prof. P.C. Jain, JNU, New Delhi Prof. Kamala Ganesh, Mumbai University, Mumbai Prof. Nandini Sahu SOH, IGNOU Ambssador J.C. Sharma, Former Secretary, Ministry of External Affairs, Govt of India Ambassador Paramjit Sahai, Former High Commissioner to Malaysia and Sweden, GoI Prof. C. S Bhat, Department of Sociology, University of Hyderabad Prof. Sachidananda Mohanty, Department of English, University of Hyderabad Prof. Tejeswini Niranjana, Senior Fellow, CSCS, Bangalore Prof. K.P. Kannan, Center for Development Studies, Trivandrum Prof. Kavita Sharma, Delhi University, Delhi Prof. Babu P Remesh, SOITS, IGNOU Prof. Nandini Sinha Kapur, SOITS, IGNOU Dr. Shubhangi Vaidya, SOITS, IGNOU COURSE COORDINATORS Dr. Sadananda Sahoo, Prof. Nandini Sinha Kapur and Prof. Shubhangi Vaidya COURSE PREPARATION MDI 1: Migration and Diaspora: Theory and Methodology Block 1: Conceptual Framework Unit 76 Minority, Citizenship and Multiculturalism: Dr. Vijay Kumar Soni Unit 75 Pluralism, Inclusion/ Exclusion: Abhishek Yadav Unit 77 Contested Identities: Dr. Vijay Kumar Soni Block 2: Immigration, Settlements and Diasporic Formations Unit 79 Colonial (Armenian, Chinese & Others): Dr. Vijay Kumar Soni Unit 78 Pre-colonial (Jewish, Parsis, Siddis, Nepalese and Others): Dr. Rakesh Ranjan Block 3: Contemporary Diasporic Formations and Emergent Issues Unit 80 Tibetans, Srilankans, Bangladeshis and Afghans: Dr. Monika Bisht Unit 81 Issues of State, Citizenship and Belonging: Abhishek Yadav COURSE EDITING Prof. P.C. Jain, Jawaharlal Nehru University, New Delhi (Unit 3, Unit 6, Unit 7, Unit 8, Unit 9) Prof. Aparajita Biswas (Unit 1, Unit 2, Unit 10) Dr. Sadananda Sahoo, SOITS, IGNOU Prof. Nandini Sinha Kapur, SOITS, IGNOU Dr. Shubhangi Vaidya, SOITS, IGNOU PRINT PRODUCTION Mr. Rajiv Girdhar Assistant Registrar MPDD, IGNOU, New Delhi Mr. Hemant kr. Parida Section Officer MPDD, IGNOU, New Delhi May, 2023 Indira Gandhi National Open University, 2023 ISBN : All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any other means, without permission in writing from the Indira Gandhi National Open University. Further information on Indira Gandhi National Open University courses may be obtained from the University's office at Maidan Garhi. New Delhi-110 068 or visit University's web site http:// www.ignou.ac.in Printed and published on behalf of the Indira Gandhi National Open University, New Delhi by, the Registrar, MPDD, IGNOU; ND. Laser Typeset by : Dee Kay, Printers Printed at : MDIE 002: DIASPORAS IN INDIA Historically India has been a country which has experienced both inward and outward migration. Hence, there are many communities settled in different stages in India. There are communities from Africa, Europe, Central Asia, Persia etc. Some of them came as traders such as Parsis and Armenian, some of them came as soldier, some of them came as refugee. In this course you will learn about their history and current socio-economic issues and challenges. Block 1 discusses the general issues relating to the challenges of pluralism, inclusion/exclusion, issues of citizenship, multiculturalism hence provides a broad theoretical understanding of the various socio-cultural challenges various diasporas faces within India. Block 2 discusses two major phases of the arrival of those diasporas namely pre-colonial phase and colonial phase. Block 3 discusses about the contemporary diaspora formations that happen after India got independence. There are diversities of issues as each of these diasporas have their own political-economy and cultural challenges COURSE 8: DIASPORAS IN INDIA BLOCK 1: CONCEPTUAL FRAMEWORK UNIT 75 PLURALISM, INCLUSION/ EXCLUSION Structure 75.1 INTRODUCTION Dear Learners, Pluralism is an interesting concept that includes diverse voices and acknowledges multiple identities and associated cultures of people with their inherent distinctiveness in several countries. Similarly, India has also witnessed the cultural integration of various nationalities over the centuries. Therefore, it will be interesting to learn more about the concept of pluralism with particular reference to different diasporic communities living in India and how their distinctive identities have played a crucial role in establishing a plural society in India. In this unit, you will be able to: Learn characteristics of the plural society Understand the practices of pluralism in India Comprehend the contribution of diasporas in India Analyse the integration of diasporas in India Assess the inclusion and exclusion debate 75.2 CONCEPTUALISING PLURAL SOCIETY Pluralism is a concept encompassing the acceptance, acknowledgement and celebration of diversities. These diversities could be cultural, political, religious, ethnic, philosophical and so forth. According to J.S. Furnivall, plural society may be considered to comprise "two or more elements or social orders which live side by side, yet without mingling, in one political unit" (Rabushka & Shepsle, 1972, p. 10). Similarly, Crowley remarks that pluralism becomes possible in societies through plural acculturation. Such condition of plural acculturation develops from "mutual knowledge in such vital areas as language, folk belief, magic practice, mating and family structure, festivals and music", which paves the way to the framing of common ground for social unity. In plural acculturation, "persons within each ethnic category retain their own identity yet are familiar with the cultural activities of other groups. Mutual understanding between groups thus prevents the society from fragmenting to the point of dissolution." (Rabushka & Shepsle, 1972, p. 14). For, "a society is plural if it is culturally diverse and if its cultural sections are organized into cohesive political sections". (Rabushka & Shepsle, 1972, p. 21). From a cultural viewpoint, cultural pluralism recognises the importance of culture as the expression of various beliefs, practices and values. It paves the way towards the ethical dimensions associated with diversity. It appreciates the existence of heterogeneity in beliefs, traditions and values in society. Plural society opposes the undue dominance of one culture over another and strives towards the co-existence of various cultures. Multicultural education helps people understand the several ways of life and associated cultural differences. It is based on the premise that conflicts can be sorted out with peace and harmony. We know that the political structure and political power play a dominant role in the country's governance. Political parties accommodate diverse interests and provide the voice and representation to various plural identities. Therefore, the role played by political parties also holds importance in ensuring pluralism. Moreover, the country's constitutional provisions also play a crucial role in accommodating varied differences and diverse voices of citizens. Therefore, the secular fabric of the constitution is essential for the integration of various sections providing space to plural identities. Therefore, it may be said that diversity of race, language, religion, tribe and customs gets due representation in the plural society. The heterogeneity of society needs to be acknowledged and appreciated so that the diversities of communities can be accommodated without discrimination. 75.3 PLURALISM IN PRACTICE IN INDIA The historical account proves that India has been a plural society for centuries, becoming the originator of various religions, including Hinduism, Buddhism, Jainism and Sikhism. Additionally, various religious groups from outside the Indian subcontinent have integrated into Indian culture. Some of them include Christianity, Islam, Jewish and Zoroastrianism. Religious co-existence and the plurality of Indian culture are also depicted in several monuments, including the Taj Mahal in Agra, Gommateshwara in Karnataka, Golden Temple in Amritsar Kashi Vishwanath Temple in Varanasi, Basilica of Bom Jesus in Goa, and Ajanta caves in Aurangabad. Such examples reinforce the religious plurality of India. As per the 2011 census of India, 79.8% Hindus, 14.2% Muslims, 2.3% Christians, 1.7% Sikhs, 0.7% Buddhists, 0.5% tribals, 0.4% Jains, and 0.15% (Bahai, Parsis, Jews) are residing in India. It is indicative of the religious diversity and pluralism in India. There is a saying in India in Hindi- "Kos-Kos Par Pani Badle Aur Chaar Kos Par Waani," implying that after approximately every 1.8 kilometres, we can witness the change of dialect in India. It speaks about India's linguistic pluralism, where local, regional, national and international languages are learnt and spoken. India's educational system ensures the three-language formula across the country, which provides teaching of regional language (regional language), the teaching of Hindi (State language) and English (international language) in schools. It has helped India accommodate group identities, affirming national unity and increasing administrative efficiency. Under the eighth schedule of the Indian constitution, 22 languages have been recognised, officially paving the way to the enrichment and promotion of these languages. There are numerous castes in India. Caste includes both Varnas and Jati. It is argued that there are four Varnas (Brahmin, Kshatriya, Vaishya, Shudra) and approx. 3000 Jatis in India. Each caste or community follows its own customs and worships its own God. In addition to the Hindu religion, it has been observed that the caste system exists in Sikh, Islam, and Christians. Jat Sikhs and Majhabi Sikhs are examples of the caste system in the Sikh religion. Hierarchy among Sheikh, Saiyad, Pathan in Islam religion testifies it. Converted Christians in India has retained some elements of the caste system. Indian constitution has been providing reservation to people with socio-economic backwardness, paving the way to their empowerment. Despite all the caste differences, people live in harmony, indicative of pluralistic co-existence in India. Besides these characteristics mentioned above describing pluralism practised in India, our traditional ethos says "Vasudhaiva Kutumbakam," implying that the entire world is one family, providing the cosmopolitan perspective. Constitutional provisions, welfare institutions, inter-state mobility, vibrant civil society, presence of multiple political parties, pilgrimage, economic integration, sports, cinema and the celebration of festivals are some of the binding factors helping India preserve its religious and cultural plurality. Pluralist aspects of Indian society have also helped strengthen secular, liberal and democratic ethos. 75.4 HOW DIASPORAS PROMOTE A PLURAL SOCIETY IN INDIA Indian has been a destination country for people from all across the globe. Students from many countries come to India for study purposes because English is a language of instruction in higher education. Besides that, an affordable and quality education is also one of the reasons for the attraction of international students to India. The interaction of international students with the Indian community enriches the culture. All diaspora possesses their own distinct Pluralism, Inclusion/ Exclusion MDIP 001 Diasporas in India identity, and their presence increases the cultural vibrancy in India. Moreover, the diaspora of various countries has helped build people-to-people connections, thereby enhancing the plural fabric of society. Diasporas from many countries have helped in establishing a multicultural society in India. Integration of various diasporas in India also testifies to India's accommodating nature and the peaceful environment of the country. Diasporas from multiple countries also diversify cuisine, and hence a variety of foods are available in Indian society. For instance, multicultural cuisine, including Chinese food, Korean food, Tibetan food, Italian food, is widely available in various parts of the country. Diaspora also influences the clothing culture in the host country. For instance, it has been observed that the Portuguese presence in Goa influenced people's clothing style. European clothes with specific codes were made compulsory to reduce gender discrimination prevalent in society. Diaspora also influences thought processes in the host society, which helps develop a deeper understanding of the diverse experiences of the world. It helps people develop a mature, harmonious, and plural sense of the world phenomenon. 75.5 THE CASE STUDY OF HABSHIS/ SIDDIS The incisive historical account of Africans in India has been provided by (CZEKALSKA & KUCZKIEWICZ-FRAŚ, 2016). According to them, Africans of India have been called by many names over centuries, including Habshi, Kaffir, Sidi, Siddi, Siddhi, Shiddhi, Seydi, Chaush, and in modern times, specifically after 1935, they are known as Negritoes and Proto-Australoids in the academic domain. The first wave of migration took place from Africa to India about 60,000 years ago in which ancestors of Negritoes arrived, and their progenitors may include "the Andamanese and Nicobaris, Kadars, Kanikkars, as well as Muthaiwans, Paniyans, Puliyans and Uralis, who live in the hills of Tamil Nadu, Kerala, and Karnataka". Proto-Australoids are assumed to have arrived in the second wave of migration around 50,000 years ago. This racial group can be traced in India's central and southern region, specifically in hills and forests. They are known as Gond, Khonds, Bhil, Santhal, Bonda, Kola and Munda. It may be argued that over time, members of both groups became primarily tribal people becoming a permanent part of the Indian population. 75.5.1 The Siddis Siddis were brought from Africa to the Indian subcontinent as slaves primarily in the last five hundred years. It has been observed that Siddis have become naturalised to the Indian way of life and adopted the Indian culture quickly and with ease. The term Sidi was introduced by the British in the 19 th century. Africans in Gujarat and Karnataka are known as Sidi, whereas Africans in Andhra Pradesh identify themselves with Yemeni Muslims and hence call themselves Chaush and sometimes as Sidi because of multiple identities. One viewpoint suggests that the Sidi term is derived from Syd implying master or ruler in the Arabic language. This term was used to bestow honour to African Muslims holding high positions under the Deccan kings. Another viewpoint suggests that Siddhi term has originated from Saydi implying captive or prisoner of war in the Arabic language. In contemporary times, Siddis live in coastal Karnataka, Gujarat, and Andhra Pradesh, most of whom are part of the tribal population and are considered descendants of slaves brought from East Africa to India. Historical accounts mention that Siddis became powerful warriors and loyal servants and held significant roles in armies and political warfare. However, most of the Indian Siddis are living in poverty in the present times. (CZEKALSKA & KUCZKIEWICZ-FRAŚ, 2016). 75.5.2 The Habshis The Habshi Dynasty ruled Bengal for six years, indicating Africans' willpower and strength in India over the years. The Habshi Dynasty of Bengal, which started in 1486 and ended in 1493, comprised four rulers over six years. These rulers included Ghiyas ud-din Barbak Shah (1486-1487), Saif ud-din Firuz Shah (1487-1489), Qutb ud-din Mahmud Shah (1489) and Shams ud-din Muzaffar Shah (1490-1493). Historical accounts suggest that new monarch Alauddin Husain expelled Africans from the kingdom of Bengal. After that, Africans sought refuge primarily in Delhi and later on migrated towards the south in Deccan and then westward to Gujarat. Many of them got employment as mercenaries. Habshis have been known for loyalty and powerful physique and hence were deployed as mercenaries in local armies of Deccan. They also worked as concubines, domestic servants and farm labourers. Gradually, their prominence increased, which can be witnessed from the fact that Habshis were appointed as sarlashkars (governors) of 2 out of 8 provinces of Mahur and Gulbarga and received equal representation as royal guards equivalent to Deccanis and Afaqis. Some prominent Habshis include Ikhlas Khan of Bijapur Sultanate, Randaula Khan, Ahang Khan, and Malik Ambar. Presently, minor residues of African tradition are left in India as original African names, language, and culture have been lost over centuries. However, African heritage can be traced in the music, songs, stories and musical instruments. (CZEKALSKA & KUCZKIEWICZ-FRAŚ, 2016). 75.5.3 Present Condition of Siddis/Habshis in India "The specialist sources contain different data regarding the population of Siddis or Habshis in today's India, with the highest estimation coming to 55,000 (after the partition, the vast majority of Siddis found themselves on the territories belonging to Pakistan and today it is Pakistan that has the most people of African descent in South Asia). Most of them live in small, provincial communities, in villages and forests of Karnataka, Maharashtra, Gujarat, West Bengal and Andhra Pradesh. They are, predominantly, poor and uneducated, mostly Muslims, but also Christians and Hindus. The majority of the Siddi population all over India still remains isolated and economically and socially neglected, even though in recent years they have been registered on the governmental list of Scheduled Tribes. Theoretically, this privileged status provides access to reserved quotas of government jobs, quotas in state schools, bursaries and subsidized housing. However, most Siddis continue to subsist as very poorly paid agricultural and casual labourers or, at times, also as domestic help." Cited in (CZEKALSKA & KUCZKIEWICZ-FRAŚ, 2016, pp. 209-210). Check Your Progress 1 Note: a) Write your answers in about 60 words. b) Check your answer with possible answers given at the end of the Pluralism, Inclusion/ Exclusion MDIP 001 Diasporas in India unit. 1. What do you mean by plural society? .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. 2. How diaspora helps in sustaining the practising of pluralism in India? .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. 3. Discuss the historical and contemporary identities of Habshis/ Siddis in India. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. 75.6 THE CASE STUDY OF PORTUGUESE IN GOA In the late 15 th century, Vasco da Gama discovered the new sea route between Europe and India, paving the way for direct Indo-European trade. Vasco da Gama was a Portuguese sailor sponsored by the king of Portugal named Manuel I for reaching India, which was well-known for producing spices and controlling trade routes. The establishment of the first trading centre at Kollam in Kerala in 1502 marked the beginning of the Portuguese colonial era. In 1530, the Portuguese capital was shifted from Calicut to Goa. Under colonial rule, Goa was given the status of "Vice Kingdom" by Portugal, providing the same citizenship rights to people of Goa equivalent to the Portuguese in Europe. Consequently, it developed deep-rooted historical, cultural and social relationships between Goa and Portugal, which had a commercial and power-based relationship. (Chanda & Ghosh, 2012, pp. 1-2). 75.6.1 Magnificence of Goa Describing the significance of Goa, 17 th Century French traveller Francois Pyrard remarked that "Whoever has been in Goa may say that he has seen the choicest rarities of India, for it is the most famous and celebrated city, on account of its commercial intercourse with people of all nationalities of the East who bring there the products of their respective countries, articles of merchandize, necessaries of life and other commodities in great abundance because every year more than a thousand ships touch there laden with cargo' 'as for the multitude of people, it is a marvel to see the number which come and go every day by sea and land on business of every kind. One would say that a fair was being held every day for the sale of all sorts of merchandise." (Government of Goa, n.d.) A significant Portuguese community settled in Goa which remained the Portuguese colony from 1510 to 1961. Portuguese used to call Goa with several names, including Golden Goa, the El Dorado, the Rome of the East. During this colonial period, Portuguese remained the official language in Goa. In 1961, the Indian army was commanded to take over Goa, marking the end of the colonial regime of Portugal in Goa. It remained the union territory of Goa, Daman & Diu till 1987. In 1987, Goa became a full-fledged state of India. At present times, the Konkani language is widely spoken in Goa. It has been observed that the Portuguese language has been declining over the years in Goa, and out of the 1.6 million population, only 8,000 people approximately speak Portuguese. 75.6.2 Portugal Influence in Goa "Goan architect Lucio Miranda strongly believes that the Portuguese culture has greatly impacted the culture of Goa. One can find the influence in the Konkani language they speak which has many Portuguese words. The people are also observed to be more sophisticated and liberal in mannerism and opinion, that is quite different from the rest of India. It was the first place in the East that met West in its purest form. The Goan scholars were introduced to the European philosophy that changed their overall take on life. The Portuguese culture impacted various streams in Goa – art, architecture, culture, food, ethnicity, music, and literature, etc. Many objects with Portuguese elements are still seen in Goan churches and convents – the huge structures, dome-shaped windows, arches, tilted roofs and verandahs are decorative and expressive. The European style bungalows have wrought-iron balconies and inner courtyards. In regard to the colors used – only churches and chapels were painted white as this is the color related to purity and sanctity, no private house could be painted white. Not only the Goan Christians but the Goan Hindus also followed this rule. Western Education reformed the thinking process of the Goans, they understood the scientific aspects of Latin impeccably. In fact, the first printing press in India was brought by the Portuguese. It initiated the migration of Goans to different places in the world since cross cultural exchanges became easy. The transfer of ideas, technology, and good was feasible at all ends. Eating habits were also impacted; beef and pork became an integral part of their daily meal. People also started wearing European clothes, and codes were made mandatory to diminish gender discrimination. Goans also learned to play western instruments and opted for music professionally. Thus, Goa is unique in various fields and we can say that Goa is a perfect imagery of a city of Portugal with some Eastern influencez;lmbktpjf." (Realty Myths, 2017). 75.7 THE CASE STUDY OF PARSIS IN INDIA The insightful account of Parsis in India by (Hinnells, 2008, pp. 255-262) covers various dimensions, providing several examples that show that Parsis' influence has not declined in 20 th century India. Integration of Parsis in India can be assessed through the representation of the Parsi population in various professions. In the armed forces, almost 39 Parsis have achieved high military ranks over the years. One of the most famous names in India is Field Marshal Sam Maneckshaw, who fought against the Japanese in the II World War and led the Indian army in the war against Pakistan in 1971. More examples of Parsi's representation at high posts include Aspi Engineer as the Air Chief Marshal in 1960 and Jal Cursetji as Naval Chief of Staff in 1976. Pluralism, Inclusion/ Exclusion MDIP 001 Diasporas in India In the law profession as well, the prominence of Parsis can be witnessed. Soli Sorabji became India's Attorney General from 1989 to 1990 and 1998 to 2004. He received Padma Vibhushan in 2004 to protect human rights and defend freedom of expression. Tehmtan Andhyarujina became the SolicitorGeneral from 1996 to 1998. Bombay High court witnessed the presence of 19 Parsi judges over the years. As far as industries are concerned, two prominent names emerge- Tata Companies and Godrej. Tata company was founded by Jamsetji Nusserwanji Tata, starting from textile to reaching the steel industry in Jamshedpur. J.R.D. Tata (cousin of Jamsetji) became the company's Director in 1926 and then Chairman in 1938. In addition to many charitable works, he diversified the company in several sectors, including automobile manufacturing and chemicals. Ardashir Godrej established Godrej firm in 1897 to make padlocks. The firm got diversified in many sectors, including making highly secured safes; soap-making from vegetable oil challenging the western model of using animal fat; canning, steel cupboards, typewriters, fridges and engines earmarked for the Indian space programme. Godrej company is also involved in various charitable works for the welfare of all communities. The participation of Parsis can be seen in Cricket. In 1911, there were seven Parsis in the all-India cricket team that went to England. There were four Parsis in the Indian team when the first official test match between England and India. Some prominent names include Polly Umrigar and Farokh Engineer, who played 59 and 46 test matches, respectively. In the realm of music, Zubin Mehta and Freddie Mercury are famous. Famous novelists include Rohinton Mistry and Bapsi Sidhwa. In the field of Science, the contribution of Homi Bhabha has been incredible. Bhabha persuaded J.R.D. Tata to invest in Sciences and establish the Tata Institute of Fundamental Research. He also persuaded Nehru to pass the Atomic Energy Act in 1948, which paved the way for establishing the Atomic Energy Commission. (Hinnells, 2008). As per the 2011 Indian census, 57, 264 Parsis live in India. A high literacy rate has been observed among the community. However, the Parsis population of India is in decline due to the slow birth rate and migration. It may be argued that Parsis, who migrated from Iran to India, have successfully integrated into India and has shown commitment towards the Indian progress through their contribution in several fields. 75.8 INCLUSION AND EXCLUSION DEBATE As per an academic study, it has been found that patriotism does not play a significant role in the development of attitudes either towards immigrants or towards the immigration process. However, nationalism has primarily led to the development of negative emotions and attitudes towards immigrants and the immigration process. As far as internationalism is concerned, it usually plays a strong and positive role in developing attitudes towards immigrants and the immigration process. Therefore, it may be said that national attachment as such does not create negative attitudes towards immigrants. However, when the national attachment takes the form of nationalism, it starts developing a negative attitude toward immigrants. (Esses, Dovidio, F., Semenya, & Jackson, 2005, p. 326). One crucial way to understand the inclusion or exclusion of citizens in the country's polity is to measure to what extent their voices are being listened to in the public-policy processes. Additionally, one can also look at dimensions associated with their eligibility prospects for specific assistance and programmes. However, there is one more substantive way to comprehend the inclusion of citizens. In addition to the governmental agencies, the response of non-governmental agencies like religious organisations, philanthropic societies, schools, parents, medical associations towards the specific community can provide deeper insights in understanding the inclusion or exclusion in the real sense. (Sullivan & Strach, 2011, p. 104). The politics of citizenship is witnessed when citizens are being distinguished because of their specific status. The scenario should be to assure equality by ensuring that everyone receives an equal chance or entitlement to accomplish the work. (Sullivan & Strach, 2011, p. 105). It has been witnessed that host states often deny refugees their basic rights, thereby abdicating responsibilities towards international organisations like United Nations High Commissioner for Refugees (UNHCR). Lack of citizenship in host states render refugees incapacitated to speak for political rights and the right to be heard. In addition to "the inability of refugees to claim their other rights in the host society, including freedom to movement", those who do not receive 'refugee' or 'displaced person' status become more vulnerable due to "limited and disadvantaged access to jobs, lack of access to education for children, lack of access to health services". (Mehta & Napier-Moore, 2010, pp. 234-236). The conventional notion of citizenship is being challenged by refugees to claim the political space, thereby attempting to break the formal and conventional triad of the state-nation-territory triad. People with multiple citizenship and split lives have also challenged the traditional dimensions associated with citizenship, inclusion and belonging. (Mehta & Napier-Moore, 2010, pp. 236-237). Newer and more inclusive definitions of citizenship are being conceptualised, including external citizenship, multi-layered or multiple citizenship, territorially defined or deterritorialising citizenship, denationalised citizenship and global citizenship. In the absence of state initiatives and positive response, displaced people are attempting to self-realize rights or "looking beyond the host state as the sole duty bearer", thereby "creating lived multiple and multilayered citizenship experiences, beyond or beneath the state" (Mehta & Napier-Moore, 2010, p. 246). According to (Mehta & Napier-Moore, 2010), achieving global citizenship is hard to achieve shortly, but it does not mean that this normative project should be stopped. It is evident that the current paradigm of the nation-state is clearly failing to address the issues associated with displacement. Therefore, there is a need to keep challenging conservative notions of citizenship. For refugees and non-citizens, challenges to attaining global citizenship include insufficient knowledge and access to accountability mechanisms. Moreover, corruption, excessive bureaucratisation, and weak enforcement by global institutions also pose challenges. However, despite all challenges, the conception of "global citizenship would be based on membership of a global political institution, and the dilution of sovereignty could provide a positive stimulus for enhanced civic engagement". (Mehta & Napier-Moore, 2010, pp. 248-249). It is necessary for Pluralism, Inclusion/ Exclusion MDIP 001 Diasporas in India providing inclusion and belonging to the vulnerable and powerless sections of society who are finding it challenging to attain substantive citizenship rights. Global Citizenship "A historical look at 'global citizenship' includes Nansen passports, internationally recognized identity cards first issued by the League of Nations to stateless refugees. They were designed in 1922 by Fridtjof Nansen, and fiftytwo countries were honouring them by 1942. The first refugee travel documents, these passports are today recognized as one of the greatest achievements of the League of Nations. The World Service Authority, a non-profit organization that promotes 'world citizenship', issues a 'World Passport' (purportedly under the authority of Article 13, Section 1 of the UDHR) with the de facto acceptance of 170 countries that offer stamped visas, of which six countries – Burkina Faso, Ecuador, Mauritania, Tanzania, Togo and Zambia – recognize it de jure". (Mehta & Napier-Moore, 2010, pp. 246-247). After doing a research study on six countries, Diane Sainsbury (Sainsbury, 2012, pp. 138-142) concludes that primarily five analytical components determine the extension of rights by countries, thereby indicating the politics of inclusion and exclusion for immigrants: 1. Issue Framing: Both problem construction and justification are part of the framing, which play a crucial role in the policy process. Framing determines the specific authority for resolving the issue and devising solutions. For instance, if immigrant policies are formulated to promote the social or economic integration of immigrants, the ministry of social affairs or the ministry of labour would be the main policy venue. On the other side, if immigrants' cultural integration is the government's objective, then the main policy venue could be the ministry of culture. 2. Institutional Arrangements, Policy Venues and Policy Coalitions: Policy venues may be defined as the "institutional locations where authoritative decisions are made concerning a given issue." Each policy venue possesses its own distinctiveness in terms of priorities, rules and actors. For instance, legislative venues prioritise compromise, negotiation and reciprocity, whereas bureaucratic venues prioritise impartiality, rational procedures and expertise. There has been a viewpoint that suggests that crucial features like insulation from public view and pressure have facilitated bureaucratic and judicial venues to grant rights to the immigrant community, thereby making these institutions favourable in comparison to other institutions. 3. Territorial Dimension: There are two components involved in the territorial dimension. Firstly, "the distribution of powers and responsibilities between the levels of government and its relationship to social and immigrant policies". It is important as both unitary and federal countries can provide different opportunity structures to supporters and opposers of immigrant rights. Secondly, "the pattern of immigrant settlement and the degree of immigrant concentration". One viewpoint argues that decisions made at local levels or under decentralised units often go against the social rights for the welfare of immigrants and minorities. More insights may be gained through the argument that "concentration over resources in localities with high concentrations of immigrants can alter the calculus of immigration policy leading to a restrictive rather than an expansive policy". 4. Political Parties: Political parties play a crucial role in three significant ways. Firstly, they play a significant role in the framing of issues and policies associated with immigrants. Political parties influence the voters' perception and public opinion. Secondly, Political parties' main objective is to win the election and maximise votes and can become the crucial source in bringing policy change. Thirdly, Political parties play a significant role in the formulation of policies. The "partisan composition of government, the degree of fragmentation of the party system, and the structure of party competition" holds immense significance in understanding the welfare policies associated with inclusion aspects earmarked for immigrants. For instance, one view suggests that centre-right parties usually take restrictive positions on immigration and integration, continuing their traditional stance on issues like national security, law and order, and low tax. 5. Nature of Immigrant Organizing and Penetration of Policy Process: There has been much emphasis on the discourse that immigrants are minorities and they lack political rights with fewer resources in comparison to the majority populations. Such discourse limits our understanding just to focus on ethnic mobilisation and claim perspectives. However, there is a need to understand the "politics of presence" so that actors in representative politics can be focused upon. In addition to the focus on elected positions, there is also the need to emphasise towards appointed posts, including experts and members as part of government enquiry commissions and various positions in the central government and state administration. Ultimately, the analysis should include examining the penetration of immigrants in the policy process and the potential impact of policies after the participation of immigrants. Check Your Progress 2 1. Assess the influence of the Portuguese diaspora in India. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. 2. How do you perceive the role of Parsis in India? .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. 3. What do you understand by the inclusion and exclusion debate? .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. 75.9 LET US SUM UP In the initial section of the unit, we have conceptualised the idea of plural society from multiple viewpoints. After that, we understood the practising dimensions associated with pluralism in India. Then we comprehended the diasporic role in promoting a plural society in India. Subsequently, three case studies of Habshis/Siddis, Portuguese and Parsis diaspora in India have been discussed to understand the historical and contemporary dimensions relating to their identity with specific respect to inclusion and exclusion. In the end, an attempt has been made to study the debates about inclusion and exclusion. 75.10 KEY WORDS Patriotism: It may be defined as the affective attachment to one's nation. Nationalism: The belief in the superiority of one's nation compared to other nations may be defined as nationalism. It also includes the crucial dimension relating to belief in the importance of promoting the welfare of one's nation above all others. Internationalism: It may be described as a concern for global welfare. Internationalism specifically relates to the identification of oneself with a world community. 75.11 REFERENCES AND SELECTED READINGS Chanda, R., & Ghosh, S. (2012). Goans in Portugal: Role of History and Identity in shaping Diaspora Linkages. Robert Schuman Centre for Advanced Studies . San Domenico di Fiesole (FI): European University Institute. CZEKALSKA, R., & KUCZKIEWICZ-FRAŚ, A. (2016). From African in India to African Indians. African Studies, 3(42), 189-212. Esses, V. M., Dovidio, F., J., Semenya, A. H., & Jackson, L. M. (2005). Attitudes toward Immigrants and Immigration: The Role of National and International Identity. In D. Abrams, M. A. Hogg, & J. M. Marques, The Social Psychology of Inclusion and Exclusion (pp. 317- 337). New York: Psychology Press. Government of Goa. (n.d.). Know Goa. Retrieved from Government of Goa: https://www.goa.gov.in/know-goa/about-goa/ Hinnells, J. R. (2008). Parsis in India and The Diaspora in the Twentieth Century and Beyond. In J. R. Hinnells, & A. Williams, Parsis in India and The Diaspora (pp. 255-276). London: Routledge. Mehta, L., & Napier-Moore, R. (2010). Caught between national and global jurisdictions: displaced people's struggle for rights. In J. Gaventa, & R. Tandon, Globalizing Citizens: New Dynamics of Inclusion and Exclusion (pp. 232-252). London: Zed Books. Rabushka, A., & Shepsle, K. A. (1972). Politics in Plural Societies: A Theory of Democratic Instability. Columbus: Charles E. Merrill Publishing Company. Realty Myths. (2017, June 12). Goa – Influence of Portugal in India. Retrieved from Realty Myths: https://realtymyths.com/goa-influence-portugal-india/ Sainsbury, D. (2012). Welfare States and Immigrant Rights: The Politics of Inclusion and Exclusion. Oxford: Oxford University Press. Sullivan, K., & Strach, P. (2011). Inclusion, Exclusion, and Citizenship. In D. F. Ericson, The Politics of Inclusion and Exclusion: Identity Politics in TwentyFirst Century America (pp. 91-109). New York: Routledge. 75.12 CHECK YOUR PROGRESS- POSSIBLE ANSWERS Check Your Progress 1 Answer 1: In the plural society, persons within each ethnic category retain their own identity yet are familiar with the cultural activities of other groups. Mutual understanding between groups thus prevents society from fragmenting to the point of dissolution. Pluralism recognises the importance of culture as the expression of various beliefs, practices and values. It paves the way towards the ethical dimensions associated with diversity. It appreciates the existence of heterogeneity in beliefs, traditions and values in society. Plural society appreciates the mutual knowledge in such vital in many areas to ensure social unity. Answer 2: Diaspora of various countries has been contributing to ensuring pluralism in India through multiple ways. Diaspora has brought their own distinct identities with them ensuring the multicultural society in India. Various ideas, values, cuisine, clothing and music from diverse countries have assimilated into Indian culture. Such diverse interactions enable people-to-people connections and help in establishing cosmopolitan values. Answer 3: Habshis/ Siddis is the name of African communities that migrated to India over centuries due to various reasons, including slavery. They have got integrated into Indian society, and many of them reached the highest positions in the military due to their muscular physique and courageous attitude. However, in the present times, it has been seen that most of them are living in villages and forests. Many of them are considered in the official Scheduled Tribe category and primarily engaged as farmers, casual labourers and domestic help. It indicates that most of them are living in poverty. Check Your Progress 2 Answer 1: Portuguese community in India is mainly living in Goa that was once under the colonial rule of Portugal. The influence of the Portuguese in Goa is visible in the culture of Goa. Konkani language uses many Portuguese words. Portuguese have influenced art, architecture, culture, food, ethnicity, music, and literature among others. The clothing pattern of residents of Goa has also been influenced in some ways. Therefore, it may be said that the presence of the Portuguese community in India has contributed to ensuring a pluralistic society. Pluralism, Inclusion/ Exclusion MDIP 001 Diasporas in India Answer 2: Parsis follow the Zoroastrianism religion, who migrated from Iran to India. Parsi community is highly integrated in India and has a high literacy rate. Parsis have contributed immensely to the development of India in almost all fields. Some prominent Parsi names include Dadabhai Naoroji (political economy), Homi J. Bhabha (science), J.R.D. Tata and Ardashir Godrej (industry), Sam Manekshaw (Military) and Farokh Engineer (Cricket) among others in several fields. It can be said that Parsis have contributed significantly in almost all fields, thereby facilitating plural society in India. Answer 3: The inclusion and exclusion debate mainly cover the issue to claim the citizenship of immigrants in the host country. It covers the procedural and substantive dimensions of inclusion, exclusion and belonging. The politics of inclusion and exclusion are based on critical components, including issue framing, institutional arrangements, territorial dimensions, political parties and immigrants' access in the policy process. It helps to understand how the diaspora has been integrated into the host country. UNIT 76 MINORITY, CITIZENSHIP AND MULTICULTURALISM 76.1 OBJECTIVES This Unit will attempt to explain the conceptual framework of key terms like minority, citizenship and multiculturalism and hope that after you have gone through it, you will be able to 1. Understand the key terms like minority, citizenship and multiculturalism 2. The Role of migration diaspora community formation 3. The need and the role of citizenship in their lives 4. The concept of dual nationality/citizenship 5. The relationship between multiculturalism and diaspora and 6. Multiculturalism, as a sustainable human co-habitation? 76.2 INTRODUCTION In the preceding Units, we discussed some of the conceptual framework on diaspora formation and their residential and political rights along with the attempts of the host countries to assimilate and integrate them in the mainstream. As we learnt, individuals or group of people when they migrate from one place to another, they tend to form a community of their own and start living as a cohort in an enclave. They tend to segregate and differentiate themselves from the rest of the people or majority group, thus leading to both geographical and psychological distancing. This is often done for a communal feeling of security, safety and intra-community bonhomie. MDIP 001 Diasporas in India When such a group lives longer in a given geographical area for a considerable period of them, they tend to form a diasporic group. These diasporic groups henceforth tend to differentiate themselves on the basis of race, culture, language, and profession and are akin to inbreeding pattern of some societies. Such a group also poses a challenge to the host country's governments as they are considered an 'outsider' and beyond the preview of political control of the host country. This is so because some of the co-habitants continue to hold the citizenship of their country of origin. When these groups of people live in the host country for a longer period of time they are naturalized and become the citizens of the host countries. In the modern democracies there are deliberate attempt to either integrate or assimilate these diasporic minority groups with the native majority. It is based on the principle of multiculturalism which treats all humans as equal and does not discriminate them based on race, caste, religion, gender or nationality. Multiculturalism believes that people from diverse background and ethnicity can co-habit a place peacefully and work towards the development of a just and democratic society. So, in a way, one sees that all the three concepts - minority, citizenship and multiculturalism are correlated and have a bearing on each other. 76.3 DEFINING DIASPORA AS MINORITY All diasporas, whether it's ethnic, religious, colonial or professionals are minority in origin. The process of migration and diaspora formation are demographic phenomenon and by virtue of its own definition enjoy a minority status. In fact, minority is understood to be a group of people, united under a common ethnicity, religion or language, which is "numerically inferior to the rest of the population" and constitute minority (Capotorti, 1991: 96). It has nonetheless been contested that minority-majority are binary categorization and was created by colonial narrative in most of the under-developed and developing countries. Sometimes, the very concept of minority is contested on the ground whether it is self-imposed or imposed by the outside forces. As mentioned, the labeling of minority status to a group of people is the result of demographic movement. Had people lived at the same place from time immemorial, sharing the same language, culture and religion, there would neither be a minority nor a diaspora formation. According to one estimate, 10 to 20 per cent of the world's population, numbering between 600 million and 1.2 billion, live under minority status and are categorized based on ethnicity, religious beliefs and linguistic differentiation. These minority groups need special protection to survive and flourish in a majoritarian state. It was for this reason that the United Nations Declaration on Minorities under Article 3 on December 18, 1992 came out with special measures to safeguard the rights of such individuals and communities. It was expected that the States within their territories would defend the national, ethnic, cultural, and religious and linguistic rights of minority groups and would create conditions to promote and safeguard their identities. 76.4 FEATURES OF DIASPORA MINORITY COMMUNITIES society rest on the principles of protection of the existence, non-exclusion, nondiscrimination and non assimilation. To allow the minority groups to retain their individuality, it is stipulated that they should not be forced, as part of policy, to assimilate with the rest of the majority group, thereby losing their individuality. Instead, they should be integrated with the majority group under a common law, thereby allowing them the freedom to exercise their cultural, linguistic and religious uniqueness. Integration allows the existence of a pluralistic society, thus allowing the minority groups to retain its individual identity. In India, Siddis or Habshis and Parsis are good examples of diaspora communities fully assimilated and integrated in Indian culture with full citizenship rights to them (Case Studies I, II) Case Study I: Siddis or Habshis - A community fully acculturated and assimilated Siddis/Sidis/Sidi Badshahs or Habshis are ethnic, tribal people of AfroIndian origin settled and assimilated in Indian culture. They live in coastal Karnataka, Gujarat, and in some parts of Andhra Pradesh. A large number of them are Muslims; while there have been recent convert to Christianity as well. Their antiquity dates back to centuries and bear the testimony of the rich maritime trade India once had with African countries. Genetically, they are aligned to the DNA of Bantu tribe of Africa and were brought as slaves, soldiers, labourers and merchants. They have inherited ancestry from Africans, Indians, and the Portuguese, who brought them in large number as slaves to India. They are also called Habshis, a term which is of Abyssian (Ethiopia) origin. The total population of Siddi's in India is estimated to be around 8, 50,000. A large number of Siddis reside in coastal Gujarat, especially in Junagadh, Jamnagar, Rajkot, Surendranagar, Bhavnagar and Amreli. They are economically and socially marginalised community. As a result of hundred years of living in the region, they have been assimilated and become part of Gujarati cultural landscape. In order to empower and make them mainstreamed, both state and union governments have included them in the Scheduled Tribes list. At some other places, where they have been excluded, their community leaders have been demanding for inclusion in the Scheduled Tribes list. In a transnational and multicultural society in which people are constantly moving, the States have been facing severe challenges to recognize the rights of minorities, especially in some of the liberal democracies. There have been demand to accommodate the differences of culturally different and marginalized communities. As part of democratic representation, they are extended 'reservation' for the preservation of their identity. This becomes possible only after a community is recognized minority by the States. Understandably, this has spiraled into the 'politics of recognition' in some of the countries. Such political and social recognition to minority are often hotly contested by the native majoritarian communities who feel that their rights and resources have either been liquidated or shared. This has been noticed in some of the European countries where natives have been seen protesting against their social welfare assets being shared. In fact, the native right-wing ideology has been one of the reasons for a shift Minority, Citizenship and Multiculturalism MDIP 001 Diasporas in India in the global geopolitics in recent years. Such perception is not unfounded as during the time of inter-ethnic rivalries, the minority diaspora groups are seen actively participating to serve its own interest or of their home country. This was witnessed in the insurrectionist movements in Nagorno-Karabakh, Israel, Palestine, Kosovo, Ethiopia and Kashmir. Such a minority group is known to have stirred and sustained unrest in some of these places. But there is also a positive side of the diaspora activism as they help in the resolution and restoration of peace in conflict zones. This was seen among the Eritrean and Sri Lanka diaspora. The orientation of such a group however depends whether they are ethnic-parochial or cosmopolitan in its approach. Their racial and cultural conceptualization tends to shape their social and political behaviour. It has also been observed that some of the minority diaspora, over a period of time, transformed themselves and undergo metamorphosis in identity reaffirmation. This was noticed among the Turkish migrants who, over a period, became Kurdish diaspora, thus leading to change in their identity. Another feature of minority diaspora is the existence and perpetuation of the myth of 'model minority', which has been noticed among Indian immigrants in the US. It is assumed that they are homogenous mass of people who are highly educated, IT savvy and proficient in English language with higher per capita income than the rest of the American population. Contrary to this, there is another group of Indian diaspora within the US, whose migration pattern and settlement has been responsible in their marginalization within the same ethnic group. This has led to creation of a minority within the minorities who are less educated and have lower occupational status (Sharma 2010, Scop and Altman 2006). 76.5 ROLE OF MIGRATION IN MINOTY DIASPORA FORMATION As mentioned earlier, migration is the predominant factor in the formation of diaspora and their identity affirmation as minorities. The phenomenon of such a demographic formation is slow and protracted, sometimes extending to decades and centuries. Sometimes, because of their numerical strength, over the course of time, they undergo change in their status as was evident in the migration of indentured labourers from India. In almost all countries, except Mauritius and some other countries, people of Indian origin live under minority status. For example they are 2.3% of total population in the UK, 4.5% in Canada, 1% in the US. In some countries their number is relatively high. As in the Netherlands 14%, South Africa 17%, Surinam 40%, Guyana 38%, Mauritius 70%, Reunion (France) 24% and Fiji 35%. While observing some other global diasporas, it has been seen that they dominate in numerical strength in a particular geographical region by forming ethnic enclaves. Historically, Jews migrated over a period of 2500 years to various countries because they were exiled not only from the place of their origin, but also from countries where they went to settle down. Now, there are more Jews living outside Israel, their mythical and reimagined homeland. While Israel is home to 30% of the Jews global population, the US has 51%, France, Canada and Russia (3% each), the UK has 2% and Argentina, Germany, Hungary, Ukraine and Australia have 1% each. As mentioned in the earlier chapters, Jews diaspora is an arch-type example of living in minority. It was also the reason that they were discriminated against and were victimized during the course of history. It is because of their minority status that they felt the need of a separate homeland and also as a means to safeguard their freedom. Because of racial and political discrimination, they were barred from political participation in various countries. Despite living for decades and in some countries for centuries, they were granted citizenship rights much later. The US granted them citizenship in 1789, France in 1791, and other European countries in the late 18th century. Russia granted them citizenship rights as late as 1917. Like the Jews diaspora, the Black diaspora too have been victim of deprivation and slavery because of their minority status. According to one estimate, the numbers of people of African descent in Europe are 3.51 million, North America (39.16 million), Latin America (112.65 million), and the Caribbean (13.56 million). Although their numerical strength is sizeable, they have continued to be discriminated and were deprived of political rights in most of the country. 76.6 DEFINING CITIZENSHIP While discrimination and deprivation of political rights has been a common feature of most diaspora in the initial years of its formation, the birth of liberal democracies has seen a progressive recognition of their rights. But before we delve into its finer points, let's discuss the conceptual framework on which the idea of citizenship based and how it historically evolved over the period. In its most rudimentary form, citizenry is quite akin to tribal communal living where affinity and loyalty forms the crux of the association. A member of a tribal community is expected to perform certain services for the betterment of the community and be loyal to its ethos. They are expected to respect and perform certain rituals, symbols, follow norms and customs and swear to live by it. In its modern form, these symbols of affinity can be seen in the artifacts of national anthem, national flag, and other nationalistic icons. During the Graceo-Roman civilization, the tribal affinity, as a form of citizenry, was extended to much larger geographical and demographic areas. It was soon followed by written norms, a precursor to the present-day Constitution. These norms included rights, privileges and duties of citizens towards the territorial sovereignty. It was responsible in forming the basic principles of polity, especially during war and conquest and aggression. These norms took the shape of conventions, practices and laws which were codified. But it was the French Revolution which strengthened the territorial nation-state. It was based on two kinds of citizenry - the Insider and the Outsider. While the Insider was the member of the territorial community, the Outsider was a foreigner or a stranger who was not to be trusted. The binary seems to exist even now, in the form of natives and immigrants and diaspora, with the latter being looked upon less-favourably on some of the countries. It should be noted that the modern concept of citizenship and diaspora are quite in contrast to each other. While citizenship is a territorialized and immobile concept, migration and diaspora are mobile and de-territorialized phenomena. Migration thwarts homogenization and exclusion of social, cultural, political and economic categorization. While citizenship binds people, mobility frees Minority, Citizenship and Multiculturalism MDIP 001 Diasporas in India them from the boundedness and makes them responsible towards multiple belonging. It also stands in quite contrast to the nation-state rhetoric of 'purity' 'ethnicity' and loyalty to nationalism. It is the territorialized citizenship that has been responsible in differential categorization of 'we' and 'otherness'. Citizenship is territorial belongingness whereby a person is a part of sovereign state and carries with him/her certain duties and obligation towards the State. A citizen is a statutory status whereby he/she draws rights from the Constitution of the state and identifies himself/herself as the part of the State. Citizenship of some States can be acquired while in most cases, it is inherited by virtue of belonging or an ancestral lineage. The State, especially liberal democracies, on its part, is expected to provide security and some inalienable rights to its citizen which include freedom of religion, livelihood and expression. It is also considered contributory rights because citizens have to contribute to the welfare of the state. But citizenship is also known to alienate and assimilate as much as it ostracizes and equalizes a group of people, whether they are migrants or the diaspora. It is as much inclusive as exclusive in its disposition. The Rohingyas Muslims refugees and Tibetan refugees in India offer good example of an exclusive and inclusive processes respectively and the changes in the citizenship laws (Case Studies III, IV and V). Case Study III: Rohingyas - A Stateless People Rohigyas Muslims are a minority community in Myanmar who have been living there since centuries. Of the 54 million people in Myanmar about 1.3 million are Rohingya Muslims. After a military crackdown following the Arakan Rohingya Salvation Army's attack on Myanmar's military posts, over a million Rohingya Muslims fled to Bangladesh, Malaysia, Thailand and Indonesia. They were also made stateless as a result of a 1982 citizenship law in Myanmar which deprived them of their citizenship rights. As they were no longer citizens of Myanmar, they were not issued passport that could help them to migrate to another country legally. Rohingyas in Myanmar have been described by the United Nations as "the most persecuted minority in the world." According to an estimate, there are some 40,000 Rohingyas in different parts of India as refugees and some 300 to 500 are in jails because of their illegal status. In India, they were convicted under the Foreigner's Act and detained at Assam's Silchar detention center since 2012 for illegal entry into the country. The new law enacted by India in 2019 called Citizenship Amendment Act does not grant citizenship to Muslim asylum-seekers. As a result, the Government of India is making an attempt to deport them to Myanmar. The CAA is also applicable in the Union Territory of Jammu and Kashmir which holds a sizable Rohingya population. As India is not a signatory to the Refugee Convention, 1951 and 1967 Refugee Protocol, it does not recognise the Refugee Cards issued by the UNHCR. Case Study IV: Tibetan Refugees – India as Second Homeland Most Tibetan refugees arrived in India after the failed revolt against the Chinese rule in March 1959. The event led to the flight of the Dalai Lama and around 8000 Tibetans who sought refuge in India and other neighbouring South Asian countries. Out of the total Tibetan diasporic community of 128,944 worldwide, around 94,203 are based in India. According to Central Tibetan Authority (CTA) survey, ther are some 127,935 Tibetans registered in the diaspora. Out of which 94,203 are in India; 13,514 in Nepal; 1,298 in Bhutan and 18,920 in other countries. In India, they were housed in 53 settlement across various parts of the country. The Tibetan diasporic communities all over the world regard India as their 'second homeland'. Tibetans who arrived in India were given Identity Certificates which grant them all rights as Indian citizens except the right to vote and right to government employment. They are incidentally recognised as 'foreigners' and not as refugees. As a result, they cannot own any property, neither can they apply for government jobs. After 2014, only qualified professionals from among the Tibetan refugees were permitted to take jobs in private and nongovernment sectors. Indian Citizenship Act (Amendment) of 1986 allowed for the grant of Indian citizenship to anyone born in India between January 26, 1950, and July 1, 1987. The amendment made a large section of the second and third generation Tibetan refugees eligible for Indian citizenship. However, the government of India listed the following four conditions for Tibetans seeking Indian citizenship: 1) they are required to get their Registration Certificate (RC) and Identity Certificate cancelled; 2) they should not be staying in designated Tibetan refugee settlements; 3) they should submit an undertaking that they no longer enjoy the benefits offered by the Tibetan government-in-exile; and, 4) they should submit a declaration that they no longer enjoy any privileges, including subsidies. Although the clauses of obtaining Indian citizenship rights are hotly contested, but unlike many other refugee-hosting countries, India did not adopt the policy of integrating Tibetans into mainstream Indian society. Rather, it facilitated the preservation and promotion of their distinctive culture, tradition and identity by setting up separate Tibetan settlements in various parts of the country. India established separate schools for the Tibetan children and allowed the functioning of the Tibetan government-inexile to manage their affairs. Some of the countries allowing dual citizenship are those who, as part of policy, began to engage its diaspora. There were various reasons for this. In some cases remittances were the main reasons as it played critical role in the host country's economy. In countries like Mexico, political diaspora is an integral part as it not only sends remittances but also finances political parties. It is for this reason, it is said, that no Mexico political party can afford to ignore its diaspora. In fact, many of these parties try to win over its expatriates and offer them lucrative deal in terms of investment and other rights Minority, Citizenship and Multiculturalism MDIP 001 Diasporas in India The concept of citizenship has been undergoing major change, especially in the 21st century which is characterized with mass mobility and transmigration of capital, goods and services and off-shore manufacturing and technology. As a result, citizenship is no longer a monolithic or homogenous legal status and varies from country to country. The expansion of citizenship to include denizens, quasicitizenship and dual citizenship are some of the examples which have found new proponents in many multicultural democratic societies. The relationship between the citizenship and the diaspora has, in the past, resulted into 'breached diaspora' as was witnessed after the dissolution of the Soviet Union. There were people who were left outside the borders of their titular states. As a consequence of this there was a deliberate attempt by Russia, Ukraine and Kazakhstan to reconnect with its people as a measure of nationalistic sentiments. Kazakhstan, as a measure of policy, made an attempt to exhort its diaspora to return to the country to balance the demographic disadvantage. But once such a balance was achieved with the returns of Kazakhs, the country turned lukewarm towards its diaspora. Offering citizenship to its diaspora, it seems to work as carrot and stick for the home country. It also explicitly showed that just as diaspora use home country for the vested interested, likewise the home country use them for its own advantages. A similar case of breached diaspora was witnessed with the dismemberment of British colonial India as Indian indentured labours in Malaya, Burma, Sri Lanka and Fiji were left stateless. The problem had become more acute for Tamil Indians in Sri Lanka who had gone there as labourers. With the passage of Citizenship law by Sri Lanka, some 900,000 Indian Tamils were disenfranchised. It was only as late as 2003 when Sri Lanka passed the Grant of Citizenship to Persons of Indian Origin Act that some 300,000 Indians stateless Tamil Indian were able to receive the citizenship of Sri Lanka. Check your progress 1 Note: a) Write your answer in about 50 words. b) Check your answer with possible answers given at the end of the unit 1. What are the challenges faced by the States in recognizing the rights of minorities .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. 2. Write a short note on Jews diaspora as a minority community. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. 76.7 NATURE, FORM AND TYPES OF CITIZENSHIP The relation between nation-state and the natives and the diaspora can be broadly classified into six categories based on the rights bestowed on them by the State. They are: Jus Sanguinis, Jus Soli, Jus Matrimonii, Naturalisation, Excluded categories and transnational citizenship. Jus Sanguinis means right of blood whereby individuals are given citizenship rights based on the relation of blood, parentage and heritage. It is a cultural, racial and territorial concept of exclusion of outsiders and immigrants. China, India, South Korea are some of the examples who give citizenship based on the history of belonging. The term Jus Soli, on the other hand, means right of the soil, whereby an individual obtain citizenship rights based on being born within a particular territory. Here, the ancestry and the citizenry of parents are not taken into consideration while granting citizenship rights. The US, Canada, Germany and Israel are some of the countries offering such kind of citizenship to people born in their territory. Jus Matrimonii is another form of citizenship by virtue of matrimonial alliance. While some countries follow their own citizenry laws, they also grant citizenship to individual who marry people who are already its citizens. Naturalisation is yet another form of citizenship whereby an individual becomes citizen in the natural course of time based on either long-time residency or matrimonial rights. This form of citizenry is of most recent origin and resulted from transnational movement of people crossing borders for work, business and for other reasons. Most countries provide naturalised citizenship based on either residency or jus matrimonii. As mentioned earlier, while citizenship is a form of inclusion, it is also a mean to exclude a group of people who are deliberately deprived of political rights. This had been the case with the indentured labourers, slaves, women and indigenous people. In fact, all Gulf countries exercise this form of citizenry to exclude working immigrants, despite the fact that they have been working there since decades. 76.8 EXTENSION OF CITIZENSHIP: DUAL NATIONALITY/DUAL CITIZENSHIP/ TRANSNATIONAL CITIZENSHIP Like the Tamil Indian diaspora in Sri Lanka, people of Indian origin were, over the period of time, naturalized in other countries including Fiji, Mauritius, Malaysia and some other countries. However, as human and workforce mobility became a common feature in the 21st century and in some countries much earlier, there also emerged a need to respect their political rights both in the home and host country. It found expression in the form of dual nationality and dual citizenship, which became a novel innovation in political governance. There are however a distinctive difference between the two terms. As a matter of policy, dual nationality extends certain rights and privileges to diaspora which may include unlimited visit to the home country, the right to own property and carry out business, but it debars the overseas citizens from political rights to contest or vote in elections and hold government offices, as in the case of India. Dual citizenship, on the other hand, extend these rights to include voting rights as well, thus making the diaspora an integral part of the political process. MDIP 001 Diasporas in India There are some 64 countries including Ireland, the US, the UK, Australia, New Zealand, Canada and others which offer dual citizenship. Some countries like the Netherlands, Bulgaria, Taiwan, Hong Kong, Cambodia, South Korea offer citizenship based on descent. There is another category where the US dual citizenship is not allowed. Some of these countries include Cuba, Japan, Myanmar, Pakistan, Surinam, Tanzania among others. India offers only dual nationality through its Overseas Citizens of India (OCI) scheme which was enacted in law in 2003. It fell short of providing dual citizenship which allows voting rights to its overseas citizens. Historically, India categorizes its overseas citizens in three broad categories. One, persons of Indian Origin (PIOs), who were part of Old Indian diaspora in Fiji, Mauritius, Surinam, Trinidad and Tobago, South Africa and Caribbean Island. The other category of non-resident Indians (NRIs) is of more recent origin and was formed post-independence. A large number of NRIs were in the Gulf countries post-oil boom phase and other developed economies like the US, the US, Australia, Canada and some European countries. An NRI is a person who continues to be a citizen of India and hold Indian passport. He/she continues to enjoy political rights to vote in Indian elections. To exercise the franchise, the person has to be in India to exercise his/her voting rights. The other category of OCI as mentioned earlier is of the most recent origin. As part of the scheme, all other citizenship including PIO was merged with the OCI and now forms the predominant form of India's diaspora citizenry. The concept of citizenship has been undergoing major changes in recent times because of economic liberalisation, globalisation and new means of information and communication technology. To accommodate multiple identities with political rights at more than one place of residence, the discourse has now moved on to provide non-territorial and extra-territorial citizenship to people who owe allegiance to multiple sites. As a result, both home and host countries have begun to provide citizenship rights to people who are living beyond the territories of its sovereignty. The new form of transnational citizenship, on the other hand, is based on the premise, as Bauböck said, that the 'rights and obligations of citizenship change when an individual leaves the territory of citizenship, but they do not disappear altogether'. As we have seen earlier, the diaspora continue to identify with the country of origin, both socially and politically. The sentiment of belonging and transnationalism has found wide acceptance in the tenets of global supranational organisations like the European Union which under the Maastricht Treaty made a provision to extend EU citizenship to its members. Under the new law, a person could be citizen of the EU as well as to the country of belonging. The new configuration between the states, citizens and supranational bodies has resulted into reconstruction of new order in citizenship. Not only this, it has decoupled the territorial boundaries of the State and Nation. As a consequence, while State continues to identify itself with the territorial borders, the nation on the other hand has expanded itself to include extra-territorial individuals, living beyond its border in the transnational locations. 76.9 MULTICULTURALISM While the phenomenon of migration, citizenship and transnationalism has been contesting grounds in overseas community formation, their coalescence led to the emergence of multiculturalism. To understand multiculturalism it is important to understand culture and its accompanying features. Although there is no definitive definition of culture, scholars have agreed to some of its broad features which include a common language, a shared history, a shared set of religious beliefs and ethos and moral values, in addition to a shared geographical belonging. These features constitute one set of culture while multiculturalism means simultaneity or co-existence of several cultures. There is an element of distinctiveness in each culture but they are not exclusive to each other. There is no water-tight compartment which separate one from the other as boundaries between cultures blur with some common feature encompassing all cultures. Multiculturalism, a form of plural society is one which is a "....medley of people...for they mix but do not combine. Each group holds by its own religion, its own culture and language, its own ideas and ways. As individuals they meet, but only in the market-place, in buying and selling. There is a plural society, with different sections the community living side by side, but separately, within the same political unit" (Furnivall 1948: 304) Multicultural societies are much more than what was earlier thought as plural society, multi-racial, multi-ethnic or polytechnic societies. Within the ambit of multiculturalism, race remains a suspect term while culture is a celebrated term. The positive image of culture rests on the ground that it affirms identity belongingness of individuals as well as communities. In contrast to multicultural societies, monoculture society believes in the dominance of one ethnic or religious group over the other. In a much milder form it takes recourse to 'coercive assimilation' to bring homogeneity to the group. And there are various instruments like schools, law, citizenship and civic mechanism or soft coercive forces which states exercise to bring homogeneity to multiculturalism. 76.10 INTEGRATION AND ASSIMILATION OF MINORITY DIASPORA IN A MULTICULTURAL SOCIETIES In fact, it's the diversity of the societal group which forms the tapestry of multiculturalism. Any attempt to either integrate or assimilate the minority group with that of majority group is anathema to its individual character. To understand the phenomenon of assimilation and integration, scholars have often compared the two with a melting-pot and a salad-bowl. In the melting pot, various cultures are liquidated and mixed with the existing elements to form an altogether a new alloy. The new alloy or the social group thus formed loses their original character and culture. In the melting pot, the existing elements equally get influenced or altered by the new elements. Integration or a saladbowl phenomenon, on the other hand, is like various fruits and vegetables, each retaining its usual taste and flavour, while co-existing with each other. Some recent scholars have however opposed both the model of assimilation and integration on the ground that they are forced and artificial attempts of homogenize diverse societies in a well defined mould. Historically, multiculturalism found fresh ground in the US and the UK because of ideological shift both in the polity and society. It was the civil rights Minority, Citizenship and Multiculturalism MDIP 001 Diasporas in India movement and Black Power campaign in the US in the mid 1960s which forced American societies to realize the liberal ideology and extending equal rights and recognition to the Black citizens. In the UK, on the other hand, the massive influx of immigrants from the New Commonwealth countries was the turning point in integrating diverse group of people who were ethnically and culturally different from each other. It added a new dimension to its demography. The expulsion of Asians from East Africa and boat people from Vietnam added a new dimension to the discussion on multiculturalism. Their immigration to the US, the UK, Australia and Hong Kong made the receiving countries realize the unique features of these cultures and an attempt was made to accommodate them. There were two broad strategies - whether to allow them to live together or to segregate them in different groups and mainstream them with the rest of the population. The challenge with the former option was that it would lead to their ghettoization, while the latter would lead to psychological trauma inflicted on them because of separation from the rest of the community members. An insight into the challenge was added taking recourse from feminism and Black Power movement which was based on W.E.B.Du Bois' (1868-1963) perception of double consciousness. It was important to understand the prevailing perception — of how they were perceived by their own community members and by the outside Western White agents. This led to what has been popularly called Male Gaze and the White Gaze with regard to feminism and Black minority groups respectively. The ethnic minorities in the meantime began demanding that the perception about their culture should be based on what they thought about their culture rather than what others thought about it. It was self-appraisal of the value and meaning of culture by the indigenous people instead of the receiving countries, state government or outside agents. This has been responsible in spurting cultural relativism among the policy makers. It means that no culture is superior or inferior to other and as a rule it opposes dominance of one over the other. The same bi-polar binary of right and wrong, good or bad, ethical or non-ethical were extended to religion at the lower level and nation at the macro level. Initially, when nations and states began postulating multiculturalism, the prevailing political establishments, perceived a serious threat to its sovereignty. As people of various race, ethnicity, religion and ideological affiliation began inhabiting a common metropolitan space, the site of their settlement soon became the site of contesting space, both in the theme and the narrative. With the dissolution of Communism and the ensuing globalisation, some manpowerdeficit nation realised that they needed fresh blood to run their economy and growth engine. There was no way they could achieve this without opening the gate of immigration to the skill workforce. With more and more immigrants making their way into developed nations, multiculturalism offered a unique blend of pragmatism and contrasting contradiction into a wholesome landscape. 76.11 MULTICULTURALISM IN A TRANSNATIONAL SPACE The new global order of multiculturalism, decoupled the territorialized nationstate with citizenship issues and let the people of diverse citizenship, identities, and culture inhabit a common space. It did not however mean that these people would lose their individual identities but instead, it revitalized new connections with other identities. The multi-centrality of identities began to flourish as a result of news social, political, linguistic and cultural situatedness. In most such cases, the initiator of multiple cultural living was of economic origin as people began to form transnational communities, transcending geographical and cultural space with ease. The explosion of hybridity became more intense and extensive in the postcolonial phase to urban metropolitan centres in countries like the US, the UK, Canada and Australia. The new inhabitants of these urban spaces maintained bi-statal affiliation to the county of origin and settlement. At these centers of urban multiculturalism, the states agreed to accept and promote plural differences and create equal access to resources to all groups including the minorities. It positively accepted the religious, cultural, and racial differences of the inhabitants. The minority rights were not shunned but given proper space in the governance. Multiculturalism also began to refute racism and ethno-centric domination of the majoritarian demography. It began celebrating the differences which results from race, culture, religion, gender and sexuality. There are nonetheless, critique who oppose multiculturalism on the ground that it prevents development of pan-ethnic consciousness as it essentialises an identity and fails to recognize the fluidity of mobility and identity. It also differentiates between the individual preferences at the cost of scripted group identity. In multiculturalism, individuals on the other hand are expected to live and act a scripted identity of the group, rather than express their individual creativity. This often builds a false and a narrow fixed identity based on ethnicity and religious affiliation within the cohort and fails to develop a broader panethnic solidarity. Another critique of multicultural practices is that it tries to control and manage cultural and racial differences obscuring the issue of power and dominance of one community over the other. It tries to homogenize the horizontal uniqueness of each community. It has been noticed that while multiculturalism tries to safeguard the civil and religious rights of the non-Western communities, it attempts to avoid questioning the false hierarchical western religious model. For example, the perception of Christianity being superior to other tribal religions is hardly put on discussion. In a way, it could be said that while multiculturalism allows expression and protection of minority rights, it conceals the contradiction and prejudices of a pan-ethnic majority under the carpet. The policies of multiculturalism, initiated by some of the First World countries are in a way are also an attempt to accommodate cultural differences in order to serve its broader economic and diplomatic need. Sometimes, host countries have been seen making deliberate attempt to incorporate multiculturalism through suggested gestures and to add authenticity to its discourse. This was evident in 2009 with the then US president Barak Obama celebrating Diwali at the White House. This not only added credibility to the State's policy of multiculturalism but also made American Hindus feel at home in the receiving country. It helped in promoting religious identity of a particular group of diaspora and thus giving credence to the politics of recognition. Minority, Citizenship and Multiculturalism 76.12 LET US SUM UP Multiculturalism was recently seen coming under severe attack during the time of crisis, especially during the terrorists' attack. The racial targeting of South Asians post-9/11 in the US based on phenotype features suggests how religious identities become an easy markers of differentiation. The threat to multiculturalism is not only from the public at large but also from states who promote essentialised identities. Racial attacks and discrimination, while harming the minorities, also harms the host countries. It mobilizes the victimized ethnic groups based on identity thus making host countries a contested site in the long run. Check your progress 2 Note: a) Write your answer in about 50 words. b) Check your answer with possible answers given at the end of the unit 1. What is the difference between dual nationality and dual citizenship? .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. 2. How a minority group is mainstreamed? Write a short note on the model. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. SUGGESTED READING Anderson, Benedict. (1998). Spectre of Comparison: Nationalism, Southeast Asia and the World. London; New York: Verso Appadurai, A. (1996). Modernity at large. Minneapolis: University of Minnesota. Appadurai, A. 1990. Disjuncture and Difference in the Global Cultural Economy, Public Culture, 2,2:1-24. Castles, Stephen, and Mark, Miller. 1993. The Age of Migration: International Population Movements in the Modern World. London, Macmillan Press Ltd. Davis, Angela. 1996. "Gender, Class, and Multiculturalism: Rethinking 'Race' Politics." In Mapping Multiculturalism, edited by Avery Gordon and Christopher Newfield, 40-48, Minneapolis: University of Minnesota Press Robinson, Rowena. 2019. Minority Studies: Oxford India Studies in Contemporary Society. Oxford: Oxford University Press Schwenken, H., Russ, S., Ruß-Sattar, Sabine. (2014). New Border and Minority, Citizenship and Multiculturalism Citizenship Politics (Migration, Diasporas and Citizenship). New Delhi: Palgrave Macmillan Sharma, N.T. (2010). Hip Hop Desis: South Asian Americans, Blackness, and a global race consciousness. Durhan, NC: Duke University Press Skop, E. and Altman, C.A. (2006). The Invisible Immigrants: Asian Indian Settlementand racial/ethnic Identities. In J.W. Frazer and E. Tettley-Fio (eds), Race, Ethnicity and place in a changing America. Binghamton, N.Y.: Global Academic Publishing, 309-3016 Furnivall, J.S. (1948). Colonial Policy and Practice: A comparative study of Burma and Netherlands India. Cambridge: Cambridge University Press Watson, W.S. (2000). Multiculturalism. Philadelphia, USA: Open University Press ANSWERS TO CHECK YOUR PROGRESS Check your progress 1 1. In a multicultural society in which people are constantly moving, the States have been facing severe challenges to recognize the rights of minorities, especially in some of the liberal democracies. There have been demand to accommodate the differences of culturally different and marginalized communities. As part of democratic representation, they are extended 'reservation' for the preservation of their identity. This becomes possible only after a community is recognized minority by the States. Understandably, this has spiraled into the 'politics of recognition' in some of the countries. Such political and social recognition to minority are often hotly contested by the native majoritarian communities who feel that their rights and resources have either been liquidated or shared. This has been noticed in some of the European countries where natives have been seen protesting against their social welfare assets being shared. 2. While observing some other global diasporas, it has been seen that they dominate in numerical strength in a particular geographical region by forming ethnic enclaves. Historically, Jews migrated over a period of 2500 years to various countries because they were exiled not only from the place of their origin, but also from countries where they went to settle down. Now, there are more Jews living outside Israel, their mythical and reimagined homeland. While Israel is home to 30% of the Jews global population, the US has 51%, France, Canada and Russia (3% each), the UK has 2% and Argentina, Germany, Hungary, Ukraine and Australia have 1% each. Check your progress 2 1. As human and workforce mobility became a common feature in the 21st century and in some countries much earlier, there also emerged a need to respect their political rights both in the home and host country. It found expression in the form of dual nationality and dual citizenship, which became a novel innovation in political governance. There are however a distinctive difference between the two terms. As a matter of policy, dual nationality extends certain rights and privileges to diaspora which may MDIP 001 Diasporas in India include unlimited visit to the home country, the right to own property and carry out business, but it debars the overseas citizens from political rights to contest or vote in elections and hold government offices, as in the case of India. Dual citizenship, on the other hand, extend these rights to include voting rights as well, thus making the diaspora an integral part of the political process. 2. To understand the phenomenon of assimilation and integration, scholars have often compared the two with a melting-pot and a salad-bowl. In the melting pot, various cultures are liquidated and mixed with the existing elements to form an altogether a new alloy. The new alloy or the social group thus formed loses their original character and culture. In the melting pot, the existing elements equally get influenced or altered by the new elements. Integration or a salad-bowl phenomenon, on the other hand, is like various fruits and vegetables, each retaining its usual taste and flavour, while co-existing with each other. Some recent scholars have however opposed both the model of assimilation and integration on the ground that they are forced and artificial attempts of homogenize diverse societies in a well defined mould. UNIT 77 CONTESTED IDENTITIES 77.1 LEARNING OBJECTIVES Based on a broad outline as mentioned above, the Unit will attempt to look into contesting identities among the immigrants and the diaspora and the inter linkages between them. It will look into identity formation historically as well as conceptually and provide 'real world' examples which will be helpful in understanding the concept. After you have gone through it, you will be able to: 1. Understand various forms of identities in their historical perspective 2. The role of identity in migration and diaspora formation 3. Various forms of identities like cultural, ethnic, political and linguistic identities 4. The new challenges emerging from the contested identities 5. The need for comprehensive policy to resolve the issues of contesting identities 77.2 INTRODUCTION When people migrate from one geographical area to another, they carry with them their physical self, their language, rituals, symbols, ethnic attires and food habits. All these unique attributes are subsumed under identity and find expression in their daily rituals and also while interacting with people of other identities. In fact, there is a close relationship between identity and culture. While culture is bounded in a geographical area and shaped by tradition and rituals, identity is the outcome of belonging to that particular culture and its MDIP 001 Diasporas in India subsequent mobility. The individual members tend to internalise the aesthetics of identity and cultural practises in their daily rituals. Identity is also self assertion of belonging to a particular culture, which is ascribed by the individuals themselves as well as by the society. It creates an image of belonging and becomes the main tool of survival for immigrants and the diaspora as they negotiate their social and political space in their immigration journey. Identity is, in fact, always in creative tension with itself, as it evolves and transforms and mutates to various other sub-identities. On the other hand, an identity becomes a contested identity when it comes in association or in confrontation with other identities and attempts to create its social and political space. And in order to achieve its objectives, identities negotiate, manoeuvres and repositions and sometimes confront other identities. It was Theodore Schwartz who in mid-1970s used a catching phrase called 'migrants of identity' to describe the continual search by American youth for an identity that they found acceptable and authentic (1975: 130). The same analogy was later extended to transnational migrants and diaspora groups. In fact, "the diaspora experience is defined, not by essence of purity, but by the recognition of a necessary heterogeneity and diversity: by a conception of "identity" which lives with and through, not despite, difference; by hyridity" (Hall 1990, p 235.). 77.3 DEFINING IDENTITY: HISTORICAL AND ANTHROPOLOGICAL PERSPECTIVE Identity plays a critical role in a migrant and a diaspora's life as they negotiate their social, political, economic or transnational space based on it. It is a locus standi on which an individual or a group is known for its attributes that differentiate itself from others. But what exactly is identity? How it is formed, transformed and establishes itself in the long run? Before we set forth to answer some of these fundamental questions let's look at its various forms, as it has evolved over the millennia and centuries. When we talk about anthropological evolution of mankind, you must have heard about Homo erectus, Australopithecus, Neanderthal, Homo sapiens and various species and genus which evolved, branched off, and some of them became extinct. The categorization of these species and genus was based on certain features which were unique to each of them. This was probably the first attempt to identify these categories based on identity which was common to species and genus. We, a Homo sapiens, are the only human tribe called Hominini, left on earth and enjoy unique identity. When mankind evolved and spread out to various geographical areas and continents, they were further categorised as Africans, Mongoloids, Caucasian based on certain phenotype features. As mankind began living in societies, their spiritual quest let to the birth of religions -Hinduism, Buddhism, Christianity and Islam which was an identity creation based on religious beliefs. The formation of nation-states in the 18th century onwards further resulted in creation of newer identities based on ethnicity and nationality. The process of fission (breaking down of earlier identities into smaller identities) creates new identities based on ethnicity, nationality, ideology, language, culture and profession and is an ongoing process. When these identity groups were living separately, there were fewer chances of conflict arising from their association. However, as new identities multiplied and their interests clashed with each other, it created conflicting and contested spaces where they negotiated their social and political space. With natural resources being limited, there were attempts by various dominant groups to appropriate it and claim rights over it. The weaker or minority social groups were either left out or were deliberately deprived of some of these rights. The onset of globalisation, mass movement of resources and manpower and technological revolution in transport and communication further aggravated such claims. People started contesting their rights to resources based on identity and belonging. This led to discrimination and racial assaults based on ethnicity, nationality and religion and continue till date. 77.4 THE LEGACY OF PRE AND POST COLONIAL CONTESTED IDENTITIES A false belief in identity and superiority of races was the brainchild of the British and European colonial conquest, beginning from the sixteenth century to nineteenth century. It defined colonial belief of the White supremacy over all others identities and their attempt to civilise the rest of the world. It gave rise to terminology like African barbarism and Asian Orientalism which were full of racial connotations and were degrading to other identities. A similar labelling was noticed among the Dutch settlers in Indonesia and Spanish colonial settlers in North America. A series of institutionalised racisms, dehumanisation, violent exploitation and subjugation had set in by that time. A precursor to these racial identities was seen earlier in the transatlantic slave trades in Europe and America which was based on differential identity. It was the beginning of racial segregation of the "White" and the 'Black" identity across the continents which became the insidious bedrock of contested identities. However, from the middle of the twentieth century the ideology of racial configuration began to change as more and more people began crossing international borders for employment and as part of the manpower supply chain. As of now, there are multiple identities living a simultaneous existence in the world, while some are tied to their home country, there are others who are tied to the host country; and some to both the sites of belonging. There have been ideological and institutional shifts as nation-states become more tolerant to diverse ethnic diversity and their simultaneous engagement to the country of belonging. The ethnic, linguistic and transnational engagements have become a preferred choice because of its advocacy by the civil rights movements and multiculturalism and the United Nations. In fact, the concept of dual identities and multiple engagements of the immigrants and the diaspora is considered as a legitimate and beneficial asset for the new social group as well as the receiving country. 77.5 THE PROCESS OF IDENTITY FORMATION The practice of identity-formation is a recent phenomenon which is considered to be late-capitalist and post-modern, though it has been in existence since centuries. But there is another school of thought that believes that identitycreation has become redundant in the age of globalisation. This is so because the new era is now characterised by creolization, compression, hybridity and Contested Identities MDIP 001 Diasporas in India synchronicity of diverse ethnic identities. These ideologies and rituals have somehow tapered the intensity of identity impact. Moreover, identity has no impact if it does not involve mobility or fluidity of physical movement. The traditional anthropological definition of identity somehow fails to convey the fluidity of movement and migration. "A world of movement can be understood in terms of actual physical motion around the globe and also as an imagination: an awareness of movement as a potentiality and a vicarious knowledge of movement" (Rapport and Dawson, 1998: 4). Looking at the large movement of people across the world, it has been argued that it is a quintessential phenomenon of the 21st century. More and more people are travelling across the globe for work and because of other compelling reasons like market forces, ideological conflict and environmental changes. Under such circumstances, the identity of migrants keep changing and transforming as they travel across various cultural zones. They also, depending on their numerical strength, impact the host country and also get impacted by them in turn, thus shifting their identity a bit left, right or centre or between conservative and liberal ideologies. Based on identity, the issues of home and belonging are perennially contested among the migrant and the diaspora groups. But there have also been cases when identity assertion and contestation has been observed among the immobile population. It is expressed in the dominance of one particular ethnic group over the other. This was seen, for example, in the English ascendancy over the Irish, the Scottish and the Welsh and has been contested as a hegemonic practice of one group over the other. Likewise, the differences, diversity, pluralism and hybridity are also contested by the majoritarian social groups. In India, the Indian identity, it has been argued, was contested on the ground that there was no nation-state identity prior to British colonialism. It emerged only from the resistance to colonialism. The freedom struggle against British rule helped in strengthening the concept of Indian identity. 77. 6 CONTESTING IDENTITIES: A CULTURAL CONSTRUCT Contesting identity, it has been argued, also signifies practises and idioms in which social meaning is constituted, appropriated and transformed. In Europe and America for example, contested identities cannot be understood without the reference to the 'White's Supremacy' and the 'Black's Subjugation'. It has led scholars to ask some fundamental questions as why in a given context, certain identities come to play in a given role. Are these concepts reinforced or challenged and contested by the political forces alone? In certain cases, some of the key concepts like belonging, cultural constructs, and identity are contested and appropriated by another group. To create a new political identity, sometimes a dominant group takes recourse to cultural continuity and similarity with other minor ethnic groups in order to mobilise support. It is for this reason that the concept of multiculturalism has been contested by the Right wing politics leading to identity conflict, which is quite similar to race conflict, cultural conflict and gender conflict. But identity is elusive and has always remained an enigma as diaspora keep trespassing one boundary after another. But despite their mobility, there are some inherent characteristics which define them and differentiate them from others. It asks some fundamental identity questions as 'who' they are 'what' they are and how they associate with other groups. As a result of this, identity becomes a marker between I and We versus He/She and they. It was Erikson (1968) who defined identity as "a subjective sense of sameness and continuity - a process located in the core of an individual as well as in the core of a communal culture. It is an unconscious process that creates 'identity consciousnesses in an individual or a group of people. Berger and Luckman (1970) on the other hand saw identity as a reality of everyday life, which is shared with a common set of meaning. It is both subjective as well as social and is expressed through lifestyle and culture. In fact, differential culture is one of the basic markers that differentiate one identity from the other. In a diaspora or an immigrant's life, these differential identities are sometimes challenged in the host country. For example in Britain in 1959, the Sikhs were banned from work because of their use of turban and they had to fight a bitter battle to retain their rights (Beetham 1970). In the 1960s in Britain there was an attempt of 'bussing' Asian children in schools outside the cities meant exclusively for immigrants and was responsible for racial discrimination in education, housing and employment. In order to overcome these differential treatments to immigrants, Roy Jenkins in 1966 emphasised the process of 'integration' instead of assimilation to mainstream them into Britain's social milieu. According to him, assimilation was a flattening process while integration meant empowerment, acceptance of diversity and mutual trust (Jenkins, 1966: 4). In a sense, it was an attempt to accept and respect other identities in a multicultural society. While some of the host countries have practiced racial discrimination in one form or the other, the immigrants, on their part, have also been unable to overcome their narrow identification particularized identity. For example, in spite of having migrated to multicultural societies, the Indians continue to retain their caste identities. While it was no longer possible to practice caste rituals in its purest form in the host countries and at modernised workforce, it nonetheless was replicated in one form or the other. As a result of this, castebased community organisations were formed at the industrial sites of Britain and solidarity between the same-caste identities became more pronounced. It was, in fact, re-inscribed in a cultural milieu of the host country. Like in their home country, their caste identity was equally differentiated, heterogeneous, and variable and contested space. Unlike India, in Europe and elsewhere in the world, new forms of belonging, citizenship and identities emerged in the post-war era as new nation-states were formed and new nations were established. The incessant migration of people across nation-states was responsible in creating new identities based on citizenship and through the process of inclusion and exclusion. In some cases, new immigrant groups were instrumental in challenging the citizenship laws as was witnessed in Germany and Britain. In some cases, immigrants were denied citizenship rights because of their differential identity. For example, the Turkish immigrants in Germany have Contested Identities MDIP 001 Diasporas in India been historically and culturally part of it since long time, but many of them did not enjoy citizenship rights. Because of their sizable number, the Turkish immigrants began demanding inclusion of Islamic studies in the local schools based on Islamic identity. Incidentally, their argument was not based on religious identity but on the principles of immigrant inclusion and Universal Human rights. A similar case was also seen in Britain where Islamic immigrants demanded religious freedom to pursue their education system. These incidents were responsible in bringing a change at the institutional and ideological levels and in transforming their national identities. It also added legitimacy to immigrants' own culture and identity. The individual identities of immigrants and diasporas, over the period, is also responsible in the formation of collective identities, which is well recognised and codified in human rights. These identities have been able to create new solidarity groups, which are mobilised based on their individual identities, thus leading to the formation of multi-level identity politics. As a result, new institutions were established and the legal framework of inclusive politics evolved. The allocation of rights and identities to different groups has also been responsible in diffusing the concept of citizenship in countries where immigrants and diaspora form a sizable population. There is yet another feature of identity creation, as seen in the immigrants and diaspora, as it naturalises a group in a particular identity based on language, kinship, homeland, nation and territory. It means that one cannot help but need to have an identity to lay claim to social, political and economic rights. It has been observed that to achieve such claims, ethnic and national identities are mobilised both in the host and home countries of the diaspora. Check your progress 1 Note: a) Write your answer in about 50 words. b) Check your answer with possible answers given at the end of the unit 1. Define Identity and its role in Diaspora formation. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. 2. How an identity is formed and sustained in the long run? .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. 77. 7 ASSIMILATION AND INTEGRATION OF CONTESTED IDENTITIES To accommodate new immigrant groups in its fold, a large number of Western countries have adopted various processes. They have tried to mainstream them in their national identity which is based on language, culture and national laws. In general, these countries have taken recourse to the processes of assimilation and integration. In case of hard assimilation, the homeland identity of the diaspora is supplanted by host country identity leading to their complete assimilation which is generally achieved by the second generation. In case of permanent culturalism, it is the homeland identity which is retained and given prominence to at the cost and exclusion of adopted country identity. A large number of immigrant receiving countries do not favour this kind of assimilation as it leads to ethnic enclaving, segregation and isolation of the immigrant community. The process of soft assimilation of immigrant identity, on the other hand, is tolerant to ethnic diversity and attempts to integrate them gradually over a period of time. While integration is the ultimate objective of the assimilatory process, it is often voluntary on the part of immigrants and diaspora and with their informed knowledge of the adopted country's culture, education, language and legal framework. The process of soft assimilation celebrates hybrid identity and encourages migrants to embrace the adopted country's lifestyle, while still allowing them to retain their homeland identity. The soft assimilation, in a way, is a win-win situation both for the immigrants as well as the receiving country. This is so, because both live in a symbiotic relationship and are able to enjoy the best of both the worlds. 77.8 IDENTITY POLITICS As identity is a political status and a process as well, it gives rise to politics of identification. This happens when a new social group jostles with each other for political space in democratic governance. Identity politics on the other hand looks at identity, as a category which could be mobilised for political reasons. This has been evident in electoral democracies where social groups identify themselves closer to political ideologies. In fact, no diaspora or immigrant ethnic group could live without identity as their very existence depends on it. By virtue of its definition, such identity groups problematise the notion of political allegiance, citizenship and rights as they straddle across national boundaries. While an identity group could be privileged, they at the same time could stand condemned because of their existence in two different political worlds. One is the world of the adopted country to which their existence depends and the other, their home country, to which they feel intimately connected. The world they 'come from' becomes the source of their identity. This is in quite contrast to their differing politics of identification. The politics of identity also makes a diaspora an extension of nationalistic discourse of their homeland. This could be seen in the creation of pressure groups by the diaspora in their adopted country, as among the Jews and Indian diaspora in the USA. Sometimes, they also work in opposition to their existing homeland to bring political change as seen among the Cuban diaspora. Here, MDIP 001 Diasporas in India their identity becomes a rallying point for political engagement: both in the home and host countries. The notion of identity, in fact, shares a multifarious relationship with both the countries. This is probably the main reason that a diaspora cannot afford to ignore its identity as it plays a critical role in their political negotiation. They have to take into account how they are similar and different from the native majority in order to negotiate their identity claims. But there is yet another group of diaspora who is neither tied up with the home nor the host country. This has been observed in the case of radicalised British Muslims of Asian descent. They are known to show a deterritorialized allegiance to universal umma at the cost of home and host country. They deny the existence of specificity and locatedness and claim atypical identity which is different from other social groups. So, in order to distinguish their identity, the diasporas sometimes set the boundary and mark it prominently. And if necessary, they accentuate their identity to seek favour for their personal interest. 77.9 RACISM, HOLOCAUST, GENOCIDE AND DISCRIMINATION The assertion of identities, that of the natives, the diaspora and the immigrants have been at the core of major conflict. It has led to political retaliation, violent repression, imprisonment and expulsion of some of these communities. Based on identity discrimination, there have been anti-Semitic racism, fascist class warfare and fatal and systematic institutionalized violence in some of the countries. In Germany, the Nazi-designed and SS-orchestrated holocaust led the killing of over six million European Jews in the late 1930s and early 1940s. At times, communities have been forcefully expelled from the adopted country based on identity discrimination, as in the case of South Asians in East Africa and more particularly Indian-Ugandas who were expelled by President Idi Amin in 1972 because they were considered ethnically "impure" bodies. At times, new immigrant groups are negatively racialised and pejoratively described as unwanted foreigners called étranger and ausländer. In addition to ethnicity, religious identities too have been the cause of major conflicts and have led to bloodshed and massacre of innocent people. The partition of British India into India and Pakistan was based on religious identity. When India became independent from the British colonial rule in 1947, over 15 million people belonging to various regional-linguistic groups, Muslims, Hindus, Sikhs, Punjabis and Bengalis were killed in both the countries. Such a process of ethnic cleansing, it has been argued, is the principle characteristic of postcolonial, post-World War II, when nation-states were formed based on religious-ethnic divisions. The root cause of religious-ethnic differentiation however was the result of the British colonial census which defined and divided people based on religious and ethnic lines. It was also the cartographic restructuring after World War I, which led to the formation of a nation-state based on ethnic-religious formation. The hostilities between warring groups continued through the twentieth century with the dissolution of the Ottoman Empire, the geographical dispute between Albania and Yugoslavia and between Greece and Turkey. The hostilities continued to exist and were practised not only between these nation-states but also against immigrant groups like Franco-Maghrebi in France and Turkish Gastarbeiter in Germany. They became easy targets of racism based on ethnicity, religion, nationality and class. Similarly, the prejudices and discrimination against Vietnamese "boat people" and Haitian refugees was based on identity and continues till date. Likewise, in the wake of 9/11 terror attack, Arabs and Muslim immigrants became target of racial and religious persecution across the world and more specifically in the US, which was based on phenotype identification. Conceptually speaking, the term race, from which the term racism has emerged, has no scientific validity. It was based on the 18th century anthropological classification of Linnaaeus, Blumenback, Buffon and others who based their categorization on phenotype characteristics including the skin colour and the types of hair of the individuals. Incidentally, the term became popular and found expression in the works of popular thinkers of the time including John Locke, Thomas Hobbes, Hume, Immanuel Kant and Hegel. In the 19th century, the concept of race became a pseudo-science and found expression in the works of Comte de Gobineau's On the Inequality of Races. While the earlier conception of race was biological, it was Franz Boas who, with scientific evidence, showed that race is a cultural construct and a product of culture, history, language and power relations between the communities. Identity, like racism, created and sustained a hierarchical relation of power among various groups based on artificial distinction. 77.10 CONTESTED IDENTITIES IN INDIAN DIASPORA The Indian diaspora is one the largest ethnic groups outside the country of its origin. While being acculturated in the host country, they show marked social and religious behaviour which is quite similar to their country of origin. As mentioned earlier, the Indian diaspora is not a monolithic social formation and is known for its diversity, heterogeneity and its own peculiarities. While social identity based on caste system has lost relevance in some of the countries to which Indians migrated centuries back, the recent migrants, on the other hand, show a close affinity to caste system quite similar to that prevalent in the country of origin. It has been argued that they try to replicate similar social and religious identities in their host countries as they had experienced in the country of origin. While caste could be a prominent determinate of Hindu society, there are other identities which have become equally powerful. For example regional-linguistic identities like Punjabi/ Sikh diaspora, Gujarati diaspora, Malayalee diaspora, Telugu diaspora occupy prominent places in the host country based on their regional-linguistic affiliation. These identities also become a major political marker when the diaspora home country faces major issues based on these identities. It also gets reflected in the politicisation of these issues amongst the diaspora. For example, the bifurcation of Andhra Pradesh into Andhra proper and Telangana led to a similar division in the Telugu-speaking diaspora and the formation of new social and political groups based in new identities. The Indian diaspora is also further divided based on profession and their skills. For example doctors and engineers who migrated to the more developed economies of the US, the UK and Australia in the 1960s and 1970s are now quite different from the IT professionals of the late twentieth and early twenty-first century. Some of the examples of profession-based identities include Indian American Physician Association (AAPI), Silicon Valley Entrepreneurs (TIE)), taxi workers and domestic workers (Andolan and Awaz). Some of them are also divided based on the trajectory of migration and settlement. Contested Identities 77. 11 RELIGIOUS IDENTITIES There are various factors which are responsible for the formation of identity groups. In addition to ethnicity and culture, religion has been a powerful marker in identity formation. In fact, mediaeval period history is replete with conflict, crusade and conversion and continues to draw salience in the postmodern world, with the re-emergence of powerful religious identity groups. While each religious group self-ascribed to a particular religious belief, the immigrant receiving countries also, at times, unwittingly play truant to the process of identity imposition. For example, in the beginning of 20th century, all South Asian immigrants to the US were classified as "Hindoos" . This was despite the fact that it included people from diverse faiths. It played a key role in identification and subsequent racialisation. It also created a framework for the immigrants to live and act a particularised identity as marked by the receiving country. A strong sense of religious belonging and identity has also been observed among the Indian diaspora in recent years. The resurgent Hindu nationalism has become a powerful marker based on religious-identity. These diaspora groups equate their religious affiliation with their national affiliation based on the premise that India is the only country to which Hindus could identify with, unlike the Muslim and the Christian diasporas who have multiple sites of identification. This however seems to be a twisted logic based on religious identity and identification as belonging to a nation-state is based on citizenship rights rather than religious identification. Israel, probably, is one exception where identification and belonging is based in Jewish ethnic belonging rather than to a multicultural nation-state ideology. Religious identities also produce political mobilisation to gain recognition, political mileage and to promote its cause. The Hindu American Political Action Committee (HAPAC) and Hindu American Foundation (HAF) in the US have been instrumental in promoting Hindu political candidates in the US election. This has been responsible in creating cleavages within the Indian diaspora as it includes other religious groups like Muslims, Sikhs and Christians, vying for political representation. These "contestation is reflective not only of internal cleavages such as class, religion, nations and sexuality but also of ideological orientation and aspirations (Mishra 2018, 217). Religious identities have also produced differential racialisation experience for the diaspora and distinct response to such racialization attempts. The post -9/11 racial backlash against the Muslims and Sikhs was responsible for mobilisation of immigrants on religious ground. The Muslims of South Asian origin and Sikh diaspora formed a coalition, articulated their interest and exerted pressure on policy makers. The above incidents also show that during a crisis, social groups coalesce their identity and form strong identity-based organisations to thwart threats to their identities. There are enough qualitative data which suggest that threat perception and the fear of racial attack leads to higher levels of pan-ethnic identification. In fact, multicultural institutions in the United States have been used by Hindu groups to promote politics primarily based on a Hindu religious identity, despite the diversity of religious faith among the Indian immigrants (Kurien, 2007). 77.12 POLICY FRAMEWORKS FOR RESOLVING THE ISSUES OF CONTESTED IDENTITIES While every diaspora and immigrant groups try to safeguard its interest, stay relevant and promote its culture, host countries, on its part, have come out with policy framework to integrate them in the mainstream. We have already discussed culturalism, assimilation and integration of these minority communities in some of the host countries. One of the primary motives of the host countries is to safeguard its own security measures as these groups have been behind civil unrest, political upheaval, human rights violation, human trafficking and also in drugs business. In order to resolve the issues of contesting identities, some countries feel a moral responsibility to educate them and bring them closer to the mainstream. Giving political rights through the process of naturalisation has been one of the major policy decisions in some of these countries including the US, the UK, Canada and Australia. During the course of naturalisation, it has been observed that while the first generation immigrants show reluctance to the process of integration, the second generation, who were born in the host countries, are readily mainstreamed because of their identification with the host country. It has been argued that it is attachment to the home country that keeps the first generation migrant socially and politically distant from the host country. As assimilation and integration are purely political issues, some countries have shown willingness to include new immigrants in their electoral process. But not all immigrant groups show equal enthusiasm to such overtures. For example, in the 2002 California election, it was observed that the voting percentage of Latino and Asian immigrants were much lower than the White immigrants. In fact, "the role of ethnoracial identities in democratic participation has been an enduring and intractable issue for American democracy, and immigrant and minority communities have always negotiated these identities while striving to find a place in social and political arenas (Mishra, 2018, 207). 77.13 CONCLUSION As discussed earlier, contested identities are a natural byproduct of the human migration process. When people of different identities cross cultural borders and confront other identities, conflict and altercation come in creative tension to negotiate social and political space. Sometimes identities create their own enemy as it excludes itself from other identities, thus depriving itself of the progressive and encompassing ideologies. While identities are binding, they are also self-limiting as it stops its further expansion. In order to survive, sometimes a particularised identity has to be tolerant to its internal diversity. Nonetheless, identity has its merit as it helps minority and marginalised communities to negotiate and manoeuvre political and social space for itself. It would be a hasty assertion to contest that all contested identities can live in harmony because the very process of creating conducive conditions is a power MDIP 001 Diasporas in India relation in which an influential identity group supersedes the minority identity. It is the identity of nationality and citizenship that has become a powerful marker as other identities including ethnic, religious, and cultural and other identities are subsumed under it. When two nations are at loggerheads, it's the two national identities which are pitted against each other. As these contested identities cannot be eliminated in a multipolar and multicultural world, there have been progressive attempts towards conflict resolution and to minimise the friction through policy measures and other initiatives including bilateral and multilateral talks between the stakeholders of diverse identities. Check your progress 2 Note: a) Write your answer in about 50 words. b) Check your answer with possible answers given at the end of the unit 3. What role does assimilation and integration play in mainstreaming a diaspora group? .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. 4. Write a short note on the religious identity in the Indian diaspora. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. SUGGESTED READING Avtar, Brah (1996). Cartographies of Diaspora: Contesting Identities. London: Routledge Clifford, J. (1997). Routes: travel and translation in the late twentieth century. Cambridge, MA: Harvard University Press Hall.S. (1990). Cultural Identity and Diaspora. In J. Rutherford (ed.) Identity: community, culture, difference. London: Lawrence& Whishart, 227-237 Hesse, B. (1993). 'Black to front and black again: Racialisation through contested times and space', In M. Keith and S. Piles (eds) Place and Politics of Identity. London: Routledge Kaul, N. (2003). The anxious identities we inhabit...post'isms and econoimic understanding. In D. Barker and E. Kuper (eds). Towards a feminist philosophy of economics. London: Routledge. 223-290 Kurien, Prema (2007). A place at the Multicultural Table: The development of an American Hinduism. New Brunswick, N.J.: Rutgers University Press. Mishra, Sangay, K. 2018. Desis Divided: The political lives of South Asian Rapport, Nigel and Dawson, Andrew (1998). Migrants of Identity: Perceptions of Home in a world of movement. Oxford, UK: Berg 77.14 ANSWERS TO CHECK YOUR PROGRESS Check your progress 1 1. Identity is a locus standi on which an individual or a group is known for its attributes that differentiate it from other identities. When people migrate from one geographical area to another, they carry with them their physical self, their language, rituals, symbols, ethnic attires and food habits. All these unique attributes are subsumed under identity and find expression in their daily rituals and also while interacting with people of other identities. In fact, there is a close relationship between identity and culture. While culture is bounded in a geographical area and shaped by tradition and rituals, identity is the outcome of belonging to that particular culture and its subsequent mobility. The individual members tend to internalise the aesthetics of identity and cultural practises in their daily rituals. 2. Identity is a cultural attribute and is formed based on a sense of belonging and identification with a particular ethnicity, culture, religion or nationality. It is ascribed by the individuals themselves as well as by the society. It creates an image of belonging that becomes the main tool of survival for immigrants and the diaspora as they negotiate their social and political space in their immigration journey. Identity is, in fact, always in creative tension with itself, as it evolves and transforms and mutates to various other sub-identities. On the other hand, an identity becomes a contested identity when it comes in association or in confrontation with other identities and attempts to create its social and political space. And in order to achieve its objectives, identities negotiate, manoeuvre and reposition itself to confront other identities. Check your progress 2 1. Assimilation is the process of acceptance and incorporation of a minority group in the majoritarian mainstream. It is considered to be a flattening process while integration means empowerment, acceptance of diversity and mutual trust between two or more ethnic groups. In a sense, it is an attempt to accept and respect other identities in a multicultural society. In case of hard assimilation, the homeland identity of the diaspora is supplanted by host country identity leading to their complete assimilation which is generally achieved by the second generation. In case of permanent culturalism, it is the homeland identity which is retained by the diaspora and given prominence at the cost and exclusion of the adopted country's identity. A large number of immigrant receiving countries do not favour this kind of assimilation as it leads to ethnic enclaving, segregation and isolation of the immigrant community. The process of soft assimilation of immigrant identity, on the other hand, is tolerant to ethnic diversity and attempts to integrate them gradually over a period of time. While integration is the ultimate objective of the assimilatory process, it is often voluntary on the part of immigrants and diaspora and with their informed knowledge MDIP 001 Diasporas in India of the adopted country's culture, education, language and legal framework. The process of soft assimilation celebrates hybrid identity and encourages migrants to embrace the adopted country's lifestyle, while still allowing them to retain their homeland identity. 2. A strong sense of religious belonging and identity has also been observed among the Indian diaspora in recent years. The resurgent Hindu nationalism has become a powerful marker based on religious-identity. These diaspora groups equate their religious affiliation with their national affiliation based on the premise that India is the only country to which Hindus could identify with, unlike the Muslim and the Christian diasporas who have multiple sites of identification. This however seems to be a twisted logic based on religious identity and identification as belonging to a nation-state is based on citizenship rights rather than religious identification. 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Henleaze Junior School Positive Handling Policy Including use of reasonable force and positive touch Review Contents Equalities Statement We are committed to anti-discriminatory practice and recognise children and families' diverse circumstances. We ensure that all children have the same protection, regardless of any barriers they may face. With regards to safeguarding, we will consider our duties under the Equalities Act 2010 in relation to making reasonable adjustments, non-discrimination and our Public Sector Equality Duty. Safeguarding statement Henleaze Junior School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment, in accordance with the school's Safeguarding Policy. Rationale This policy outlines the school's philosophy and practice in the use of positive handling to promote pupil welfare and manage challenging behaviour. Its purpose is to ensure that school operates within the law and expectations of best practice. Aims To ensure: * behaviour is understood as communication. * positive touch is recognised as part of establishing and maintaining good relationships. * when behaviours are challenging the principal aim remains to understand what is driving them and find more appropriate expressions in language and/or behaviour although in the immediate term the priority is de-escalation through defusion or distraction. * physical intervention is only used as a last resort and on the principle of minimum force for minimum time. * physical interventions are delivered safely, humanely and in ways that maximise dignity for pupils and adults. * physical interventions are necessary, reasonable, proportionate and in the pupil's best interest. * incidents are recorded, reviewed, monitored and evaluated. * records lead to the drafting and reviewing of Positive Handling Plans (PHPs), in which pupils are included. * staff are confident in their rights and responsibilities in all forms of physical contact, including touch. * there is a clear, consistent and correct vocabulary for reporting and reviewing incidents * staff model self-awareness, regulation, impulse-control and reflection. * pupil resilience and regulation are developed. Legislation This policy is based on 'Behaviour and discipline: Advice for headteachers and school staff' which in turn is based extensively on 'Use of reasonable force: Advice for headteachers, staff and governing bodies'. These, and the legislation which they reflect, acknowledge that the school's duty of care will sometimes mean using force to act in a pupil's best interest. The use of force can be justified if it is to prevent: * Harm to self or others (e.g. separating two pupils who are about to fight). * Significant damage to property (e.g. preventing a pupil from smashing a window). * An offence being committed (e.g. preventing a pupil from stealing). * Disruption of good order and discipline (e.g. escorting a pupil from class who has refused to leave following reasonable requests and is disrupting learning). It must be: * Necessary (i.e. to prevent one or more of the above). * Reasonable (i.e. other trained staff would consider using the same intervention). * Proportionate (i.e. the degree of force used is proportionate to the hazard in the situation). * In the pupil's best interest (including reasonable adjustment for any Special Educational Need and Disability). It must not be used as punishment. All staff are legally authorised to use reasonable force however only trained staff will do so as part of planned interventions. The use of reasonable force is always the choice of the individual. In a crisis the member of staff should record how her/his actions were designed to reduce risk whether force was used or not. It is possible that the failure to use reasonable force in some circumstances can be seen as a breach of the duty of care e.g. allowing a pupil to run into the road. If there is a physical or emotional reason, short or long term, why a member of staff should not undertake certain or any physical interventions it is her/his responsibility to make her/his line manager aware. This should be noted and reflected in planning support for pupils in that staff member's class. Vocabulary The lowest level of physical contact is positive touch where there is no element of force at all (see below). A prompt is where there is minimal resistance e.g. a hand just above the elbow to get a pupil to move. A guide is where there is more resistance but not significant e.g. a hand just above both elbows is used. An escort is where significant resistance is offered so a greater degree of force is used e.g. the 2-person single elbow technique within Team Teach. A restraint is where the pupil offers total resistance and so is effectively overpowered. A disengagement is where a proportionate degree of force is used to remove self or other from a potentially harmful situation e.g. biting, hair pulling. Technically all interventions using any degree of force (i.e. all the above except positive touch) are called Restrictive Physical Interventions (RPIs) but in this policy and in school are covered by the collective term physical intervention. This vocabulary will be used in planning support and reviewing/reporting incidents. School background Henleaze Junior school prioritises understanding (and helping pupils understand) behaviour and promoting regulation as a prerequisite to learning. This is reflected in the importance given to PSHE within the curriculum and the creation of attuned relationships with familiar adults. The Team Teach and Thrive approaches are central in supporting this. These are complementary in: * Seeing beyond the immediate presenting behaviours. * Using current understanding from neuroscience to understand and review behaviour. * Promoting a sense of safety for pupils. * Linking emotion and behaviour. * Seeing relationship and review as key in changing behaviour over time. * Highlighting the role of staff in setting the emotional tone. Promoting resilience and regulation is central to the school's mission. Consistency and clear boundaries on behaviour are necessary for this but unlikely to be sufficient given the nature of the pupils' needs. Additionality is provided by: * Repetition of positive experiences – this is necessary for establishing new neural pathways. * Access to calming areas within and outside class. * Promoting empathic and attuned relationships. * Staff modelling regulation of stress and impulse. * Reflection and review of incidents to highlight learning. * Unconditional acceptance of the pupil. Where positive handling sits in relation to the school's behaviour policy At Henleaze Junior School, we recognise and value our role in enabling children to become responsible and empowered members of their community. We strive to treat all members of our school community with unconditional respect and we aim to help everyone learn to manage their emotions, develop relationship skills and make positive behaviour choices. At HJS, we believe that: * children learn best when they feel understood and where there are clear and consistent boundaries around behaviour. * behaviour is a form of communication and it can be a person's unconscious response to their emotional state. * negative behaviour can signal a need for support which we will provide in a way that builds on the school's values and expectations. * managing emotions and making positive behaviour choices can be actively taught and need to be modelled. Some children may find it more difficult to manage their emotions, reactions and choices and will need additional support to enable them to develop self-regulation skills over time. When this is the case, the Inclusion Team will become involved and an Individual Behaviour Plan (IBP) can be co-constructed with the child and their family. It is important for staff and parents/carers to focus on what the child may be communicating through their behaviour. We recognise that individual children respond differently to different strategies and that it may be necessary to explore a variety of interventions before finding successful ones. An IBP will be reviewed on a regular basis and the aim will be to modify behaviour patterns to the point where the plan can be withdrawn. There may be times when a child puts themselves or others at risk of harm and staff may need to intervene physically to keep children safe. The restrictive physical management of pupils should only be used in extreme situations and as a last resort. Every effort must be made to find effective nonphysical ways of working with pupils. The use of restrictive physical interventions must take account of the pupil's own best interests, sensitivities and sensibilities, his/her own likely perceptions of situations, his/her emotional state and levels of understanding. Restrictive physical intervention should never be used as a punishment and must only be used in line with agreed criteria and procedures. Team Teach We use Team Teach training in positive handling which is internationally recognised and accredited by the Institute of Conflict Management (ICM). The training emphasises that 95% of positive handling is non-physical (de-escalation), that physical intervention is only ever used as a last resort and that all incidents are reviewed to learn for next time. Identified Henleaze Junior School staff are trained and retain certification at the level of foundation (6hr) initial training. When physical intervention is used it is: * because no alternative is possible. * on the basis of as little force as necessary for as short a time as possible. * delivered using only recognised Team Teach techniques which are designed to prevent injury, pain and distress. * delivered in ways to minimise indignity e.g. removing audience, adjusting clothing. * in the spirit of 'I care enough about you not to let you be out of control'. * with at least two members of staff involved as quickly as possible. Key message from the Team Teach approach include: * All crises have triggers even if they are not immediately apparent. * Spotting anxiety early and de-escalation is a priority. * Once in a crisis the priority becomes safety and calming. * Following a crisis, time for recovery is necessary before incidents can be reviewed. Team-Teach techniques seek to avoid injury to the pupil, but it is possible that bruising or scratching may occur accidentally, and these are not to be seen necessarily as a failure of professional technique, but a regrettable and infrequent "side-effect" of ensuring that the pupil remains safe. When supporting children who are in a state of dysregulation, we are guided by Dr Bruce Perry's "Three R's for reaching the learning brain": first we must help the child regulate their emotional state, then we need to relate to them, and only then we can reason with them. Positive Touch It is not illegal to touch a pupil. There are occasions when physical contact, other than reasonable force, with a pupil is proper and necessary. This is positive touch. Examples of where touching a pupil might be proper or necessary: * Holding the hand of the child at the front/back of the line when going to assembly or when walking together around the school. * When comforting a distressed pupil. * When a pupil is being congratulated or praised. * To demonstrate how to use a equipment e.g. a music instrument or handwriting pen. * To demonstrate exercises or techniques during PE lessons or sports coaching. * To promote regulation (e.g. therapeutic touch) * To give first aid. * Guiding a pupil supportively where they need to go. However, some pupils are averse to any form of touch while others may need deep pressure touch (e.g. weighted blankets) but cannot stand light pressure touch. Yet others may have used challenging behaviour as a means of securing touch in the form of physical intervention. This is kept in mind when planning for individual pupils. Positive Handling Plans (PHPs) Following a major (or near major) incident, one where a level of escorting or above has or could have been necessary, a PHP is completed involving as many parties as possible including class staff and parents/carers. Priorities here are to: * Identify early signs of rising anxiety and effective defusion/de-escalation strategies (pp42 – 50 of the Team Teach workbook is a good place to start with this) * Identify helpful and unhelpful responses in a crisis. If a PHP already exists then it is revised following a major incident. The pupil is included in the drafting and reviewing of his/her PHP before it is completed at a stage appropriate to his/her emotional maturity. Where a PHP exists, interventions used are as outlined in the plan. Any deviation from the plan is included in the record of the incident. Risk Assessments Any pupil that requires a Positive Handling Plan must also have a risk assessment which considers the identification of any activities or environments that are associated with risk, establish the likelihood of risk for an individual pupil or pupils, estimate the consequences of a negative outcome and take steps to avoid unreasonable risk. Risk assessment should contain all relevant information and be regularly reviewed and is included within the Positive Handling Plan. In order to preserve the dignity and promote positive community presence of pupils, staff must act to ensure that all reasonable measures are in place to reduce the risk of pupils displaying challenging behaviour in public settings. Staff must carry identification with them when supporting children in community settings and be prepared to explain, or otherwise communicate, the necessity of their actions. Recording incidents All incidents involving physical intervention at the level of escorting and above are recorded using the school's Physical Intervention Record. This, along with records of incident investigations and witness statements, is uploaded to the child's CPOMS record. The Headteacher or a member of the Safeguarding Team must be informed at the earliest opportunity. Parents/carers are also informed of the incident. Staff Regulation Current research highlights the importance of adults setting the emotional tone in potentially stressful environments. A key message of Team Teach is that seeking and accepting support from colleagues is a sign of professional strength. Staff are trained to offer support discreetly, so as not to potentially escalate a situation, by saying 'Help is available'. If a member of staff feels that a colleague is struggling to manage a situation effectively, there is also the 'more help' protocol for taking over. This involves using the statement 'More help is available' as an instruction to the struggling professional to step away so that their colleague can take over. The expectation is that this will be used and accepted by all staff, irrespective of position within the school, and that no shame or criticism is associated with its use. Following a significant physical intervention, staff too need a period of recovery and debrief. (See 'Agreed Scripts' in Appendix A.) Appendix A – Stages of a crisis - early stages of rising anxiety In the early stages, de-escalation is the priority. Possible techniques include: * Calm stance * Recognised scripts * Using 'WINGS' to vocalise what may be going on for children: I wonder… I imagine,… I notice… I guess… I sense…" * Identifying and validating emotions * Verbal advice and support * Reassurance * Giving space * Humour * Negotiation * Limited choices * Negotiation * 'The look' * Reminding of consequences * Planned ignoring * Take up time * Time out * Positive touch * Change face (involve another adult) * Reminder of past success * Simple listening * Apologising * Partial agreement * 'When'....'then' Stages of a crisis - the crisis During a crisis, safety is the priority. Staff closely monitor the pupil's breathing as the body's need for oxygen increases in crisis. Possible actions include: * Making the environment safer (e.g. removing objects that might be used as weapons) * Removing the audience * Physical intervention * 'Changing face' Stages of a crisis - recovery Following a crisis recovery is the priority. Possible actions include: * Give the pupil time and space but continue to monitor * Offer a drink of water * Minimal talking * Offer a regulating activity (e.g. looking at a book, simple sorting tasks, colouring) * Avoid positive touch * Insulate from sources of frustration * Look for signs that the pupil is ready to communicate Stages of a crisis - review In the review stage learning for next time and reparation are the priorities. All significant incidents are reviewed at an appropriate time with a familiar adult. The clear focus of the review process is to find a better way next time and make any necessary reparation. Knowledge of the individual pupil dictates when and with whom the review takes place but there is no expectation that it must take place on the same day as the incident. How, where and with whom reviews are to take place are included on the PHP. Emergencies In an emergency, any adult in the school does whatever is necessary to keep a child safe. However, certain interventions are known to carry elevated risks so are avoided if at all possible. These include: * Using clothing or belts to restrict movement. * Taking a pupil to, or holding a pupil in, a lying position on the floor. * Anything that may impede airways or breathing. * Flexing joints or putting pressure on neck, chest, abdomen or groin. * Forcing a pupil to spend time alone. The use of any such intervention is reported as soon as possible to a member of SLT and the record of the incident highlights why no other recourse was possible. In all stages staff: * Make a clear distinction between the pupil, who is unconditionally accepted, and the behaviour which may be unacceptable. * Are aware of their own regulation as revealed in breathing, body language, intonation, language and behaviours. * Seek and accept support if this is needed, using agreed scripts (see below). * Act consistently with the message 'I care enough about you not to let you be out of control'. * Use positive language. * Avoid rushing. * Speak quietly other than very briefly to make self heard or 'volume match' and immediately reduce. * Are sensitive to issues of gender and individual need. A well-chosen word can sometimes avert an escalating crisis. When pupils are becoming angry, there is no point in getting into an argument. Telling people to calm down can actually cause more anxiety. Pointing out what the pupil has done wrong can make things worse. The only purpose in communicating with an angry person is to prevent further escalation. It is better to say nothing and take time to choose your words carefully than to say the wrong thing and provoke a further escalation. Agreed scripts The expectation is that school staff should support one another. This means that staff offer help and accept it as needed. Help does not always mean taking over. It may mean just staying around in case you are needed, getting somebody else or looking after a group of children. When offering a support, use the phrase: "Help is available". Response: Tell the colleague if you need assistance or if you feel you are in control of the situation. If it is necessary to intervene, or take over from the member of staff, use the phrase: "More help is available". Response: Allow the colleague to give advice or take over. The Snug The use of 'The Snug' as a reflection room needs to be planned carefully around the needs of the young person. It will be used as a place of safety that allows the pupil to manage their own behaviour in a quiet environment. Staff will be visible and available to the pupil at all times. The use of The Snug for any individual young person is reviewed regularly to ensure that its use does not actually lead to further negative responses but helps the young person manage their own emotions in a safe manner. Appendix B – A planned graduated approach to managing challenging behaviour Interventions that may be identified in the PHP include proactive strategies, active strategies and reactive strategies. Proactive strategies are those strategies used within class as part of the daily routine and organisation, such as:- * Talking to a pupil in a calm and controlled manner, using his name first and a brief instruction. * 'First....then.....' (using visuals). * Having favoured choice activities available in class. * If a pupil appears upset, talking calmly to him/her, repeating what is happening now and what he/she will be able to do next. * Having a member of staff assigned to the pupil. * Organisation of the classroom, e.g. distracting toys not accessible, positioning of pupils in class. * Advance warning of change of activity, e.g. count down; use of timer / music. * Staff modelling appropriate behaviour. * Praise for appropriate behaviour. * Use of pupil's strengths and interests. * Any person who comes into contact with a pupil, e.g. supply staff, is informed of what can happen and what strategies are in place to de-escalate situations to may occur. Active Strategies are those which are used when a pupil is displaying signs of challenging behaviour and consists of strategies used to defuse or de-escalate situations:- * Be aware of any warning signs that inappropriate behaviour may occur. * Divert and distract by adding another activity or topic. * Display calm body language. * Talk low, slow and quietly. * Use appropriate humour. * Continue to remind of appropriate behaviour. * Offer alternatives and options. * Offer clear choices. * Give clear directions for pupils to stop. * Remind pupils about rules and likely outcomes. * Set clear enforcement limits. * Catch pupils being good and praise. * Calmly and quietly repeat instructions. * 'First....then....' (using symbols) – first do required activity, and then receive favoured activity as reward. * Remove pupil away from trigger and remove trigger. * Remove an audience or take vulnerable pupils to a safer place. * Use safe defensive measures, guiding the pupil away is he is trying to make physical contact. * Ensure that colleagues know what is happening and get help. Reactive Interventions are the strategies that will be used if a pupil's behaviour escalates into a crisis situation, and could include the following: * Make the environment safe. * Move furniture. * Remove objects that can be used as weapons. * Guide assertively – hold or restrain if absolutely necessary. * Change member of staff as needed. * Planned ignoring. * In a firm tone, repeat instructions. * Inform pupils of consequences of his actions. * Remove pupils to a safe area. * Offer choices. * Allow pupil time and space to:- * process information and respond. * physically recover. * talk about the incident.	<urn:uuid:92272cf3-f72f-49e5-bd31-dcd899caf533>	CC-MAIN-2024-18	https://henleazejuniorschool.co.uk/application/files/4516/9633/7562/Positive_Handling_Policy.pdf	2024-04-15T09:17:59+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00853.warc.gz	263,466,580	4,533	eng_Latn	eng_Latn	0.996444	eng_Latn	0.99894	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 110, 786, 3257, 6652, 10106, 12805, 15276, 16609, 19068, 20227, 22829, 23104 ]	[ 1.8125, 2.265625 ]	1	1
Birth TO Six Growth & Development Babies Can't Wait. Please Ask The chart is written for parents, but anyone who knows or works with young children will find it helpful. What Make eye contact (look at your eyes) Why This prescreen chart is a quick way of helping you recognize possible problem areas in a child's vision, hearing, and devel opment. The chart will help you look at the whole child. You will be watching for the child's development in the areas of thinking, social skills, listening, talking and movement activi ties. Some movement skills use small muscles (like fingers), others use large muscles (like legs). It is important to watch for vision and hearing in children of every age. IMPORTANT! This chart is a quick way to help you keep track of your child's vision, hearing and development, and is not intended to be a developmental test, evaluation or assess ment. How Each age section lists activities that most children will be able to do sometime between the first age and the second age in that section. For example, by 12 months, most children will be able to do all the listed activities in the 6 to 12 months section. However, most children will not be able to do all of these activities at 6 months. The same is true of each age section. Therefore, do not be too concerned if a child at the beginning of an age level cannot do all of the activities. Since children develop at different rates, do not panic just because a child seems behind on one task. Vision Does your child... Follow a moving object with her eyes Walk or crawl without frequently bumping into objects Look at people and things using both eyes Hold objects at normal distance (after age 6 months) Read the activities listed under the child's age and under vision and hearing. Watch and listen as the child plays. Can the child do the activities? It is important that the child has the time, space and materials needed for each activity. For example, do not say the child cannot draw a face if you don't give the child paper and a pencil or crayon. You may wish to watch and listen to a child over several days, using the chart noting any concerns you may have. If a child at the upper age level of a section cannot do all the activities, families can share their observations with a professional who can take a closer look at the child's development. When Watch and listen to the child while playing. You are looking for what the child is usually like. Do not use this chart when the child is ill, tired, or irritable. What Next You can call the Family Health Hotline number listed below for the name of the local Lead Family Resources Coordinator (FRC) in your area if you have a concern about a child's devel opment. Also, the child's doctor, the health department or the school district can help families and you find a nearby agency that can do a more complete check of the child's development, vision and/or hearing. Our web address is: www.del.wa.gov/esit DEL 11-002 (02/11) Walk or crawl smoothly across shadows or areas that look different (carpet, tile) Look at people and things without eyes crossing or squinting (after 9 months) Have eyes that are clear, not red or watery Hearing Does your child... Show awareness of home noises (telephone, door knock, television) Use a voice that's not too loud or too soft Play with toys that make a noise (rattles, bells) Imitate sounds (after 1 year) Use some word endings ("s" or "ing") after age two Follow verbal directions Maintain a moderate volume on the television or radio Listen to stories, records, or television without difficulty Speak so most people can understand (if older than 2-1/2 years) Come to you when called from another room (after 2 years) Birth to 3 Months Does your child... 6 to 12 Months Does your child... 18 Months to 2 Years Does your child... Birth TOSix Growth & Development Lift his head and chest when on his stomach Pull himself to stand with some help Walk up and down stairs with his hand held Move her arms and her legs easily Follow your movements by turning his head side to side Easily take a bottle or breast and suck well Startle or cry at sudden loud noises Look at you, watch your face Make gurgling or cooing sounds Smile in response to your smile or talk Quiet easily when comforted 3 to 6 Months Does your child... Play with feet when on his back Lift her head and chest with her weight on hands when on her stomach Hold her head upright and steady without sup port Roll from stomach to back and back to stomach Play with his own hands by touching them together Reach for a toy Pick up a toy placed within reach Turn his head toward sounds Make lots of different sounds Laugh out loud Try to show likes and dislikes Sit without help while playing with toys Transfer objects from one hand to the other Feed herself finger food Imitate waving bye-bye Let you know his needs with motions and sounds Copy speech sounds ("ba-ba", "ga-ga") Take turns while playing with adult (actions, sounds, or facial expressions) Let you know he understands a simple question ("Do you want some more?") Know parents from strangers 12 to 18 Months Does your child... Walk alone Pick up small objects (raisin size) Put objects in and dump from containers Put one object on top of another Feed himself with spoon Say two or three different words in addition to "Mama" or "Dada" Ask for things using words Hold and drink from a cup with some spilling Point to several things or pictures when named Scribble Move her body in time to music Put two words together ("more juice") Begin to ask questions, ("juice?", "bye-bye?") Feed himself a sandwich, taking bites Take off socks and shoes Look at story book pictures with an adult Make simple choices among toys (puzzles or trucks) Copy another child's play (pouring sand, throwing ball) 2 to 3 Years Does your child... Walk well, run, stop, step up, and squat down Stack 3 or more objects Use the spoon and cup all by herself Follow two-step directions ("Get the book and put it on the table") Name five to six body parts on himself Take part in simple conversation Answer simple "what" and "what do" questions ("What do you want for lunch?") Point to or name objects when told their use ("What do you drink with?") Help with simple tasks (picking up toys) Use 2-3 word sentences regularly For Parents: As a parent, you are the most important person in your child's life. You know your child best. If you have a concern about your child's development, you can request an evaluation. Please ask if you have any questions or concerns. Call the Family Health Hotline at 1-800-322-2588 for the name of a local Family Resources Coordinator (FRC) who can help you. 3 to 4 Years Does your child... Jump, run, throw, climb, using good balance Draw circles, lines and crosses using a crayon Use toys and other materials to pretend play Enjoy picture books and being read to Understand words that tell where things are (behind, under, in, on) Use speech that is easily understood Ask a lot of "why" and "what" questions Enjoy playing with other children Wait his turn some of the time Answer simple "where" and "who" questions 4 to 5 Years Does your child... Tumble, dance or play other games that use large muscles (like the legs) Hop on one foot Draw a face that looks like a face Put on clothing with a little help Ask questions using "what, where, who and why" Say most speech sounds clearly except for "s, z, th, and r" Use words that show size and number (big, many) Say both her first and last name Enjoy playing with children of the same age For Providers: Children grow and develop in different ways. Please try and talk to families about their child's development on a regular basis. Ask them what new skills their child has learned, what concerns they may have and share your own observations. Let families know that if they do have concerns, more information and help is available by calling the Family Health Hotline number. They will refer the family to the local Family Resources Coordinator (FRC) in their area. You can also call the Family Health Hotline for the name and phone number of the FRC and share this information with the family directly. 5 to 6 Years Does your child... Enjoy catching, throwing, kicking a ball Have good balance when playing large muscle games (tag, tumbling, baseball) Enjoy cutting with scissors Dress self including buttoning, snapping and zipping Show interest in writing words Talk like the family talks (uses the same kinds of words and sentences) Follow three-step directions in the order given ("Get the ball, put it in the toy box, and come to the table.") Say his full name, age and sex Enjoy playing organized games with other chil dren (Simon says, tag) Please Babies Can't Ask Wait.	<urn:uuid:bc46563b-5509-4f99-8dc0-b63e70f86237>	CC-MAIN-2019-13	https://dcyf.wa.gov/sites/default/files/pdf/esit/PrescreenChart_English.pdf	2019-03-25T11:47:59Z	crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00337.warc.gz	451,626,028	1,999	eng_Latn	eng_Latn	0.997888	eng_Latn	0.998048	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3734, 8809 ]	[ 4.15625 ]	4	4
Last updated: February 2011 www.ojjdp.gov/mpg Mentoring Mentoring programs have received extensive coverage during the past several decades as a preventive measure for at-risk youth. Mentoring is designed to offer such youths a protective factor to counter the risks they face in their daily lives (OJJDP 1998). Although the exact nature of the mentoring relationship varies from program to program and over time, it is generally defined as follows: A relationship over a prolonged period of time between two or more people where an older, caring, more experienced individual provides help to the younger person as [he or she] goes through life. (CSAP 2000, 2) Mentoring as a form of prevention dates back to the late-19th century, when the Friendly Visiting campaign recruited hundreds of middle class women to work with poor and immigrant communities (Freedman 2008). Today, a well-known incarnation of mentoring is Big Brothers Big Sisters (BBBS), a program that began in 1904 when a court clerk in New York City began finding volunteers for boys coming through his courtroom. During the same period, a group of women began a similar movement to mentor girls, which began the Big Sisters movement. In 1997 the two groups joined, to form Big Brothers Big Sisters of America. Since their beginning, BBBS agencies have connected middle class adults with disadvantaged youths to provide them with socialization, guidance, and positive role models. BBBS has a network of nearly 400 agencies across the country and serves 250,000 children and adolescents annually. It is the largest mentoring organization in the United States. Target Population In addition to serving at-risk children living in high-poverty neighborhoods, some of today's mentoring programs also concentrate on specific segments of the high-risk population—including children of prisoners (Goode and Smith 2005), children in foster care (Ahrens et al. 2008), abused and neglected youths, youths who have disabilities, pregnant and parenting adolescents, academically at-risk students, and adolescents involved in the juvenile justice system (Britner et al. 2006). Mentoring programs have been supported by private and federal funds. Private entities such as BBBS agencies have been responsible for a large percentage of mentoring programs. Since 2001, federal legislation has provided major mentoring programs, including - The Mentoring Children of Prisoners program - The Safe and Drug-Free Schools Mentoring program for children at risk of educational failure, dropping out of school, or involvement in delinquent activities Suggested Reference: Development Services Group, Inc. 2011. "Mentoring." Literature review. Washington, D.C.: Office of Juvenile Justice and Delinquency Prevention. https://www.ojjdp.gov/mpg/litreviews/Mentoring.pdf Prepared by Development Services Group, Inc., under cooperative agreement number 2013–JF–FX–K002. Points of view or opinions expressed in this document are those of the author and do not necessarily represent the official position or policies of OJJDP or the U.S. Department of Justice. - The Mentoring Initiative for System-Involved Youth, for youth in foster care and juvenile justice system (Fernandes 2008) Several other federally funded mentoring programs also exist. Theoretical Foundation Nonparental adults play an important role in promoting healthy development for youth. For high-risk youths who have limited access to informal mentoring by positive role models, structured mentoring programs can play an important role in promoting healthy development. The goal of mentoring programs is to provide youth with positive adult contact and, thereby, reduce risk factors (e.g., early antisocial behavior, alienation, family management problems, lack of commitment to school) by enhancing protective factors (e.g., healthy beliefs, opportunities for involvement, and social and material reinforcement for appropriate behavior). According to the U.S. Department of Justice, mentors … can provide a youth with personal connectedness, supervision and guidance, skills training, career or cultural enrichment opportunities, a knowledge of spirituality and values, a sense of self-worth, and, perhaps most important, goals and hope for the future. (OJJDP 1998, 10) Early research findings on the protective effects of close relationships with nonparental adults (Werner 1995) and the results of the BBBS mentoring program evaluation conducted by Public/Private Ventures that demonstrated the positive effects of nonparental adult relationships with high-risk youth (Tierney, Grossman, and Resch 1995) have formed the basis for the proliferation of mentoring programs now serving thousands of youths each year. Mentoring Models There are various mentoring models in use today. Informal mentoring occurs whenever a youth has an ongoing relationship with an older person, (e.g., a teacher, coach, or family friend) who provides guidance to the young person. These informal mentoring relationships result from frequent, unstructured contacts with the adults. Informal mentoring has been an important force in the life of young people for centuries. Formal mentoring occurs when programs provide volunteer mentors for atrisk youth. The formal mentoring relationship between a youth and the volunteer is fostered through a structured program operated by community agencies, faith-based programs, schools, afterschool programs, and other youth-serving organizations. The organizations or agencies usually have a structured program that includes recruitment of youth and volunteers, training of volunteers, guidelines for matching volunteers and youth, and ongoing monitoring and training. Once a volunteer is matched with a youth, the pair agrees to meet over time to engage in various activities. Several models of formal mentoring have emerged during the past several decades. Community-based mentoring (CBM), the traditional model, matches a carefully screened volunteer with an at-risk youth. The pair agrees to meet regularly, usually for at least 4 hours per month. In many cases, the mentoring relationship endures beyond a year. The pair engages in a variety of activities (e.g., sports, games, movies, visiting a library or museum) within the community. Because of a dramatic increase in other formal mentoring programs, CBM programs mow account for only about 50 percent of all structured mentoring programs (DuBois and Rhodes 2006). More recently, school-based mentoring (SBM) has become a popular alternative to CBM. SBM also involves the pairing of a young person with a positive role model. In the case of SBM, however, the role model may be an adult or an older student. This model is sometimes called site-based mentoring (DuBois and Rhodes 2006) because, unlike CBM, the mentor and mentee meet at a specific location rather than engage in activities in various places within the community. The SBM pair usually meets at school in a supervised setting for about 1 hour once a week during or after school. In a few cases, SBM is provided through a community agency, and the youth meets with his or her mentor at a community center. The mentoring activities tend to be concentrated on academics, along with social activities. The relationship usually lasts only about 9 months during 1 school year. In a few cases, the pair meets during the summer or even in the following school year (Herrera et al. 2007). Thus, youths in SBM programs meet with their mentors for considerably less time per month and for a shorter duration than youths in CBM programs do. Some less popular and more recent mentoring models include group mentoring, wherein one mentor meets with a group of youths; e-mentoring, in which the two individuals communicate over the Internet; and peer mentoring, wherein students are used as mentors (DuBois and Rhodes 2006). Outcome Evidence Since mentoring is one of the mostly commonly used preventive measure for at-risk youth, there has been ongoing concern about the extent of its effectiveness for preventing delinquent and other highrisk behaviors. Numerous evaluations of mentoring programs have been conducted, and several metaanalyses have attempted to summarize findings from these studies. A meta-analysis published in 2002 concluded, "[F]indings provide evidence of only a modest or small benefit of program participation for the average youth" (DuBois et al. 2002, 157). More highly structured programs that included support for mentors yielded the strongest effects. A more recent meta-analysis of 39 mentoring programs found modest positive outcomes for delinquency and aggressive outcomes, while outcomes related to school and substance use were somewhat smaller (Tolan et al. 2008). The authors also note that there was great variation in outcomes across studies and that studies using random assignment had greater positive outcomes than other studies. A review of 18 evaluations of mentoring of juvenile offenders found variation in outcomes, with some studies demonstrating small positive effects on recidivism rates and some showing no effects. Again, mentoring that was combined with other supports such as weekly meetings showed slighting higher positive effects on reoffending. Reviewers authoring these meta-analyses have attempted to determine whether moderators to positive outcomes exist and what they are. However, many studies, including recent ones, provide limited information on potential moderators of outcomes such as the criteria for selecting participants, use of other interventions in the study, support for mentors, key processes of mentoring interventions, and assessment of the quality or fidelity of the intervention. Even the length of the mentoring relationship is often not reported. Grossman and Rhodes (2002) analyzed the data from the national BBBS mentoring programs and found that the outcomes of mentoring varied with their duration. For those in matches that lasted for 3 months or less, the youths experienced a decline in self-worth. However, youths engaged with a mentor for more than 12 months reported a significantly higher level of self-worth and scholastic competence. According to these researchers, the mentoring relationship could actually be harmful if it ends earlier than expected. A review of three randomized trials of school-based mentoring was conducted recently to determine those aspects of the programs that contributed to positive outcomes (Wheeler, Keller, and DuBois 2010). The three studies were mentoring programs implemented by BBBS affiliates (Herrera et al. 2007); Communities in Schools of San Antonio, Texas (Karcher 2008); and grantees of the U.S. Department of Education's Student Mentoring Program (Bernstein et al. 2009). The review concluded that schoolbased mentoring … can be modestly effective for improving selected outcomes (i.e., support from nonfamilial adults, peer support, perceptions of scholastic efficacy, school-related misconduct, absenteeism, and truancy). Program effects are not apparent, however, for academic achievement or other outcomes. (Wheeler, Keller, and DuBois 2010, 1) Even among these three evaluations of school-based mentoring programs, great variation existed regarding the program characteristics and the information provided about the programs. The reviewers caution those implementing school-based mentoring programs to consider characteristics of the program, outcomes of interest, and the design of program evaluations. These same cautions extend to agencies implementing community-based and other mentoring models. Given the consensus from studies that the effects of mentoring are limited to small to moderate outcomes, it is not surprising that researchers have suggested that the extensive support given to implementing mentoring programs for at-risk youth is based on unsubstantiated claims about these programs' effectiveness (Rhodes and Lowe 2008). Thoroughly documenting protocols for implementing mentoring programs, developing training and support programs for mentors, developing strategies for reducing attrition of volunteers, and designing rigorous studies to evaluate outcomes and moderators of outcomes are among the recommendations put forth by researchers of mentoring programs for at-risk youth. References Ahrens, Kym R., David Lane DuBois, Laura P. Richardson, Ming–Yu Fan, and Paula Lozano. 2008. "Youth in Foster Care With Adult Mentors During Adolescence Have Improved Adult Outcomes." Pediatrics 121(5):e246–52. Bernstein, Lawrence, Catherine Dun Rappaport, Lauren Olsho, Dana Hunt, and Marjorie Levin. 2009. Impact Evaluation of the U.S. Department of Education's Student Mentoring Program: Final Report. Washington, D.C.: U.S. Department of Education. Britner, Preston A., Fabricio E. Balcazar, Elaine A. Blechman, Lynn Blinn–Pike, and Simon Larose. 2006. "Mentoring Special Youth Populations." Journal of Community Psychology 34(6):747–63. (CSAP) Center for Substance Abuse Prevention. 2000. Mentoring Initiatives: An Overview of Mentoring. Rockville, Md.: Center for Substance Abuse Prevention, Substance Abuse and Mental Health Services, U.S. Department of Health and Human Services. Journal DuBois, David Lane, Bruce E. Holloway, Jeffrey C. Valentine, and Harris M. Cooper. 2002. "Effectiveness of Mentoring Programs for Youth: A Meta-Analytic Review." American of Community Psychology 30(2):157–97. DuBois, David Lane, and Jean E. Rhodes. 2006. "Introduction to the Special Issue: Youth Mentoring: Bridging Science With Practice." Journal of Community Psychology 34(6):647–55. Fernandes, Adrienne L. 2008. Report to Congress: Vulnerable Youth: Federal Mentoring Programs and Issues. Washington, D.C.: Congressional Research Service. Freedman, Marc. 2008. The Kindness of Strangers: Adult Mentors, Urban Youth, and the New Volunteerism. San Francisco, Calif.: Jossey–Bass. Goode, W. Wilson, and Thomas J. Smith. 2005. Building From the Ground Up: Creating Effective Programs to Mentor Children of Prisoners—The Amachi Models. Philadelphia, Pa.: Public/Private Ventures. Grossman, Jean Baldwin, and Jean E. Rhodes. 2002. "The Test of Time: Predictors and Effects of Duration in Youth Mentoring Relationships." American Journal of Community Psychology 30:199–219. Herrera, Carla, Jean Baldwin Grossman, Tina J. Kauh, Amy F. Feldman, Jennifer McMaken, and Linda Z. Jucovy. 2007. Making a Difference in Schools: The Big Brothers Big Sisters School-Based Mentoring Impact Study. Philadelphia, Pa.: Public/Private Ventures. Karcher, Michael J. 2008. "The Study of Mentoring in the Learning Environment (SMILE): A Randomized Evaluation of the Effectiveness of School-based Mentoring." Prevention Science 9(2):99–113. (OJJDP) Office of Juvenile Justice and Delinquency Prevention. 1998. Juvenile Mentoring Program 1998: Report to Congress. Washington, D.C.: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. Rhodes, Jean E., and Sarah Ryan Lowe. 2008. "Youth Mentoring and Resilience: Implications for Practice." Child Care in Practice 14(1):9–17. Tierney, Joseph P., Jean Baldwin Grossman, and Nancy L. Resch. 1995. Making a Difference: An Impact Study of Big Brothers/Big Sisters. Philadelphia, Pa.: Public/Private Ventures. Tolan, Patrick H., David B. Henry, Michael Schoeny, and Arin Bass. 2008. "Campbell Report on Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems." In Campbell Systematic Reviews. Oslo, Norway: The Campbell Collaboration. Werner, Emmy E. 1995. "Overcoming the Odds." Developmental and Behavioral Pediatrics 15:131–36. Wheeler, Marc E., Thomas E. Keller, and David Lane DuBois. 2010. "Review of Three Recent Randomized Trials of School-Based Mentoring." Social Policy Report 24(3):1–27.	<urn:uuid:f35ad28e-81a1-4a89-a238-f01a74f79fcb>	CC-MAIN-2019-13	https://www.ojjdp.gov/mpg/litreviews/Mentoring.pdf	2019-03-25T12:50:43Z	crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00336.warc.gz	838,693,446	3,300	eng_Latn	eng_Latn	0.907441	eng_Latn	0.988618	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3104, 6855, 10813, 14281, 15812 ]	[ 2.25 ]	2	0
2018 ___ ___ 1100 MT Seat No. MT - SCIENCE & TECHNOLOGY - II (72) - SEMI PRELIM - I : PAPER - 1 Time : 2 Hours (Pages 3) Max. Marks : 40 Note : (i) All questions are compulsory. (ii) All questions carry equal marks. (iii) Draw neat and labelled diagrams wherever necessary. Q.1. (A) Fill in the blanks : 3 (1) Harmful bacteria like ............... in the intestine are destroyed due to probiotics. (2) Methods like arti cial insemination and embryo transplant are mainly used for ............... . (3) Laughter club is a remedy to drive away ............... . Q.1. (B) Match the columns: Q.1. (C) Choose the correct alternative and rewrite the statement : (a) bread (b) honey (1) Substance prepared by using yeast is ................... . (c) butter (d) yoghurt (2) Cattle feeding on transgenic ................... does not contract a viral disease-rinderpest. (c) tobacco (d) tomato (a) potato (b) onion 2 5 (3) Which of following mentioned factors are important for good social health? (c) trust in others (a) strong personality (b) having large number of friends (d) all of the above (4) The chairman of village level committee is ................... . (c) Collector (a) Sarpanch (b) Chief Minister (d) Prime Minister (5) Each nuclear ssion of uranium nucleus release ................... energy. (c) 237 MeV (a) 20 MeV (b) 236 MeV (d) 200 MeV Q.2. Answer the following questions : (Any Five) (1) Complete the following chart with reference to pre-disaster management. (2) What will you do and why if your friend has developed the habit of snapping sel es ? (3) What is DNA ngerprinting ? (4) Why some of the organs in human body are most valuable ? (5) How the bread and other products produced using baker's yeast are nutritious ? (6) In the diagram silicon solar cells with dimensions 1cm 2 are connected. Find the potential difference and electric current? 10 Q.3. Answer the following questions : (Any Five) (1) Which are the reasons for increasing the popularity of probiotic products? (2) Write a note on organ transplantation? (3) What type of changes occurs in a home having chronically ill old person? How will you help to maintain good atmosphere ? (4) Explain - Effective disaster management makes us well prepared for future. (5) Write the symptoms, effects and remedial measures for landslide. (6) Complete the following step by step Energy conversion in nuclear power plant. Nuclear energy Electrical energy Q.4. Answer the following questions : (Any One) (1) Write a comparative note on usefulness and harmfulness of biotechnology. (2) Read the paragraph and answer the following questions: In cities sewage needs to be carried to processing unit and acted upon by microbial process. Microbes which can decompose any compound as well as destroy the pathogens of cholera, typhoid are mixed with sewage. They release methane and carbon dioxide by decomposition of the carbon compounds present in sewage. Phenol oxidising bacteria decompose the xenobiotic chemicals present in sewage. (1) Where is sewage in cities disposed off? (3) Which gases are released by decomposition of carbon compounds? (2) Which disease pathogens are destroyed by microbes? (4) What is the role of phenol oxidising bacteria? (5) Give a heading to the paragraph. Best Of Luck 15 5	<urn:uuid:55d13d88-fad0-43c1-9395-97741b753712>	CC-MAIN-2019-13	http://mteducare.com/images/SSC_Testpapers/Semi_Prelim_1/STB_X_English_Med/04Science_II/Question_Papers/Paper_01.pdf	2019-03-25T12:27:32Z	crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00337.warc.gz	135,505,153	811	eng_Latn	eng_Latn	0.92442	eng_Latn	0.974547	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 929, 1893, 3309 ]	[ 3.4375 ]	1	0
Audiobooks for Assisting EFL Students in Reading Independently JELTL (Journal of English Language Teaching and Linguistics) e-ISSN: 2502-6062, p-ISSN: 2503-1848 2019, Vol. 4(1) www.jeltl.org Audiobooks for Assisting EFL Students in Reading Independently Muhammad Riswanda Imawan Yogyakarta State University email@example.com Ashadi Yogyakarta State University firstname.lastname@example.org Abstract Scholars and practitioners have done much research in developing EFL students' reading skill so that they can recall the main points of a text, answer literal and/or inferential questions, and even complete the actual reading of the text. Yet, those mainly have to involve the presence of a teacher or tutor for monitoring whereas students should be trained to be independent in reading. By reviewing related literature, this article is suggesting to use 'Audiobook' to assist EFL students in reading independently. This article describes how the teaching of reading for EFL students, and how audiobooks can contribute to it. This all finally come with a conclusion that audiobook definitely can assist EFL in students in reading independently that later will supportively develop their reading skill and language competence besides their listening skill itself. Keywords: Audiobook, learning media, the teaching of reading, EFL 1. INTRODUCTION Reading as one of the skills that language students have to acquire and develop still generates problems for some students whereas Whittingham, Huffman, Christensen, and McAllister (2013) believed that "Reading comprehension and interest are essential in learning" (p. 2). In the context of EFL, teachers can apply various ways for the matters of teaching reading to students. teachers can promote extensive reading and intensive reading to their students to develop their reading comprehension (Alyousef, 2006), and use media, like music, into daily instruction and practical activities for classroom implementation (Paquette & Rieg, 2008). All of those ways of teaching reading have been proved successful to support students to develop reading skill, but those demand the existence of the teacher around students while these days, students are expected to do or develop their reading independently, or when they are not with their teachers supporting around. As technologies have been daily companies to students these days, the idea of teachers developing technological competences and skills, and promoting the use of technology for learning (Anas & Musdariah, 2018) in order get students more interested and more comprehend in reading can be a great idea to be considered. This strategy of integrating technology into teaching-learning would encourage students better as Maboe, Smith, Banoobhai, and Makgatho (2018) found the use of modern technology, like 'tablet', can enhance teaching and learning in education when using it to draw students into listening and reading English activities. Larson (2015), by using 'Kindle', also succeeded in extending students' reading experience digitally through the combined use of e-books and audiobooks that students became more motivated and more comprehend in reading. Thoughtfully, promoting the use of technology to help students develop reading skill and comprehension independently is actually possible and doable. In supporting the suggestion of using technology to support EFL students struggling in reading independently, audiobook is one of many that can benefit for this matter. Some reviewed literature related to this issue will exceed the explanation of using audiobook to support EFL students' reading. The synthesis among teaching reading, the importance of audiobook (what it is and what it is for), and the application of audiobook in language learning is the points covering this issue, to explain further how to utilize audiobook for assisting students in reading independently. Therefore, it will conclude how students can take benefits from using audiobook in reading independently. 2. TEACHING READING FOR EFL STUDENTS Many scholars and practitioners have been contributing to help teachers on how to teach reading to students. For beginning readers, Rigg proposed the Language Experience Approach (LEA), in which the basic technique suggests teachers use students' ideas and students' own words in the preparation of the beginning reading materials (as cited in Carrell & Eisterhold, 1983). Additionally, Krashen (2004) recommended to do a narrow reading that limits reading to a single topic or to the texts of a single writer, and also, Kendeou, Van Den Broek, Helder and Karlsson (2014) gave a bit of advice for teachers to make own texts by adapting texts according to the purposes. This is to activate students' background knowledge so that they can take meaning from the reading (Brown, 2007). Providing appropriate reading materials for students should be considered carefully by teachers when they will teach reading before they set instructions or tasks for students. The teaching to develop students' reading skill may require tasks involving other skills, such as writing, listening and speaking. Brown (2007) alleged that reading skill develops best when it is integrated with such activities that include writing, listening and speaking, and the relationship of reading-writing will deal the most. Writing tasks have a great positive impact on the development students' reading skill that it becomes a reciprocal process for both writing and reading development (Stone, 2008), and from another perspective's belief, EFL students will develop their reading skill if they develop their proficiency in speaking as well. Hence, the integration among skills is beneficial to develop students' reading skill here. For the process of teaching reading itself, it is good to have pre-reading activities at the beginning. The pre-reading activities, such as asking students questions that arouse their interest while previewing the text, will help activate the relevant schema of the whole reading process and it can increase student motivation before the actual reading takes place (Alyousef, 2006). Then, teachers can give an overview of what students are going to read (Drucker, 2003), or have more activities like a discussion of titles, subheadings or photographs (Abraham, 2002). This prereading stage is about building the relationship between the text and the students, and it will have students ready to face the actual reading. The next stage of the reading teaching process is while-reading. The while-reading stage contains activities where students will develop their linguistic and schematic knowledge to completely conquer the text, and to be flexible in this stage, teachers can use both top-down and bottom-up process (Alyousef, 2006). To do bottom-up processing, students firstly should have learned about the multiplicity of linguistic signals, such as letters, morphemes, syllables, words, phrases, grammatical cues and discourse markers, then proceeding it to making sense, cohering and taking meaning, whereas to do top-down processing encourage students to do a puzzle-solving process, infer meaning by drawing on their own intelligence and experience to understand a text while reading (Brown, 2007). Here, teachers can teach students using techniques like skimming, scanning, predicting and identifying main ideas to increasing fluency (Anderson as cited in Brown, 2007). Moreover, Kendeou et al. (2014) pertain such interventions during reading, such as asking questions that lead attention to the important or central information in texts, satisfyingly can help students struggling with the reading and develop their reading comprehension skill. As the while-reading stage has been planned before, the whole tasks should be intended to give students 'power' to tackle the text. After the actual reading activities finished, one or some post-reading activities are needed to strengthen and maintain their reading skill. Here, exercises or games can be given to students. Haller proposed interactive activities like matching exercises, cloze exercises, cut-up sentences, and comprehension questions (as cited in Alyousef, 2006). This stage of post-reading will enhance the whole learning comprehension of students. One that cannot be missed out when teachers want to develop students' reading skill is the pleasure of reading itself that also plays an important role. Here, extensive reading or 'reading for pleasure' of longer text with little or no conscious strategic intervention is especially beneficial for students learning a foreign language/EFL as some researchers has argued that extensive reading is a key to develop reading skill, linguistic competence, vocabulary, spelling and writing skill of the students (Brown, 2007). Reading for pleasure is to motivate students to be more engaged to the reading itself (Stone, 2008), and as their engagement to the reading grows, their reading skill will grow as well (Harmer, 1998). At this moment, extensive reading or reading for pleasure must be considered as a real, valuable approach provided to students in order to increase their reading skill. Even though many approaches have suggested many ways, teachers still can teach reading more attractively by utilizing media as the growth of technology has advanced or changed the way students learn these days. Holum and Gahala (2001) suggested the use of some media, such as audiobook, electronic books and online books, electronic talking books, and programmed reading instruction, to support students' reading development. Thus, the use of media or technology in the teaching of reading might fits the way students learn these days as they happen to use technology in daily activities. 3. LISTENING TO AUDIOBOOKS AS A NEW WAY TO READING Audiobook, also called 'books on tape', is the other version of fiction or nonfiction books that are audio-taped professionally in full-length or without uncut (Holum & Gahala, 2001, p. 6). An audiobook is the sounded or spoken narrative version of the original book, in which for more preferable audiobooks, the content is still unedited. At this point, people will still have the same content of audiobook compared with the printed one, but they may experience different thrills by listening to an audiobook, and it may be as pleasant as reading the actual print book as told by its users. By history, the users of audiobook were originally aimed to be visual-impaired people, in which it is to assist them reading a book, so they can enjoy and understand the books (Ayunda, 2015). However, its growth through decades has expanded its users. King-Sears, Swanson, and Mainzer noted the innovations and the marketability of technology have led to a drastic increase in the offerings of electronic media of literacy, including audiobooks (as cited in Whittingham et al., 2013). This phenomenon has been seen, in which the users of audiobook have been steadily growing since the 1980s when some people discovered that the comfortableness in using audiobook that it helps people fulfill in their commuting or jogging time (Shokoff, 2001). It is as people can listen (to music) while jogging or driving, but they cannot read (a book) at the same time. How listening to audiobooks can be valuable similar to reading print books? Irwin (2009) impressed that listening to an audiobook is reading after all even though reading books and listening to audiobooks are slightly different skills, but they are actually directed at the same object. However, some people perceive using/listening to an audiobook is not "reading", or even considered as cheating (Larson, 2015). Additionally, Richards described three lacks of audiobook compared to print book: they do not allow the readers/listeners to find their own sense of the voice telling the story, they do not permit the sensuous experience of feeling a book and being visually aided, and they are often abridged which do not give the fullness of the original (as cited in Shokoff, 2001, p. 172). It is acceptably true that audiobook absolutely feels different from print books, but on the other hand, the first two lacks of audiobook described can be the strengths or the uniqueness of audiobook itself; for the third lack, it is unfortunate if the content of the original is abridged, but there are so many unabridged audiobooks to be enjoyed. Irwin (2009) reminded people who have mistrust over audiobook that audiobook contains people performing reading out loud, which is done casually by people like reading bed stories. Looking back at the people who enjoy the audiobook, they find that "Reading with the ears can be a different and not necessarily inferior experience to reading with the eyes" (Shokoff, 2001, p.172). To the people who care about literacy experience, audiobooks are just another medium to present literacy besides "print books". The difference between audiobook and print book is only the package because literature can be packaged differently to many forms (Shokoff, 2001, p. 179). Enjoying print books and audiobook can be analogized to consuming fruits by eating and by drinking juice. The discussion of this issue leads to a statement that audiobook is not for everyone as some people still prefer consuming fresh fruits rather than drinking juice. Irwin (2009) realized that anyone does not fit to audiobook indeed, it is more suitable for auditory people (learners) than visual people who enjoy seeing/reading books. The comfort audiobook gives is the feelings of listening acquired by segmented people as audiobook allows people into an enhanced literacy experience which substitutes the visual understanding of written words with the auditory understanding of written (spoken) words (Larson, 2015). It is understandable if some people cannot enjoy audiobook since they all have their own preference of enjoying books, but to be precise, reading with ears should be valued at least. Therefore, it is fair to say that listening to audiobooks can be as good as reading the print books, and it is up to the users of both kinds of book, which is more preferable and comfortable for them. 4. TEACHING READING WITH AUDIOBOOK IN EFL CONTEXT Since audiobook has become more popular as time goes by, students become interested in this media as well. Yingling (1998), in her thesis, cited a survey done by an audiobook store in Huston saying that one of three categories of audiobook listeners is those who listen for education and a publisher of romance novel found that most of the listeners of their audiobooks are collegeeducated people. Looking at that event, audiobook has attracted academic people, and with its 'audio-recorded' uniqueness, has been used (can be organization or institution), not just for 'fun', but also for education. It is an innovative technology that is useful for people, including students, to find another way of enjoying some books, and audiobook seems becoming a potential technology that can be utilized into learning and teaching at schools or institutions. These days with the technology advancement, learning and teaching will be better and more interesting in the process and in the result if technology is utilized into it. MacArthur, Ferretti, Okolo, and Cavalier (2001) even believed that involving technology in learning and teaching can support students acquire literacy skills. Teachers with the ability and knowledge of integrating technology into teaching and learning will be required in here (Anas & Musdariah, 2018). For this sake, teachers can promote audiobook as a technology to help students reading (listening) books in order to develop their literacy skill, especially reading. Grover and Hannegan (2012), in their book entitled 'Listening to Learn: Audiobooks Supporting Literacy', proposed the use of audiobook to support students' literacy skill of reading when they noticed that some students have reading difficulty that makes them do not acquire the love of reading and the satisfaction of a story in books. There have been many kinds of research concerning the advantages of using audiobooks in learning in order to assist struggling students in reading. Grover and Hannegan (2012) explained that audiobooks get rid of the decoding struggle from students, help students recall details, understand sequence, make predictions, draw a conclusion, make inferences, and retell the information of the book, and it later results in the students' increasing interest and enjoyment for reading. Moreover, the use of audiobooks here indeed helps students develop a positive attitude toward reading (Whittingham, 2013). For students who encounter reading challenges, audiobook might be the media that can assist them in reading if teachers willingly promote the use of audiobook in reading activities in the class. In the field of learning and teaching, there is a strategy or activity called reading aloud, and audiobook works similarly like that reading aloud activity, which the person's (teacher) voice who is reading the book in reading activity is substituted by other's voice in audiobook (Larson, 2015). Audiobooks can ease teachers' role in reading activity at the class that teachers can let audiobook do the reading-for-students, and it would be very helpful for non-native foreign language teachers. Audiobooks are well-considered to be assistance for this activity featuring stellar narrators and a wide variety of formats (Grover & Hannegan, 2012, p.1). If reading aloud is also usually accompanied by the print book on students' hand, the use audiobook may require the actual (print or electronic) book for students to hold and read while listening to the audiobook. Grover and Hannegan (2005) suggested that, besides the read-aloud session, the use of audiobook can be incorporated with a project like a book report. So many scholars (teachers and practitioners) have done this reading-while-listening activity for students (Ayunda, 2015). As an example, Larson (2015) in his work with a school teacher and his students integrating the use of e-books and audiobooks with student-centered instructional approaches, found tremendous excitement and growing confidence as they engaged in the customized reading. In Larson's cooperative work (2015), students showed the development of literacy skills and the customized reading motivated and engaged them, and further, they also improve their language learning as they learn vocabularies better together with how to pronounce and use them. It happens that way as students listen to a someone (good native readers or narrators) reading the book for them will indirectly unbind them from reading itself, let it flow, as they are not burdened with hesitation whether or not I need to continue the reading if I do not understand some words. According to the stud, students show better improvement both in reading motivation and enjoyment causing them to be a better, more fluent, reader as well since they are exposed to more fluent (native) readers. Using audiobook in reading activities at class will enable students to acquire improvement in the speaking skill of foreign language too. As Ayunda (2015), through her experimental research to help students understand story from a book (including vocabularies used in the story) by instructing students to listen to audiobook after reading a passage of the book, found that EFL students that are exposed with audiobook during reading activity at the class turns out to be more fluent and use more varied vocabularies than non-exposed students in the foreign language conversation. The exposure of authentic materials given to students by audiobook is the actual use of audiobook in learning and teaching of foreign or second languages as Larson (2015) and Ayunda (2015) did for foreign or second language students, and the results of their research show significant improvement performed by students in terms of comprehension and language skills. The more exposure of the language use is given to students, the more comprehension of the language use is acquired by students. The use of audiobook in learning and teaching, especially in language subjects, focuses on improving students' reading skill as they need an amount of reading. Moreover, the other skill like speaking improves as well along with the reading skill. Therefore, even though some people say listening audiobook is not the actual reading, audiobook still helps people, like students, read and fulfill their need of reading, and based on researches, the implementation of audiobook at classroom for EFL learning and teaching positively results in a significant improvement for students' reading skill, even speaking, and the comprehension as well. 5. AUDIOBOOK TO SUPPORT EFL STUDENTS' READING INDEPENDENTLY There must be some students who still need to improve their reading as they learning English as foreign a language. One of the causes that make EFL students troubled for improving their reading is the less practice for reading itself since the students themselves read less frequently and more slowly (MacArthur et.al., 2001). By what many scholars have explained, students with this situation can be aided with the implementation of audiobooks in the class. The challenges of acquiring knowledge or information, decoding words (phrases and sentences), recalling some details, understanding sequence, making predictions, drawing conclusions, making inferences, and retelling the information of the book are hard for the reluctant students can be eased by utilizing a supporting media like audiobook (Grover & Hannegan, 2012). According to Byrom's study (1998), audiobooks can motivate failing and disinterested readers. To have it successful, more determined efforts are required to be done by the students because teachers, unfortunately, do not have much time to develop their reading skill at class (Wolfson, 2008). Initiatively, those students who find reading hard need to have more reading practices outside the classroom in order to gain appropriate reading. Since they can have their teachers all the time, they need media as an assistant. To overcome this issue, the audiobook can fulfill the requirement to do the job, in which students can do the reading-listening independently by their own if they have it on their hand. As listening to an audiobook is considered similar to read aloud done by teachers (other people) for students in the class, this activity possibly can be taken out of the class. Grover and Hannegan (2005) pointed out one of the benefits of listening to audiobook is students can independently listen to it as it encourages the enjoyment of literature as Vygotsky highlighted that the assistance of audiobook in reading serves as that allows students to read at an independent reading level (as cited in Whittingham et al., 2013, p. 3). Practically, students can try listening to audiobooks while doing their daily activities. Taking a look at how audiobook was used by people to accompany them while commuting or jogging (Shokoff, 2001), this integrated activity is doable for students outside the class or while working on everyday jobs. According to a survey, 65% of audiobook listeners imbibe books while driving; 52% while relaxing into sleep; and 45% while doing housework or everyday jobs (Robinson, 2018). To listen to an audiobook is so flexible that people can listen to it while doing what they are doing. If students do this such a way, they can speed up their reading, and later, they independently will improve their reading skill and language competence throughout the process (Grover & Hannegan, 2012). Hence, students should be encouraged to practice this listening audiobook at home while doing daily activities, and it is worth a try. The advanced technologies, gadgets such as smartphone and tablets, are very familiar with students these days. Fortune for the students, audiobooks can be accessed and played through those gadgets by students easily any time. Many features and affordable apps provide audiobook in smartphones or tablets to help facilitate students' reading and language development, which are usually all available in English, and to increase students' interest in both reading and language (Maboe et al., 2018). These features presenting audiobook in smartphone and tablet will be a good reading company for students. It is absolutely beneficial for EFL students to develop their reading skill and language competence that it later will lead them to better achievement. To achieve the more significant effect, the integrated use of audiobook and e-book or the print book is strongly recommended. Holding the actual book (print or electronic) while listening to the audiobooks can motivate students to read, in which Larson's (2015) study shows that students feel more excitement in reading while reading e-books accompanied by the audiobooks, their literacy skills also enhance, and their language learning has improved as well. Those advantages are very beneficial for foreign language learners, EFL learners, that they can improve their reading skill and comprehension, and their language learning as well. Thus, since the audiobook can give enjoyment in reading and improve the quality of reading at the same time, language learners, especially EFL students, can utilize it in their daily reading activity, and more importantly, they can do it independently without the existence of their teachers to monitor them. 6. CONCLUSION The debate of the use of audiobooks for supporting students' reading still happens indeed, in which some people still perceive it cheating in reading. It is true that real reading will never be replaced by listening. However, with its uniqueness of narratively telling, audiobooks provably can be a useful media to help students who have troubles in reading to gain information from books and develop literacy skills (reading and writing) besides listening skill itself. Its involvement in the educational field has developed from its original purpose to help impaired people to its use for learning and teaching. Many scholars and practitioners have conducted research about the implementation of audiobook at classroom learning and teaching, and it turns out that audiobook is great potential for improving students' reading comprehension and skill. Further, the satisfaction of listening to audiobooks is also as good as the satisfaction of reading print books. Its benefits in literacy context will definitely help students fitting in reading needs demanded by school or education system (curriculum). As to assist students in fulfilling reading needs for school, the use of audiobook can be done independently by students. For EFL students, it enables them to be autonomous in learning, especially reading. They can use or hear the audiobook along with reading the print book or ebook that audiobooks can be accessed through gadgets like smartphones and tablets, and those kinds of gadget are very familiar with students these days. Audiobooks in form of apps installed on the gadgets are usually available in English, and this is good news for EFL students. Practicing this listening while reading strategy will lead them to be ready and understand the book as it feels like someone reads it for them with a correct and clear way of reading (pronunciation and stress). The meaning and information of the text, therefore, can be gained through this strategy, and further, this can develop students' language (English) competence. To end this essay, the writer of this essay suggests that further research might be needed to prove or disprove this essay, but the writer could finally and confidently want to say to EFL students that "audiobook is a good friend for students". REFERENCES Abraham, P. (2002). Skilled Reading: Top-down, bottom-up. Field Notes,10(2), 1. Alyousef, H. S. (2006). Teaching reading comprehension to ESL/EFL learners. Journal of Language and Learning, 5(1), 63-73. Anas, I., & Musdariah, A. (2018). Being an E-Teacher: Preparing the ESL Teacher to Teach English with Technology. Journal of English Language Teaching and Linguistics, 3(1), 4156. Ayunda, A. N. (2015). The effect of audiobook use on EFL students' fluency development. Journal on English as a Foreign Language, 3(2), 85-92. Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Pearson Education. Byrom, G. (1998). If you can't read it then audio read it. Reading, 32(2), 3. Carrell, P. L. & Eisterhold, J.C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553-573. Drucker, M. J. (2003). What reading teachers should know about ESL learners. The Reading Teacher, 57(1),22-29. Grover, S., & Hannegan, L. D. (2005). Not Just for Listening. Book Links, 14(5), 16-19. Grover, S., & Hannegan, L. D. (2012). Listening to learn: Audiobooks supporting literacy. Chicago: American Library Association. Retrieved from ProQuest Ebook Central. Harmer, J. (1998). How to teach English. Essex: Pearson Educated Limited. Holum, A., & Gahala, J. (2001). Critical issue: Using technology to enhance literacy instruction (A document resume). Retrieved from https://eric.ed.gov/?id=ED4 80229. Irwin, W. (2009). Reading audio books. Philosophy and Literature, 33, 358-368. Kendeou, P., Van Den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research & Practice, 29(1), 10-16. Krashen, S. (2004). The case for narrow reading. Language Magazine, 3(5), 17-19. Larson, L. C. (2015). E‐Books and audiobooks. The Reading Teacher, 69(2), 169-177. MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review. The Elementary School Journal, 101(3), 273-301. Maboe, E., Smith, C.G.A., Banoobhai, M. & Makgatho, M. (2018). Implementing tablets to teach Reading in Grade 5. Reading & Writing, 9(1), 1-10. Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy development of young English language learners. Early Childhood Education Journal, 36(3), 227-232. Robinson, B. (2018). Look Read Listen. Publishers Weekly, 265(29), 68. Shokoff, J. (2001). What is an audiobook?. The Journal of Popular Culture, 34(4), 171-181. Stone, R. (2008). Best practices for teaching reading: what award-winning classroom teachers London: Corwin Press. . Wolfson, G. (2008). Using audiobooks to meet the needs of adolescent readers. American Secondary Education, 36(2), 105-114. Whittingham, J., Huffman, S., Christensen, R., & McAllister, T. (2013). Use of audiobooks in a school library and positive effects of struggling readers' participation in a library-sponsored audiobook club. School Library Research, 16. Muhammad Riswanda Imawan & Ashadi Yingling, J. (1998). A Study of audiobook users at the Salem, Ohio Public Library (A Thesis). 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Annexe 2 – Benefits of Active Travel Kent County Council - Draft Active Travel Strategy May 2016 Physical Activity Evidence for the beneficial effect of increasing levels of physical activity in all parts of the population is robust and well documented 12 . Low levels of physical activity are responsible for 17% of all premature deaths in the UK population, causing diabetes, heart disease and other preventable conditions 3 . Initiatives to improve levels of physical activity in Kent are needed. 44% 4 of the Kent adult population do not currently meet recommended weekly levels of physical activity 5 . 28% 6 of these people are 'physically inactive', meaning they do little or no physical activity of any kind. The Kent population falls below the UK average for levels of physical activity 7 . 65% of adults in Kent are above a healthy weight, and 33% of children are above a healthy weight by the time they leave primary school 8 . Active travel gives people an opportunity to be physically active as part of their daily routine, which can contribute to improved health and help to prevent or manage a range of chronic diseases 9,10,11 . The contribution that active travel can make to physical activity and health has also been recognised by Government 12,13 . Using active travel also incorporates physical activity into everyday tasks, which can reduce the need to find extra time or money to exercise specifically for the health benefits. It is also recognised that recreational routes can assist with modal shift towards active travel for functional journeys. Active travel, in particular walking, has few barriers to participation. 1 World Health Organisation (2010). Global Recommendations on Physical Activity for Health. http://www.who.int/dietphysicalactivity/factsheet_recommendations/en/ 3 Lee, I, et al. (2012). Effect of physical inactivity on major non-communicable diseases worldwide: an analysis of burden of disease and life expectancy. The Lancet. 380 (9838), 219-229. http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(12)61031-9/abstract 4 Public Health England (2016). Public Health Outcomes Framework. http://www.phoutcomes.info/public-health-outcomes- 2 Department of Health (2011). Start Active, Stay Active: a report on physical activity from the four home countries' Chief Medical Officers. https://www.gov.uk/government/publications/start-active-stay-active-a-report-on-physical-activity-from-the-four-home-countries-chiefmedical-officers framework#gid/1000042/pat/6/ati/102/page/0/par/E12000008/are/E10000016 6 Public Health England (2016). Public Health Outcomes Framework. http://www.phoutcomes.info/public-health-outcomesframework#gid/1000042/pat/6/ati/102/page/0/par/E12000008/are/E10000016 5 Department of Health (2011). Start Active, Stay Active: a report on physical activity from the four home countries' Chief Medical Officers. https://www.gov.uk/government/publications/start-active-stay-active-a-report-on-physical-activity-from-the-four-home-countries-chiefmedical-officers 7 IBID 9 Public Health England (2014). Everybody Active Every Day. https://www.gov.uk/government/publications/everybody-active-every-day-aframework-to-embed-physical-activity-into-daily-life 10 8 IBID Department of Health (2011). Start Active, Stay Active: a report on physical activity from the four home countries' Chief Medical Officers. https://www.gov.uk/government/publications/start-active-stay-active-a-report-on-physical-activity-from-the-four-home-countrieschief-medical-officers 12 Department for Transport (2009) The Physical Fitness Sub-objective, TAG Unit 3.3.12, Transport Appraisal Guidance http://www.dft.gov.uk/webtag/documents/expert/unit3.3.12.php 11 UK Active (2014). Steps to Solving Inactivity http://www.ukactive.com/downloads/managed/Steps_to_Solving_Inactivity_- _Up_to_date.pdf 13 Department for Transport (2011) Creating Growth, Cutting Carbon: Making Sustainable Local Transport Happen http://www.dft.gov.uk/pgr/regional/sustainabletransport/ Encouragement of walking has been found to be one of the most effective methods for the promotion of physical activity in a sedentary population 14 . Congestion & Air Quality Making shorter journeys using active means of travel can contribute to reducing congestion by reducing the number of cars on the road 15 . In urban areas, journey times are often shorter when walking or cycling as users are able to take advantage of paths not accessible to motor vehicles. 5.3% of early deaths in the UK can be attributed to long-term exposure to small particles polluting the air 16 , making air pollution the greatest environmental risk linked to deaths every year. Reducing the number of cars on the road can also contribute to improved air quality and reduced carbon emissions 17 . In 2012, 21% of UK domestic greenhouse gas emissions were from transport 18 . Road transport is the largest contributor to total transport greenhouse gas emissions, comprising 68% of the total amount produced, including 40% from cars and taxis 19 . Making more journeys using active travel, including part-journeys that use public transport, can make a significant contribution to reducing the levels of emissions from private motor vehicles. The number of cars on the road has increased year-on-year since 1950 20 , and this trend is projected to continue. Making more journeys using active travel will become of greater importance and convenience in the future. The number of people walking and cycling has declined in the last 20 years. Fewer than 1 in 10 people walk to work in the South East, with an average journey time of 14 minutes. At average walking speeds, this would mean covering distances of half a mile to one mile. 3 out of every 100 people cycle to work in the South East despite 45% of people over the age of 5 years old owning a bike. Men are more than twice as likely to cycle to work as women, and the average length of journeys by cycle has increased since 1996 21 . Walking is significantly more popular than cycling as a transport option. 22% of all journeys in the UK in 2013 were made by walking; just 2% were made by cycling. Walking to school or college is currently the main reason people walk for transport; 22% of journeys made by walking were for the school run whilst just 8% were for commuting to work or business trips 22 . Barriers to Active Travel Whilst walking and cycling offer increased health through physical activity, they also present risks through, for example, atmospheric pollution, road crashes and social inequality. 14 Hillsdon, M. (1996) A systematic review of physical activity promotion strategies, British Journal of Sports Medicine, volume 30, number 2, pp. 84-89. 16 Public Health England (2016). Public Health Outcomes Framework. http://www.phoutcomes.info/public-health-outcomes- 15 NICE (2012) Walking and cycling: local measures to promote walking and cycling as forms of travel or recreation. PH41. http://guidance.nice.org.uk/PH41 framework#gid/1000042/pat/6/ati/102/page/0/par/E12000008/are/E10000016 17 NICE (2012) Walking and cycling: local measures to promote walking and cycling as forms of travel or recreation. PH41. http://guidance.nice.org.uk/PH41 19 IBID 18 Department for Transport (2014) Road Transport Statistics 2014 https://www.gov.uk/government/statistics/transport-statistics-greatbritain-2014 20 IBID 22 Department for Transport (2014) Road Transport Statistics 2014 https://www.gov.uk/government/statistics/transport-statistics-greatbritain-2014 21 Department for Transport (2014) Road Transport Statistics 2014 https://www.gov.uk/government/statistics/transport-statistics-greatbritain-2014 A series of workshops to engage stakeholder organisations in Kent showed that common reasons for not making short journeys using active travel include: - a lack of joined-up routes that allow people to make functional journeys through active travel; - a lack of knowledge of opportunities for active travel, including knowing where cycle lanes and paths are; - car parking, street furniture and building in cycle lanes or pedestrian routes; - issues with safety and perceptions of safety on roads, particularly for vulnerable user groups; - the relative greater comfort of using a car. Other issues cited as common barriers to active travel include a lack of motivation in individuals and populations, a lack of time due to modern lifestyles, necessity for families to make multi-drop journeys, disability or injury, carrying heavy loads or transporting young children and pets, poor weather especially in winter, and the social trend that with increasing affluence people are able to buy mobility and convenience 23 . Another key issue is safety. Pedestrians and cyclists suffer the second and third highest casualty rates of all transport types, with 29 and 27 fatalities respectively per billion kilometres travelled 24 . The perceived safety of cars is supported by evidence, with only two fatalities for the same distance travelled. Perceptions of safety for pedestrians and cyclists go beyond road traffic accidents and include travelling alone along unlit or poorly-lit alleyways and through areas with high rates of crime, particularly for vulnerable groups including children or lone females. Active Travel in Kent The following statistics have been identified for Kent: - 10.1% of Kent workers walk to work, this is higher than the national and regional figure of 9.8% 25 - Only 1.1% of people in Kent cycle to work in comparison to 1.9% in England 26 . - In Kent, 14.5% of people in Kent say they cycle more than once per month, which is slightly below the national average 27 - Pedal cycle KSI casualties have increased in Kent in 2014 to 126% above the 2004-2008 average and collisions involving pedal cycles are now 51% above the 2004 to 2008 baseline 28 . The Department for Transport carry out annual count surveys across the county 29 , the below figure illustrates trends in cycling and all traffic since 2000 to 2014. Traffic figures at regional and national level are robust and are reported as National Statistics. However, this is not the case for road traffic at a local level. These figures are taken from counters on strategic routes across the county and may not reflect the true numbers of cyclists on the roads. 23 Mackett, R & Brown, B (2011) Transport, Physical Activity and Health: Present knowledge and the way ahead https://www.ucl.ac.uk/news/pdf/transportactivityhealth.pdf 25 shareweb.kent.gov.uk/Documents/facts-and-figures/Population-and-Census/2011%20Census/2011-method-of-travel-to-work.pdf 26 http://webarchive.nationalarchives.gov.uk/20160105160709/http://www.ons.gov.uk/ons/publications/re-reference- 24 Department for Transport (2014) Road Transport Statistics 2014 https://www.gov.uk/government/statistics/transport-statistics-greatbritain-2014 tables.html?edition=tcm%3A77-353510 Kent County Council 2015 29 www.dft.gov.uk/traffic-counts/area.php?region=South+East&la=Kent 27 Department for Transport (2014) Road Transport Statistics 2014 www.gov.uk/government/statistics/transport-statistics-great-britain2014 28	<urn:uuid:97902581-c1ec-4930-9c5d-b69432520383>	CC-MAIN-2019-13	https://www.kent.gov.uk/__data/assets/pdf_file/0006/71934/Benefits-of-Active-Travel-annex-2.pdf	2019-03-25T11:39:59Z	crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00337.warc.gz	796,741,814	2,485	eng_Latn	eng_Latn	0.990421	eng_Latn	0.992719	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4027, 7702, 11176 ]	[ 2.265625 ]	3	0
EAEko HEOak EEOOII DE LA CAV ENGLISH EXAM SAMPLE INTERMEDIATE LEVEL (B1) DOCUMENT 1: TASKS READING COMPREHENSION (20 marks) TASK 1 Fit the sentences below into the gaps of the text. There are THREE sentences that do not belong to the text. Match the gaps numbers with the letters. 0 is the example. (6 marks) THE STRADIVARIUS VIOLIN A violin made by Antonio Stradivari is perhaps one of the most coveted instruments in the world. _____(0)_____ A (Example). Master musicians everywhere covet a Stradivarius for the pure, beautiful sound that it brings to their music. Others are drawn to the instrument's astonishing track record as an investment whose value rises every year. Each Stradivarius violin has its own unique characteristics. And each instrument is known individually by name. _____(1)_____. Violins created by many craftsmen are named in this way. It is rare for a Stradivarius violin to come up for sale on the open market. _____(2)_____. The man who made such treasured violins, Antonio Stradivari, was born in 1644 in Cremona in Italy. He established his workshop in the town where he was born and made violins there until his death, aged 93, in 1737. His grandfather, Andrea Amati, is generally considered to have perfected the form of the modern violin. _____(3)_____. However, Stradivari made harps, guitars, violas and cellos as well as violins. Indeed he is believed to have made a total of 1,100 instruments, of which 650 still survive today. _____(4)_____. A few years ago it was proposed that the secret to the success of the violin was in the preservative that Stradivari used to treat the wood. _____(5)_____. Experts believe it winds the wood in a unique way and that is the source of the instrument's wonderful acoustic qualities. Despite great advances in the way musical instruments are made, concert violinists believe that the centuries-old instruments of the great Italian craftsmen have a better sound than any instrument made today. _____(6)_____. Until someone finds a way to mass produce the magic that is in a Stradivarius, we must hope that the world's stock of these instruments is held safe for public enjoyment for centuries to come. A. A Stradivarius violin is an undisputed masterpiece 0 (Example) B. And there is no doubt that Stradivari gained much treasured knowledge from him C. And this sound works on our senses to create the most wonderful music we are ever likely to hear D. The Gibson Stradivari has been stolen on two separate occasions E. The substance, known as borax, fell out of use by violin makers after Stradivari's time F. However, climatologists maintain that this wood was created through slow tree growth G. So it is hard for experts to calculate the true value of any particular violin at a given time H. Thus, the violin was baptized by the name by which it is known today I. It's usually that of a famous former or talented musician associated with the playing of it J. What makes a violin made by Stradivari so special? TASK 2 Match each paragraph with the most suitable title. There are THREE titles you do not need to use. 0 is the example. (6 marks) WEIRD NEWS A. ADVISING THROUGH BREAK-UP B. BLAME IS ON THE NET C. JAILED AFTER BREAKING THE LAW D. LOVE-SICK ANIMAL CAUSES CHAOS E. NEW TOOL FOR MORE BEARABLE VISITS F. ONLINE LOVE FOREVER G. SAVING TIME ON CONGESTED DAYS H. TWIN PLACES 0 (Example) I. UNCONSCIOUS OFFENDERS J. USELESS TOOL 0. The rural Scottish village of Glenelg has announced an unlikely link with its planet Mars namesake, situated more than 35 million miles away. The coastal community, situated in the Highlands of western Scotland, shares the same name as a location on the Red Planet and it has now announced its intention to hold a ceremony this month. H (Example) 1. If you struggle to find a parking space in the morning, or take hours off your weekend shopping trip by looking for a gap to squeeze your car into, worry no more. A new application could save you stress at the wheel by doing the hard work for you. The Car Park Finder tells you which car parks are nearby, how much they cost and how long you can stay for. 2. The government has revealed plans for a 'divorce app' available via the web and smartphones to help couples through the process of separation. The application will offer support and advice to people splitting from their partner, as well as tips on how to behave in front of their children. There will also be advice offered on avoiding arguments, sorting out child support payments and how to cope with meeting an ex's new partner. 3. Experts have seen a sharp rise in the number of divorces in which Facebook pages were used as evidence of 'unreasonable behaviour', as suspicious people now regularly use the site to check up on their spouses. Divorces involving social networking sites are no longer eyecatching events as they have become so commonplace. Lawyers suggested last year that Facebook flirting could be involved in as many as a fifth of divorces. 4. An elderly couple have had a huge cannabis plant seized by police after buying it at a car boot sale. Police said the plant seized was the biggest they had seen. The couple, who were simply looking for a pot plant at the boot sale, were shocked to find that the shrub they had cultivated was a giant cannabis plant, which had taken over a large area of their suburban garden. It is unclear whether or not the pair will be charged over the cannabis plant. 5. An innovative dentist hopes to ease his patients' surgery fears after creating a musical drill to help keep their mind off the intrusive instrument. He modified a conventional dentist drill to play music via an MP3 player instead of the custom buzzing sound usually associated with a dentist surgery. He hopes to make those dreaded trips to the dentist slightly more bearable by using this tool to lighten the mood. 6. A runaway ostrich provoked a rush hour police chase after escaping from its Florida home in a mating season moment of madness. Amorous four-year-old bird Taco jumped over a garden fence trying to find a female companion before running about aimlessly onto a busy motorway. The feathered fugitive approached several cars and even a man on a scooter, causing traffic jams during its early morning breakout. TASK 3 Fill gaps 1-8 in the following text using the words in the bank below. There are FOUR words you do not need to use. 0 is the example. (8 marks) DENIM JEANS Almost every teenager and, in fact, most people below the age of sixty in the western world (0)__own__ (Example) a pair of jeans. Whether they are a heavily discounted pair from a supermarket chain _____(1)_____ a high-fashion designer pair costing hundreds of pounds, jeans form an integral part of any modern wardrobe. But jeans were not always _____(2)_____ a universally recognisable fashion item. Indeed, jeans' humble origins date _____(3)_____ to 1873 and to two men, Loeb Strauss, who later changed his name to Levi, and his customer, Jacob Davis. Jacob Davis regularly bought material from Strauss' store. Davis had some troublesome customers who constantly tore the pockets of their denim trousers. As an experienced tailor, he put metal rivets or fasteners in the areas where his customers' trousers were mostly strained, _____(4)_____ are the pocket corners and the base of the button fly. _____(5)_____ a result, he created a garment suitable for the hardest working conditions. In today's fashionable world jeans are constantly changing, but the blue colour dominates in most jeans designs. Denim is _____(6)_____ in fashion terms because it is associated with a single colour. Cloth makers originally chose to make their denims blue because the natural indigo dye was cheap to produce and easy to find. Neither Jacob Davis nor Levi Strauss consciously intended to invent one of the world's most popular clothing lines of all time. They simply wanted to produce high-standard clothing for hard-working times. The transformation of working men's trousers ____(7)____ hot and evertrendy fashion items is one of the most remarkable makeover stories of modern times. Just like fashion ____(8)____, the more jeans change, the more they stay the same. AS LINKED UNIQUE BACK OR WHICH FOR OWN WHO INTO SO ITSELF SUCH 0 1 2 own 3 4 5 6 7 8 LISTENING COMPREHENSION (20 marks) TASK 1 Listen to the biography of Sidney Bloom. For questions 1-6 choose the correct option a), b) or c). 0 is the example. (6 marks) Listening 1-Sidney Bloom SIDNEY BLOOM 0. Sidney Bloom was born inG a) 1858. b) 1912. c) 1921. (Example) 1. Sidney's fatherG a) had money problems. b) was an immigrant. c) worked for a bank. 2. At the age of 16, SidneyG a) became a soldier. b) started to work. c) went to university. 3. Sidney Bloom's wifeG a) had never worked before her marriage. b) helped him at work. c) was from a poor family. 4. The waiters at Bloom's sometimesG a) complained about their boss. b) earned a lot. c) were not too polite. 5. When Bloom retired, his business was run byG a) a lawyer and an accountant. b) his own family. c) his waiters. 6. At the time of his deathG a) all his restaurants had already closed down. b) he was in hospital. c) his children had already died. TASK 2 Listen to the following 7 radio programme extracts and match the text numbers to headings a-j. There are THREE headings you do not need to use. 0 is the example (6 marks) Listening 2-America wins competition AMERICA WINS COMPETITION a. America wins competition b. Australia beats America c. Chinese rebels attack schools d. Death of a politician e. Hot weather kills several people f. Journalist killed in Liberia g. Rainy weather causes chaos h. Sharp increase in world's population i. Short sentence for animal smuggler 0 (Example) j. Teenager caught up in a revolution TASK 3 Listen to Peter Flynn talking about tattoos. Complete gaps 1-8 with no more than three words you hear. 0 is the example. (8 marks) Listening 3-Tattoos TATTOOS * Peter Flynn has his own (0)__opinion__ (Example) about tattoos. * Peter says he is a coward because he doesn't like needles or ___(1)___. * A dozen men ordered customers to leave a shop and then smashed the ___(2)___ and equipment. * When a man caught his wife having an affair, he ____(3)____ and tattooed his name on her stomach. * A famous footballer had his 12-year-old ____(4)____ tattooed on his arm. * For a starting price of $180 you can have a ___(5)____ tattooed on your back. * Tattoos have always been very popular in Australia with ____(6)____. * Records of convicts in Sidney described the tattoos of the arriving ____(7)____. * Tattoos have existed for thousands of years, but they always go _____(8)_____ again. 0 opinion 1 5 2 6 3 7 4 8 0 opinion WRITING (20 marks) TASK 1: SHORT WRITING (5 marks) You have recently bought two tickets for a concert of your favourite group. Write an email to a friend (60-80 words) inviting him/her to go with you. Include the following points: * Why you are writing * Why you have chosen him/her * Arrange time and place of meeting TASK 2: LONG WRITING (15 marks) Last year you worked in Africa. Your friend Mark is considering the possibility of doing so this year. Write an email (160-180 words) to him giving him some advice. Include information about the following points: * Conditions of the job you had: money, timetable, duties, etc * Accommodation * Differences between your country and the African country you stayed in SPEAKING (20 marks) TASK 1: MONOLOGUE TM/NI - SPEAKING - Task 1 READING You are going to speak about READING: You can use some of the ideas below as a guideline. You have 2 minutes to prepare your presentation (8 marks) * How important is reading? * Do you like reading books/magazines/newspapers? * Which is your attitude towards audio books and e-books? * Do you read in English? Why/why not? 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Until everyone understands Autism: a guide for police officers and staff How this guide can help you Autism affects more than 1% of the population. You're therefore highly likely to encounter someone who is on the autism spectrum at some point in your policing career. This might include autistic people who aren't yet diagnosed. This guide provides background information about autism and aims to help all police officers and staff who may come into contact with autistic children or adults meet their responsibilities under the Equality Act 2010 (Disability Discrimination Act 1995, Northern Ireland). It's designed to be used as a regular reference. First published 2005 by The National Autistic Society Revised edition 2008, 2011 and 2017 393 City Road, London EC1V 1NG Tel: 020 7833 2299 Email: email@example.com www.autism.org.uk With thanks to Laura Crane, Lucy Henry, Katie Maras and Rachel Willcock (all supported by the Economic and Social Research Council), as well as Sue Mulcahy, Nadia Ali, Trevor Borley, Dion Brown, Kleio Cossburn, Mark Crane, Chloe Hocking, Jan Jones, Michelle Mattison, John Nelson, Sharon Richardson and David Mery. The National Autistic Society is a charity registered in England and Wales (269425) and in Scotland (SC039427) and a company limited by guarantee registered in England (No.1205298), registered office 393 City Road, London EC1V 1NG. 3372 100317 Contents What is autism? Autism is a lifelong developmental disability that affects how people perceive the world and interact with others. Autistic people see, hear and feel the world differently to other people. If you are autistic, you are autistic for life; autism is not an illness or disease and cannot be 'cured'. Often people feel being autistic is a fundamental aspect of their identity. Autism is a spectrum condition. All autistic people share certain difficulties, but being autistic will affect them in different ways. Some autistic people also have learning disabilities, mental health issues or other conditions, meaning people need different levels of support. All people on the autism spectrum learn and develop. With the right sort of support, all can be helped to live a more fulfilling life of their own choosing. Different labels for autism Over the years, different labels have been used to refer to autism, including autism spectrum disorder (ASD), autism spectrum condition (ASC), classic autism, Kanner autism, pervasive developmental disorder (PDD), high-functioning autism (HFA), Asperger syndrome and pathological demand avoidance (PDA). Some autistic adults use other terms to describe themselves, such as 'autist', 'autie' or 'aspie'. Characteristics of autism Autistic people often do not 'look' disabled. Some parents of autistic children say that other people simply think their child is naughty, while autistic adults find that they are misunderstood. The characteristics of autism vary from one person to another, but in order for a diagnosis to be made, a person will usually be assessed as having had: * persistent difficulties with social communication and social interaction * restricted, repetitive patterns of behaviours, activities or interests since early childhood, to the extent that these 'limit and impair everyday functioning'. Autism: a guide for police officers and staff \| 2 About autism 3 Difficulties with social communication and social interaction Autistic people have difficulties with interpreting both verbal and nonverbal language like gestures or tone of voice. Many have a very literal understanding of language, and think people always mean exactly what they say. They may find it difficult to use or understand: * facial expressions * tone of voice * jokes and sarcasm. Some may not speak, or have fairly limited speech. They will often understand more of what other people say to them than they are able to express, yet may struggle with vagueness or abstract concepts. Some autistic people benefit from using, or prefer to use, alternative means of communication, such as sign language or visual symbols. Some are able to communicate very effectively without speech. Others have good language skills and are very articulate, but they may still find it hard to understand the expectations of others within conversations, perhaps repeating what the other person has just said (this is called echolalia) or talking at length about their own interests. An autistic person may appear to speak fluently and understand what you are saying to them, but could still need support (eg when the conversation becomes more complicated or is about a topic that makes them very anxious). The more anxious an autistic person becomes, the more support they will need and the greater the likelihood for misunderstandings. Autistic people may find it hard to form friendships. Some may want to interact with other people and make friends, but may be unsure how to go about it. Restricted and repetitive patterns of behaviours, activities or interests Repetitive behaviour and routines The world can seem a very unpredictable and confusing place to autistic people, who often rely on a daily routine so that they know what is going \| Autism: a guide for police officers and staff to happen every day. They may want to always travel the same way to and from school or work, or eat exactly the same food for breakfast. The use of rules can also be important. It may be difficult for an autistic person to take a different approach to something once they have been taught the 'right' way to do it. People on the autism spectrum may not be comfortable with the idea of change, but may be able to cope better if they can prepare for changes in advance. Highly-focused interests Many autistic people have intense and highly-focused interests, often from a fairly young age. These can change over time or be lifelong, and can be anything from art or music, to trains or computers. An interest may sometimes be unusual. Sensory sensitivity Autistic people may also experience over- or under-sensitivity to sounds, touch, tastes, smells, light, colours, temperatures or pain. For example, they may find certain background sounds, which other people ignore or block out, unbearably loud or distracting. This can cause anxiety or even physical pain. Or they may be fascinated by lights or spinning objects. Meltdowns A meltdown is 'an intense response to overwhelming situations'. It happens when someone becomes completely overwhelmed by their current situation and temporarily loses behavioural control. This loss of control can be expressed verbally (eg shouting, screaming, crying), or physically (eg kicking, lashing out, biting). A meltdown is not the same as a temper tantrum. It is not 'bad' behaviour. When a person is completely overwhelmed, and their condition means it is difficult to express that in an appropriate way, it is understandable that the result is a meltdown. Meltdowns are not the only way an autistic person may express feeling overwhelmed. Other behaviours that may appear are less explosive but equally common, such as refusing to interact, withdrawing from situations they find challenging, or avoiding them altogether. Autism: a guide for police officers and staff \| 4 About autism 5 Spotting that a meltdown is going to happen Many autistic people will show signs of distress before having a meltdown, which is sometimes referred to as the 'rumble stage'. They may start to exhibit signs of anxiety such as pacing, seek reassurance through repetitive questioning or show physical signs such as rocking. At this stage, there may still be a chance to prevent a meltdown. Strategies to consider include distraction, diversion, helping the person use calming strategies such as fiddle toys or listening to music, removing any potential triggers, and staying calm yourself. How to react to a meltdown Avoid shouting direct orders and use a low-key approach: * give the person some time; it may take them a while to recover from an information or sensory overload * calmly ask them (or their parent or friend) if they're okay, giving them plenty of time to respond * try to create a quiet, safe space: ask people to move along and not to stare, turn off loud music and turn down bright lights – whatever you can think of to reduce the information overload, try it. Read more about how we define autism at www.autism.org.uk. \| Autism: a guide for police officers and staff CASE STUDY 1: HAMPSHIRE POLICE A young man was arrested for a series of racially-aggravated assaults against medical staff at a general hospital. He was there due to a physical health issue. Whenever a black or Asian member of staff came near him, he would lash out and start shouting at them. He was calm and compliant with white medical staff. His mother could not explain why he had such a reaction to visible ethnic minorities. We worked with a local autism charity who spoke to him to establish what was happening. They identified that while he could process speech from people who spoke with the same local (southern) accent as him, he had great difficulty understanding people with different accents. In the case of people speaking to him with very strong accents, he could not understand anything that was said. The result was that when he saw someone that he thought he would be unable to understand, he would become scared and frustrated and would react by lashing out. He could not verbalise his anxiety. He linked black or Asian members of staff with being unable to communicate. We developed a passport for him to explain he needed to speak with someone with a local accent wherever possible. Autism: a guide for police officers and staff \| 6 About autism 7 \| Autism: a guide for police officers and staff Recognising and approaching autistic victims, witnesses or suspects Recognising and approaching autistic victims, witnesses or suspects Every autistic person is different, and it may not always be easy at first to tell whether someone has the condition. Nevertheless, if someone's behaviour and response seems unusual, consider whether that person could be autistic. The guidelines for approaching and speaking to autistic people are similar to those you would use for approaching any other potentially vulnerable person in a stressful situation. Indicators that someone may be autistic The person's behaviour Many autistic people do not have a formal diagnosis of autism, or may be unaware that they are autistic. Others may choose not to disclose that they are on the autism spectrum. You may suspect that a person is autistic because they display some of the following characteristics. Does the person you are dealing with… * show unusual (or no) eye contact, and behave inappropriately, unpredictably or unusually? * seem to struggle to understand you? * find it difficult to talk to you? * repeat what you or another person says? * speak honestly, to the point of bluntness or rudeness? * seem unusually anxious, agitated or even scared of you? * display repetitive, obsessional-type behaviour? * show sensitivity to sound, light or touch? * seem not to realise the consequences of what they may have done? These are all signs that the person may be autistic. Autism: a guide for police officers and staff \| 8 In public 9 Response officer dos and don'ts Do Aim to keep the situation calm. Be aware that your behaviour or language may be confusing to an autistic person in the same way that some autistic behaviour may be unexpected to you. Turn off sirens or flashing lights if possible. Check the person for injuries, being as non-invasive as possible. Autistic people may not tell you about an injury or may even be unaware of it themselves, due to sensory differences. Clearly explain the situation and what you will be asking questions about. If you are taking the person somewhere else, explain clearly where you are taking them and why. Use visual supports/aids, such as drawings or photos, to explain what is happening. If they can read, it may be useful to put the information in writing. Autistic people often understand visual information better than spoken words. Keep language clear, concise and simple: use short sentences and direct commands. Allow extra time for the person to respond. Use their name at the start of each sentence so that they know you are addressing them. Give clear, slow and direct instructions; for example, "Jack, please get out of the car." Use questions that are direct, clear and focused on one thing at a time to avoid confusion. An autistic person may respond to your question without understanding the implication of what they are saying, or they may agree with you simply because they think this is what they are supposed to do. Not be offended if they seem too close to you. Autistic people may not understand the notion of personal space. They may invade your personal space, or may themselves need more personal space. Autism: a guide for police officers and staff \| Don't Attempt to stop the person from flapping, rocking, or making other repetitive movements – this can be a self-calming strategy. Autistic people may carry an object for security, such as a piece of string or paper. Removing it may raise anxiety and cause distress, so this is not recommended unless essential. Touch the person or use handcuffs if the situation is not dangerous or life-threatening, as they may respond with extreme agitation due to their heightened and acute sensitivity. Raise your voice. Use sarcasm, figures of speech or irony. Autistic people may take things literally, causing huge misunderstandings. Examples that would cause confusion to someone who interprets language literally are "You're pulling my leg", "Have you changed your mind?" and "It caught my eye". Expect an immediate response to questions or instructions, as the person may need time to process what you've said. Give the person plenty of time to respond. Misconstrue the person avoiding eye contact as rudeness or a cause for suspicion. Assume that if they parrot what you say, they are being rude or insolent. A response like that could be echolalia (repetition of the question or phrase), so check that they have fully understood the question. Autism: a guide for police officers and staff \| 10 In public Making arrests and in custody Being arrested and held in custody (particularly in a cell) for even a short time is an anxiety-provoking experience for anyone. For an autistic person who needs a routine, is frightened by uncertainty, and may have sensory needs or sensitivities, it can be especially hard. Making an arrest Due to sensory and communication difficulties, the distress of being arrested is likely to be much greater for autistic people. Autistic people are vulnerable, so you need to make reasonable adjustments. Dos and don'ts during arrest Do Keep physical contact to a minimum, avoiding use of handcuffs or other restraints, if possible. Check whether the person carries any information about their needs, read it and follow it. Explain simply and calmly where you are taking the person and why. Tell them what they should expect on arrival to the custody suite. Call ahead to warn the custody staff if the person appears to be distressed. Ask if arrangements can be made to avoid having to wait in a busy reception area. Tell the custody sergeant that the detainee is autistic and explain any related concerns. Deliver the caution slowly and clearly. Autism: a guide for police officers and staff \| 12 Arrests and in custody Don't Rush into making an arrest unless it is the only option. Raise your voice or rush the person, unless absolutely necessary. Use sirens and flashing lights, if you can avoid them. Detain or transport an autistic person unaccompanied in the back of a police van. They could become distressed and require your immediate attention or first aid. Attempt to stop the person from rocking or making other repetitive movements – these are self-calming mechanisms and likely to be beyond their control. Remove 'comfort' items, such as pieces of string or other small items, unless essential. This may raise anxiety. Managing an autistic suspect in custody Autistic people tend to find it hard to automatically recognise and protect their personal interests. In police detention, this can cause difficulties. For this reason, the Appropriate Adult has an important role to play at all stages of the custody process (see page 24). Some autistic people will have disabilities and medical conditions as well as their autism. These could include deafness, cerebral palsy, learning difficulties, epilepsy, ADHD and dyslexia. Mental health problems, including stress, depression, suicidal thoughts, attempted suicide and suicide are more common among autistic people than other people. Therefore it's crucial to recognise autistic suspects and treat them as vulnerable while they're detained in police custody. \| Autism: a guide for police officers and staff Dos and don'ts in custody Do Remain alert to the possibility of undisclosed autism. Detain the person in the quietest area possible and try to be reassuring. Respond to any sensitivity that the person may have to particular textures such as police blankets or clothing. Make sure the adequate safety measures are in place to minimise risk of self-harm and other injury. Bear in mind that the signs of autism may fluctuate depending on levels of anxiety and stress. Let the person retain any comfort item they may have if it's not causing harm. Identify and appoint a suitable Appropriate Adult without delay. Consider seeking the advice of an autism professional if you are unable to appoint an Appropriate Adult who understands the person's particular needs and difficulties. Make sure the person understands why they are in custody, for how long and what they can expect to happen. Avoid being specific about timings if you don't have to be. "I will be with you in a minute" could be interpreted literally and cause anxiety if you don't then appear a minute later. Identify and meet any dietary requirements. Don't Overcrowd the person. They may respond better to dealing with as few police officers and staff members as possible. Make loud, sudden noises. If an autistic person is kept in a cell, the noise of the door banging could be very distressing or shouting of other prisoners very frightening. Autism: a guide for police officers and staff \| 14 Arrests and in custody Interviewing autistic victims, witnesses or suspects Before the interview Get background information about the person Learning more about the person's autism can help reduce their stress and improve the quality of the evidence you get. Talk to them and the people who support them (family or care workers) to find out: * what causes them to feel stressed and anxious * what 'special interests' they may have; think about how you could use these to help build rapport, or how to avoid them if they cause distraction * whether they have any particular sensory difficulties or triggers, and what self-calming techniques they use that you shouldn't interrupt * how you can adapt the environment to better suit their sensory needs. Remember, people who know them well will know how best to support them to communicate with you. It may also be necessary to seek the advice of a psychologist or social worker who specialises in autism. It's essential to hold several meetings prior to interview to help the interviewer build rapport, become more familiar with the person's communication needs, and ultimately improve the quality of the interview. It's essential to get the support of an 'Appropriate Adult' (AA) for either a child or adult on the autism spectrum to help the process move forward for suspects (see page 24). Manage stress and anxiety leading up to the interview Autistic people can find changes in routine very difficult to handle, and will often become stressed if their routines are disturbed (for example, by being taken to a police station). Even planned events, such as the day of the video-recorded interview, may be very stressful. Autism: a guide for police officers and staff \| 16 Interviewing If an autistic person is overwhelmed by stress, they may experience a 'meltdown' (see page 4). Always outline procedures in advance and stick to them as much as possible. If changes are unavoidable, give the individual as much notice as possible. Always give the person appropriately detailed information so they know what will happen, and what to expect. Send them a personalised letter which: * is tailored to their communication needs * clearly outlines procedures, explaining how long things are likely to last and what will happen * uses clear, straightforward language and pictures. You could also provide a visual timetable to further support a person's understanding and expectations. This should include pictures and clearly show the order in which things will happen. Dos and don'ts for before the interview Find out about the person's particular needs, including what causes them particular stress and sensory issues, from them and those closest to them. Consider requesting an intermediary to help with communication (see page 25). Make preparations for an interview environment that takes into account their sensory needs. Provide information in advance in clear and accessible formats. Autism: a guide for police officers and staff \| Don't Leave the person unclear or confused about what will happen and when. Make sudden changes to the procedure. Assume you know best how to communicate with them. Make assumptions about their level of understanding. CASE STUDY 2: Hampshire Police A young man was arrested for throwing stones at cars from a motorway bridge near his home. He had virtually no verbal communication skills, and when asked about why he had done it, he responded with a loud humming noise. We called an advocate to assist, and after some time with the young man it emerged that he was highly sensitive to sound, and the noise of the motorway was incredibly intense for him at home. His response was to go and throw stones at "the noise" to try and drive it away. He had no concept of the danger to motorists. It also established that he had in fact been answering our questions in his own way. When asked why he had done it, his loud humming was the honest answer to our question. During the interview Accommodate sensory issues Many autistic people find it difficult to process everyday sensory information such as sights, sounds and smells. Autism: a guide for police officers and staff \| 18 Interviewing When autistic people struggle to cope with sensory information in the environment: * they may become stressed, overloaded or anxious, and may even experience physical pain * their anxiety may lead them to become agitated or disruptive; if their anxiety increases they may even lash out * they may find it difficult to concentrate, listen to the questions being put to them, or to respond adequately * they may have a 'meltdown', becoming completely overwhelmed by their current situation and temporarily losing behavioural control. Suggested adjustments Try interviewing the person in a different location such as a familiar place, or a room that is adapted to their needs. Consider: * changing the lighting, for example use a lamp rather than strip lighting * removing any noise distractions, such as an electric fan. You should also allow the person to hold or play with a favourite object or fiddle toy (such as a stress ball, blue tack or a piece of string) as this may help them to concentrate. Use suitable language and communication approaches An interviewer can help by: * talking calmly in a natural voice * keeping language as simple and clear as possible, using only necessary words * avoiding the use of irony, figures of speech or sarcasm * trying not to exaggerate facial expression or tone of voice (which can be misinterpreted) * keeping gestures to a minimum to minimise distraction – but if necessary, accompanying them with unambiguous statements or questions that clarify their meaning \| Autism: a guide for police officers and staff * using the person's name at the start of each question so they know they are being addressed * telling the person what instructions or questions might follow, for example, "John, I want you to talk to me about..." * allowing more time for the person to respond and not assuming that silence means there is no answer forthcoming * rephrasing the question if there is no response at all * prompting the person to gather sufficient relevant information, as they may be unable to inform the interviewer when they have not understood. Remember that everyone on the autism spectrum is different. Autism is often referred to as a 'hidden disability'. Just because a person has good spoken language it does not mean that they have an equally good understanding of what's being said to them. Make sure an autistic person is always treated as vulnerable, regardless of how able they may outwardly appear. Structure the interview and questions appropriately What kind of interviewing model to use The cognitive interview technique used by the police when interviewing eyewitnesses and victims about what they remember from a crime scene has been shown to be unhelpful for most autistic people. The method aims to enable the person to recall every event that occurred, even if they feel it is trivial. However, when used with autistic people, it's likely that the series of 'context reinstatement' instructions (for example, asking the person to remember contextual details surrounding the event) are overloading. Best practice would be to either use a simple structured interview or a drawing technique, rather than a cognitive interview. These should be done by officers, staff or intermediaries trained in the techniques, rather than a non-specialist. It may not be possible to gather all the information needed during one interview. Keep the interview as short as possible. An autistic person may only be able to concentrate for 10-15 minutes at the most. Autism: a guide for police officers and staff \| 20 Interviewing Before the interview begins, show the person the room where parents, carers or accompanying adults will wait during the interview, to help to manage separation anxiety. Starting with practice questions Many autistic people are better able to communicate when they can control the frequency and duration of questioning and breaks. A clear visual aid such as a sand timer can assist with this. Before beginning the official interview, ask the person to tell you about a neutral event (which is not related to the case). Doing this can: * help you to build rapport * help you to introduce communication rules * give you the chance to see how the person responds to different types of question. What kind of questions to use Autistic people may remember very small details and have to recall them in order, rather than jump to what you feel are the key points. This means they may need more support and patience to help them to recall the relevant details. Open, 'unsupported' questions or cues (such as 'tell me what happened') are unhelpful, because they require the autistic person to second-guess what information you are looking for. This means it's likely you'll get answers which are irrelevant to the matter at hand. Specific, clear questions (such as "when you got to the shop at 4pm yesterday, what did the shopkeeper say to you?") are far more likely to result in useful answers. If you are using questions which require fixed option answers, such as yes/no questions, always include a third alternative such as "I don`t know". It can also help to list these questions starting with the least likely alternatives. For example, if the offence relates to the father, a set of yes/no questions could be: \| Autism: a guide for police officers and staff * "Is the person somebody at school?" * "Is the person your brother/sister?" * "Is the person your mum?" * "Is the person your dad?" Use relevant evidence which is not in dispute to support your questions, for example, "the man who grabbed your bag – was he shorter or taller than me when I'm standing up? Or are you not sure?" Finally, it is really important not to use leading questions. Autistic people (unless they also have accompanying intellectual impairment) are not more suggestible than non-autistic people. However, they may be more likely to agree with the interviewer's suggestions or to statements that are untrue, and not understand the consequences of this. For example asking, "Has your laptop got anything on it about plans for any terrorism acts?" is likely to elicit agreement, as a web browser or a text editor could be used to plan anything. Visual aids Autistic people often understand visual information better than words, and so it can be helpful to: * back up questions with visual aids or supports * ask the person to draw or write down what happened * create topic cards relating to elements of the event(s) in question. For more information about questioning autistic people, the Advocate's Gateway has toolkits about autism for advocates. See www.theadvocatesgateway.org/toolkits. Dos and don'ts for during the interview Consider the use of drawings and diagrams. Offer frequent breaks and 'time out' if needed. Tailor language to the individual. Autism: a guide for police officers and staff \| 22 Interviewing \| Start sentences with the person's name where appropriate. Be aware of what the person understands as well as what the person can say themselves – these skills may be mismatched. Frequently check understanding and summarise answers. Ask one point per question, for example, "Was the shopkeeper on the phone when you arrived?", and avoid stacked and multi-part questions, for example, "Was the shopkeeper on the phone when you arrived and did he hang up?" Use the past tense for events that have already happened such as "Think about when you were in the shop. Did you speak to Simon?" , Ask direct, literal questions such as "Did you know at that time that Simon was running late?", and avoid questions or statements that use insinuation or that require inference or deduction such as, "You knew he was late but you still went to the shop in the morning?" Don'ts Try to stop repetitive behaviours – they may be a coping mechanism. Take away comfort items. Misinterpret echolalia (repeating what you say) or silence for insolence or evasion of questions. Move too quickly – allow enough time to process questions and verbalise an answer. Use questions that are statements such as, "You went to the shop?", or use intonation to indicate a question. Use 'tag' questions such as "You went to the shop, didn't you?", or encouraging tags such as "That's correct". Use questions posed in the present tense, such as "So, now are you in the shop and talking to Simon?" Autism: a guide for police officers and staff Additional adults Appropriate Adults (AAs) and intermediaries What is an Appropriate Adult? An AA must be called to the police station to act as a safeguard and provide independent support to a vulnerable suspect. Appointment of an AA should be based upon a person's vulnerability and not on their perceived intellect. An autistic person may have clear and fluent speech, but may still find communicating verbally and nonverbally very difficult, especially in stressful situations and with strangers. The role of the AA is to support, advise and assist the detainee to make sure they understand what is happening at the police station during the interview and investigative stages. The AA also facilitates communication between the detainee and police, and makes sure the rights of the detainee are respected. The AA must be present when the custody officer informs the detainee of their rights and entitlements and during the caution. If either of these have already been carried out before their arrival they must be repeated in their presence. The AA must also be present during interviews, and may intervene if they feel communication needs to improve, advise that a break is needed or recommend that the detainee should seek legal advice. Finally, they should also be present when the detainee is asked to agree and/or sign any documentation. What is an intermediary? An intermediary is an impartial expert in communication who can assist the police and the court in obtaining evidence from vulnerable witnesses and defendants, including autistic children and adults. \| Autism: a guide for police officers and staff An intermediary's role includes conducting an assessment of the person's communication needs, and providing person-specific recommendations and strategies about: i. how police and the court can communicate information and questions effectively and appropriately (prior to and during questioning) ii. how best to communicate when preparing the person for the various stages of the criminal justice process iii. how to monitor and manage anxiety associated with giving evidence where it impacts upon communication iv. how to appropriately use communication aids and/or devices to support communication ('props'). Ultimately, the intermediary's role is to help the person communicate with the police and vice versa and to assist the police and the court to achieve best evidence. An intermediary can be appointed for witnesses at the investigation stage or pre-trial. It may be possible to acquire the assistance of an intermediary for a suspect interview, but if this is not possible, an intermediary may be appointed at the trial stage if the case proceeds and the court permits. For information on how to get an intermediary, visit www.intermediaries-for-justice.org. Autism: a guide for police officers and staff \| 26 Additional adults Further help and support Any autistic person who encounters the Criminal Justice System is likely to experience higher than usual levels of anxiety. It's likely to be a stressful experience because of the circumstances leading to their involvement. But in addition, for many the anxiety of having their routine changed, their actions questioned or their circumstances scrutinised, can lead to unmanageable outbursts of frustration or equally inexplicable silences. The reactions that autistic people show are all different. Professionals involved in their care and support during contact with the Criminal Justice System should be prepared and able to assist them as much as possible. Autism is a hidden disability but, with knowledge and understanding, we can support the people it affects, helping to make sure that they play a full role in society and are afforded the rights and protection they need. The National Autistic Society You can find further information about autism, including the latest information on legislative frameworks at www.autism.org.uk/cjp or by calling our Information Centre on 0845 070 4004. National Police Autism Association (NPAA) The National Police Autism Association was founded in 2015 to support UK police officers, staff and volunteers who are affected by autism spectrum condition (including Asperger syndrome) and other hidden conditions including dyslexia, dyspraxia and ADHD. The NPAA supports those who are affected personally by these conditions, carers for children and family members, and those with a professional interest. They maintain a network of force champions, and run a closed web forum for members of the police and criminal justice family. The NPAA is also working to achieve a uniform high standard of service for autistic members of the public who come into contact with the police, either as victims, witnesses or suspects. They promote training for frontline officers and supervisors, and share best practices between forces. Autism: a guide for police officers and staff \| 28 Further help The NPAA is run by a team of volunteer police officers and staff members from forces across the UK. It is supported by the National Police Chiefs' Council, the Disabled Police Association and The National Autistic Society. For more information, visit the NPAA website at www.npaa.org.uk and follow us on Twitter at "Police Autism UK" (@npaa_uk). , \| Autism: a guide for police officers and staff Autism affects more than 1% of the population. As a police officer, you're therefore highly likely to encounter someone who is on the autism spectrum at some point in your career. This guide will give you essential guidance and practical advice for how to work effectively with autistic children or adults, including out in public, during arrest, in custody and during interviews. About The National Autistic Society We are the UK's leading autism charity. Since we began over 50 years ago, we have been pioneering new ways to support people and understand autism. We continue to learn every day from the children and adults we support in our schools and care services. Based on our experience, and with support from our members, donors and volunteers, we provide life-changing information and advice to millions of autistic people, their families and friends. And we support professionals, politicians and the public to understand autism better so that more autistic people of all ages can be understood, supported and appreciated for who they are. Until everyone understands. The National Autistic Society 393 City Road London EC1V 1NG Switchboard: 020 7833 2299 Minicom: 0845 070 4003 Fax: 020 7833 9666 Email: firstname.lastname@example.org Website: www.autism.org.uk	<urn:uuid:5d8c16cc-6668-41e3-9769-cc3def559639>	CC-MAIN-2019-13	https://www.autism.org.uk/~/media/nas/documents/publications/autism-a-guide-for-police.ashx	2019-03-25T12:21:35Z	crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00338.warc.gz	675,129,484	7,540	eng_Latn	eng_Latn	0.98903	eng_Latn	0.998763	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 72, 656, 1408, 3352, 7284, 9758, 11348, 14356, 15610, 18555, 20281, 22739, 26330, 29653, 31186, 34045, 36109, 36510, 37778 ]	[ 2.453125, 1.125 ]	3	6
Dear Parents/Carers and children, Welcome back, Year 2! We hope that you had a fantastic Christmas break and are ready to get stuck into 2019! After a successful autumn term, we will continue to make the curriculum as creative and as fun as possible, enabling the children to succeed in their personal targets and enjoy the term ahead. Our cross-curricular topic this term will be the best of the lot: 'DINOSAURS!' This is a great topic, as it can include history, geography, science, art, music and PE. Year 2 will be able to answer such questions as: What are dinosaurs? When did they live? Why are they not around anymore? What was the biggest dinosaur? What did dinosaurs eat? We will be learning about the history of the dinosaurs and how we can use fossils as historical records. In geography, we will be looking at how the Earth has changed since the time of the dinosaurs, and we will be making moving picture dinosaur books in DT. Studying dinosaurs also allows us to explore the basics of evolution and life on Earth, looking at Charles Darwin as an important, local historical figure. In science, we will be looking at what a dinosaur is in a technical, zoological sense and we will be exploring life-cycles of various animals. This links into the Relationship and Sex Education work that we didn't manage to fit in the autumn term. SPELLING CHANGES: We are moving away from weekly tests of spellings, as there is little evidence to suggest that it improves children's spelling. We are using a different model where spelling conventions and rules will be taught daily, with a weekly focus. The children will operate a 'spelling journal' in school where they will record their learning as well as lists of words. There will be some testing, but most assessment of spelling will be in their writing, where it matters. Getting spelling right in a test is one thing; spelling accurately in your writing is another thing entirely. Despite no regular 'tests', it is still important that you continue their spelling learning at home through discussion of the spelling convention being looked at, and thinking of words that might use it. For example, if we are learning the –j / –g / –dge / –ge sound, then spotting these words in books you are reading, or discussing when these sounds are at the start or ends of words would really help your child. In addition to the exciting topic work, this is a term where year 2 will be working hard to collect evidence in writing and maths to inform out teacher judgements at the end of the year. With this in mind, it is vitally important that your child is heard to read regularly, and practises spellings and x-tables facts a few times a week. Here are a few quick reminders of what your child needs to bring to school: - PE KITS: o INDOOR PE: Thursday mornings (2Y) and Wednesday mornings (2X) o OUTDOOR PE: Tuesday mornings. - READING DIARIES: should come in every day, especially on Friday. - WOODLAND WORK: 2Y will be doing Woodland Work every Monday until half-term. Please make sure your child's kit contains waterproofs and warm clothes as the weather is not usually kind in this term! Again, it would be better for the children to arrive at school in their scruffy clothes rather than uniform. 2X will resume Forest Schools after halfterm. Please feel free to speak to us if you have any questions whatsoever about anything. Thanks for your support and help,	<urn:uuid:8ee84bc3-584d-41af-a503-8ea9554810e5>	CC-MAIN-2019-13	http://colehamprimary.co.uk/media/5160/year-2-newsletter-spring-2019.pdf	2019-03-25T11:33:31Z	crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00340.warc.gz	48,282,248	753	eng_Latn	eng_Latn	0.999136	eng_Latn	0.999136	[ "eng_Latn" ]	false	docling	[ 3439 ]	[ 2.875 ]	1	0
General Information GRADUATION REQUIREMENTS Students must earn a cumulative passing score of 18 points, using seven end-of-course state tests. To ensure students are well rounded, they must earn a minimum of four points in Math, four points in English and six points across Science and Social Studies. For additional information please visit education.ohio.gov End-of-course exams are: * Math: Algebra I, Geometry • Science: Biology • Social Science: American History and American Government • English Language Arts: English I and English II CREDIT REQUIREMENTS English 4 Credits 1 Mathematics units include 1 unit of Algebra II and one course higher than Algebra II. 2 Science units must include 1 unit of Physical Science, 1 unit of Life Science, and 1 unit of advanced study in one or more of the following sciences: Chemistry, Physics, or other Physical Science; Advanced Biology, Botany/Ecology, Anatomy and Physiology, or other Life Sciences; Astronomy, Physical Geology, or other Earth and Space Science; or Forensic Science. 3 Social Studies must include 1 unit of American history (heritage), 1 unit of World History, and 1 unit of American government. 4 Electives units must include one or any combination of Foreign Language, Fine Arts, Business, Career-Technical Education, Family and Consumer Sciences, Technology, Agricultural Education or English, Language Arts, Mathematics, Science or Social Studies courses not otherwise required.. All students must earn at least ½ credit in Economics and Financial Literacy during grades 9-12 and must complete at least two semesters of Fine Arts taken any time in grades 7-12. Students following a career-technical pathway are exempt from the Fine Arts requirement. DIPLOMAS Bucyrus High School offers both the regular diploma and the Diploma with Honors. For students to earn a regular diploma, they must successfully complete the required curriculum of Bucyrus High School as adopted by the local board of education. Students wishing to earn a Diploma with Honors from Bucyrus High School must successfully complete the required curriculum of Bucyrus High School as adopted by the local board of education and complete a college-preparatory curriculum that fulfills all but one of the following criterions. All courses need to be college preparatory in nature. High School Academic Diploma with Honors a. four units of honors English. b. four units of math, including Algebra I, Geometry, Algebra II or equivalent and another higher level course or a four-year sequence of courses that contain equivalent content c. three units of honors science, including Physics and Chemistry d. three units of social studies. e. three units of foreign language, including at least two units in each language studied. f. one unit of fine arts. g. 2 additional elective units of art course h. maintain an overall high school grade point average of at least 3.5 on a 4.0 scale up to the last grading period of the senior year. i. obtain a composite score of 27 on the American College Testing (ACT) tests or an equivalent composite score of 1280 on the Scholastic Assessment Tests (SAT). High School Academic Diploma with Honors in Arts a. four units of honors English. b. four units of honors math, including Algebra I, Geometry, Algebra II or equivalent and another higher level course or a four-year sequence of courses that contain equivalent content c. three units of honors science, including Physics and Chemistry d. three units of social studies. e. three units of foreign language, including at least two units in each language studied. f. four units of fine arts. g. maintain an overall high school grade point average of at least 3.5 on a 4.0 scale up to the last grading period of the senior year. h. obtain a composite score of 27 on the American College Testing (ACT) tests or an equivalent composite score of 1280 on the Scholastic Assessment Tests (SAT). i. Complete a field experience and document the experience in a portfolio specific to the student's area of focus. j. Develop a comprehensive portfolio of work based on the student's field experience or a topic that is related to the student's area of focus that is reviewed and validated by external expert. The student who completes an intensive Career-Technical Education Pathway must meet at least seven of the following eight criteria: 1. Earn four units of English; 2. Earn at least four units of mathematics which shall include algebra I, algebra II, geometry and another higher level course, or a four-year sequence of courses which contains equivalent content; 3. Earn at least four units of science, including two advanced sciences; 4. Earn four units of social studies; 5. Earn two units in a world language 6. Earn four units in a career-technical education program that leads to an industry-recognized credential, results in an apprenticeship or is part of an articulated career pathway, which can lead to postsecondary credit. If the student's program design does not provide for any of these outcomes, then the student must achieve the proficiency benchmark established for the applicable Ohio career-technical competency assessment or the equivalent; 7. obtain a composite score of 27 on the American College Testing (ACT) tests or an equivalent composite score of 1280 on the Scholastic Assessment Tests (SAT) or score 6 in Workkeys assessments (Reading for information and Applied math). 8. Maintain an overall high school grade point average of at least 3.5 on a 4.0 scale up to the last grading period of the senior year; or 9. Complete a field experience and document the experience in a portfolio specific to the student's area of focus. 10. Develop a comprehensive portfolio of work based on the student's field experience or a topic that is related to the student's area of focus that is reviewed and validated by external expert. 11. Obtain a composite score of 27 on the American college testing service's ACT assessment (excluding the optional writing test) or a combined score of 1210 on the college board's SAT verbal and mathematics sections (excluding the score obtained on the required writing section). COLLEGE PREPARATORY CURRICULUM "MINIMUM CORE" The following list of core courses is the bare minimum that must be taken by students to be considered as a college preparatory curriculum. It is extremely important for students to understand that without these core courses their guaranteed, unconditional acceptance into college cannot be assured. It is very important that the college preparatory students understand that they must take four years of Honors English in order to guarantee an unconditional acceptance into college. English (Honors) 4 Units Math (Honors Algebra, Honors Geometry, Honors Algebra II recommended) 4 Units Science 3 Units Emphasis on laboratory courses...i.e. CP Biology, Chemistry, Physics, etc. A fourth year of science is highly recommended. Social Studies 3 Units Foreign Language 2 Units Note: This is not required but is strongly encouraged. Must be two units of the same foreign language. Arts (Visual or Performing) 1 Unit OHIO ASSESSMENTS END OF COURSE EXAMS All students will take end-of-course exams in the following courses: Algebra I, Geometry, Biology, Physical Science, American History, American Government, English I, and English II. ATHLETIC ELIGIBILITY In order to be eligible in grades 9-12, a student must be currently enrolled and must have been enrolled in school the immediately preceding grading period. During the preceding grading period, each student must have received passing grades in a minimum of five (5) one-credit courses or the equivalent, each of which counts toward graduation. The Bucyrus Board of Education prohibits students from participating in interscholastic extracurricular activities if they have less than a 1.0 grade point average on a 4.0 scale in the previous grading period. Failure to comply with the grading period eligibility results in ineligibility for the following grading period UNLESS each student who has a G.P.A. 1.0 - 1.99 in the previous grading period and less than a 2.0 at the midterm of the current grading period attends the academic intervention described below. Failure to comply with the grading period eligibility results in ineligibility for the succeeding grading period. Summer school grades earned may not be used to substitute for failing grades from the last grading period of the regular school year. Semester and year-long grades have no effect on eligibility. Students are also subject to drug and alcohol screenings (refer to athletic code of conduct). Any High School or Middle School student/athlete with a 1.0 – 1.99 G.P.A. shall participate in an academic intervention program. The academic intervention program will consist of at least one hour/week study table for each subject wherein the student received a grade lower than a C. The athletic director will check grades at the midterm of each quarter to determine whether a student will come off academic intervention, be required to continue, or be added to the academic intervention. Intervention will be assigned and monitored on the recommendation of the administration. ELIGIBILITY CENTER AND ATHLETIC SCHOLARSHIP/ELIGIBILITY INFORMATION A central clearinghouse will certify your athletic eligibility for Division I and II. If you intend to participate in Division I or II athletics as a college freshman, you must register and be certified by the NCAA Initial Eligibility Clearinghouse. The criteria used to determine your eligibility by the NCAA involves your grade point average, the courses you take in high school, and your scores on either the ACT or the SAT. It is important that you get a copy of these NCAA Clearinghouse rules as a freshman if you have any desire of participating in sports at the Division I or II level in college. It is the individual student's responsibility to make sure he/she is taking courses that the NCAA accept as core courses. Approved courses are designated with NCAA beside the course name. You may register online at www.EligibilityCenter.org This guide will provide up to date requirements for eligibility concerning core courses, ACT/SAT and Grade Point Average. NAIA Athletic Scholarship/Eligibility Information To be eligible to receive a scholarship from and/or be eligible for intercollegiate competition at an NAIA Institution, a student-athlete must meet any two of the following three criteria: 1. Attain a composite score of at least 18 on the ACT or an SAT score of 740. *The ACT and SAT scores must be on a single test. The best scores from more than one test cannot be combined as they can in determining NCAA eligibility. 2. Attain an overall 2.0 GPA for ALL COURSES taken in high school. 3. Graduate in the top one-half of your senior class. Junior College or Two Year College Scholarship/Eligibility Information Normally, the only requirement is that you have a valid high school diploma. If you are interested in a Junior College or 2-Year College, you need to talk to them about that institution's specific requirements. REPEAT COURSES When repeating coursework, the original grade and credit will not be removed from the student transcript. Repeat coursework will be used as an elective credit. Students who elect to repeat a course for credit will be subject to all academic standards and behavioral responsibilities outlined in the course just as are all other students enrolled in the course for the first time. Students who have passed a course but wish to take it over for a better understanding of the content may apply to take the course using the class audit policy. All class audit policy rules will apply to the student who is granted permission to repeat. COURSE FEES Students are required to pay fees in some Pioneer Career Center satellite courses. The fee money is used to pay for materials, workbooks, etc., used by the students in those courses. Some course fees may be required for Bucyrus Secondary courses. Fees can be assessed for class fees, lost books, materials, and/or damaged equipment. ADDITIONAL EDUCATIONAL PROGRAMS College Credit Plus (CCP) Ohio's new College Credit Plus can help you earn college and high school credits at the same time by taking college courses from community colleges or universities. The purpose of this program is to promote rigorous academic pursuits and to provide a wide variety of options to college-ready students. Taking a college course from a public college or university College Credit Plus is free. That means no cost for tuition, books or fees. If you choose to attend a private college or university, you may have limited costs. Students must meet eligibility requirements to participate. Anticipated Schedule Fall Semester 2019 SOC1200: Sociology (3 Semester Hours); Monday/Wednesday Spring Semester 2020 HSS2020: Ethnic and Cultural Diversity (3 Semester Hours); Monday/Wednesday ALH 1110 Medical Terminology (3 Semester Hours); Online MATH 1150: Calculus (3 Semester Hours); Tuesday/Thursday Calculus students must meet North Central State's qualifying entrance score to take CCP credit. Students may elect to take calculus for high school credit only.* Educational Options The Bucyrus Board of Education affirms that an effective educational program is one that provides opportunities for student learning both within the classroom and, for specific reasons, beyond the traditional classroom and school day. These expanded opportunities are viewed as educational options to supplement and, sometimes, to supplant the regular school program. The intent of educational options is to allow educators, other professionals, parents and others to work together to provide opportunities for students to learn in an independent or individual setting and to study or work with recognized experts in specific fields. Educational options are seen as curricular opportunities to improve, expand, and enrich student learning experiences and perspectives. Independent study, tutoring, travel, monitoring, correspondence courses, and college courses are representative, but not all-inclusive, of what the board views as educational options supplementing the regular school program. When initiated, educational options must adhere to these criteria: 1. The parent(s)/guardian(s) must provide written approval for students under eighteen (18) years of age to participate. A copy of the written approval must be retained in the school files. Students eighteen (18) years of age or older must submit a written request to participate. This request will be kept on file in the office of the principal. 2. An instructional plan that contains written measurable objectives must be submitted to and approved by the superintendent or his/her designee. 3. The instructional plan will include an outline specifying major instructional activities and identifying materials, resources, facilities, and equipment needed to achieve instructional objectives. 4. Promotion and retention decisions, for students participating in an option as a substitute instructional plan, will consider pupil performance relative to the objectives of the option. 5. The instructional plan will include a written plan for the evaluation of student performance. 6. In tutorial programs and programs of independent study, a certificated teacher will provide both the instruction of and evaluation of students. In all other cases, including correspondence courses, a certificated teacher will provide only the evaluation of student progress. 7. The instructional plan will include a written plan, including a timeline for the evaluation of the educational option. Continuance of the option will be determined by the results of evaluation. 8. Principals, other administrators, counselors and teachers shall take a proactive stance in being alert to the possibilities of implementing educational options that may provide a beneficial learning experience for students. Fees will be established as needed for education options. Participating students will be expected to pay fees upon beginning the option. Attendance for all four years grades 9-12 is important to attain the full benefit from the educational programs offered at Bucyrus High School. Therefore, all students shall be scheduled for the full instructional day for all four years. Exceptions may be made to accommodate placement into college courses, vocational programs, or other "educational options opportunities." ART DEPARTMENT Students who intend to take any of the art courses must be aware that Art is a subject that requires a certain amount of skill and talent. The higher the level of the course, the greater the talent and skill required. Those students who have demonstrated ability in art in previous courses and who have an interest in art are strongly encouraged to take the appropriate level of art course. Course Name: Art I 2D Course Number: 698S Prerequisite: None Grade: 9-12 Credit: ½ This semester course provides instruction in the essential fundamentals of drawing, painting, and printmaking, as well as composition through application of the elements and principles of design and an introduction to art history and art analysis. Students will also experience other mediums that will be used in future levels of 2D art. Students will be asked to keep a weekly sketchbook. Course Name: Art I 3D Course Number: 699S Prerequisite None Grade 9-12 Credit: ½ This semester course provides instruction in the essential fundamentals of ceramics, sculpture, and stained glass, as well as composition through application of the elements and principles of design as well as an introduction to art history and art analysis. Students will also experience other mediums that will be used in future levels of 3D art. Students will be asked to keep a weekly sketchbook. Course Name: Art II - Drawing Course Number: 702S Prerequisite: Art I Grade: 10-12 Credit: ½ These drawing courses build upon prior knowledge with an emphasis on developing a great understanding of art and application of the Elements of Art and Principles of Design. Specific Projects will be assigned with an emphasis given to design and craftsmanship. Drawing 1 and 2 Students in Drawing 1 and 2 will be introduced to the basic skills and techniques of drawing and composition. Subject matter will be in the form of nature, still life, the human model and imagination. Students will engage in learning experiences that encompass art history, art criticism, aesthetics, and production, which lead to creation of portfolio-quality works. Students will be asked to keep a weekly sketchbook. Drawing 3 and 4 Students in Drawing 3 and 4 will further refine skills learned in Drawing 1 while emphasizing the development of individual style. Students will be asked to keep a weekly sketchbook. Students will engage in learning experiences that encompass art history, art criticism, aesthetics, and basic matting and framing techniques in preparation for the Arts Festival. Students will be asked to keep a weekly sketchbook. Course Name: Art III – Painting Course Number: 703S Prerequisite: Art I Grade: 10-12 Credit: ½ These painting courses build upon prior knowledge with an emphasis on developing a great understanding of art and application of the Elements of Art and Principles of Design. Specific Projects will be assigned with an emphasis given to design and craftsmanship. Painting 1 and 2 In this course students will be building upon prior knowledge in painting application and color theory in the replication of famous artwork and the creation of their own unique projects. Various types of paint; including watercolor, tempera, and acrylic will be used while observing and discussing the use of elements and principles of design in artist's paintings as well as their own. Students will be asked to keep a weekly sketchbook. Painting 3 and 4 Advanced painting builds upon prior knowledge, while developing creativity, craftsmanship, and design skills. Use of design elements and principles will be used while exploring various surface applications and painting mediums (including watercolor, tempera, acrylic, and oils.) Students will also learn basic matting and framing techniques in preparation for the Arts Festival. Students will be asked to keep a weekly sketchbook. Course Name: Art IV - Ceramics Prerequisite: Art I Course Number: 704S Grade: 10-12 Credit: ½ These ceramic courses build upon prior knowledge with an emphasis on developing a greater understanding of art and application of the Elements of Art and Principles of Design. Specific Projects will be assigned with an emphasis given to design and craftsmanship. Ceramics 1 and 2 These courses will have a focus on learning basic hand-building and throwing techniques to create both functional and experimental two- and three-dimensional clay forms. Students will also be introduced to a variety of different cultures and artists. Students will be asked to keep a weekly sketchbook. Ceramics 3 and 4 Advanced Ceramics builds upon prior knowledge, while developing creativity, craftsmanship, and design skills. Use of design elements and principles will be used while exploring ceramics techniques, clays, glazes, and firings. They explore surface treatment relating to form, variety in ceramic materials, and loading and firing kilns. Staging and general set-up for the Arts Festival will also be a part of this course. Students will be asked to keep a weekly sketchbook. Course Name: Art V - Sculpture Course Number: 705S Prerequisite: Art I Grade: 10-12 Course Name: Art V - Sculpture Prerequisite: Art I Credit: ½ These sculpture courses build upon prior knowledge with an emphasis on developing a great understanding of art and application of the Elements of Art and Principles of Design. Specific Projects will be assigned with an emphasis given to design and craftsmanship. Sculpture 1 and 2 These beginning sculpture courses will focus on the development of three-dimension projects that encompass the elements and principles of art. Students will create realistic and abstract projects using a variety of materials (cardboard, plaster, wood, metal, etc.) Students will also be asked to keep a weekly sketchbook. Sculpture 3 and 4 Advanced Sculpture builds upon prior knowledge, while developing creativity, craftsmanship, and design skills. Use of design elements and principles will be used while exploring sculpture techniques. They explore surface treatment relating to form, variety in three-dimensional materials, and staging of sculptures for showing during the Arts Festival. Students will be asked to keep a weekly sketchbook. Course Name: Art VI – Theater Set Design Course Number: 706S Prerequisite: Art I Grade: 10-12 Credit: ½ Students will concentrate on the major areas of theatre technology including, production, design, construction, and performance. Students will learn how to design sets, scenery, lights, sound, and learn about responsibilities and roles for Stage Management, Production Manager, and House Manager. Some afternoon and evening work is required in addition to in-class production work. Students will acquire behind-the-scenes stage experience through the production of the spring musical. Course Name: Art VII Photography Course Number: 707A Prerequisite: None Grade: 10-12 Credit: ½ Digital Photography is a semester course that focuses on understanding the basic operations and functions of a digital single lens reflex camera and the manipulation of its settings to achieve a specific result. Students will learn about photographic elements of art and principles of design, composition and lighting. They will explore the history of photography, learning about its scientific and technological developments, important innovators in the field, and relevance within diverse cultural contexts. Students will write and speak about aesthetic, technical and expressive qualities in a photograph learning to critique their own and others work Students will learn image techniques and digital manipulation using Adobe Photoshop and Lightroom, teaching them how to archive, organize and optimize their photographs for print or web purposes Students will learn how to manage and creatively alter digital images as well as critically analyze the use of visual media as a means of communication in our society today. They will be provided a greater level of autonomy, expected to pursue their own interests and develop an individual voice. Students will explore the significance of photography within the larger context of the art word, and learn about the critical and varied application it has to the modern working world. Course Name: Art VIII Stained Glass Course Number: 709 Prerequisite: None Grade: 10-12 Credit: ½ These stained glass courses build a knowledge of basic techniques and design with an emphasis on developing a great understanding of art and application of the Elements of Art and Principles of Design. Specific Projects will be assigned with an emphasis given to design and craftsmanship. Students will also keep a sketchbook where they will keep designs, write down notes, and do research on stained glass techniques, movements, and artists. Stained Glass 1 and 2 These beginning stained glass courses will focus on the development of three-dimension projects that encompass the elements and principles of art. Students will create stained glass pieces while learning the process of designing and cutting out a pattern, cutting, grinding, and foiling glass, and also soldering and framing those pieces together to make a finished piece. Students will also be asked to keep a weekly sketchbook that will include notes on project, designs for project, and research on stained glass techniques, movements, and artists. Stained Glass 3 and 4 Advanced Stained Glass builds upon prior knowledge, while developing creativity, craftsmanship, and design skills. Use of design elements and principles will be used while exploring new stained glass techniques. They will challenging themselves with more advanced patterns and ways to attach pieces. In addition, they will be learning how to stage their work for the Arts Festival. Students will be asked to keep a weekly sketchbook. Students will also be asked to keep a weekly sketchbook that will include notes on project, designs for project, and research on stained glass techniques, movements, and artists. BUSINESS DEPARTMENT Course Name: Foundations of Business & Management Course Number: 550 Prerequisite: None Grade: 10-12 Credit: 1 Students will explore and learn about various business career opportunities. The various areas to be explored include starting your own business, business law, entrepreneurship, business structure, international business, management/supervision, communication skills, marketing, customer service, and e-commerce. The format of the class will include lecture, research, and group and individual projects. Course Name: Sports Marketing Course Number: 551 Prerequisite: None Grade: 10-12 Prerequisite: None Credit: ½ This introductory course will provide students with the opportunity to learn the fundamental concepts of marketing and business through insight into the sports industry. It will focus on two main concepts of sports marketing: The marketing of sports…including, but not limited to, recreational, collegiate and professional sports and the licensing, endorsement, venue and sponsorship issues common in the industry; the marketing of non-sports products and services using sports…using the basic functions of marketing such as product management, pricing, promotion, financing, selling, distribution and marketing information management. Current issues relating to the sports industry will also be discussed. This course is intended for students with an interest in business or sports and those who may want to pursue a career in marketing. Course Name: Foundations of Web Page Design Course Number: 560A Prerequisite: None Grade: 10 -12 Course Name: Foundations of Web Page Design Prerequisite: None Credit: ½ This course introduces the fundamental elements of internet business and web design and HTML programming. Students will design personal and professional web sites while developing project management and business skills. Course Name: Foundations of Public Speaking and Comm. Course Number: 561A Prerequisite: None Grade: 10 - 12 Credit: ½ This course provides instruction and experience in preparation and delivery of speeches and communicating in a one-on-one environment. Emphasis is placed on research, preparation, delivery, and evaluation of informative and persuasive speaking. Students also will gain experience in personal conversation and interviewing. Course Name: Foundations of Health Care Course Number: 580 Prerequisite: None Grade: 10-12 Credit: 1 This class is designed to acquaint students with the various career opportunities in the healthcare field through "hands-on" experiences. Among the topics to be addressed are; introductory anatomy, physiology body systems, nutrition, medical measurements and documentation, role of technology in health care, client rights, and patient care skills. Course Name: Relationships for Healthy Living Course Number: 583A Prerequisite: None Grade: 10-12 Credit: ½ This course focuses on relationships between clients and medical personnel. Emphasis is placed on professional expectations, communication and cultural influences. It will include basic medical terminology, obtaining and clarifying information and instructional practices related to establishing and maintaining wellness and healthy lifestyles. Course Name: Health Resource Management Course Number: 584A Prerequisite: None Grade: 10-12 Credit: ½ This course covers various practices relevant to medical and health oriented professions. It explains procedures involved in problem solving, business plan design, acquiring funds, utilizing technology, performance measurement, budgeting revenue and managing inventory, etc. It also covers interpersonal and professional interactions regarding employers and employees. Information from this class easily translate into other related professions. Course Name: Computer Applications in the Workplace Course Number: 552A Prerequisite: Some keyboarding experience recommended Grade: 9-12 Credit: ½ Computer Applications in the Workplace is a course that is designed for students who have had little or no computer experience. Students will gain computer experience in the computer operating system of Windows 7/Windows 8, word processing using Microsoft Word, spreadsheet software using Microsoft Excel, presentation software using Microsoft PowerPoint and database concepts using Microsoft Access. Course name: Video Production Course Number: TBD Credit: 1/2 Grade: 9-12 Learn the basics of developing your own professional television program or even YouTube show. Students will have daily use of video and audio technology and be responsible for the secondary school announcements. ENGLISH DEPARTMENT Course Name: English I (Block Course) Course Number: 027 Grade: 9 This course addresses basic vocabulary, grammar, reading, research, and writing skills. The students will be presented with a wide variety of literary forms and experiences with the writing process. Course Name: Honors English I (Block Course) NCAA Course Number: 028 Prerequisite: Teacher Recommendation Grade: 9 This course addresses vocabulary, grammar, reading, research, and writing skills for the academically motivated student on an accelerated level. Honors English I places emphasis on clear, concise, organized, correctly written communication. This course will have a minimum of 5-10 hours of homework weekly. Course Name: English II Prerequisite: English I Course Number: 022 Grade: 10 In English II, students will study the basic elements of literature and improve reading ability through a variety of poems, short stories, novels, and informational/technical texts. Students will study English grammar and the writing process with an emphasis on organization and structure. Course Name: Honors English II NCAA Course Number: 012 Prerequisite: Honors English I Grade: 10 This course is a continuation of Honors English I and is designed to further improve reading and writing skills and to challenge students to appreciate literature and communicate on a deeper level. This course will have a minimum of 5-10 hours of homework weekly. Course Name: English III Course Number: 023 Prerequisite: English II Grade: 11 This course presents a chronological survey of American literature and includes a variety of persuasive and expository writing assignments (including a research paper), vocabulary, and grammar skills. The course will also address critical reading and writing skills. Course Name: Honors English III NCAA Course Number: 013 Prerequisite: Honors English II Grade: 11 This course presents a chronological survey of American literature and includes a variety of higher-level persuasive and expository writing assignments (including a research paper), vocabulary, grammar, and preparation for the PSAT and ACT. This course will challenge students to read critically and analyze literature on a deeper level. This course will have a minimum of 5-10 hours of homework weekly. Course Name: English IV Prerequisite: English III Course Number: 024 Grade: 12 In English IV, students will develop critical thinking skills through exposure to challenging reading material. Students will study writing and speaking in order to present themselves intelligently and professionally. Students must successfully complete a research paper as a requirement for graduation. Course Name: Honors English IV NCAA Course Number: 014 Prerequisite: Honor English III Grade: 12 This course focuses on British literature and is designed to teach students to read critically and analyze literature on a deeper level and write a variety of challenging assignments, including a major research paper that students must complete for graduation. This course will have a minimum of 5-10 hours of homework weekly. COLLEGE CREDIT PLUS (Courses Subject to Change) Fall Semester 2019 Course Name:SOC 1200: Sociology Prerequisite: College Readiness Score Ceredit: ½ Course Number: 131 MTC Grade: 9-12 This course will introduce students to the sociological study of society. Sociology focuses on the systematic understanding of social interaction, social organization, social institutions, and social change. Major themes that will be examined in this course include the interplay between the individual and society, how society is both stable and changes, the causes and consequences of social inequality, and the social construction of human life. Students will be able to identify and explain social patterns and how such patterns change over time and in different settings. Upon completion, students should be able to demonstrate knowledge of sociological concepts as they apply to the interplay among individuals, groups and societies. Spring Semester 2020 Course Name: HSS 2020: Ethnic and Cultural Diversity Course Number: 202 MTC Prerequisite: College Readiness Score Grade: 9-12 Credit: ½ This course will introduce the student to the richness of diversity within the United States. The course will examine the similarities and differences of people of various racial and cultural heritages. Topics that will be examined include: the origin and effects of prejudice and discrimination, and investigations into the historical experiences of the major racial and ethnic groups in America. Students will have the opportunity to assess their own attitudes regarding the diversity this nation offers. Students will gain information that will assist in improving their ability to relate to people of diverse backgrounds. Course Number: Course Name: ALH 1110: Medical Terminology Prerequisite: None Grade: 9-12 Credit: ½ This course builds a workable medical vocabulary applicable to all specialties of medicine. Ths student will learn definition, pronunciations, spelling and abbreviations of anatomical structures, symptomatic diagnostic and procedural terms pertaining to each medical specialty and body system. Medical terms will also include pharmacology, clinical laboratory, radiology, and surgery. Basic anatomy and physiology and common human diseases will be covered for each body system. FAMILY AND CONSUMER SCIENCE Course Name: Principles of Food Course Number: 633 Prerequisite: None Grade: 9-10 Credit: ½ In this course, students will gain knowledge in food selection criteria and apply preparation methods to promote a healthy lifestyle. Students will apply cooking methods, ingredient selection and nutritional information in the context of selected food dishes. Throughout the course, basic food safety and sanitation techniques will be emphasized. Course Name: Child Development Course Number: 634A Prerequisite: None Grade: 10-12 Credit: ½ Students will discover the needs of infants and young children and how parents and childcare providers can meet those needs for healthy growth and development. Students will recognize the factors that impinge on parents. Students are able to recognize differences in individuals, cultures, circumstances, and growth and development rates to meet the needs of growing children. Childcare providers will meet the needs of children by recognizing standards set for childcare that is most likely to meet the healthy growth and development of children. Course Name: Transitions and Careers Course Number: 635 Prerequisite: None Grade: 9-10 Credit: ½ In this course, students will analyze interests, aptitudes and skills to prepare for careers and transition through life. An emphasis will be placed on work ethics, team building, communication and leadership skills. Additional topics will include technology etiquette and career planning. Course Name: Food Science Course Number: 636 Prerequisite: None Grade: 10-12 Credit: ½ In this course, students will apply basic culinary practices and understand how flavor, texture and appearance are affected during food preparation. Students will evaluate chemical reactions as they occur in cooking methods and assess how to control high-risk food safety situation. Food safety and sanitation techniques will align to industry-recognized certifications. Course Name: Culinary Fundamentals Course Number: 637 Prerequisite: None Grade: 10-12 Course Name: Culinary Fundamentals Prerequisite: None Credit: ½ In this course, students will gain knowledge in food selection criteria and apply preparation methods to promote a healthy lifestyle. Students will apply cooking methods, ingredient selection and nutritional information in the context of selected food dishes. Throughout the course, basic food safety and sanitation techniques will be emphasized. FOREIGN LANGUAGE DEPARTMENT Three levels of Spanish are offered. Coursework focuses on developing the five skill areas: listening, speaking, reading, writing, and culture. The cumulative sequence also emphasizes geography, history, literature, and cultural awareness. Course Name: Spanish I NCAA Course Number: 051 Prerequisite: Successfully pass English with not less than a "C" Grade: 9-12 Students will learn the basic communication skills of speaking, listening, reading, and writing, to understand and make simple responses with conversational Spanish. Emphasis is placed on vocabulary building and useful basic grammatical structures. Course Name: Spanish II NCAA Course Number: 052 Prerequisite: Successfully pass Spanish I Grade: 10-12 Continuing with reading and storytelling in the target language, students maintain their efforts to become proficient in a second language. Reading, writing, speaking, and listening skills are prolonged goals while grammatical and cultures lessons are increased. Course Name: Spanish III NCAA Prerequisite: Successfully pass Spanish II Grade: 11-12 Course Number: 053 Grade: 11-12 A strongly suggested course for the student seeking an honors diploma for graduation, Spanish 3 continues the skills introduced in earlier courses while including studies in Spanish history, geography, and culture with an ongoing emphasis on communication in Spanish. Course Name: Spanish IV NCAA Course Number: 054 Prerequisite: Successfully pass Spanish III Grade: 12 only A strongly suggested course for the student seeking an honors diploma for graduation, Spanish 4 continues the skills introduced in earlier courses while including studies in Spanish history, geography, and culture with an ongoing emphasis on communication in Spanish. HEALTH, PHYSICAL EDUCATION DEPARTMENT Course Name: Health I Prerequisite: None Course Number: 412 Grade: 9-12 Credit: ½ This class is required for graduation and focuses on health issues that affect today's high school students and how to make choices for a healthier lifestyle. Course Name: Health II Course Number: 413 Prerequisite: Health I Grade: 10-12 Credit: ½ A continuation from the Health I curriculum, this class deals with the various systems of the body as well as public and environmental health issues. Course Name: Health III Course Number: 415 Prerequisite: Health II Grade: 10-12 Course Name: Health III Prerequisite: Health II Credit: ½ Health 3 is a class that offers students the opportunity to participate in fitness activities and study fitness activities that they may want to participate in for the rest of their life. Students will study in detail the following fitness activities: Aerobics, Yoga, Zumba, Taekwondo/Karate, Jazzercise and other activities available at local fitness centers. They will also be exposed to fitness facilities and what they offer in a 30 mile radius. Guest speakers will also come in to make presentations to the Health 3 students in the areas listed above when possible. Course Name: Physical Education Course Number: 414 Prerequisite: None Grade: 9-12 Credit: ¼ This class is required for graduation and includes a variety of physical activities that will work to improve strength, conditioning, and various athletic skills and knowledge. Course Name: Life Sports Course Number: 416 Prerequisite: None Grade: 10-12 Credit: ¼ This is an advanced physical education class designed to provide an opportunity for students with above average athletic skills to develop an appreciation for lifetime sports and leisure activities. Course Name: Fitness and Conditioning Course Number: 420 Prerequisite: None Grade: 10-12 Credit: ¼ Do you want your muscles more toned and defined? Sign up for Fitness and Conditioning and learn how to increase muscle definition and decrease body fat. This course introduces weight training, cardiovascular training, and flexibility exercises. The goal of this program is developing healthy routines and understanding that fitness is a personal responsibility. Course Name: Sports Professions Course Number: 425 Prerequisite: None Grade: 9-12 Credit: ½ Students will gain a deeper understanding of the vast professional opportunities in athletics/sports. Students will explore employment in high school, college, and professional athletics; as well as owning your own sports-related business. Physical Education Credit Flex Elective credit in physical education can be earned through participation in extracurricular activities/sports. Students can earn ¼ credit of physical education by participating in two seasons of an approved activity/sport within one calendar year or consecutive years of the same sport. Approved sports include tennis, football, volleyball, cross country, marching band, cheerleading (football and basketball combined), golf, basketball, wrestling, swimming, baseball, softball, and track. It is the responsibility of the student to submit the required form requesting credit at the end of the school year or second completed season. INDUSTRIAL TECHNOLOGY DEPARTMENT Course Name: Technology Systems and Design I Course Number: 591A Prerequisite: None Grade: 9-12 Credit: ½ This systems and design semester course will explore the careers of Engineering and Architecture. The students will be introduced to two industry standard software packages: Solidworks and Chief Architect. During the semester, the students will gain knowledge in Engineering Graphics as well as be introduced to Robotics & Automation, Architecture Design, Material & Processes, and Construction Technology. Students will get the opportunity to perform several project based learning and STEM activities throughout the semester. NOTE: Students who have taken Pre-Engineering in middle school may bypass this course and enroll in Technology Systems II during their freshman year. Course Name: Technology Systems and Design II Course Number: 592 Prerequisite: Technology Systems and Design I or Pre-Engineering Grade: 10-12 Credit: 1 This full year systems and design course will further explore the fields of Engineering and Architecture. The students will be involved in many problem solving scenarios including real world and simulated applications involving Architecture and Construction, Research & Development, Robotics, Fluid Power, and Electrical Engineering. This course will involve the students imagination and inquiry, his or her design and creation skills, as well as communication techniques related to the presentation of material. Students will get the opportunity to perform several project based learning and STEM activities throughout the year. Course Name: Technology Systems and Design III Course Number: 593 Prerequisite: Technology Systems and Design II Grade: 10-12 Credit: 1 This full year systems and design course will further explore several Technology Systems. The primary focus of this third level advanced class will be on Robotics and Automation. The students will perform several programming challenges and investigate the world of Robotics through Engineering Labs involving the VEX robotics systems. Students will get the opportunity to perform several project based learning and STEM activities throughout the year. Course Name: Technology Systems and Design IV Course Number: 594 Prerequisite: Technology Systems and Design III Grade: 12 only Credit: 1 This full year systems and design course will further explore a specific technology system of the student's choice, with instructor approval. It will be offered independently throughout the day as it fits the student's schedule. The course will focus on projects and presentations of an engineering format. MATHEMATICS DEPARTMENT Mathematics Course Sequences Series Option 1 Option 2 Option 3 Algebra Honors Algebra Honors Algebra Geometry Honors Geometry Honors Geometry Algebra II Honors Algebra II Honors Algebra II Transition to College Algebra Pre-Calculus or Pre-Calculus Transition to College Algebra Calculus Course Name: Algebra Course Number: 315 Prerequisite: none Grade: 9-12 This course is designed to lay the foundation of a solid mathematics background. It will examine algebraic concepts and problem solving. It will include work with symbols, operations, real numbers, polynomials, factoring, solving equations and inequalities, and graphing. This course is intended for those students who wish to go on to postsecondary education. It will begin to develop the problem solving skills necessary to succeed in any post secondary education including two year degree, technological training and other forms of post secondary education. Course Name: Honors Algebra NCAA Course Number: 314 Prerequisite: none Grade 9-11 This course is designed to advance the study of algebraic concepts that were developed in Pre-Algebra. It will explore the development of symbol manipulation, and advanced solution techniques involving real numbers, polynomials, factoring, solving equations and inequalities, and graphing. This course is intended for the student that wishes to pursue a four year degree at a college or university. Course Name: Geometry Course Number: 323 Prerequisite: Algebra Grade: 10-12 This course will examine both plane and solid geometry. Relationships between lines, planes, angles, and properties of polygons will be discussed. Logical reasoning and geometric construction will also be included. This course is intended for those students who wish to go on to postsecondary education. It will begin to develop the problem solving skills necessary to succeed in any post secondary education including two year degree, technological training and other forms of post secondary education. Course Name: Honors Geometry NCAA Course Number: 322 Prerequisite: Honors Algebra Grade 9-11 This course will examine advanced topics in both plane and solid geometry. Relationships between lines, planes, angles, and properties of polygons will be discussed. Investigations into geometric proof and deductive reasoning will be developed. The process of geometric construction and justification will be examined. We will begin to develop the skills necessary to prepare to take the ACT. This course is intended for the student that wishes to pursue a four year degree at a college or university. Course Name: Algebra II Prerequisite: Course Number: 333 Grade: 10-12 Geometry This course is designed to expand on extended higher order algebraic concepts. Topics will include but not be limited to: Functions, Graphing, Trigonometric functions, Systems of equations and inequalities, Conic Sections, and Discrete mathematics. Topics for the ACT and SAT are reviewed. Graphing calculator skills and procedures will be developed. We will continue to develop and expand the problem solving skills necessary to succeed in any post secondary education including: two year associates degrees, technological training, four year degrees, and other forms of post secondary education. Course Name: Honors Algebra II NCAA Course Number: 331 Prerequisite: Honors Geometry Grade: 10-12 This course is designed to advance algebraic concepts and procedures to the pre collegiate level. Topics will include but not limited to: functions; linear, quadratic, trigonometric and rational, graphing; analytically and with the aid of technology, advanced concepts of conic sections, and discrete mathematics. Topics for the ACT and SAT are reviewed. Graphing calculator skills and procedures will be developed. We will continue to develop the skills necessary to prepare to take the ACT. This course is intended for the students that wish to pursue a four year degree at a college or university. Course Name: Transition to College Algebra Course Number: 340T Prerequisite: Honors Algebra II Grade: 12 This course is intended for students who are going to college but do not need Pre-Calculus or Calculus to enter post secondary studies. This course will examine algebraic concepts, graphing, and computational geometry and trigonometry. Course Name: Pre-Calculus NCAA Course Number 341 Prerequisite: Honors Algebra II Grade: 11-12 This course will examine all areas of trigonometry, exponential and logarithmic functions, and graphing as problem solving. Graphing calculator skills and procedures will be expanded and enhanced. We will develop the advanced skills necessary to undertake Calculus. This course is intended for the student that wishes to pursue a four year degree at a college or university. Course Name: Calculus NCAA Course Number: 142A/142B Prerequisite: Pre-Calculus Grade: 11-12 A study of analytic geometry, limits, continuity, the derivative, basic differentiation rules, rates of change, the product and quotient rules, higher-order derivatives, the chain rule, implicit differentiation, related rates, extrema on an interval, Rolle's Theorem and the Mean Value Theorem. Function analysis includes increasing and decreasing functions and the first derivative test, concavity and the second derivative test, limits at infinity and curve sketching. Concluding topics include anti-derivatives, indefinite and definite integrals, the Fundamental Theorem of Calculus, and integration by substitution. MUSIC DEPARTMENT The basic program at Bucyrus High School includes those students who have skills in the various areas of music. Both the band and choir provide interesting and rewarding experiences, demanding of dedication and time, especially during performance seasons. Course Name: Marching Band Course Number: 744 Prerequisite: Teacher Recommendation Grade: 9-12 Credit: ½ Members of the Marching Band are expected to attend a number of mandatory summer and after-school practices and performances. The High School Marching Band represents the Bucyrus community at all varsity football games, as well as at a number of pep rallies, parades, and at national-level performances. Summer Marching Band rehearsals commence during the second week of July for incoming Freshmen, and the third week of July for all returning Marching Band members. Failure to participate in mandatory practices and performances can result in lowered grades or failures. Course Name: Concert Band Course Number: 747 Prerequisite: Teacher Recommendation Grade: 9-12 Credit: 1 Concert Band members can expect to experience a challenging and rewarding variety of music, which is prepared for its educational value and public performance. Members are required to participate in a number of mandatory concerts. Failure to participate in mandatory performances can result in lowered grades or failure. Course Name: Xband Course Number: 749 Prerequisite: Concert Band/ audition or invitation by High School Director Credit: ½ Grade: 9-12 Xband is an experimental group of selected Concert Band members, playing a repertoire of rock, pop, blues, and jazz music and techniques. Members are required to participate in a number of mandatory concerts. Failure to participate in mandatory performances can result in lowered grades or failures. Course Name: Concert Choir Course Number: 711 Prerequisite: Teacher Recommendation (audition and invitation) Grade: 9-12 Credit: 1 Students involved in the Concert Choir will learn fundamentals of music essentials to singers, such a solfege, sight-reading, and proper vocal technique. A variety of music will be selected to reinforce these skills and demonstrate them to our audiences. Music will be chosen to challenge the students and help them expand their abilities as singers. Participation, both in class and during public performances, is essential to this course. Grades will be based on class participation, written assignments, performances and vocal tests. Course Number 720 Prerequisite: Teacher Recommendation Credit: ½ Course Name: Music Theory & Technology Prerequisite: Teacher Recommendation Grade: 9-12 This class is intended for those students that want to learn more about music, beyond performance. The course will include music notation, learning structure of music, writing music, analyzing written and recorded music and listening to characteristics. Students will be given the foundation that they will need to begin to arrange recordings into printed performance works for various ensembles. Chord progressions, transpositions, ear training, and keys will be emphasized in a step-by-step approach that will allow students to begin to turn their favorite recordings into printed music, and their favorite printed music into recordings. Students will also be exposed to established and emerging music technology in order to accomplish these objectives. Course Name: Introduction to Theatre Course Number: 717 Prerequisite: None Grade: 9-12 Credit: ½ This class provides opportunities for students to explore fundamental theatre skills and techniques. Students will learn the basics of theatre and acting through projects, including the creation and performance of short scenes, plus individual and ensemble acting. Additional studies will include theatre critique. Course Number: 750 Grade: 9-12 Course Name: Introduction to Guitar Playing Prerequisite: None Grade: 9-12 Credit: ½ This class is intended for students with little to no experience playing the guitar. Students will be given the broad foundation they need to perform various styles of music, and note reading, tablature reading, chord playing, patterns, and improvisation will be emphasized in a step-by-step approach. Students who enroll in this class must have their own full size acoustic or electric guitar (electric guitar owners must also have an amplifier) that they bring to class daily, and a minimal class fee will be charged to each student for a workbook. SCIENCE DEPARTMENT Three credits of science are required for graduation. All freshmen must take Biology or College Prep Biology with prior approval. All sophomores must take a credit of physical science. Students will have the option of completing a 1 credit advanced study course, or two ½ credit courses to fulfill their third science requirement. * These courses are required for the Diploma with Honors -- CP Biology, Honors Chemistry, Honors Physics, and Honors Anatomy and Physiology Course Name: Biology Course Number: 222R Prerequisite:None Grade: 9 This course completes a credit of life science required for graduation. Concepts covered will include heredity, diversity of organisms, and ecology. Students will be required to complete several projects, homework, labs, and keep a scientific notebook. Course Name: College Prep Biology NCAA Course Number: 228CP Prerequisite: prior approval Grade: 9-12 As a college prep course the material in this course will move at an accelerated rate (and depth) with the emphasis on expertise and experiences in laboratory procedures. Concepts covered include; molecules, cells, heredity and DNA, evolution, photosynthesis and cellular respiration, and populations and ecosystems. The work will be demanding and require extra time outside of the classroom to successfully complete this course. A strong work ethic is essential. Course Number: 220 Course Name: Integrated Physical Science Prerequisite: Biology Grade: 10 Physical Science is a course that stresses physical sciences and is designed to prepare all students for becoming a scientifically literate citizen. Topics to be covered includes; the design and evaluation of scientific investigations, science validity and evidence, laboratory safety procedures, properties and chemical processes in society. Students will be involved with activities and investigations which will develop skills in observation, data collecting, making hypotheses and drawing conclusions. Students will acquire and process scientific knowledge and will apply conceptual understanding to new situations. Course Name: Physical Geology Prerequisite: Biology and Physical Science Credit: ½ Course Number: 235 Grade: 11-12 Prerequisite: Biology and Physical Science Grade: 11-12 Credit: ½ Physical Geology is an elective course for students who are college-bound or with an interest in Earth Sciences. The course will be broken into physical geology, topography, oceanography, and paleontology. Students will explore the Earth System through examination of earth materials, processes and structures within a plate tectonics framework; origin and structure of the earth, rocks and minerals, geologic time, fossils and evolution, earthquakes and volcanoes, ocean basins, formation of landscapes, special topics of current or particular student interests. Ties are made between the study of physical geology and application to careers especially in the construction and maintenance of infrastructure (roads, buildings, canals, airports, etc.). Course Name: Criminology/Forensics Course Number: 245 Prerequisite: Biology and Physical Science Grade: 11-12 Course Name: Criminology/Forensics Prerequisite: Biology and Physical Science Credit: ½ Forensic Science is the application of science to those criminal and civil laws that are enforced by police agencies in a criminal justice system. It is a comprehensive course incorporating Biology, Chemistry, Physics, Entomology, Earth Science, Anatomy and Physiology as well as other aspects of Science. The main focus of this course will be to emphasize the evidential value of crime scene and related evidence and the services of what has become known as the crime laboratory. Application of forensic science to future careers at law enforcement agencies, crime laboratories, and the military will be explored. This course combines basic theory and real laboratory experiments, creating an experiment based situation for the better understanding of the students. Course Name: Astronomy Course Number: 236 Prerequisite: Biology and Physical Science Grade: 11-12 Prerequisite: Biology and Physical Science Credit: ½ This course introduces students to the composition and structure of the universe. Astronomy is the scientific study of the contents of the entire Universe, in this elective course the students will be provided with an opportunity to study the universe – its conditions, properties, and motions of bodies in space. The content includes, but is not limited to, historical astronomy, astronomical instruments, the celestial sphere, the solar system, the earth as a system in space, the earth/moon system, the sun as a star, and space exploration. Course Name: Botany/Ecology Course Number: 237 Prerequisite: Biology and Physical Science Grade: 11-12 Credit: ½ Botany is the scientific study of plants and their relationship to the environment. In this course students investigate the growth, reproduction, anatomy, morphology, physiology, biochemistry, taxonomy, genetics, and ecology of plants. Students will explore application of these studies to careers in farming, landscaping, golf course management, as well as casual home gardening. Laboratory and outdoor experiences complement classroom activities. Course Name: Honors Anatomy/Physiology NCAA Course Number: 229 Prerequisite: College Prep Biology Grade: 10-12 Anatomy/Physiology is a course for students who are college-bound and is designed around the specific study of human anatomy and physiology. You will learn about cells, tissues, organs, and systems of the human body. This course will include the dissecting of several specimens. The intent of this course is to prepare students for college level biological sciences. Course Name: Honors Chemistry NCAA Course Number: 233 Prerequisite: At least a B in Algebra and CP Biology Grade: 10-12 Chemistry involves the study of the properties and composition of substances. Experiments will be used to develop and present the concepts that are being taught. The course is designed to give the student a better understanding of the chemical world around him/her and to prepare him/her for science at the college level. Chemistry is essential in medicine, nursing, engineering, and any science related profession. Course Name: Honors Physics NCAA Course Number: 240 Prerequisite: Honors Algebra II Grade: 12 Honors Physics deals with the science of the relation of matter and energy. Honors Physics constitutes a major part of engineering, medicine, and all areas of science and technology. The topics covered in this course are the study of motion, the characteristics and behavior of matter and energy, and waves (including sound and light, electricity and magnetism). These topics will be explored through laboratory experiments and class work with an emphasis on the conceptual understanding of physics. The work will be demanding and require extra time outside of the classroom to successfully complete this course. Strong math skills are essential. SOCIAL STUDIES DEPARTMENT Course Name: American History Prerequisite: None Course Number: 125H Grade: 9 This course will explore the major historical issues, themes, and debates of American history from Reconstruction to the new millennium (1877-present). It will examine, in particular, the reconstruction of the nation following the Civil War, the rise and impact of the industrial revolution, the changing fortunes of farmers, workers, and women at the turn of the century, race and ethnicity, American imperialism and foreign relations, progressivism, the Roaring 20's and Depression 30's, the Age of FDR from New Deal to World War II, the Cold War, politics, culture, and society in the 1950's and 60's, the rise of New Right, America at the end of the Cold War, and present-day issues. Course Name: Global Studies Course Number: 135 Prerequisite: None Grade: 10 Students will study world history, cultural geography, world regional maps, and current global issues. Course Name: World Geography Course Number: 145 Prerequisite: None Grade: 10 – 12 World Geography is the study of the world's peoples, places, and environments, with a focus on world regions. Regions studied include: North America, Latin America, Europe, Africa, Asia and Oceania. A study of the various cultures and customs that have developed throughout the world will be included. Emphasis is placed on students' understanding and applying geographic concepts and skills to their daily lives. Course Name: Government Prerequisite: None Course Number: 138AB Grade: 11 This course is a comprehensive social studies class examining the relationship between the government and its citizens. The course seeks to analyze public policy through the study of past and current events. Comparative governments, political science, foreign policy, and civil liberties will serve as focus units. Economic concerts will also be covered including concepts in financial planning, fiscal & monetary policy, and business cycle indicators. The class block will include prompt writing, article reviews, and various projects. Course Name: Financial Literacy/Senior Seminar Course Number: 212 Prerequisite: None Grade: 12 This course is designed to inform and educate students in concepts of personal finance and money management. Effective money management is a discipline that all students need to learn before beginning life after high school. This course is mandatory for all 12th grade students. Course Name: Current Events Course Number: 160 Prerequisite: None Grade: 10-12 Credit: 1/2 This course will investigate current events impacting the news cycle. Exposure to media fundamentals and resources through the study of recent public policy issues will be highlighted. Article reviews and projects will be assigned. A weekly periodical or paperback text will be purchased for the class. VOCATIONAL PROGRAMS This program is designed to help students explore many areas of experience so that they might discover and develop interests on which they can concentrate in school or after graduation. This program will fulfill the basic high school requirements for graduation and will prepare the individual for living in society. Course Name: E.Marketing.Com Course Number: 555 Prerequisite: Application/Interview Grade: 11-12 Credit: 1 The marketing education program is designed to assist juniors and seniors in developing the skills needed to become successful in the world of business. (Students will receive, upon completion, 3 credits-two for the course and one for the training station.) Marketing prepares students who are interested in business and marketing for college and/or the business world. The primary objective of the marketing education program is to prepare students for their career in the business environment. The marketing education program consists of three major components: 1. The marketing class--a year long course that is based on the fundamentals of marketing. Topics include: personal selling, e-commerce, human relations, leadership development, and personal marketing. 2. The training station - students are required to have an approved training station with an average of 15 hours per week. 3. DECA - through DECA, students are given the opportunity to apply what they have learned in local, state, and national competitive business-related situations for cash awards, travel, and national recognition. (All marketing students will be members of DECA.) Course Name: Digital Marketing Prerequisite: None Credit: ½ Course Number: 558 Grade: 10-12 Prerequisite: None Grade: 10-12 Students will apply tools, strategies and processes to communicate digitally with targeted customers. They will create, implement, and critique online advertising, email marketing, websites, social media, mobile marketing, search-engine optimization, video or images and podcasts/webcasts. Students will apply project management techniques to guide and control digital communications efforts. They will also create and repurpose content for use in digital environments. Technology, employability skills, leadership and communications will be incorporated in classroom activities. Course Number: 575 Grade: 11/12 Course Name: Media Communications Prerequisite: PCTC Application/Teacher Recommendation Grade: 11/12 Credit: 3 This TECH-PREP program teaches students the fundamentals of broadcasting and media communications. The two year lab consists of 1 block each day of in-school learning. Juniors and seniors participate in 150 hours of internship activity each year. Students plan their remaining schedule with coursework needed for graduation. Students from schools other than Bucyrus may remain at the high school for academic classes or make arrangements to return to their home school. Potential future employment opportunities include: Broadcasting, Marketing/Business, Production including camera operations, editing or engineering, game designing, web designing/engineering, record engineering, content designing specialist, and multimedia programming. "C" or better in Algebra suggested. Course Name: Using Technology for Social Change Course Number: 562 Prerequisite: None Grade: 10-12 Credit: ½ Students will review challenges facing our community and learn about leaders who have worked to change our world view. The course will focus on how technology is impacting society while each student considers his or her personal point of view. Important Note * NCAA approved courses Other: Course Name: Open Water Scuba Diver Grades: 9-12, and adults : Ability to have medical clearance & parental permission Prerequisites Successful completion of this course will allow students to receive an open water scuba certification good for one's lifetime! The PADI Open Water Scuba Diver course will include: 1) knowledge review via independent & class room studies, 2) learning of scuba skills in a confined pool area, and 3) practicing these skills in the open water with instructor supervision. While it is NOT NECESSARY that one be an excellent swimmer, students signing up for this course must have at least basic swimming skills. This course is also an excellent choice for possible flex-credit opportunities to receive physical education credit. Additionally, a PADI open water scuba course can sometimes be transferable to colleges as a physical education elective credit(s). Total cost of this course is approximately $350. This fee includes all class materials, professional pool instruction, rental cost of pool & diving equipment, tanks & weights. Please contact Mr. Fourman for a full breakdown of the course expenses at email@example.com Elective "E"-Course (online) Descriptions, 2019-2020 English Gothic Literature: Monster Stories 11-12 th grade 0.5 credit From vampires to ghosts, these frightening stories have influenced fiction writers since the 18th century. This course will focus on the major themes found in Gothic literature and demonstrate how the core writing drivers produce, for the reader, a thrilling psychological environment. Terror versus horror, the influence of the supernatural, and descriptions of the difference between good and evil are just a few of the themes presented. By the time students have completed this course, they will have gained an understanding of and an appreciation for the complex nature of dark fiction. Structure of Writing 10-12 th grade 0.5 credit Structure of Writing is the study of principles of grammar and effective writing, and application of these principles to writing. In Structure of Writing, you will learn about the types of sentences, punctuation marks and grammar rules such as subject verb agreement and tenses; you will also learn about different parts of speech and their correct usage; examine the concept of parallel structure in sentences as well as identify and correct run-on sentences. Finally, you will learn about developing paragraphs and essays. World Literature A (text required) 11-12 th grade 0.5 credit World literature is the study of written works and masterpieces from around the globe. This course emphasizes themes found across a variety of cultures and historical timelines. The literature often transcends time and has application and significance beyond its language of origin and cultural region. World literature allows you to connect with others through common human experiences and helps you understand the political, economic, and religious forces that influenced authors and readers throughout history. World Literature B (prerequisite, World Literature A credit) 11-12 th grade 0.5 credit Mathematics (Elective Credits ONLY, not for graduation math requirement) Consumer Mathematics 11-12 th grade 0.5 credit When you buy goods and services, you are acting as a consumer. For example, you might buy a sandwich for lunch or pay a hairstylist for a haircut. Consumer Mathematics is designed to teach you about real-life financial situations that require everyday math skills. As a consumer, you will be earning, spending, and saving money. This course will help you make educated and responsible decisions regarding your finances. In this course, you will learn practical applications of math. You will learn how to plan a budget, manage bank accounts, and figure the cost of a good or service. You will also learn about taxes, payroll deductions, and how to invest and borrow money. This course will help you make informed decisions about buying or renting a home or car and teach you how to protect your purchases and investments with insurance. Finally, you will study economics, or the science of the creation, distribution, and consumption of goods and services. You'll see how economics affects you as an individual and how it affects the country as a whole. Integrated Math A 10-12 th grade 0.5 credit Integrated Math is a comprehensive collection of mathematical concepts designed to give you a deeper understanding of the world around you. It includes ideas from algebra, geometry, probability and statistics, and trigonometry, and teaches them as interrelated disciplines. It's likely that you've been studying some form of integrated math since elementary school. In Integrated Math A, you will begin with algebra. You will build on your understanding of ratio and proportion by studying the equations and graphs of linear relationships. You will also perform operations on polynomials—expressions that contain more than two terms. You will explore how to graph quadratic relationships and solve quadratic equations. You will also determine which types of relationships qualify as functions and analyze two special functions: arithmetic and geometric sequences. Finally, you will find answers to everyday math problems by solving rational equations. Integrated Math B (prerequisite, Integrated Math A credit) 10-12 th grade 0.5 credit See above description, part A Personal & Family Finance 10-12 th grade 0.5 credit You may never again have a course as practical and useful as Personal Finance. Throughout your life you will make money and spend money. With luck and good financial management, you will save and invest money as well. Over the years you will have cause to return to the concepts and methods introduced in Personal Finance. Other courses—in math, science, history, or auto mechanics—will provide you with skills to earn money. This course teaches how to use that money wisely. Sciences Archeology: Detectives of the Past 11-12 th grade 0.5 credit George Santayana once said, "Those who cannot remember the past are condemned to repeat it." The field of archeology helps us to better understand the events and societies of the past that have helped to shape our modern world. This course focuses on this techniques, methods, and theories that guide the study of the past. Students will learn how archaeological research is conducted and interpreted, as well as how artefacts are located and preserved. Finally, students will learn about the relationship of material items to culture and what we can learn about past societies from these items. Criminology: Inside the Criminal Mind 10-12 th grade 0.5 credit In today's society, crime and deviant behavior are often one of the top concerns of society members. From the nightly news to personal experiences with victimization, crime seems to be all around us. In this course, we will explore the field of criminology or the study of crime. In doing so, we will look at possible explanations for crime from psychological, biological, and sociological standpoints, explore the various types of crime and their consequences for society, and investigate how crime and criminals are handled by the criminal justice system. Why do some individuals commit crimes but others don't? What aspects in our culture and society promote crime and deviance? Why do individuals receive different punishments for the same crime? What factors shape the criminal case process, from arrest to punishments? Forensic Science I: Secrets of the Dead 10-12 th grade 0.5 credit Fingerprints. Blood spatter. DNA analysis. The world of law enforcement is increasingly making use of the techniques and knowledge from the sciences to better understand the crimes that are committed and to catch those individuals responsible for the crimes. Forensic science applies scientific knowledge to the criminal justice system. This course focuses on some of the techniques and practices used by forensic scientists during a crime scene investigation (CSI). Starting with how clues and data are recorded and preserved, the student will follow evidence trails until the CSI goes to trial, examining how various elements of the crime scene are analyzed and processed. Forensic Science II: More Secrets of the Dead 10-12 th grade 0.5 credit Although the crime scene represents the first step in solving crimes through forensic science, the crime laboratory plays a critical role in the analysis of evidence. This course focuses on the analysis of evidence and testing that takes place within this setting. We will examine some of the basic scientific principles and knowledge that guides forensic laboratory processes, such as those testing DNA, toxicology, and material analysis. Techniques such as microscopy, chromatography, odontology, entomology, mineralogy, and spectroscopy will be examined. Great Minds in Science: Ideas for a New Generation 11-12 th grade 0.5 credit Is there life on other planets? What extremes can the human body endure? Can we solve the problem of global warming? Today, scientists, explorers, and writers are working to answer all of these questions. Like Edison, Einstein, Curie, and Newton, the scientists of today are asking questions and working on problems that may revolutionize our lives and world. This course focuses on 10 of today's greatest scientific minds. Each unit takes an in-depth look at one of these individuals, and shows how their ideas may help to shape tomorrow's world. Veterinary Science: The Care of Animals 11-12 th grade 0.5 credit As animals play an increasingly important role in our lives, scientists have sought to learn more about their health and well-being. Taking a look at the pets that live in our homes, on our farms, and in zoos and wildlife sanctuaries, this course will examine some of the common diseases and treatments for domestic animals. Toxins, parasites, and infectious diseases impact not only the animals around us, but at times…we humans as well! Through veterinary medicine and science, the prevention and treatment of diseases and health issues is studied and applied. Social Studies African American Studies 11-12 TH grade 0.5 credit Throughout US history, African Americans have faced great adversity in the form of enslavement and institutional racism. They fought for their freedom and worked to right a broken system, but their struggle continues today. This course studies the treatment of enslaved Africans as they were brought to America, the prejudices African Americans have experienced, and their important role in the social, political, and economic development of the United States. Anthropology I: Uncovering Human Mysteries 11-12 th grade 0.5 credit "Anthropology demands the open-mindedness with which one must look and listen, record in astonishment and wonder that which one would not have been able to guess." (Margaret Mead) The aim of anthropology is to use a broad approach to gain an understanding of our past, present, future and address the problems humans face in biological, social and cultural life. This course will explore the evolution, similarity and diversity of humankind through time. It will look at how we have evolved from a biologically and culturally weak species to one that has the ability to cause catastrophic change Exciting online video journeys to different areas of the world will also be presented in the course. Anthropology II: More Human Mysteries Uncovered (prerequisite, part I credit) 11-12 th grade 0.5 credit Anthropology has helped us better understand cultures around the world and through different time period. This course continues the study of global cultures and the ways that humans have made sense of their world. We will examine some of the ways that cultures have understood and gave meaning to different stages of life and death. The course will also examine the creation of art within cultures and examine how cultures evolve and change over time. Finally, we will apply the concepts and insights learned from the study of anthropology to several cultures found in the world today. Civics A 10-12 th grade 0.5 credit A citizen is a person who is legally recognized by a state and entitled to the state's rights and privileges. Civics is the study of the rights and duties of such a person. One of the best ways to understand your rights and duties as a citizen is to study the government that defines and upholds them. In Civics A, you will learn about politics and government, and you'll analyze democracy which is the system of government used in the United States. Finally, you will examine the legislative, executive, and judicial branches of the U.S. Government. A course in Civics teaches you how to actively participate in governance and how you can help improve the quality of governance at all levels. Civics B (prerequisite, Civics B credit) 10-12 th grade 0.5 credit A citizen is a person who is legally recognized by a state and entitled to the state's rights and privileges. Civics is the study of the rights and duties of such a person. One of the best ways to understand your rights and duties is to study the government that defines and upholds them. In Civics B, you will learn how Americans are linked to the government and each other through the media and a number of political parties. You will also take a detailed look at civic responsibility and what it means to be a contributing member of society. Finally, you will study how and why the U.S. creates certain goods and services and you'll see how political and economic decisions made at home can affect foreign policy abroad. Economics A 10-12 th grade 0.5 credit Economics is a social science that teaches how goods and services are created, consumed, and exchanged. Economics can cover topics locally, like how buyers and sellers of goods and services interact with one another. But it also covers topics on a larger scale, like studying a country's role in the international marketplace. Economics examines the efforts, decisions, and thought processes of people. Studying economics can tell why individuals, industries, and governments behave in certain ways. In Economics A, you will learn about your role as a consumer and also the basic principles of the U.S. free-enterprise system and how that system ties into the global market. Economics B (prerequisite, Economics A credit) 10-12 th grade 0.5 credit Economics is a social science that teaches how goods and services are created, consumed, and exchanged. Economics can cover topics locally, like how buyers and sellers of goods and services interact with one another. But it also covers topics on a larger scale, like studying a country's role in the international marketplace. Economics examines the efforts, decisions, and thought processes of people. Studying economics can tell why individuals, industries, and governments behave in certain ways. In Economics B, you will learn about the role that business and industry plays in a nation's economy and the relationships that industry has with the government. You'll also learn more about the people who initiate businesses and the ups and downs that occur in a business cycle. Furthermore, you'll study important historical events surrounding labor laws and the responsibilities you have as a consumer in an economic system. Introduction to Philosophy: The Big Picture 11-12 th grade 0.5 credit This course will take you on an exciting adventure that covers more than 2500 years. Along the way, you'll run into some very strange characters. For example, you'll read about a man who hung out on street corners, barefoot and dirty, pestering everyone he met with questions. You'll read about another man who climbed inside a stove to think about whether he existed. Despite their odd behavior, these and other philosophers of the Western world are among the most brilliant and influential thinkers of all time. As you read about them, you'll see where many of the most fundamental ideas of Western civilization came from. You'll also get a chance to ask yourself some of the same questions these great thinkers pondered. At the end, you'll have a better understanding of yourself and the world around you, from atoms to outer space and everything in between. Law & Order: Introduction to Legal Studies 10-12 th grade 0.5 credit Every purchase, lease, contract, marriage, divorce, arrest, crime or traffic violation places the citizen face-to-face with the law. Law & Order is designed to provide students with an understanding of their legal rights and responsibilities. th Native American Studies: Contemporary Perspectives 11-12 grade 0.5 credit This course examines the social, economic, religious, and political issues that Native Americans face in today's world. It looks at a number of Native American professionals and their efforts to eradicate the negative stereotypes that still surround Native American cultures. The course also sheds light on the important contributions that Native Americans have made to art and spirituality. And it demonstrates how both Native American traditions and the fight for Native American civil rights have shaped the history and social fabric of the United States. Native American Studies: Historical Perspectives 11-12 th grade 0.5 credit When European settlers first arrived in the Americas, they found the continent already inhabited. The cultural differences between the Native Americans and Europeans, as well as their desire to occupy the same land, often led to conflict. Tensions increased over time as Europeans moved westward to establish settlements. The US government, eager for more land, imposed a number of controversial policies on Native Americans, including assimilation, forced removal, and military intervention. This course examines the persecution of Native Americans and their fight for civil rights and recognition throughout US history. Personal Psychology I: The Road to Self-Discovery 11-12 th grade 0.5 credit Self-knowledge is the key to self-improvement! Psychology is a subject that can be applied to everyday life. New research and ideas will change the way we view ourselves and each other. This course offers exciting online psychology experiments about our own behaviour and how we behave with other people. Personal Psychology II: Living in a Complex World (prerequisite, Part I credit) 11-12 th grade 0.5 credit Enrich the quality of your life by learning to understand the actions of others! Topics include the study of memory, intelligence, emotion, health, stress and personality. This course offers exciting online psychology experiments about the world around us. Social Issues 10-12 th grade 0.5 credit Social issues affect everyone—they are issues which revolve around governmental policy and enforcement of laws on the civilian population. These laws and policies can have any number of significant outcomes. They can protect minorities and women from discrimination, regulate drug use, give aid to the poor, provide guidelines for education, and much more. Social issues are often controversial and debated, so having the ability to form an educated opinion on them is an important part of your citizenship. Social Problems I: A World in Crisis 10-12 th grade 0.5 credit Students will learn more about the challenges facing societies and the relationships between societies, governments, and individuals in these areas. Each unit will focus on a particular area of social concern, often with a global view, and examine possible solutions at both a structural and individual level. Social Problems II: Crisis, Conflicts & Challenges (prerequisite, Part I credit) 10-12 th grade 0.5 credit The Social Problems II course continues to examine the social problems that affect individuals and societies in the world today. Students learn about the overall structure of the social problem as well as how it impacts their lives. Each unit focuses on a particular social problem, including racial discrimination, drug abuse, the loss of community, and urban sprawl, and discusses possible solutions at both individual and structural levels. Students examine the connections in each issue between societies, individuals, governments, and the global arena. Sociology I: The Study of Human Relationships 11-12 th grade 0.5 credit The world is becoming more complex. How do your beliefs, values and behavior affect the people around you and the world we live in? In this increasingly connected world, students will examine problems in our society and learn how human relationships can influence the life of the student. Exciting online video journeys to different areas of the world are also presented in the course. Sociology II: Your Social Life (prerequisite, Sociology I credit) 11-12 th grade 0.5 credit Sociology is the study of people, social life and society. The development of a sociological imagination will enable students to examine how society shapes human actions and beliefs, and how such actions and beliefs in turn shape society. Exciting online video journeys to different areas of the sociological world are also presented in the course. World Religions: Exploring Diversity 11-12 th grade 0.5 credit Throughout the ages, religions from around the world have shaped the political, social, and cultural aspects of societies. This course focuses on the major religions that have played a role in human history, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Shintoism, and Taosim. Students will trace the major developments in these religions and explore their relationships with social institutions and culture. The course will also discuss some of the similarities and differences among the major religions and examine the connections and influences they have. Miscellaneous Content Art History and Appreciation 11-12 th grade 0.5 credit Art has played a significant role in every major civilization throughout the history of man. The emergence of different art forms often reflects the values that a civilization deems important: religion, labor, love, political change, or even commerce. Since artwork and cultural values are so closely related, studying art is a compelling way to learn about the people who produced it. International Business: Global Commerce in the 21st Century 11-12 th grade 0.5 credit From geography to culture Global Business is an exciting topic in the business community today. This course is designed to help students develop the appreciation, knowledge, skills, and abilities needed to live and work in a global marketplace. It takes a global view on business, investigating why and how companies go international and are more interconnected. The course further provides students a conceptual tool by which to understand how economic, social, cultural, political and legal factors influence both domestic and cross-border business. 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The GreenCircle award was presented at an April 19th celebration held at the new museum. In addition to the DEP award, the Twain Museum was presented with its LEED certification from the United States Green Building Council, which the museum received through incorporation of a variety of energysaving and eco-design features. These include geothermal wells for heating and cooling; a closed-loop water system to eliminate evaporation; a heating, ventilation and cooling system that is nearly 30% more energy efficient than building code; recycled material content exceeding 25% throughout the project; enhanced indoor air quality through zoning and air filtration; and low-impact exterior lighting. The CT Green Building Council presented the museum with an award for Environmental Leadership in becoming the first LEED-certified building in the state. DEP Deputy Commissioner David Leff recently presented a GreenCircle award to John Boyer, the Mark Twain House and Museum's Executive Director, for the many ways the new museum is working with nature in its design. The award recognized the Twain Museum as being the first "green" building in the state and the first "green" museum in the country. Green buildings are better for the environment and can be certified using the Leadership in Energy and Environmental Design (LEED) standards. "The Twain Museum is unique in that it is built in an urban setting and fits into the natural environment of the neighborhood. The building is nestled into a hillside and provides 33,000 square feet of space in an unobtrusive way. One of the prominent green features is the use of natural light, known as daylighting, to illuminate lower levels. The building integrates with the natural environment and does not overshadow it," said Deputy Commissioner Leff. "The DEP is proud to present a GreenCircle Award in recognition of a first of its kind building in Connecticut. The building sets an inspiring example for builders of other public facilities." "Mark Twain was fascinated by technology, and incorporated the latest inventions in his home in Hartford", said the Executive Director Boyer. "I think he would have appreciated the fact that a museum, dedicated to his life and legacy, is being honored for its cutting-edge environmental design." The new museum is located on the grounds of Mark Twain's restored Hartford home at 351 Farmington Avenue. For more visitor information, go to www.marktwainhouse.org or call (860) 247-0998. For more information on green buildings, go to www.CTGBC.org and www.usgbc.org. I Summer is right around the corner. Along with those glorious sunny days come those hazy, hot, and humid days that may compel you to buy a new air conditioner. But what size is the right size and what the heck is a BTU anyway? Is a 10,000 BTU system twice as good as a 5,000 BTU system? Not necessarily. Buying an air conditioning unit that is oversized is less effective and a waste of money at the time of purchase and every time you pay your electric bill. Air conditioners work by removing both heat and humidity from the air. A unit that is too big will cool the room so quickly that it doesn't have the time to remove the humidity. As a result, the unit will keep switching on and off while your room stills feel wet and clammy. So how do you choose the correct size air conditioner? 1. Determine the square footage of the area to be cooled. Find the square footage of the room (length of the room multiplied by the width) on the chart below and determine the correct cooling capacity in BTUs (British Thermal Units) per hour. 2. Make adjustments for the following circumstances: I If the room is heavily shaded, reduce capacity by 10 percent. I If the room is very sunny, increase capacity by 10 percent. 2 I If more than two people regularly occupy the room, add 600 BTUs for each additional person. I If the unit is used in a kitchen, increase capacity by 4,000 BTUs. For example, you want to cool a 10 ft by 12 ft bedroom that is on the sunny side of the house (south side) and is occupied by two people. I Total square footage = 10 ft x 12 ft = 120 sq. ft I For the sunny room = 120 sq. ft x .10 (10%) = 12 sq. ft 120 + 12 + 132 sq. ft Also look to see if the unit has the ENERGY STAR logo, indicating that the model meets strict energy efficiency guidelines set by the EPA and US Department of Energy. Replacing a 10-year-old room air conditioner with a new ENERGY STAR model saves an average of $14 a year on your electric bill. That's because they use at least 10% less energy than conventional models. By choosing ENERGY STAR, you are helping prevent global warming and promoting cleaner air without sacrificing the product quality and performance. I Checking the chart above, a 5,000 BTU system is sufficient. When you get to the store, look for the units that have your correct cooling capacity and compare the yellow energy guide labels. These labels will help you compare the energy use of similar models and estimate annual operating costs. Select the unit with the highest Energy Efficiency Ratio (EER) for greater savings. Did You Know? You could be eligible for a $25 rebate on your purchase of an ENERGY STAR room air conditioner. Visit www.cl-p.com/clpcommon/pdfs/ companyinfo/publications/air_cond.pdf or www.energystar.gov/ for more information. P2 View \| Summer 2004 Hosting a Green Event With summer comes block parties, family reunions, workplace picnics, and town-wide festivals. It's also the time when many businesses and government agencies are planning fall seminars and workshops. Gatherings such as these can mean lots of trash to be disposed of as well as other environmental impacts. Thinking "green" ahead of time can make your event easier on the earth and your pocketbook. Tips for Greening Your Gathering INVITATIONS: If your event is informal, can guests be invited by telephone or e-mail? If so, this saves paper and money. If you want to send invitations, consider sending the information on a postcard or a folded sheet of paper instead of using an envelope. Purchase paper that is at least 30% post-consumer recycled content. PLACE: If you have a choice of where you hold your event, is there a place that is centrally located or is accessible by mass transit? If you will have guests that need overnight accommodations or if you are holding the event at a hotel conference center, research which facilities have programs in place that save water and energy and reduce solid waste. See www.greenhotels.com/question.htm for a meeting planner's questionnaire that can help you choose a facility with environmentally preferable practices. FOOD: Does your menu minimize the use of disposables and incorporate other ways to reduce waste? Some examples include: serving sandwiches and bite-size snacks – eliminating the need for utensils and providing pitchers of beverages instead of individual cans and bottles. Buy locally grown organic food whenever possible – this will reduce the use of pesticides and energy for production and transport. RECYCLE: Are recycling receptacles located next to the trashcans and clearly labeled? Having a clear bag system for collecting cans and bottles works well at large events. The participants can see what goes where and it decreases the amount of trash that inadvertently gets thrown in with the recyclables. For more information on managing waste and recyclables at special event, visit www.dnr.state.wi.us/org/aw/wm/publications/recycle/PUBL-CE-281-2001.pdf. WANT MORE HELP? Here are some tools to help you minimize the environmental impacts of your event – Green Event Planning Guide: www.bridgingthegap.org/pdfs/Green%20Event%20Manual.pdf Green Meetings: What's In P2? New from the Connecticut DEP New Parts Cleaning System Eliminates Hazardous Wastes A Pollution Prevention Case Study The CT DEP has a new case study available that details how a vehicle maintenance facility reduced its operational costs and improved conditions for its workers while preventing pollution. In 1995 this Hartford facility replaced its solvent-based part washers with aqueous-based sink type units. These units eliminated the solvent hazardous waste stream, satisfied the mechanics' need for ease of use and maintained acceptable quality. In 2001 the facility achieved further cost savings by purchasing an automatic parts washer (dishwasher style unit). This new parts washer allows the mechanics to continue working on vehicles while the parts are cleaned automatically. This case study is available by calling the DEP Office of Pollution Prevention at (860) 424-3297 or from DEP's website www.dep.state.ct.us/wst/p2/. Click on the "Business/Industry" link to see the entire list of available case studies of Connecticut companies. www.epa.gov/oppt/greenmeetings/ Planning a Sustainable Event: www.sustainable.org/information/susevent.html Mark Twain Celebration was a Green Event The DEP along with others in the CT Green Building Council honored the new environmentally friendly Mark Twain House Museum Center with an elegant "green" event on April 19 in Hartford. The museum is located on a main city bus line so many guests could have taken transit to enjoy the festivities. Instead of hundreds of pieces of paper programming, the evening's agenda was displayed at the registration table. After the talks and awards, guests mingled in the atrium area and enjoyed bite-size hors d'oeuvres (only napkins, no plates!) and drinks in real glassware. Tours of the building completed the festivities. P2 View \| Summer 2004 3 P2Calendar ASelectionofP2RelatedEvents July 15, 2004 September 12, 2004 July 19-23, 2004 Pool Timers and Other Controls for Residential Efficiency UI's SmartLiving Center, Orange Learn about the importance of placing your pool on a timer and how much you can save by making the change at this free evening seminar. Also, learn the ways you can use occupancy sensors and other timers to help lower your energy bills. For more information, call (866) 762-7899 or visit www.uinet.com/your_home/slcevents Summer04.asp. International Children's Conference on the Environment Connecticut College, New London Children (ages 10-13) from around the world gather at this conference to learn about and discuss environmental topics. A Tall Ships Environmental Festival will begin on day three and includes an expo featuring environmentally friendly innovations. For more information, call (860) 437-0757 or visit www.icc04.org. STATE OF CONNECTICUT DEPARTMENT OF ENVIRONMENTAL PROTECTION 79 Elm Street Hartford, CT 06106-5127 www.dep.state.ct.us Arthur J. Rocque, Jr., Commissioner The Department of Environmental Protection is an affirmative action/equal opportunity employer, providing programs and services in a fair and impartial manner. In conformance with the Americans with Disabilities Act, DEP makes every effort to provide equally effective services for persons with disabilities. Individuals with disabilities needing auxiliary aids or services, or for more information by voice or TTY/TDD, call (860) 424-3000. For a free subscription, please contact Judy Prill at (860) 424-3694 or e-mail your request to email@example.com. If you want to save paper and postage by reading the P2 View electronically, you can either subscribe to the listserv or view it on-line (see www.dep.state.ct.us/wst/p2/). P2 View is published by the Connecticut Department of Environmental Protection, Office of Pollution Prevention. Editor: Judy Prill; Contributors: Nan Peckham, Mary Sherwin, Connie Mendolia, Lynn Stoddard, Kim Trella, and Barbara Moser. Publication of this newsletter is funded by a grant from the U.S. EPA. Printed on 100% post-consumer recycled paper using water-based ink. Taste! Organic Connecticut Topmost Herb Farm, Coventry Attend educational seminars on organic farming and enjoy organic food and good music. For more information, contact the Northeast Organic Farming Association at (203) 888-5146 or visit www.ctnofa.org. 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FACT SHEET 05 Giant Willow Aphid Giant Willow Aphid, Tuberolachnus salignus was first sighted and reported in December, 2013 from Auckland. As of March 2014 it can be found throughout the North Island and as far as Clyde in the South Island. This aphid dispersed at a very rapid rate. IDENTIFYING FEATURES It is a very large aphid with a body length of 5-6 mm. Willows are its only recognised host plant. Wingless individuals are mid-brown to dark brown with several rows of black 'skin patches'. The antennae are less than half the body length. Winged individuals (alates) have the forewing membrane unpigmented but the wing markings and costal margin are dark brown. Waving a hand over an aphid colony prompts a collective lifting of the hind legs. Physical disturbance will quickly disperse the colony up and down the stem. Rubbing against an aphid colony releases a red body stain. LIFE CYCLE Adults give birth to miniature adults called nymphs. Each adult alate (winged adult) is reported to produce 34.3 nymphs on average. Maturation time for nymphs is 12-17 days. Both adult forms continue to survive post-breeding. Reproduction is parthenogenic. No males are known for this species. Their overwintering sites have yet to be determined. Some individuals overwintered on willow stems. This behaviour was not typical. Giant Willow Aphid taps into the sugar flow in the willow stem and the pressure of sap through the aphid produces the honey dew. Aphids overwintering on willow stem (photo Kevin Cash Taranaki Regional Council) WILLOW HOSTS AND EFFECTS Giant Willow Aphid colonises both tree and shrub willows. More information is needed on whether it favours any particular willows. Colonies prefer stems 1-2 cm in diameter. The aphid has an adverse impact on the growth of the host trees and should be considered as a potential pest species in the context of willow as a production crop. Responses measured in the willow plant are both quantitative and qualitative; 1 increase in photosynthetic rate, 2 increase in leaf N, 3 increase in tree water use, 4 reduction in shoot and root biomass, 5 reduction in growth in the following year. IDENTIFYING THE PRESENCE OF APHIDS Higher than normal numbers of wasps are likely indicators of aphid infestation as are sticky wet patches under willow trees. CONTROLLING THE PEST Chemical control using insecticides is successful, but this has consequences for beneficial insects and is not feasible in most situations. Limited predation by ladybirds has been observed. Ladybird feeding on giant willow aphid (photo Wayne Teal Northland Regional Council) No other predators or parasitic wasps have yet been observed to attack aphid colonies. Potential bio-control agents are known. However the economic costs of the pest need to be determined before bio-control becomes a viable option. In future, some bird species may prove useful predators of this aphid. FUTURE IMPACT OF THE APHID Persistent annual colonisation of willows is expected to limit tree growth and general health. Harvesting of the honey dew by bees changes the characteristics of the honey, in particular, raising its melting temperature. A warmer summer climate predicted from climate change scenarios will likely increase the reproductive rate and shorten the life cycle for the giant willow aphid. Population size and pest status can be expected to increase in future. FOR MORE INFORMATION ON USE OF POPLARS & WILLOWS The New Zealand Poplar & Willow Research Trust: www.poplarandwillow.org.nz Bay of Plenty Regional Council: http://www.boprc.govt.nz/media/29173/LandManagement-090526-Factsheet21.pdf http://www.boprc.govt.nz/media/29176/LandManagement-090526-Factsheet22.pdf Environment Canterbury: http://ecan.govt.nz/publications/General/PlantingPoplarWillow.pdf Environment Southland: http://www.es.govt.nz/environment/land/climate/drought-mitigation-strategies/ Hawkes Bay Regional Council: http://www.hbrc.govt.nz Northland Regional Council: http://www.nrc.govt.nz/Environment/Land/Poplars-for-erosion-control/ Taranaki Regional Council: http://www.trc.govt.nz/assets/Publications/information-sheets-and-newsletters/land-management-information-sheets/soilconservation-information-sheets/35poplarwillowavailable.pdf Growing Poplar and Willow Trees on Farms: http://maxa.maf.govt.nz/sff/about-projects/search/04-089/growing-poplar-and-willow-trees-on-farms.pdf	<urn:uuid:77545780-efdf-4469-9aa8-29ac74119bb9>	CC-MAIN-2019-13	http://www.poplarandwillow.org.nz/documents/fact-sheet-5-giant-willow-aphid.pdf	2019-03-25T13:05:25Z	crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00341.warc.gz	331,892,141	1,019	eng_Latn	eng_Latn	0.993135	eng_Latn	0.994381	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1541, 4409 ]	[ 2.625 ]	1	9
2018 ___ ___ 1100 Seat No. MT 16 MT 16 - ENGLISH - SEMI PRELIM I - PAPER - I (FIRST LANGUAGE) (E) Q2.(A) Read the passage given below and answer the following questions: [10 marks] And we went on from level to higher level until he was playing just music without words. I was amazed that this great man was paying complete attention to me so that I could learn something new. It was as if I was the most important person in his world. Suddenly, he got up and turned off the gramophone. We went down and sat in the hall. "Just allow yourself to listen", he said, "that's all there is to it." "Now young man", he said, "We're ready to listen to Bach." I have heard that piece many times since that day. But I am never alone. I am sitting beside a small man with a shock of untidy hair and a pipe in his mouth. He has eyes that are unusually warm. When the concert ended, I too was able to clap-sincerely. Our hostess came towards us. We both stood up. "I'm sorry too", he said, "My young friend here and I, however, were engaged in the greatest activity of which a human being is capable." "I'm so sorry, Dr Einstein", she said, giving me a cold look, "that you missed so much." She looked puzzled. "Really?" she said. "And what is that?" Einstein smiled and put his arm across my shoulders. "Opening up the frontiers of beauty." A1. Who said to whom? ii. "Opening up the frontiers of beauty." i. "I'm so sorry, Dr Einstein" A2. What does the last line tell you about Einstein? A3. Make your own sentences with : i. applaud ii. classical A4. Do as directed. 2 2 2 2 ii. Our hostess came towards us. i. He got up and turned off the gramophone. (Add question tag) (Identify the verb and state its tense) A5. You know Einstein as a scientist and mathematician. Describe him as a lover of music. 2 Q2.(B) Read the passage given below and answer the following questions: [10 Marks] One dollar and eighty-seven cents. That was all. And sixty cents of it was in pennies. Pennies saved one and two at a time by bulldozing the grocer and the vegetable man and the butcher until one's cheeks burned with the silent imputation of parsimony that such close dealing implied. Three times Della counted it. One dollar and eighty-seven cents. And the next day would be Christmas. While the mistress of the home is gradually subsiding from the rst stage to the second, take a look at the home. A furnished at at $8 per week. It did not exactly beggar description, but it certainly had that word on the look out for the mendicancy squad. There was clearly nothing to do but op down on the shabby little couch and howl. So Della did it. Which instigates the moral re ection that life is made up of sobs, snif es, and smiles, with snif es predominating. In the vestibule below was a letter-box into which no letter would go, and an electric button from which no mortal nger could coax a ring. Also appertaining there unto was a card bearing the name "Mr. James Dillingham Young." The "Dillingham" had been ung to the breeze during a former period of prosperity when its possessor was being paid $30 per week. Now, when the income was shrunk to $20, though, they were thinking seriously of contracting to a modest and unassuming D. But whenever Mr. James Dillingham Young came home and reached his at above he was called"Jim" and greatly hugged by Mrs. James Dillingham Young, already introduced to you as Della. Which is all very good. B1. Complete the following: ii. Della was able to save the money by __________________________________ i. The total amount of money saved was ________________________________ B2. What indicates that Della was very poor? B3. List the words from the passage that describe: i. the couch ii. the button B4. Do as directed. ii. Della did it. i. The next day would be Christmas. (Make it Interrogative) (Change into Passive Voice) B5. Why do you think Della counted the money thrice? 2 2 2 2 2 Q3.(A) Read the extract given below and answer the following questions: Spite of despondence, of the inhuman dearth Of noble natures, of the gloomy days, Of all the unhealthy and o'er-darkened ways Made for our searching : yes, in spite of all, From our dark spirits. Such the sun, the moon, Trees old, and young, sprouting a shady boon For simple sheep; and such are daffoldils With the green world they live in; and clear rills That for themselves a cooling covert make 'Gainst the hot season; the mid forest brake, Rich with a sprinkling of fair musk-rose blooms. [5 marks] A1. Complete the web stating any four beautiful things mentioned in the extract: 2 the things of beauty mentioned in the extract A2. What can a beautiful thing do for human beings? 2 A3. Name and explain the gures of speech in the following line: Some shape of beauty moves away the pall from our dark spirits. 1 Q3.(B) Write an Appreciation of the given poem in about 12 to 15 sentences with the help of the following points: [10 marks] ``` If you want a thing bad enough to go out and ght for it, work day and night for it, give up your time and your peace and your sleep for it If all that you dream and scheme is about it and life seems useless and worthless without it If you gladly sweat for, fret for and plan for it and lose all your terror of the opposition for it. If you simply go after that thing that you want with all of your capacity, strength and sagacity, faith, hope and con dence and stern for tenacity If neither cold poverty, famish or gout or sickness or pain of body and brain can keep you away from the thing that you want, If dogged and grim you besiege and beget it, with the help of GOD you'll get it! ``` * Title * Rhyme scheme * Poet * Favourite line * Figures of speech * Theme/Central idea * Special features-Type of the poem, language, tone, implied meaning, etc. * Why I like the poem Q4.(A) Read the passage given below and answer the following questions: [10 marks] What I have been asked to do is to be a little anecdotal and take you through the journey that I have myself gone through – share with you the lessons and the inspirations one can have from that journey of my life. Let me start with journey of my life. Journey of my life has been challenging to put it simply. So many great people have in uenced my life and given me interesting lessons in life and I would like to remember and recognize them. May be some of you must have also met such individuals in your life, who inspired you. I start with my greatest guru – my mother. I was born in a very poor family and my father died when I was six. We moved to Mumbai and my mother did menial work to bring me up. Two meals a day was a tough challenge. I studied under street lights and I walked bare foot until, I think, I was twelve. I remember when I passed the seventh standard and I wanted to go into the eighth standard, our poverty was such that even to secure 21 rupees for secondary school admission became a big challenge. We had to borrow from a lady, who was a housemaid in Chaupati in Mumbai. That was the tough life I had. In fact, I remember, my passing the SSC Examination – i.e. 11th standard. Those days it used to be not 10th standard or 12th standard but 11th standard. I stood 11th among 1,35,000 but I was about to leave higher education and nd a job. What helped me was the scholarship by Sir Dorab Tata Trust. It was just 60 rupees per month and would you believe that 60 rupees per month from Tatas added so much value to my life that I have been able to stand here today before you to speak to you. I am on the Board of Tata's now and it is very interesting that the same Bombay House where I used to go to collect that 60 rupees per month now one goes and sits there as a Director on the board of Tata Motors. The turn that these 40 years has taken is very interesting. It has all been possible because of the chance I got to do higher studies at the insistence of my mother. She gave me values of my life. She was one of the noblest parents I have met in my life. A1. State whether the following statements are true or false: (ii) In those days SSC exam was held in the 11th Std. (i) Dr. Mashelkar was the son of rich parents. A2. Why does Mashelkar call his mother, the greatest guru? A3. Give one word in the passage for: (b) to strongly urge or persuade (a) something that is tough and demanding A4. Do as directed. (ii) She gave me values of my life. (Rewrite using Present Perfect Tense) (i) My mother did menial work to bring me up. (Change the voice) A5. The writer's mother was his inspiration. Who is your inspiration in life? 2 2 2 2 2 Q.4(B) Write a précis (summary) for the following passage. Give a suitable title: [5 marks] As a player Saina has improved consistently over a period of time. She has started depending mainly on her low serves which straightaway gives her an advantage to go on the offensive. Also at times she gets a quick point when the opponents make an error on the service return itself. This strategy looks easy but is dif cult to implement since one can easily get caught if the player is not fast enough to respond to a good return of serve. She is extremely con dent at the net while dribbling which gives her a lot of weak mid-court returns. Again this is easier said than done. It needs hours and hours of tireless practice to master the dribble. She has a good hit as well which is so important to nish a rally and score a point. She is prepared to wait for the right opportunities to nish the rally. Sometimes it could present itself in the second or third stroke itself and on many occasions one might have to wait longer. This requires patience and a lot of self con dence in strokemaking. Obviously Saina has both these qualities which are helping her win matches. Even though she is a complete player, there is scope for her to work on her forehand side, especially from the back court. At times she is slow to reach the net when the opponents play a really sharp drop on her backhand. She can work on her defence as well. Generally there is drift in most stadia across the world and Indians are always comfortable playing against the wind as it is easy to control your shots. I am sure it is the same with Saina as well. However she would do well to practise a little more "playing with the wind" as well. This way you need not necessarily always concede a game while "playing with the wind". Q5.(A) Letter Writing: [5 marks] OR A1. Imagine you are already working as an Engineer in Apple Development Of ce, Hyderabad. Write an application for 2 weeks leave to the HR Manager as you have to undergo an urgent surgery. A2. Write a letter to your friend or cousin telling him / her about a dif cult choice you have recently made, of choosing between a career. Tell your friend / cousin how his / her example helped you to take a decision. Q5.(B) Dialogue / Interview Writing: [5 marks] OR B1. Write a dialogue between two friends discussing about increasing stress levels among students. B2. Imagine you are the monitor of the class. You are asked to conduct an interview of a famous scientist who is in your city/village. Frame 8 to 10 interview questions with the help of the following points. (i) Early life and education (iii) Any inspirational incident that occurred in his / her life (ii) Interest for this particular eld (iv) Guru or mentor (vi) Future plans (v) Inventions and awards (vii) Advice/Appeal to youngsters Q6. (A) Information Transfer: [5 marks] A1. Draw a tree diagram to represent the following : There are many different kinds of musical instruments. They are divided into three main classes according to the manner in which they are played. Some instruments are played by blowing air into them. These are called wind instruments. Some of these are said to be of the woodwind family. Examples of woodwind instruments are the ute, the clarinet and the horn. There are also various other wind instruments such as the mouth-organ and the bagpipes. Some instruments are played by banging or striking them. Instruments like these are called percussion instruments. The last big group of musical instruments have strings. There are two kinds of stringed instruments. Examples are the harp, guitar, violin and the cello. OR A2. Write a paragraph based on the following table of Do's and Don'ts: Q6.(B) View-Counterview / Speech: [5 marks] B1. Write your counterview on the given topic in a paragraph format. 'Life of an animal is better than that of a human being.' 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Using Sources Why do writers use sources in their writing? Academic writing can take on different forms, but it generally involves interacting with other peoples' words and ideas. Academic writers draw on the work of others to: - Lend credibility to their arguments. - Show what research informs their thinking. - Provide readers with sources that they can use for their own projects. What are the different ways writers incorporate sources in their writing? There are three ways: quoting, paraphrasing, or summarizing. While you can use these three ways to achieve different goals, you draw on others' work in order to strengthen your argument--to achieve the goals you have for your project. Each time you quote, paraphrase, or summarize, be sure that you let the reader know whose work you are using and why you are using it. For example: The Louisville Cardinal's teeth have been a source of heated debate amongst collegiate mascot enthusiasts. Johnson (2014), a fervent supporter of the addition of teeth to the mascot, proclaimed, "without teeth, the Louisville Cardinal would appear annoyed at best; with teeth, the Louisville Cardinal has the menacing, intimidating snarl that effectively intimidates any opponents" (p. 12). Johnson's assertion may be called into question, however, when one considers how "menacing" the Cardinal mascot might appear when compared to other, more innately aggressive animals, such as bears. In this passage, the writer introduces the source by giving the reader some context to better understand who is being quoted and what the quote is generally about. The quote itself is formatted properly. Finally, the writer rightly follows the quote with some discussion about what the writer sees as important in the quote. Providing this discussion allows the reader to understand both how the writer interprets the quote and how the writer is using the quote to further his or her own argument. Sometimes this approach of introducing a quote by providing context and following the quote with a discussion is called "sandwiching." Using Sources: Quoting What are some useful questions and approaches concerning quotation? When should I use a quotation? Whenever you feel as though showing the author's exact wording is essential in order to accurately reflect their message, you should use a quotation. How should I use a quotation? - Be sure to introduce your quote. Writers often use a signal phrase to let the reader know that a quote is coming. Johnson (2014) wrote According to Johnson (2014) - You should surround the author's exact words with quotation marks (including an in-text citation after the quotation marks, but before the period). For example: "Without teeth, the Louisville Cardinal would appear annoyed at best; with teeth, the Louisville Cardinal has the menacing, intimidating snarl that effectively intimidates any opponents" (Johnson, 2014, p. 12). - You can also break up a long quotation like the one listed above by eliminating non-essential information through the use of ellipses (…). For example: "…with teeth, the Louisville Cardinal…intimidates any opponents" (Johnson, 2014, p. 12). - Follow the quote with a discussion about what you want the reader to understand about the quote. Since you quote to strengthen your argument, be clear about what the quote does for your argument. How long should my quotes be? Try to avoid using too many long quotations in your work. If you want to include all the information contained in the quotation, try splitting each section up into separate, smaller quotations, and analyze each piece separately. uofl.edu/writingcenter Using Sources: Paraphrasing What are some useful questions and approaches concerning paraphrase? When should I paraphrase? When the exact wording the author used is not vital, and/or you can state the information more succinctly. How should I paraphrase? - Use a signal phrase to let the reader know a paraphrase is coming. - It is important to remember that paraphrasing an author's ideas does not mean simply changing a few words or switching the word order of the author's original text. Weak paraphrase If the Cardinal didn't have teeth, it would seem annoyed; now that the Cardinal has teeth, it has a threatening, scary sneer that frightens any opponent (Johnson, 2014, p. 12). Good paraphrase Johnson (2014) argues that the Cardinal's teeth allow it to appear more frightening despite the fact that the Cardinal is not a normally seen as an aggressive animal (p. 12). - Follow the paraphrase with a discussion. Let the reader know how you want to use the information or ideas in the paraphrase in your paper. Where do I put the citation when I paraphrase? If your paraphrase is more than a sentence long, you can wait to add the in-text citation at the end of the paraphrase. Most importantly, be sure the reader can tell when your paraphrase begins and ends. uofl.edu/writingcenter Using Sources: Summary/Final Thoughts What are some useful questions and approaches concerning summary? How is summary different than paraphrase? Writers often confuse paraphrase and summary, which is understandable since they are very similar. Paraphrase usually involves a line-by-line restating of a passage while summary is a much shorter restating of a passage. More commonly, though, writers use summary when they wish to give an overview of the entire source. Summary can also be used to set up a quote or paraphrase—the writer may give a general summary of the source before quoting or paraphrasing a specific part of it. When should I summarize? Summarize when you wish to explain the overall message the author is trying to convey and merge his or her ideas with your own, or when covering the specific details of a passage or of an entire source is less important to you. Final thoughts. Whether you are quoting, paraphrasing, or summarizing, you should always cite your sources. That way, you can proudly and accurately display all of the research you have done. uofl.edu/writingcenter	<urn:uuid:e804de46-e78e-4ef9-9554-bff085b9be7f>	CC-MAIN-2019-13	http://louisville.edu/writingcenter/for-students-1/handouts-and-resources/handouts-1/usingsourcesrevised	2019-03-25T11:44:57Z	crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00345.warc.gz	121,392,020	1,249	eng_Latn	eng_Latn	0.999149	eng_Latn	0.9993	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2078, 3657, 4963, 6073 ]	[ 4.03125 ]	1	2
Student Publications Student Scholarship Spring 2015 Assessing Reconstruction: Did the South Undergo Revolutionary Change? Lauren H. Sobotka Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/student_scholarship Part of the African American Studies Commons, Cultural History Commons, Military History Commons, Political History Commons, Race and Ethnicity Commons, Social History Commons, and the United States History Commons Share feedback about the accessibility of this item. Sobotka, Lauren H., "Assessing Reconstruction: Did the South Undergo Revolutionary Change?" (2015). Student Publications. 316. https://cupola.gettysburg.edu/student_scholarship/316 This is the author's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution. Cupola permanent link: https://cupola.gettysburg.edu/student_scholarship/ 316 This open access student research paper is brought to you by The Cupola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The Cupola. For more information, please contact email@example.com. Assessing Reconstruction: Did the South Undergo Revolutionary Change? Abstract With the end of the Civil War, came a number of unanswered questions Reconstruction would attempt to answer for the South. While the South underwent economic, political and social changes for a short period, old traditions continued to persist resulting in racist sentiment. Keywords Civil War, Reconstruction, Southern History, Old South, Emancipation, Freedman's Bureau, Fourteenth Amendment, Fifteenth Amendment, Slavery, African American, Slave Owners, Master-Slave, Ku Klux Klan, Jim Crow, Racism Disciplines African American Studies \| Cultural History \| History \| Military History \| Political History \| Race and Ethnicity \| Race, Ethnicity and Post-Colonial Studies \| Social History \| United States History Comments This paper was written for HIST 339: Old South to New South, Spring 2015. Lauren Sobotka Dr. Carmichael HIST 339: Old South to New South May 6, 2015 Assessing Reconstruction: Did the South Undergo Revolutionary Change? In order to evaluate whether Reconstruction brought revolutionary change to the South, one must analyze the significant differences of political, economic and social life. In terms of reuniting the Union, emancipating African Americans and establishing a cohesive relationship between the North and South, Reconstruction provided revolutionary change. However, despite legislative measures such as the Fourteenth and Fifteenth Amendments, white Southerners exerted their dominance through acts of violence and black codes. Issues of labor continued to persist after the war, as former slaveholders found themselves at odds with a newly freed class of workers that resulted in a development of gang labor and sharecropping. While African Americans under these labor guidelines were technically free, such measures held underlying tones of the former master-slave relationship. Likewise, Reconstruction granted African Americans the opportunity to become involved in politics, yet southern states found loopholes in such legislation and eventually barred many blacks from holding positions of power. On a social level, racism persisted leading to acts of violence by the Ku Klux Klan, despite attempts to alleviate such by the Freedmen's Bureau, northern Republicans and the federal government. One important element of a delay to full Reconstruction was the powerful discourse employed by white Southerners, casting African Americans as indolent workers and unfit patriarchs. While Reconstruction succeeded in reuniting the North and South, fierce debate over the newly ratified amendments, federal intervention in Southern states and the persistence of violence proves the revolution of Reconstruction did not emerge until decades later. Although the Emancipation Proclamation signed in 1863 freed slaves in the rebellious confederate states, the issue of slavery at the national level was not addressed until the culmination of the war. The question of the abolition of slavery was in dire need of resolution and in 1865, Senators Lyman Trumbull, Charles Sumner and John Henderson sponsored resolutions for a constitutional amendment. i On December 6, 1865, the Thirteenth Amendment was ratified and used as conditionality for readmission for Confederate states. While slavery was henceforth abolished, the issues of African American citizenship and suffrage were not addressed until 1868 and 1870, respectively. On July 9, 1868, the Fourteenth Amendment was written into the Constitution granting African Americans citizenship, due process and equal protection under the law. ii This amendment also addressed concerns over punishment of ExConfederate States and generals. At the commencement of this amendment, the South was divided into 5 military districts under careful watch by the federal government. Additionally, Southern congressional representation was reduced and ex-Confederate soldiers were banned from holding any civil, military or elected office without majority approval from Congress. iii The last of the Reconstruction Amendments was ratified on February 3, 1870. The Fifteenth Amendment to the Constitution prohibited states from disenfranchising voters on account of race or previous condition of servitude. iv This seemingly revolutionary amendment unfortunately left open the possibility of states instituting voter qualifications. Although members of all races were technically supposed to meet such qualifications, Confederate states took advantage of this loop hole to punish African American voters. Through poll taxes and literacy tests, many African Americans were abridged of this constitutional right. While Radical, or Congressional, Reconstruction lasted nearly a decade, the impact of this time period was profound on the future of Southern society. v The classification of this period as "radical" is important in understanding the scope of such changes in the South. The Reconstruction Act of 1867 enabled African Americans to participate in politics, and thus gain a powerful voice in society, a concept previously foreign to them. When analyzing the 14 th Amendment, it is evident the crucial part of this document was the Equal Protection Clause, a section dedicated to ensuring the rights of African Americans be readily maintained by the federal government. Likewise, the division of military districts further enabled African Americans to become involved in politics and exert their civil rights. The political mobilization of African Americans was perhaps one of the most paramount gains during this period of radical Reconstruction. Out of this ability to run for office, came real black political power, which further empowered the newly freed population. At the onset of the Reconstruction period, many outspoken African Americans encouraged the black race to quickly become autonomous and self-sufficient. Major Martin R. Delany, a representative of the Freedmen's Bureau, wrote in 1865, "People say that you are too lazy to work, that you have not the intelligence to get on for yourselves. I tell you slavery is over, and shall never return again." vi Through his discussion of post-war Southern society, Peter Kolchin notes that the end of the war left African American slaves freed, but their ensuing status otherwise undetermined. vii For African Americans, Reconstruction left them somewhere in between slave and freed men. In political terms, African Americans did achieve the kind of freedom they had longed for on paper. With the passage of the Reconstruction Amendments, slavery was henceforth abolished and African Americans were granted equal protection under the law, due process and suffrage, for black men only. Slaves sensed their impending liberty as the war waged on and for hundreds of thousands of slaves, slavery ended before the war had even ended. viii African Americans did not wait for handouts after emancipation, and instead, sought to establish complete autonomy as soon as possible. This determination to be autonomous united the freed people and those with the most freedom were those who owned land. While initially the result of emancipation and Reconstruction proved to be a bit of a stalemate, there were substantial victories for African Americans. However, with these victories came numerous road blocks put forth by exConfederates in the South through legal measures. This included "black codes," which restricted African Americans from holding specific occupations, owning property or having access to the judicial system. ix While African Americans were granted the right to vote and protection under the law, Southerners did everything in their power to ensure this did not happen. One important point Kolchin makes was the sense of disillusionment after the war and how although this manifested in the entire nation, it was most apparent to blacks. x African Americans believed they would get more than what was given to them after the war ended, and thus, one could argue they did not receive the kind of freedom for which they had longed. While the number of agricultural black families increased by the ladder half of the century, many African Americans still found themselves in similar roles to that of a slave through a continuous cycle of hierarchical relationships. On paper, the Emancipation Proclamation and Reconstruction Amendments sought to help African Americans achieve freedom following the war. However, this disillusionment manifested into many African Americans through a false sense of freedom. In a testimonial excerpt from Senate Report 693, Henry Adams reiterated this idea by stating, "I told him (my former master and current boss) I thought that every man, when he was free, could have his rights and protect themselves. He said, "The colored people could never protect themselves among the white people."" xi This is a powerful statement because it reaffirms the persistent belief among whites that African Americans were inferior, despite gaining federal legal status. Despite Reconstruction, the U.S. military found itself at odds with ex-Confederates, or Southern Democrats years after the conclusion of the war. The military, working with the federal government, helped restore the Union through the creation of five military districts. While this policing of southern towns help repress some violence, even military leaders were hesitant to intervene too much. These reservations stemmed form such a setup contrary to democratic principles outlined in the Constitution. After the districts were dispersed, it became apparent that not much had changed. While the South attempted to adhere to Northern demands to regain prosperity, the tensions between both regions continue to manifest. In a journal entry from Kate Stone, the daughter of a large plantation owner in Louisiana, this notion was further echoed. Stone wrote, "The Northern papers do make us so mad! Even Little Sister, the child of the house, gets angry. Why will they tell such horrible stories about us?" xii Such a statement is significant because it alludes to the fact that Stone is either unaware of the violent acts committed in the South, or believes such acts are not wrong. Furthermore, many Southerners held views similar to Stone's, believing they were being cast as the villains. Likewise, Redeemers, or ex-Confederates who regained power in the 1870s, attempted to restore white supremacy and a slave society. xiii These Southern Democrats retook control of local and state governments, and while on the surface they discredited violence against blacks, they turned their head the other way when such violence occurred. Redeemers defined themselves by what they were not, showing no interest in biracial coalitions, attention to black needs or desire to use government as an agent of change. xiv Redeemers continuously said blacks could exercise their right to vote, but this right did not permit them to run for office. Consequently, many former slaveholders regained political control similar to that before the war. One by one, conservative democrats redeemed each southern state until the Republicans were almost completely driven out of power. It is important to bear in mind the difference in Reconstruction in the U.S. as opposed to other parts of the world, in the context of shaping new legislation. While Southern Democrats ultimately regained political control, they had absolutely no say in shaping Reconstruction legislation. However, Redeemers played a crucial role in the discourse that amounted as radical Reconstruction came to a close. These men linked the use of violence with redemption and linked their actions to a sacred crusade intended to restore the "right" order. Regardless of the power exerted by the Redeemers, control over the black political voice fractured white Southerners within the Democratic Party. On the surface, Redeemers stood for white supremacy and unity among whites of all classes. Because many southern whites wanted to move past old customs, tensions arose between poor whites and elites. Both poor blacks and whites felt exploited by the Democratic Party, signaling an end towards any kind of universal white unity. xv Many of these individuals unsatisfied with the Redeemers were farmers who felt the centralization of power in merchants at the general store hurt their business. Furthermore, railroads monopolized the South by setting uncompetitive rates and minimizing profits for farmers. Another point of controversy was the issue of money and whether the country should maintain a gold or silver standard. Farmers wanted silver because of its cheaper value and easiness to obtain. The significance of this disagreement over monetary policy was that it was a cry for cheaper credit against upper class, ruling elites. xvi While other parts of the world experienced widespread plantation labor, Southern plantation labor was more widely dispersed, mainly operating out of the plantation belt. This region contained the most fertile land culminating into the production of a staple crop for the world market. Southern prosperity coupled with the production of staple crops required a dependent labor force, in the eyes of plantation owners. This notion was echoed in a Georgia newspaper that stated the survival of southern prosperity depended upon, "one single condition: the ability of the planter to command labor." xviii xvii Following the war, planters attempted to recreate this form of dependent labor, but newly freed African Americans continued to exert their rights. The end of the war left Southern planters in a state of shock, with many reeling from debt and loss of a labor force. One ex-Confederate's situation, General Tench Tilghman, was described as follows: "This family, one of our oldest and most respectable, once very wealthy, are now reduced to that state which is even worse in my estimation than actual poverty, large debts, large pride, large wants: small income, and small helpfulness. They are now without servants…the young ladies on Wednesday and Thursday milked the cows, while their father the General held the umbrella over them to keep off the rain…the general has to harness his own carriage horses and probably black his own boots." This description of a former slaveholding family's plight following the war is clearly intended to invoke sympathy. However, this is a perfect example of how powerful white discourse was during the time of Reconstruction. Although working on one's own plantation is written to appear as an outlandish concept, the inclusion of the women of the household helping is further drives home the significance of this manipulative language. Providing for women was a central part of the notion of southern honor and this vision of women being forced to work on their own plantation symbolizes a sense of dishonor and need for reversion. The question of labor persisted throughout the South following emancipation. Radical changes implemented during Reconstruction took a back seat to the hot topic of labor amongst white Southerners at the onset of Reconstruction. In the eyes of whites, the newly freedmen were naturally indolent and unlikely to work unless under compulsion. White planters developed a nostalgia for days when their power lay within the lash and such a notion was echoed by a Louisiana planter: "I have come to the conclusion that the great secret of our success was the great motive power contained in that little instrument." xix The issue of labor in the New South stemmed arose from conflicting authorities, rather than merely the question of wages and hours. A clash between races emerged from white planters' determination to reestablish old forms of domination and concurrent attempts by freedmen to assert their independence. xx Sharecropping emerged as a popular form of labor, in which white land owners assumed a similar role to that of a master. Moreover, individual families signed contracts with a landowner promising to maintain a specific plot of land. In general, sharecroppers retained one third of the annual crop production in exchange for seed, fertilizers and work animals from the landowner. African Americans embraced this force of labor because it provided them an escape from gang labor and continued white supervision. xxi However, this practice did not become as widespread as intended due to the persistent view among whites that African Americans would not work without compulsion. Race in the antebellum South was anchored in the notion of exclusivity that was further perpetuated by slavery, thus casting African Americans in an unfavorable light for being a darker race. After emancipation, the nation moved towards a radical shift by granting citizenship and suffrage to African American males. However, Hana Rosen notes that such contests involving race also overlapped with gender issues. xxiii xxii Conservative discourse at this time portrayed African American women as promiscuous, and thus raping a black woman could not be proved. Despite offering testimonial evidence to such horrific events, not a single white man was arrested for rape at this time. Rosen also focuses on how white Southerners of all classes united together to continue to promote inequality for African Americans. While the hierarchical structure of society was still an underlying factor, it is important to bear in mind the deeper sense of unity between planters and poor whites than prior to the war. African Americans threatened the livelihood of many yeomen farmers, or poor whites, which amounted to growing hostilities between these men. Moreover, the notion of discourse is central to the overarching theme of Rosen's work. In this regard, discourse is a seemingly natural message stemming from the ruling class. Casting African American men as unfit patriarchs and black women as sexually promiscuous are examples of the powerful discourse enacted by white Southerners. Out of this view of African American men as lazy and not contributing to society came the notion that black men could not be the head of the household. Patriarchy was a pivotal part of Southern society and with this came the honor accompanied with the desire to protect women. Through rapes and home invasions, white Southerners asserted their dominance not only to the African American race, but more importantly to these black men they saw unfit to command a household. xxiv Many historians, including Mark Summers, note that Reconstruction should have been complete by 1870. xxv With the passage of the 15 th Amendment and the readmission of all states except one, many Americans were under the impression the country was finally ready to embark upon a new era of freedom. At this time, northern opinion towards the process began to shift, which in essence effected the leadership decisions by President Grant. xxvi Most Northerners were against furthering federal action in Southern states and grew increasingly tired of alleviating the various problems continuing to arise in these regions. As a result, Grant continued to pull troops out of the South, despite the perpetuation of violence and threat of southern Democrat reemergence. By refocusing attention on other legislation, such as the transcontinental railroad, tariff revisions and tax or revenue cuts, the Democrats began to regain some of their lost control in the government. As evidenced in Georgia, Democrats were successful in expelling blacks from government office. This expulsion prompted a clash between Georgia Democrats and Governor Rufus Bullock, prompting the federal government to once again take action to ease the violence. During this time, Bullock wrote, "I was earnestly urged to do, to pander to their prejudices, by betraying the principles of the Republican Party and shutting my eyes to a palpable violation of the laws and the wrong and injustice done by their expulsion of the colored members of the legislature." xxvii xxviii This statement was in response to the ensuing insurrection in Georgia between Klan members and the abolitionist governor. Moreover, in 1867, 24 African American citizens of Calhoun, Georgia wrote a pleading letter to the General of the Third Military District requesting federal troops. The letter referenced the fear residing in most African Americans in this town, stating, "We would open a school here, but are almost afraid to do so, not knowing that we have any protection for life or limb." xxix Furthermore, these men recounted the violence and inequality white Southerners continued to exert against them by writing, "Their first act was to deprive us the privilege to worship any longer in Church. Since we have procured one of our own, they threaten us if we hold meetings in it." xxx For Grant, the case of Georgia served as another stumbling block to a steady Reconstruction. Aware of northern retreat from a drawn out Reconstruction, Grant did not want too much federal intervention, but knew something had to be done to curb the violence. The problem in Georgia is yet another example of continued backlash to moving forward with Reconstruction and black equality. The emergence of the New South was a manifestation of southern society before the war accompanied with the stark changes after emancipation. As previously mentioned, feelings of exploitation by Southern Democrats unified poor blacks and whites. Out of this, local organizations with a vision for cooperative associations originated. These associations pooled resources together in order to ensure the best prices from the railroads and markets. Moreover, the biracial makeup of these movements is symbolic of shifting attitudes toward the African American race by whites. Likewise, these associations show that not all whites were united in an effort towards disfranchisement and segregation. Powerful white elites in the South continued to maintain power over the discourse available to the public. These Southerners invented a crisis, titling it the "Negro Problem." xxxii xxxiii xxxi To justify the violent acts to African Americans, white supremacists told the nation an embellished tale. In Stories of the South, K. Stephen Prince writes, "They insisted that the South was under siege. Three decades after emancipation, they said, African Americans had proven themselves incapable of advancement, unworthy of the ballot, and indifferent to laws, thrift, and education. They had become a danger to the well-being, even the continued survival, of southern whites." By attempting to paint the problem as a threat to the future of the South, white supremacists intended to revert back to norms of the Old South. This type of rhetoric was employed to further justify the violent acts completed by the KKK and explain the need for Jim Crow laws. In response to such violence, many African Americans testified, but little was done to rid the South of these vigilante groups. While the Klan targeted all members of the black community, it is likely they paid special attention to African Americans in position of power. Likewise, the testimony of Abram Colby, a former slave and member of the Georgia legislature, describes an assault, which left him permanently injured and nearly killed. In response to a question regarding the makeup of the assailants, Colby stated, "Some are first-class men in our town. One is a lawyer, one a doctor, and some are farmers." The Klan was not a homogenous group when it came to occupation or class standing. Rather, as Colby stated, the Klan was comprised of powerful elites and farmers, which shows the depth of white hostility towards the black community. Similarly, white Southerners intended to take the vote away from African Americans through disfranchisement. In this regard, African Americans who attempted to voice their political rights were subject to tremendous violence. Such calculated violence ultimately demoralized many blacks from exercising their right to suffrage. However, even with redemption and attempts at disfranchisement, African Americans were still voting in significant numbers. By the 1880s, 8 out of 10 white and black men voted. xxxiv Patronage emerged from the disunity in the political process in the South. Because white Southerners needed the votes of African Americans and poor whites, they seemingly paid them off to guarantee their position in government. The degree to which disfranchisement played a role in society was a fundamental part in shaping the New South. On a national scale, progressive disfranchisement emerged in an attempt to "clean up democracy." xxxv This group of progressives, mostly middle class southerners, sought to establish a better form of democracy through the exclusion of blacks. Such a view correlates back to the importance of discourse referring to African Americans as lazy, vagrants. Many whites at this time felt blacks were corrupt and therefore should not hold a respectable position, like government office. On the other hand, whites exerted the honor and respect worthy of maintaining such positions. These ideas formulated into a growing belief that removing blacks from the political process would simultaneously clean up democracy. Literacy tests, poll taxes and the grandfather clause were measures employed by these progressives to exclude blacks from the political process. As the South became a production of a new era, many ex-Confederates attempted to construct a favorable history of the Old South. These advocates for the white South established a "Lost Cause" mythology and memory of the Civil War and southern culture. xxxvi This view sought to reestablish the traditionalist white society exemplified in antebellum Southern society. Moreover, Confederates were portrayed as chivalrous, noble fighters who were simply overwhelmed by a more resourceful and industrious North. This Lost Cause mentality came together with the vision of the New South and attempts to renounce the work of Northern Republicans during Reconstruction. xxxvii xxxviii Southerners believed Reconstruction had been a deliberate attempt by northerners to destroy the traditional Old South. For Southerners who were willing to work together with their northern counterparts, they were not the bad guys for simply wanting to exclude blacks from politics. These perverse views translated into longstanding beliefs that white southerners would once again reclaim the South. Thomas Dixon Jr. echoed this notion, in a letter from Virginia in 1904. Dixon, describing the Klan, wrote, "In the darkest hour of the life of the South, when her wounded people lay helpless amid rags and ashes under the beak and talon of the Vulture, suddenly from the mists of the mountains appeared a white cloud the size of a man's hand." Despite the horrific violent acts committed by Klansmen, many white southerners held similar views as Dixon. For these individuals, groups like the KKK were seen as noble heroes, attempting to rid their land of a threatening race. Looking back on Reconstruction, it is not quite evident a New South emerged following the war. Some degree of a New South emerged, anchored in the allusion of the Lost Cause and racial exclusivity. While ex-Confederate soldiers and generals were barred from participating in politics, they eventually regained control of their state legislatures, expelling African Americans who had shortly maintained power. The Reconstruction Amendments, coupled with the work of the Freedmen's Bureau and federal government, attempted to promote equality of races and diminish notions of disfranchisement and Klan violence. Although African Americans gain autonomy, many found themselves holding similar labor positions in sharecropping or tenant farming, as prior to the war. In some ways, Reconstruction brought about revolutionary change to the South. While African Americans were continuously targeted, they still maintained their civil rights and freedom, unlike before the war. However, Reconstruction perhaps did not play out in the way many northerners, and Grant, envisioned. One could argue it took another century for Reconstruction to fully run its course. Regardless, Reconstruction paved the way for a New South, where African Americans ultimately had the ability to work on their own terms, run for political office and control their families. Works Cited Anderson, John Q. The Journal of Kate Stone, 1861-1868. Louisiana: 1995. Ayers, Edward L. Southern Crossing: A History of the American South 1877-1906. New York: Oxford University Press, 1998. Delany, Major Martin R. "Slavery is Over." Sunday, July 23, 1865. Dixon, Thomas. The Clansman: An Historical Romance of the Ku Klux Klan. New York: Grosset & Dunlap, 1905. Duncan, Russell. Excerpt of Governor Rufus Bullock. Georgia, 1868. Foner, Eric. Reconstruction: America's Unfinished Revolution. New York: Harper & Row, Publishers, 1988. Fowler, John D. The Confederate Experience Reader. New York: Routledge. Kolchin, Peter. American Slavery. Hill and Wang, 1993. Letter to General of Third Military District, Calhoun, Georgia. August 25, 1867. http://www.pbs.org/wgbh/amex/reconstruction/activism/ps_calhoun.html Prince, K. Stephen. Stories of the South: Race and the Reconstruction of Southern Identity, 18651915. The University of North Carolina Press, 2014. Rosen, Hannah. Terror in the Heart of Freedom . The University of North Carolina Press, 2009. th Senate Report 693, 46 Congress, 2 nd Session. Testimony of Henry Adams, 1880. Summers, Mark Wahlgren. The Ordeal of the Reunion: A New History of Reconstruction. The University of North Carolina Press, 2014. Testimony Taken by the Joint Selection Committee to Inquire into the Condition of Affairs in the Late Insurrectionary States. Abram Colby, Washington: 1872. Thirteenth Amendment, U.S. Constitution. 1865. Fourteenth Amendment, U.S. Constitution. 1868 Fifteenth Amendment, U.S. Constitution. 1870. ``` i Thirteenth Amendment, U.S. Constitution. 1865. ii Fourteenth Amendment, U.S. Constitution. 1868. iii Ibid. iv Fifteenth Amendment, U.S. Constitution. 1870. v Ayers, Edward L. Southern Crossing: A History of the American South 1877-1906. New York: Oxford University Press, 1998. vi Major Martin R. Delany, "Slavery is over." Sunday, July 23, 1865. vii Peter Kolchin, American Slavery. Hill and Wang, 1993. viii Ibid. ix ibid. x ibid. xi Senate Report 693, 46th Congress, 2nd Session. Testimony of Henry Adams, 1880. xii Anderson, John Q. The Journal of Kate Stone, 1861-1868. Louisiana: 1995. xiii Summers, Mark Wahlgren. The Ordeal of the Reunion: A New History of Reconstruction. The University of North Carolina Press, 2014. xiv Ibid. xv Prince, K. Stephen. Stories of the South: Race and the Reconstruction of Southern Identity, 1865-1915. The University of North Carolina Press, 2014. xvi Summers, Mark Wahlgren. The Ordeal of the Reunion. xvii Foner, Eric. Reconstruction: America's Unfinished Revolution. New York: Harper & Row, Publishers, 1988. Pg. 129. xviii Ibid, 129. xix Ibid, 132. xx Ibid, 132. xxi ibid, 135. xxii Rosen, Hannah. Terror in the Heart of Freedom. The University of North Carolina Press, 2009. xxiii Ibid. xxiv ibid. xxv Summers, Mark Wahlgren. The Ordeal of the Reunion. xxvi Ibid. xxvii Duncan, Russell. Excerpt of Governor Rufus Bullock. Georgia, 1868. xxviii Letter to General of Third Military District, Calhoun, Georgia. August 25, 1867. xxix Ibid. xxx ibid. xxxi Prince, Stephen K. Stories of the South. xxxii Ibid, 211. xxxiii Testimony Taken by the Joint Selection Committee to Inquire into the Condition of Affairs in the Late Insurrectionary States. Abram Colby, Washington: 1872. xxxiv Ayers, Southern Crossings. xxxv Ibid. xxxvi Fowler, John D. The Confederate Experience Reader. New York: Routledge. xxxvii Ibid. xxxviii Dixon, Thomas. The Clansman: An Historical Romance of the Ku Klux Klan. 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Child health information factsheet Plagiocephaly Plagiocephaly is a term used to describe the asymmetrical shape of a baby's skull (when one side of the head does not match up with other side). It develops as a result of constant pressure being placed on one area of the thin, flexible skull of the baby. Until about one year of age the bones of a baby's head are very thin and flexible, which makes it soft and easy to mould. Positional or deformational plagiocephaly can occur in babies during or after birth. During most births, the newborn head may appear elongated for a short period of time after passage through the birth canal. This usually corrects itself within six weeks after birth. If your baby prefers to look in one direction, or spends long periods of time on their back, in a car seat or reclining chair, part of the skull may become flat. Premature babies are more likely to develop flat heads, as their skulls are softer than full term babies. They also tend to spend more time on their backs without being moved or picked up. It is important to remember that plagiocephaly does not affect the development of a baby's brain. How to help All the following advice is aimed to encourage your baby to spend time in different positions to help their head shape develop. Your child may be referred to a physiotherapist for advice. Sometimes due to the shape of your baby's head they may have difficulty turning their head in both directions, try some of the following to encourage head turning. * Tummy time is very important and should be part of every baby's daily routine as it encourages head turning and control www.uhs.nhs.uk Child health information factsheet * Supported sitting (on advice from your physiotherapist). This encourages head turning in both directions taking away the restriction of the altered head shape * Talk time – try sitting with your knees bent up and place your baby on your lap facing you with their head placed in the crease between your legs, this will help them to turn in both directions taking away the restriction of the altered head shape * It is important to change the resting position of your baby's head when they are sleeping by swapping between left and right. The use of helmets to help with the shape of the head is a controversial subject, and not recommended by paediatricians as the head shape will self correct with growth. The FSID (Foundation for the study of infant deaths) created a back to sleep, front to play campaign in 2006, the leaflet can viewed at www.sids.org.uk/front-play-campaign.html If you have any questions or concerns please contact Paediatric physiotherapy department B level west wing Southampton General Hospital Tel: 023 8079 4560 If you need a translation of this document, an interpreter or a version in large print, Braille or on audio tape, please telephone 023 8079 4688 for help. www.uhs.nhs.uk	<urn:uuid:db024ffa-20a8-4bf2-b4a7-e9009d514a06>	CC-MAIN-2019-13	http://www.uhs.nhs.uk/Media/Controlleddocuments/Patientinformation/Childhealth/Plagiocephaly-patientinformation.pdf	2019-03-25T12:30:54Z	crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00349.warc.gz	349,939,919	621	eng_Latn	eng_Latn	0.998316	eng_Latn	0.998518	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1657, 2911 ]	[ 3.15625 ]	1	0
CITIZEN PARTICIPATION "An informed and active citizenry is the lifeblood of a democracy." It is important in a democracy that citizens help keep their legislators informed. In order to be true representatives of the people, legislators need to know the thinking of their constituents on those issues upon which decisions will be made, and the facts on which such thinking and conclusions are based. As a citizen, you can help insure good legislation on state and national levels by communicating with your elected representatives at the proper time. Too many people never have any contact with those who represent them in government—whose vote may decide what price they will pay for the acts of government, sometimes in terms of dollars, or in changes in standards of living, or in regulatory inconveniences. Is There a Bill or an Issue of Particular Concern to You? Organize! Forming a group to lobby for or against legislation is often more effective than individual efforts. A group is far more visible, has greater resources, and carries more political weight. Organize a group of friends, co-workers, or neighbors around a specific issue of concern to all of you. Define your goals . . . identify tasks that are part of the plan . . . divide the work. (For instance, one person can research available material, another can keep track of the bill, several can attend all committee meetings, several can personally meet with the legislator, etc.) . . . KEEP INFORMED. It is best for the group to meet informally or socially with legislators even before the group has specific legislative requests to make. Professional lobbyists specifically suggest this kind of personalized, informal contact. Friendly, personal acquaintance, and help at campaign time, form a strong basis for personal, or group, lobbying efforts. Learn how the system works . . . find out how a bill becomes a law . . . learn the committee structure . . . find out which legislators are dealing with your area of concern . . . find out when and how to lobby. ALL THIS INFORMATION IS TO BE FOUND IN THIS GUIDE. If you are interested in becoming actively involved in influencing legislation, here are some important points that will make your lobbying efforts more effective: Personal Contacts Personal contacts can be a meaningful way to influence a legislator. 1. Before contacting any legislators, take the time to read all available background material on the bill or issue which concerns you. Although it is obviously beneficial for you to know a great deal about the specifics of bills and issues, it is not essential that you know everything. The primary goal of your visit is to express your concern over a particular bill or issue. 2. Know when and where to contact a legislator. The best times to find a legislator in the office in Lansing are Tuesday, Wednesday, and Thursday. (House sessions are normally held on Tuesdays and Wednesdays at 1:30 p.m. and Thursdays at 12:00 noon, while Senate sessions normally begin at 10:00 a.m. on Tuesdays, Wednesdays, and Thursdays.) It is usually possible, when the House and Senate are in session, to send in a message to legislators informing them that you wish to speak with them. Check from the visitors balconies on the third floor (using the seating charts in this book) to see if the legislator you wish to meet with is in the chamber. The sergeant-atarms on the second floor in front of each chamber will send your message to the Representative or Senator. It is generally, but not always, possible for a legislator to come out to meet briefly with you. Occasionally, legislators will be able to see you if you simply walk into their office, but the best approach is to call ahead and make an appointment. Let the legislator know what you wish to discuss. If you cannot get an appointment, or if the matter is too urgent to wait for an appointment, do not hesitate to go to the office anyway. You may at least be able to talk to staff, and you will have made them aware of your concern. Calling your own legislator at home on the weekend sometimes makes sense on an issue of great importance or urgency. Don't abuse this method of contact. 3. If you have genuine expert knowledge, share it with the legislator. It will be welcomed. No legislator can be an expert on everything. (All views are important, but expertise is especially valued. Remember, any lobbyist's most useful role for a legislator is as a source of information.) If you have read the bill carefully and/or understand the issues involved as a result of personal knowledge or research, you may be of great assistance to the legislator. 4. Be constructive. If a bill deals with a problem you admit exists, but you believe the bill is the wrong approach, explain what you believe is the right approach. If you want to suggest amendments to a bill that has been introduced, it is important that you have: a) a clear idea of what you want to be included or deleted; b) the reasons to justify the proposed change; and c) good, strong facts to back up your position before you contact your legislator. If possible, leave copies of your position and/or suggested changes with the legislator. 5. It is usually a waste of time (for both of you) to lobby legislators who are already supporting your position, although they may be helpful in making suggestions for your lobbying efforts. 6. You do not need a crowd to lobby. One, or possibly two, well-informed lobbyists on the same subject are more effective and less confusing than a large group gathered at the same time. 7. When you introduce yourself, save time by making it clear who you are and what organization, if any, you are working with. If you are cooperating with some group from the legislator's home district, mention it and the fact that the home district group may also be trying to reach the legislator. 8. Do not "overkill." Most legislators have many demands on their time. An elaborate sales job or long, emotional speech will not be appreciated. They do, however, want your well-prepared facts and views, presented in a straightforward manner. Make sure their time is well spent in talking to you. Stick to the issues that you came to discuss; don't wander into other issues. 9. It is easy, particularly when dealing with legislators who disagree with you, to become angry and frustrated. If you disagree, a calm, reasonable attitude and a set of well-prepared reasons for your position may change their minds on the issue. It is generally advisable not to get into arguments which may trigger prejudices. Remember, you may not have all the facts on an issue or bill. Let legislators explain their views—listen without interrupting—they often have input from many resources to which you may not have access, such as fiscal agencies, state departments, other groups with expertise on the issue, and legislation from other states. Take a few notes about their comments, noting any questions they have. Give the answers you know, and offer to get answers to the other questions, if possible. Understanding their views of the facts and where they come from will help your organization develop counterarguments. 10. Don't demand a commitment before the facts are in. Give your legislator a fair chance to examine all sides of an issue. The legislative process is very complex, and bills change their shape in committee and on the floor of both houses of the Legislature. A bill rarely becomes law in the same form as introduced. It is possible that the bill you supported originally is so changed in the process that you would oppose its final form. A legislator may be forced to vote on the bill as a whole, weighing the good with the bad and the needs of all constituents and/or the state as a whole, rather than those of a particular group or individual. Letter Writing and E-Mail A personal letter or message via e-mail or the Internet may be the most effective way of contacting your legislator, whether in Lansing or Washington. Consult the Congressional (p. 4), House (p. 31), and Senate (p. 53) directories in this guide to find the addresses of Michigan legislators. Many offices prefer e-mail. If you're new at this type of letter writing, here are some suggestions on how your letters can be most effective: 1. ADDRESS IT PROPERLY: Know your legislator's full name and correct spelling. For specific addresses, see individual lists. Examples: U.S. SENATOR The Honorable (full name) United States Senator Address ** U.S. REPRESENTATIVE The Honorable (full name) United States Representative Address Dear Senator (last name): Dear Congressman/woman (last name): STATE SENATOR The Honorable (full name) State Senator State Capitol P.O. Box 30036 Lansing, MI 48909-7536 STATE REPRESENTATIVE The Honorable (full name) State Representative State Capitol P.O. Box 30014 Lansing, MI 48909-7514 ** Dear Senator (last name): Dear Representative (last name): 2. ALWAYS INCLUDE YOUR LAST NAME AND ADDRESS ON THE LETTER OR E-MAIL. A letter cannot be answered if there is no return address and this shows you are a constituent. 3. USE YOUR OWN WORDS. Avoid form letters and petitions. They tend to be identified as organized pressure campaigns and are often answered with form replies. However, a petition does let the legislator know that the issue is of concern to a large number of people (addresses with zip codes should be given for each signature). One thoughtful, factual, and well-reasoned letter carries more weight than 100 form letters or printed postcards. 4. TIME THE ARRIVAL OF YOUR LETTER OR E-MAIL. Try to write to your legislator, and the chairperson of the committee dealing with a bill, while a bill is still in committee and there is still time to take effective action. Sometimes a bill is out of committee, or has been passed, before a helpful, informative letter arrives which could have made a difference in the way the bill was written or in the final decision. 5. KNOW WHAT YOU ARE WRITING ABOUT. Identify the bill or issue of concern to you. Thousands of bills and resolutions are introduced in each session. If you write about a bill, try to give the bill number or describe it by popular title, such as "the Whistleblower's Act," or "the School Code." 6. BE REASONABLY BRIEF. Many issues are complex, but a single page, presenting your opinions, facts, arguments, or proposals as clearly as possible, is preferred and welcomed by most legislators. 7. GIVE REASONS FOR YOUR POSITION. Explain how the issue would affect you, your family, business, or profession—or the effect on your community or our state. If you have specialized knowledge, SHARE IT WITH YOUR LEGISLATOR. Concrete, expert arguments for or against the bill can be used by the legislator in determining the final outcome of a bill. 8. BE CONSTRUCTIVE. If a bill deals with a problem you admit exists, but you believe the bill is the wrong approach, explain what you believe to be the right approach. 9. GROUPS AND INDIVIDUALS SHOULD DETERMINE THEIR PRIORITY CONCERNS and contact the legislator on those specific issues rather than on every issue. The "pen pal" who writes every few days on every conceivable subject tends to become a nuisance, rather than an effective voice of concern. 10. YOU MAY NOT ALWAYS RECEIVE A LONG, DETAILED RESPONSE. Legislators are very busy and usually cannot respond with long, personal replies to each correspondent. 11. WRITE TO EXPRESS APPRECIATION when you feel a legislator has done a good job. Legislators are human too and seldom receive "thank you" letters of encouragement. Remember, on any one issue, even a few letters or e-mails to one legislator can have an important impact. Sometimes just one letter or e-mail, with a new perspective, or with clear-cut, persuasive arguments can be the decisive factor in a legislator's action. * * * * * If you decide you want to be further involved in the future of a particular bill, KEEP TRACK OF THE BILL. Consider testifying on it before a committee. There may also be a public hearing on it in your area. Information on testifying is included in the section on "Committees."	<urn:uuid:16afd4fa-e4f7-4465-bbe6-037f9262b46c>	CC-MAIN-2019-13	https://nebula.wsimg.com/2e1c42045d865dc0a88bc03545f884e3?AccessKeyId=D432BA124533D2D9B9EA&disposition=0&alloworigin=1	2019-03-25T11:39:12Z	crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00348.warc.gz	577,577,754	2,563	eng_Latn	eng_Latn	0.999176	eng_Latn	0.999363	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4184, 8659, 12162 ]	[ 2.265625 ]	1	1
The Grocery Store Grocery shopping is your chance to pick healthy foods to feed your family. We know it can also be stressful, as parents are strapped for time and money. Studies show that families who eat out often spend the most money on food. It's simply cheaper and healthier to cook and eat at home. Here are some tips to save you money, make shopping fun and help you choose better foods that are nutritious for your family. Helpful Tips: * Plan your meals, make a list and stick to it to save money and time. * Shop the outer edges of the store first to stock up on less processed foods. * Involve your kids in the planning, shopping and preparing of meals to avoid arguments at meal times. * Have your kids pick out a vegetable or fruit that they are interested in to encourage your family to try a new vegetable or fruit every week. * Stock up on fresh vegetables and fruits for snacks. * Focus on purchasing vegetables, fruits, whole grains and lean meat. Strong4Life is about making simple changes with your family. Here is a tool to help you think about your family's weekly meals. This week, try planning out some of your meals and see the difference it makes. ©2014 Children's Healthcare of Atlanta Inc. All rights reserved. WELL 959446.tr.10/14 Sample Grocery List Before you go to the grocery store, be sure to create a list of nutritious foods for your family. Purchase food that can be used to create easy meals or quick, healthy snacks. To get you started, we have put together a list of healthy foods that you can keep stocked in your pantry, refrigerator or freezer. Use this as a reference tool to save time and to give you some ideas of food choices. Vegetable and Fruit Aisle: Bread Aisle: m Apples m Oranges m Bananas m Spinach m Broccoli m Strawberries m Carrots m Tomatoes m Dark green lettuce (ex. Romaine) m______________ m______________ m Grapes m______________ Helpful tip: Buy fresh veggies and fruits when they are in season for the best flavor and cost savings. Meat, Seafood and Deli Aisle: m Chicken m Sliced turkey deli meat m Extra lean ground beefm Sliced ham deli meat m Fish m______________ m Lean ground turkey m______________ m Pork tenderloin m______________ m Shrimp m______________ Helpful tip: Replace meat with other lean protein sources such as beans, peas, seeds or nuts a few times a week and it will save your family money. Canned Foods Aisle: m Unsweetened applesaucem Canned pineapple m Black beans mCanned tuna m Canned corn m Pinto beans m Canned green beans m______________ m Canned peaches m______________ m Canned peas m______________ Helpful tip: Some canned foods are high in salt, so look for no-salt-added versions. Also, beware of canned fruit in syrup, which can have a lot of sugar. Look for fruits canned in water or 100% fruit juice. Snack Aisle: m Almonds m Whole-wheat pretzels m Pumpkin seeds m______________ m Walnuts m______________ m Whole-wheat crackers m______________ m Whole-grain bread m Whole-grain english muffins m Whole-grain rolls m______________ Helpful tip: Purchase 100% whole grain bread products to add fiber to your diet. Remember, just because it's brown doesn't mean it's whole grain. Frozen Aisle: m Frozen chicken breasts m______________ m Frozen vegetables m______________ m Frozen veggie burgers m______________ Helpful tip: Frozen vegetables and fruit are just as nutritious and often cost less. Dry Packaged Goods Aisle: m Brown rice m Whole-wheat pasta m Whole-grain cereals m______________ m Oatmeal m______________ Helpful tip: Healthy dry packaged goods are key ingredients in many quick and easy recipes. Dairy Aisle: mLow-fat shredded cheesem Mozzarella cheese m Low-fat cottage cheesem Low-fat yogurt m Eggs m______________ m Milk, fat-free or 1% m______________ Helpful tip: Low-fat or fat-free dairy choices provide calcium without the extra calories. Opt for 2% milk cheeses or part-skim. Condiment and Sauce Aisle: m Ketchup m Mustard m Olive oil m Vinegar m Peanut butter or other nut or seed butter m Spaghetti sauce m______________ Helpful tip: Keep your packaged food purchases to a minimum. Compare packaged foods and choose those with the least amount of salt. Don't forget about the flavor that spices can add to your foods. Helpful tip: Veggies and fruit are also great snacks.	<urn:uuid:6fd781ed-6b64-468f-b1bb-8527ece0faa0>	CC-MAIN-2019-13	https://www.choa.org/~/media/files/Childrens/medical-services/adaptive-sports/grocery-flier.pdf	2019-03-25T13:00:24Z	crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00352.warc.gz	716,829,159	1,024	eng_Latn	eng_Latn	0.998225	eng_Latn	0.998752	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1264, 4393 ]	[ 3.375 ]	1	0
Social * Emotional Academic Learning Centers Parent Handbook Coronado Elementary School Site-Coordinator: Lucia Vidaca Phone Number: (505) 463-6171 Email: email@example.com Local Program Director: Michael C de Baca Phone Number: (505) 242-3353 Email: firstname.lastname@example.org School Campus Principal: Nathaniel Kuster Phone Number: (505) 843-8282 Email: email@example.com CONTENTS Welcome to Community for Learning (CFL) Out-of-School time Program Project SEAL – Social, Emotional & Academic Learning Mission Statement CFL Provides a path to success by empowering children and families with opportunities that support academic success and social-emotional growth. It's the mission of Community For Learning (CFL) to provide out-of-school time programs that are more than just safety nets, but also promote positive development and expand children's goals for school and beyond. CFL is based on a social, emotional and academic model with a strong emphasis to provide quality before and out-of-school time programming with enriched activities for children. We do this by offering children academic support in reading and math, homework help, social-emotional learning, and fun recreational activities. CFL's out-of-school time program is called Project SEAL (Social, Emotional and Academic Learning). Project SEAL assists in meeting state and local student standards in core academic subjects, such as reading and math, and is a community out-of-school time program providing children with the opportunities to take part in a variety of academic and recreational enriched activities CFL aspires to serve, students, families, the community and the school to develop and maintain a quality out-of-school time program that models and provides choices of centers in the areas of math-numbers, reading-library, science, sensory, creative arts, manipulative area, music, and dramatic play by using fun hands on learning. CFL provides an environment where children can play, learn, grow academically and socially, make new friends and feel safe in their out-of-school time environment. Our program is designed for nurturing children in the area of academics as well as developing a child's social and emotional growth. Philosophy Statement Children's growth, development and behavior Our goal is to strengthen the whole child – physically, cognitively, linguistically, socially and emotionally by providing and connecting them with structured learning experiences, frequent and varied involvement in reading and writing activities, and positive interactions with caring adults. By focusing on children from a holistic perspective, we can support not only academic learning, but also the development of a variety of life skills. Exposure to caring adults provides our youth with role models, mentors, guidance, high expectations, an awareness of people's differing interests, strengths and plays an important role in their learning and development. Children learn through play Meaningful hands on activities are used to focus on individual needs of students. All children are engaged in reading, writing, speaking, listening, math and science during their centers of choice. Children explore their physical and social world through their senses. Adults can facilitate learning through play by providing children with opportunities to see, touch, taste, and smell. At this stage of early intervention, the outof-school time program can provide hands on, active team-building games and collaborative learning opportunities to assist in the learning of socially interaction with adults and peers. How Children Learn Children learn through play and meaningful hands on activities focused on individual needs of students. Children are engaged in reading, writing, speaking, listening, math, and science during centers of choice with adult supervision and engagement of meaningful conversations that promote vocabulary development and other educational needs. It is the responsibility of the adult in the out-of-school time environment to use the three Scaffolding Comments for engaging conversation with your children. 1. Telling – Giving them the answer to keep them going or share basic knowledge. Example: "Santa Fe is the capitol of New Mexico". 2. Demonstrating – Modeling an act or behavior with the intention of getting the student to do the same. Example: "I am going to re-read the last paragraph to try and understand it better" 3. Prompting – Focusing the student's attention on meaning by using a structural or visual cue. Example: "Look at the first two letters in the word," or "Notice how cool the water feels". The out-of-school time program provides the opportunity to interact positively with children of different ages and adults that can provide one-on-one attention in the areas of reading, math, science, homework, and social, emotional development. CFL uses researched based curriculum to teach social skills along with essential tools that are needed in real life situations. As children move into the elementary school years, their focus shifts from dramatic or pretend play to "games with rules" and organized sports that require strategy and skill. Games with rules include traditional board games, card, video, and computer games, as well as physical games such as tag and "Red Rover." Through these play experiences children hone their ability to relate to others, their gross motor skills, and their eye-hand coordination. The Role of the Adult in a child's learning process The CFL approach fosters youth engagement and development, youth-adult partnerships in learning, and community enhancement, as we believe that these strategies foster a positive learning environment and effectively support the growth, learning, and resiliency of young people. We utilize each unique community as the context for both service and place -based learning. By utilizing a hands-on approach to learning, we can then focus on the full range of competencies needed for young people to become productive, healthy, and socially/emotionally intelligent adults. It is important to have quality adult supervision, engagement, and meaningful conversations that promotes quality vocabulary development and other educational needs for all children in the out-of-school time program. When young people participate in effective, high quality out-of-school time programs, there are a variety of individual, family, school, and community benefits that include (but are not limited to): * Better social competence * Increased engagement in learning * Improved academic performance * Reduced involvement in risky behaviors * More civic engagement and community development * Assistance to working families by providing a safe, supervised, and stimulating environment * Keeping our communities safe The Physical Environment and how it contributes to learning * All CYFD regulations will be posted in all areas in which the out-of-school time program will be located in. This could include the school gym/cafeteria or break out room. Learning centers will be clearly defined using shelves and furniture, labels in English and Spanish, and instructions will be at all centers for all children and adults to read. * The CFL environment has from 3-9 identifiable learning centers. They are functional with adequate space. Adults will supervise and engage with children in all centers. Materials are well cared for, and organized by type of center. * Noisy and quiet areas are separated. Floor surfaces are available for different activities. Examples of children's work are displayed in spaces where students can see them clearly. * The environment may include the various following centers: Dramatic Play, Creative Play, Books, Blocks & Accessories, Art, Manipulative, Music, Science, Math/Numbers, and Sensory. Children with Special Needs CFL will make reasonable accommodations to provide fully inclusive out-of-school time care for any child with special needs that are enrolled in one of our out-of-school time programs. Reasonable accommodation may include adapting space and activities so that all children can participate fully. All children enrolled in CFL programs must be able to manage their behavior in a way that does not compromise the health and safety of the children and staff involved in the program. As well, all children must be able to participate in the group nature of our programming. The evidence suggests that good out-of-school time programs have some essential characteristics: § Children need to be given opportunities to solve problems and use their reasoning skills. § They nurture children's skills and talents- leads to a child's self-esteem as well as the three R's- resourcefulness, responsibility, and reliability. § Projects that teach children how to work as a team- to begin to think of "we" instead of just "me." § They offer choices. Project SEAL offers a culture of learning that allows children to safely explore independence, peer relationships and leadership. As well as academic enrichment and social and emotional growth. Curriculum Statement Play as the primary mode of learning A structured, consistent, and well-rounded daily/weekly schedule, complemented by community driven values and rules provides a skeleton for a smoothly run program. Our schedule includes time for academic based learning / homework help, enrichment activities (social-emotional learning), physical activities, and self -selection/play. Although some activities are developed and structured for the participants, we understand that free self-selection or play time is a critical way in which children learn, so these periods are found throughout the schedule with active engagement through the use of learning centers of choice for opportunities to experiment and explore. A range of activities (grouped within larger themes and subjects) are rotated on a daily, weekly, or monthly basis allowing children to be exposed to a variety of topics, and interests, as well as ways of learning and active engagement with adults and peers. Participants are actively engaged in lessons as they get the opportunity to experiment and explore the subject matter. Children have the opportunity to engage in the social emotional development through weekly lessons using social –emotional learning activities that are active and literacy based. GENERAL INFORMATION CFL Staff Anne Apodaca, Executive Director Anne has a Bachelor of Arts in Psychology and Sociology, a Master of Arts in Social Work, and a LCSW license. She has more than 16 years of experience in social work, non-profit development/ management and behavioral therapy. She serves as a trainer in the area of social and emotional development, and capacity building for small grass-root organizations. Michael C de Baca, Program Director Michael has extensive experience with the New Mexico state department of Education, with a focus on Charter Schools. He has served as the program director for CFL's out-ofschool time programs for the last eight years. The Program Director provides management/supervision over the out-of-school time program and the staff. CONTACT INFORMATION If you have any questions or concerns, please contact the Program Director Michael C de Baca at (505) 948-4431 New Mexico Community For Learning Email: firstname.lastname@example.org Office # (505) 242-3353 Fax # (505) 242-2805 PROGRAM INFORMATION The goal of CFL's staff is to provide a safe and fun environment for children, and a place for social, emotional, and academic growth. The role of the adults working in this quality out-of-school time program is to be a facilitator of the positive development of children through healthy interactions. All adults will work on the encouragement of realistic life experiences and high expectations for children. High expectations provide all children with the challenges and feedback necessary for engaging the whole child in learning. CFL always plans for active learning between children of different ages who model responsible behavior and share a sense of community. The Site Coordinator is responsible for the day-to-day operation of the program and will oversee and supervise all instructors and volunteers. All CFL staff are trained to engage with all children enrolled in the program. Instructors are required to obtain a background check, have twenty-four hours of professional development per year in the areas of working with school-aged children, out-of-school time programming, out-of-school time classroom management, child development, and choices in an afterschool environment. Homework Time The out-of-school time program will provide a space and time for children to work on their homework each day. If homework is not completed during learning center time, there will be a table or space for them to finish. We will do our best to ensure that children spend time on their homework, but we do not guarantee that all homework assignments can be completed during the program hours. Your child may also participate in individual and/or small group tutoring to target specific learning challenges. ESL Reading and Math Activities for Children The after- school program will offer bilingual teaching time and practice time with reading and writing to build fluency in both English and Spanish. Individual and smallgroup instruction and activities will be provided at sites with bilingual staff capacity. Services offered at each school site: 1. Quality Out-of-school time Care 2. An after-me school environment that offers: * Homework Help * Learning activity centers – offering choices for children * Reading and math enrichment * Social - Emotional learning * Recreational Activities- Health & Wellness The following sites are CYFD Licensed and follow the New Mexico State licensing regulations: * Dance, Music & Art § Apache ES § Coronado ES (am & pm) § Edward Gonzales ES § Helen Codero ES § § Whittier ES (am & pm) Reginald Chavez ES The following sites are federally funded by 21 st Century Community Learning Center Grant and offered to the community at no cost: Albuquerque Sign language Academy Charter School * Bel Air Elementary School * Chelwood Elementary School * Painted Sky Elementary School DAILY SCHEDULE & HOURS OF OPERATION All CFL out-of-school time programs operate five days a week (Monday-Friday). Hours of operation are based on the school's hours of operation and/or the needs of the community. All programs operate and follow the APS school calendar, and schedule (snow days, vacation days, holidays, and emergency school closings). Helen Codero ES (cyfd licensed) Out-of-School Time Hours : 1:55pm-6:00pm Painted Sky ES (21 st CCLC) Out-of-School Time Hours: Mon, Tues, Thurs & Friday: 3:45pm-6:00pm, Wednesday 12:45pm-6:00pm Reginald Chavez ES (cyfd licensed) Out-of-school time Hours : 1:55pm-6:00pm Whittier ES (cyfd licensed. Out-of-School Time Hours: 4:00pm-6:00pm Food Service Policy During the school year, each child will be provided with a daily meal and snack. CFL contracts with a local vendor to provide each child enrolled in the out-of-school time program with a meal and a snack. This program is made available through CYFD At-Risk Child and Adult food program. Staff is required to maintain a clean and healthy environment. Serving bowls, juice containers, tables, microwave, etc. must be clean and sanitary. Children are required to wash their hands before eating their meal and snack. If your child has nutritional needs please let the site-supervisor know. All out-of-school time programs will serve an afternoon meal and snack. The use of fruit drinks that contain less than 100% juice or artificially flavored drinks for meals and/or snacks is prohibited. * The amount and type of food offered must be appropriate for the ages and sizes of children. * CFL will protect food and drink by properly storing items in an airtight container or by wrapping them. * CFL will protect all food from insects, rodents, and other vermin. * CFL will disinfect eating utensils, dishes, and cups before reuse. * CFL will use cleaning materials for the kitchen and food preparation areas only in the kitchen and will store the materials separately from food. * CFL will equip dining areas with tables, chairs, eating utensils, and dishes appropriate to the age of the children served and disinfect the areas before and after use. * Drinking water must be readily available at all times. We will provide sanitary cups or glasses or a drinking fountain for drinking water. Expectations for Parent Involvement Open Door Policy CFL has an "open door" policy. We are proud of our program and invite you to stop by and visit us. While we encourage your involvement, our preference is that you coordinate your visits with us so we can give you quality time while visiting our program. Communication and Family Involvement To provide a positive atmosphere for your child's development good communication is essential. The CFL staff may need to know If there have been any significant events in your family's life such as a move, death, divorce, marriage, health concerns, etc. Please feel free to discuss these issues with the site supervisor. Such events, both positive and negative, can significantly affect your child's need and behaviors. Likewise, we would like to let you know of any new skills or accomplishments your child may have experienced as well as updating you on how your child's afternoon went or if there have been any program changes. Please feel free to talk to the out-of-school time staff at any time with questions or concerns you might have. CFL would also like to strongly encourage all parents to come in and share any special talent or tradition that you would like with the children. Please talk with your child's outof-school time site coordinator, or the director if you are interested in participating. Throughout the year there will be various out-of-school time events, and everyone is welcomed and encouraged to participate. Appropriate Student Dress All students should dress comfortable and casual unless required to wear uniforms at their school. If you know your child will need a change of clothes, please provide a change of clothing in their personal backpacks. Family/Volunteer Involvement CFL encourages and supports parent / family involvement in the program. Birthdays and Other Holiday Celebrations Birthdays and holiday celebrations are parent/guardian driven. When treats are brought for your child to share with classmates on her/his special day, please let us know. There are some restrictions on what kinds of treats may be offered to children in our program. We can only have items that are store bought/prepared in accordance with the Child and Adult Care Food Program guidelines. Please consider healthy snacks and treats rather than those with high sugar and low nutrition content. Parents often donate books, puzzles, or games to the out-of-school time program in honor of the child's birthday. The birthday child has the honor of giving, not just receiving on their special day. If you wish to donate an item, the site supervisor can give your ideas of what the class might enjoy. Out of consideration for all of our children and families, we request that you do not pass out invitations for private parties at the out-ofschool time program unless all children are invited. If your family does not celebrate a particular holiday due to religious beliefs, we will honor and respect your request and your child will not be required to participate in any holiday celebrations you identify. Parent Conduct Parents and staff are role models for children and must therefore act accordingly. Failure to do so may result in loss of out-of-school time services. Parents must refrain from: * Physical punishment of children. * Threatening staff, other parents, or children. * Verbal abuse, yelling, swearing, or cursing. * Smoking. * Disciplining other people's children. * Quarreling with other parents or staff. * Contributing to an unsafe environment. * Drug & Alcohol use Parents / family members are welcome to participate as volunteers and/or organize a community service project for children. Volunteers are also needed to do other tasks such as: helping children with homework, providing program activities, donations, chaperoning field trips, and recruiting other volunteers. Family Services Each CFL site provides a variety of family involvement and support services. These may Second Language classes, self-help programs, and in-home support. If you are in need supervisor for more information) include: parent workshops, translation services, referrals, and advocacy, English as a or interested in participating in a particular service (or topic), feel free to request it. Please contact your Site Coordinator and look for postings at your site. Mental health services for children and families are available at all sites. (contact sitePolicies and Procedures Enrollment Procedures All Students who are enrolled in schools that CFL serves are eligible for enrollment. Applications for enrollment are acted upon without regard to race, religion, sex, national origin, disability, or primary language. Space is limited at each of our sites. In as such, determination for participation is made based on elements such as: first come first serve, teacher and/or counselor referral, student's level of need for additional academic and/or behavioral support, etc. All prospective participants will fill out the registration/application forms and return them to their Site Coordinator. Disenrollment Procedure Each out-of-school time center reserves the right to terminate the enrollment agreement with a family for any reason, including, but not limited to the following: 1. Nonpayment of fees. 2. Failure to observe the rules and policies of this Center as outlined in the parent handbook. 3. A child and/or parent whose needs cannot be met by the program adequately. 4. Physical and/or verbal abuse to staff or children by parent or child. 5. Chronic disruptive behavior that interferes with the provision of quality of care for the other children in the program. 6. All accounts must be settled at this time. There are no refunds on paid accounts. 7. If your child does not attend for two (2) consecutive weeks, without notice, your child will be automatically dis-enrolled, and you will be billed for those two weeks. According to CYFD policy, contracts through the state will be terminated after five (5) consecutive unexplained absences. Financial Assistance If you need Child Care Assistance contact the Child Care Bureau at 841-4800, ask for childcare assistance information, and set up an appointment to fill out the appropriate paperwork. If you qualify for financial assistance, your co-payment will be based on the size of your family and your family's income. If you should have questions about this process or if you desire assistance with this process please let the Site Coordinator know at your school and he/she will assist you. Payment Options & Policies CFL has adopted the following fee schedule for participation in CYFD Licensed Child Care programs: Before School Program: 1. $15.00 per child per week. 2. There is no single-day fee. 3. There is no reduction for siblings. Out-of-school time Program: 1. $35.00 per child per week. 2. For a "drop-in" child: $7.00 per day for the first 2 days, $21.00 for the third day. 4. There may be a partial fee (co-pay) for a child who qualifies under CYFD guidelines. 3. Siblings: $34.00 per week for the first sibling; $33.00 per week for the second and subsequent siblings. Registration Fee may apply Payment Procedures A. CFL accepts credit and debit cards and money orders. 1. All accounts must be paid in advance; meaning payment is due on Monday morning of the week that service is rendered. Advance payment for a semester or year will receive a 10% discount. 2. If payment for a child is not received by the WEDNESDAY following the unpaid week, the child will be dis-enrolled from the program and may not participate until the unpaid balance has been paid (two weeks- unpaid week and current week). 3. There are no refunds or carry-overs for absence, snow days or school holidays. 4. Accounts that have a balance at least 14 days past due will be charged an administrative fee of $10 per week for unpaid balances. Children may not participate in any programs if the account balance is $50 or more. 5. Accounts will be charged a $20 fee for non-sufficient funds or for rejected credit cards. Fee or credits are noted and payment is adjusted to meet the number of days in program. 6. Children must be picked up no later than 6:00 P.M. Parents will be charged $5.00 per 15 minute after 6:05pm. If not picked up by 6:30pm APS Police will be notified. 7. If a child is dis-enrolled for non-payment of fees, CFL will bill the parent for any balance due in the child's account. There is no discount on weeks with a holiday/snow day during which care is not provided; the fee stays the same. There are no refunds or credits for days missed. If your child will not attend CFL programs for an entire week, there will be no charge if advance notice is given in writing to the site supervisor or e-mail to email@example.com. This does not apply during our full-day summer camp programs. Attendance/Notification of Absence Policy 1. For my child's safety, I will call the site to report all absences. 2. My child will not be absent for a total of 10 or more days during the program (with due consideration for extenuating circumstances). In order to ensure the safety of our child (ren), parents are responsible for calling the site to report their child's absence. Daily attendance is taken when your child comes to the out-of-school time program. Your child must be responsible for coming straight to the program out-of-school time is dismissed. Child Drop-Off and Pick-Up Procedures All children enrolled in the program are to report directly to the designated area upon school dismissal. On days of special fieldtrips and/or camps, students are to be escorted by the parent to the program site and checked in with a staff member. Please do not drop your child off to enter program alone. When your child is picked up, she/he must be signed out before they will be released. Students will only be released to individual(s) listed on the child's registration form over the age of 18, and they will be required to show identification. If someone whose name is not on your registration form will be picking up your child, we must have your written permission to release your child from the program. We may choose to confirm this with a phone call to you at home or work. It is vital that emergency information is kept current. Your child's safety is our primary concern. If a child is not picked up by the closing time of the program, the Site Coordinator will call the parent/ guardian's home and/or work numbers. If a parent cannot be reached, the emergency contacts listed on the registration form will be called. If neither the parents/guardians nor emergency contacts can be reached within 45 minutes after closing time, law enforcement and/or social services will be notified. The Site Coordinator will notify the Program Director of the situation and remain with the child until the authorities arrive. Field Trip Policies Field trips are first hand experiences that supplement your child's learning in our program. A signed parent permission form is required for your child to attend field trips. Parents must complete a form for each field trip. You will be notified about field trips in advance and will be told the place/event your child will go to, as well as departure and arrival times, etc. Medical Procedures Procedures for Handling an ill Child CFL cannot provide sick childcare. If your child is sick or may be contagious to others, they could jeopardize the health of the students and staff. Please keep your child at home at least 24 hours or until a doctor approves his/her return. If your child becomes ill, or in our judgment has symptoms that may be contagious, we will separate him/her from other children and you will be notified to pick them up immediately. If a child has any of the following signs or symptoms of illness, the parent/guardian will be notified to pick up the child from the out-of-school time program: 1. A fever for the child is more than 100.0 degrees or the need to control the fever with medication within the last 12 hours. 2. A runny nose with yellow or green mucus. 3. Eye drainage. 4. A red throat or earache. 5. Unexplained rash or skin eruption. 6. Swollen neck glands. 7. Communicable disease. 8. Diarrhea 9. Fever 10. Head lice 11. Pink eye or symptoms which might be pink eye 12. Untreated skin infection 13. Difficulty breathing 14. Severe coughing 15. Vomiting The Site Coordinator should be informed of any illness, especially where there is a chance that others may be exposed. Families will be immediately called for a parent or guardian to pick up their child. If the child has conjunctivitis (pink eye) or a strep throat, he or she must be on an antibiotic 24 hours before returning. If the child has chicken pox, he or she must not return to school for seven days and/or until all sores are completely dry. If the child becomes sick while at program, the parent will be notified and expected to pick up him/her within the hour. Although we try to make the child feel as comfortable as possible while waiting, we do not have an infirmary to care for the child for an extended time. If the child is sent home sick, he or she is expected to stay home the following day unless there is an absence of fever and an absence of the symptoms listed above. By following these guidelines, not only will it enable the child to regain his/her health more quickly, but it will also protect the other children in our center. Medication CFL does not have the capacity to store prescription medications per regulations, or a nurse on duty to administer them at our sites. Thus, if your child requires prescription medications during program hours, please communicate this with the Site Supervisor. A Parent Authorization for Over the Counter Medications will need to be signed by the parent/guardian of the child. CFL prefers that all medications only be given by the school nurse and NOT brought to the out-of-school time classrooms. If your child has an allergy, eating disorder, or any other special need, you should notify the staff in writing with any necessary instructions. Accidents/First Aid If a child is slightly injured while attending the out-of-school time program, first aid will be administered and parent/ guardian will be notified when the child is picked up that day. All CFL Site staff are trained in first aid and CPR. Serious Injury/Emergency Procedures If a child is seriously injured or has a medical emergency while attending the out-ofschool time program, emergency services will be called and the child will be transported to the hospital. Every effort will be made to contact the parent/guardian or emergency contact person listed on the child's registration form. The emergency information you have provided will be taken to the hospital. It is vital that the emergency information regarding your child be kept current. A staff member will remain at the hospital with the child until the parent or guardian arrives. Parents will be responsible for all costs incurred in emergencies. Parents of all children in the program are required to sign a medical release giving the Site Coordinator/staff permission to seek medical attention for the child in case of an emergency. Safety/Emergency Procedures The safety and wellness of our staff and your children are of critical importance to us. Staff is trained in the proactive prevention of injuries and accidents and tries to remain mindful of monitoring for possible hazards. Fire, emergency, and lock down drills are conducted during program hours. Each school site has specific site procedures for lock down or emergency evacuations. CFL staff will ensure those procedures are communicated with all children attending the out-of-school time program. School sites can contact APS Police at 505-243-7712. All sites have lock down and fire required procedures by the front entrance along with a lock down kit. Fire and lock down drills are scheduled once a month. Inclement Weather/ Snow days and program closure When schools close early due to inclement weather or any other emergency situation, the out-of-school time program will not be held. The program will resume on the same day school resumes. If the weather becomes hazardous or an emergency situation occurs after the program has begun, parents are asked to pick up their children as soon as possible. If the out-of-school time program is in question of being cancelled, staff will try to contact as many parents as possible. Parents and guardians should listen to their local radio and/or television stations for confirmation. All sites will follow the APS snow day and abbreviated day schedules. Snow days are closed program days for all sites. * Abbreviated days are days beginning at 10:00 am and releasing at the normal school day- before school will be cancelled, and the out-of-school time programs will operate on the regular schedule. If the school has an early release time due to weather or other circumstances, the out-of-school time program will be cancelled. Confidentiality Policy Information from your child's registration packet, assessments, conversations with school personnel, and conversations with parents will be utilized for program purposes only, and will be kept confidential. Parents should also keep any information they may overhear regarding another child or family member confidential and not share it with others. Mandated Reporting of Child Abuse and Neglect In New Mexico, all personnel working with children are required by law to report suspected child abuse and neglect. All staff are aware of their responsibility to the children and must alert their Site Coordinator immediately if they see any signs of abuse or neglect. When necessary, the Site Coordinator / Staff will contact Child Protective Services to make a report. Reported cases include a parent who is suspected of being intoxicated when picking up a child. Parents will not necessarily be told that a report has been filed. The out-of-school time staff must cooperate fully with CYFD and Child Protective Services when a report is made. Guidance Policy Rules of Student Conduct Every child is expected to follow the school day and out-of-school time program rules. School officials have the authority to handle any situation that occurs during the CFL program. The staff will explain what is expected of each child to help them understand limits. Other Polices for Families and Children Grievance Procedures In the event of a grievance/complaint, the following procedures are to be followed: 1) Contact the CFL Site Coordinator at the site with the problem or concern and schedule an appropriate time for a conference. 2) If this effort is unsuccessful in resolving the problem, you may contact the Program Director. Personal Belongings and Lost and Found Items Parents are advised not to allow their children to bring valuables to the program. If they do, it is at their own risk. CFL is not responsible for lost or stolen items. Please check for child's belongings each day before leaving the program. All items and belongings should be labeled with your child's name. Discipline and Guidance Plan CFL programs use positive discipline with firm but fair guidance and behavior management. The program's philosophy of discipline is based on respect for the child's self-esteem, setting reasonable limits and consequences, and encouraging increased self-discipline. Our role in guidance is to teach children how to make good choices and help them develop self-discipline, a sense of caring, a sense of fair play, and maturity. We encourage individuality and independence, but each child must be able to interact within the group's limits. Limits will be clear and consistent, and only constructive methods of discipline shall be used to promote good behavior. Corporal punishment, which is a disciplinary action taken with the intention of producing physical pain, will not be used with children. The staff will work with children and strive to cooperate with parents to resolve any problems that may arise. However, if a child's behavior consistently disrupts the flow of the program, physically or emotionally harms others, or otherwise conflicts with the program rules and guidelines, parents will be notified. In cases of severe discipline problems, parents may be called to pick up their child immediately and the child may be suspended at that time and/or eventually asked to dis-enroll from the program. Rules of Conduct for Students - General Program Rules Every child is expected to learn and follow the out-of-school time program rules. CFL staff has the authority to handle any situation that occurs during the CFL Program. The staff will explain what is expected of each child to help them understand limits. 1. Follow the instructions of CFL staff the first time given. 2. Respect and care for other people and their possessions. 3. Respect and care for the supplies, the equipment, and the facility. 4. Be responsible for your own actions, possessions, and messes. 5. Use playground equipment the way it's meant to be used. 7. Stay in areas that are supervised by CFL staff. 8. Show citizenship by participating in site cleanup activities. 9. Be honest, respectful and trustworthy in all you do. 10. Be fair when playing games and using equipment. 11. Have Fun! Consequences for Minor or Single Offenses: § Verbal Warnings: We will let the child know specifically what he/she is doing that we want to stop and we will let them know what action we will take if this behavior continues. § Follow Through on Warning: Staff may utilize one or more of the following: Reparations: A child who causes another child to be injured may be asked to help administer first aid, etc. A child who vandalizes property or destroys equipment will be asked to restore or replace the item. Restitution: After reparations, a child will be asked to compensate the victim. The victim may be an individual child, the agency or the childcare community. The child will be involved in deciding what action will "make it right", creating a personal solution. Receive a Logical Consequence: A child who is vandalizing will correct the damage and be given community service, such as washing tabletops. A child who throws trash on the ground will have to pick up that trash, plus extra trash. A child running in a walk slowly area may have to go back to where they started and walk slowly. Removal of Privileges: A child who is abusing equipment will lose his/her privilege to use that equipment that day. Children who are arguing will lose the privilege of playing together that day, etc. A child who is defiant will lose all privileges until he/she complies with the instructions. Parent Notification: Parents will be notified of the problem and be asked to talk to the child on the phone, or pick up the child from the program. Procedures for Suspension & expulsion of a Child from the Program Unfortunately, there are times when children continue to display inappropriate behavior even though they have had previous warnings and consequences. There will be "No Tolerance" for major infractions such as unprovoked violence toward children or staff, or evading supervision, in which case we will ask the parent(s) to pick up the child from the program immediately. Multiple Infractions § First Offense – Write up and Verbal Warning: The student and parent will be given a verbal and written warning that the inappropriate behavior has become chronic. § Second Offense – Write up and Parent Conferences: During the parent conference the problem will be discussed and possible solutions examined. A behavior contract outlining expected behavior of the staff, the child and the family's roles in the solution will be drawn up. § Follow-Up: A follow up meeting with the parents and CFL staff will be scheduled to review the child's progress. § Third Offense – Write up and/or Suspension: In the event that the child's behavior does not improve, a suspension where the child cannot participate in the out-of-school time program for a specified period of time (one day to two weeks) will be invoked. § Fourth Offense - Dismissal: If the child's behavior upon return from suspension is not improved, he/she will be dismissed from the program. CFL makes every effort to work positively with each child, but the fact remains that our environment is not conducive to every child. Note: Children may be dismissed or suspended from the program with no warning for major infractions where the safety of the staff, child or other children are compromised such as violence or evading supervision. Missing Children Procedures Once in the care of CFL, if a child becomes missing and cannot be located after a ten (10) minute search by the staff, the parent, the police, and the Program Director will be notified by the site supervisor in charge. Important: This procedure applies to children who check into the program and subsequently become missing, not to children who fail to show up for the program. Assessments CFL staff gathers a variety of assessment and observation data about your child's academic, social/behavioral, and developmental functioning in order to target program activities to meet their needs. We have ongoing communication with your child's teacher and make every effort to link academic enrichment activities with what your child is working on during the regular school day. We may also have information sharing conversations with other school staff, such as the counselor, to best understand how to work with your child. You may choose whether or not to allow your child's information to be shared on the Permission Disclaimer and Liability Release Form. Data Collection CFL is funded by grants and contracts and is committed to evaluating the benefits of our programs; therefore, we develop various reports that include information regarding changes in student academic performance, participation, and attendance. Children's names WILL NOT be used in reporting. You may choose whether or not to allow your child's school records to be included in the Permission Disclaimer and Liability Release Form. Parents will be asked to complete various surveys and other evaluation forms that will assist CFL in monitoring to ensure program quality once or twice a year. Photographs and Videos There may be times when photographs and/or video are taken of the children participating in the out-of-school time program. The photographic and video material, whole, in part, or composite may be used as the program sees fit in publication of educational material, promotional articles, and/or for any other lawful purpose. Parents will be asked on the Permission Disclaimer and Liability Release Form to give consent for their child's likeness to be used. If you do not wish to have your child appear in any type of media, be sure to indicate that on the form. Questions, Comments, and Volunteers If you have any questions, comments, or would like to volunteer in the out-of-school time program, please feel free to contact your child's Site Supervisor, or call 505-2423353 to speak with the Program Director Michael C de Baca. Your feedback is important to us to ensure quality programming. 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MIDDLE SCHOOL A STAND-ALONE MESSAGE ON ANXIETY WEEK ONE PSALM 56:3 God gives us the tools to handle anxiety. REMEMBERTHIS: "Truly he is my rock and my salvation; he is my fortress, I will not be shaken." PSALM 62:6 NIV THINK ABOUT THIS: Trending is a stand-alone message that focuses on the feelings and impact of anxiety on middle schoolers' lives. This is such an important conversation for students in this phase! The pressure, stress, and anxiety middle schoolers are dealing with can be totally overwhelming, and the need for support and guidance on how to respond to those feelings is great. The goal of this message is to not only provide middle schoolers with that encouragement and help, but to also give them access to the many tools God has provided us with to handle anxiety. We know approaching conversations about anxiety with your middle schooler can be tough, so our partners at Parent Cue created a conversation guide to help you navigate this topic with your kid. Find the conversation guide and more at theparentcue.org/resources. TRENDING MIDDLE SCHOOL DO THIS: MORNING TIME Take some time to do a little self-reflection as a parent. Is there anything you might be doing or saying that's causing anxiety in your kid? Is there something that might be happening in your home that could be adding to their stress? Think honestly about how you or your home environment may be impacting your kid and do what you can to positively shift the tone going forward. MEAL TIME Instead of asking your kid to talk directly about their feelings, give them a chance to share what they're feeling in a more indirect way. Print out a picture of each status icon from Facebook and post them on your fridge alongside the names of each person in your family. When someone in your family is feeling something that they aren't sure how to express or talk about yet, they can put their name next to the status icon that best describes what they're feeling. DRIVE TIME Let your kid know it's okay to struggle with stress and anxiety by sharing with them what those feelings look like for you. Talk about things that have made you anxious, how that anxiety felt, and how you handled it in your own life. Open the door for conversation if they want to share their own experiences with anxiety as well. BED TIME Ask your middle schooler if there's anyone in their life—a friend, teammate, classmate, member of their Small Group—who struggles with anxiety. Let them share what anxiety looks like in that particular person and how being around them when they're anxious impacts your kid. Then, talk about what your kid can do to support their friend through their anxiety.	<urn:uuid:6e153e0f-1173-4f29-a412-b48bab42fcfa>	CC-MAIN-2020-16	https://cm.church/wp-content/uploads/2020/03/ParentCue_Email_TrendingAnxiety_XP3MS.pdf	2020-04-02T09:45:18+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370506870.41/warc/CC-MAIN-20200402080824-20200402110824-00120.warc.gz	419,073,505	579	eng_Latn	eng_Latn	0.99811	eng_Latn	0.998156	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1060, 2684 ]	[ 2.3125 ]	1	3
CODE: INSTRUCTIONAL GOALS AND OBJECTIVES The School Committee envisions graduates of the Kittery schools as individuals who will take pride in their best work, adapt positively to change and demonstrate sound judgment. They take an interest in civic affairs, respect the interdependence of humankind, and acknowledge the importance of a healthy global environment. Kittery graduates demonstrate a proficiency in a common core of knowledge. As comprehensive thinkers, they approach learning eagerly and solve problems using a variety of acquired skills. They are able to communicate effectively as speakers and writers. Our graduates also seek physical and emotional well-being and a balance in their personal, professional, and intellectual lives. They are lifelong learners who can apply essential knowledge in an ever-changing world. To achieve its vision of an educated person, the School Committee hereby adopts as its instructional goals and objectives the Guiding Principles of Maine's system of Learning Results and other goals and objectives consistent with the School Committee's educational philosophy and the mission of the Kittery schools. Each graduate of the Kittery schools should be: A. A clear and effective communicator who: 1. Uses oral, written, visual, artistic, and technological modes of expression; 2. Reads, listens to, and interprets information from multiple sources; and 3. Uses English and at least one other language. B. A self-directed and lifelong learner who: 1. Creates career and education plans that reflect personal goals, interests and skills, and available resources; 2. Demonstrates the capacity to undertake independent study; and 3. Finds and uses information from libraries, electronic databases, and other resources. C. A creative and practical problem solver who: 1. Observes situations objectively to clearly and accurately define problems; 2. Frames questions and designs data collection and analysis strategies from all disciplines to answer those questions; 3. Identifies patterns, trends, and relationships that apply to solutions to problems; and 4. Generates a variety of solutions, builds a case for the best response, and evaluates the effectiveness of this response. D. A responsible and involved citizen who: 1. Recognizes the power of personal participation to affect the community and demonstrates participation skills; 2. Understands the importance of accepting responsibility for personal decisions and actions; 3. Knows the means of achieving personal and community health and wellbeing; and 4. Recognizes and understands the diverse nature of society. E. A collaborative and quality worker who: 1. Knows the structure and functions of the labor market; 2. Assesses individual interests, aptitudes, skills, attitudes, and values in relation to demands of the workplace; 3. Demonstrates reliability, flexibility, and concern for quality; and 4. Concentrates and perseveres on tasks until those tasks are completed; F. An integrative and informed thinker who: 1. Applies knowledge and skills in and across English language arts, visual and performing arts, foreign languages, health and physical education, mathematics, science, social studies, and career preparation; and 2. Comprehends connections between and across the traditional disciplines. Legal Reference: 20-A MRSA § 6208-6209 Cross Reference: AD – Educational Philosophy/Mission ADAA – School System Commitment to Ethical and Responsible Behavior ADF – School District Commitment to Learning Results Adopted: July 22, 1992 Revised: July 5, 1994; November 6, 2012	<urn:uuid:85c555dc-a051-4971-9747-bc4e5d0dfe07>	CC-MAIN-2020-16	https://26f1d70c-a-e72deb7c-s-sites.googlegroups.com/a/kitteryschools.com/kittery-school-department-policies/IA%20-%20Instructional%20Goals%20%26%20Objectives.pdf?attachauth=ANoY7crFv2bik-BSjgBg-SspC_kRCHeHa3Wj8Cu5972jKgtX09LOf1YXsNEuBCKmtg1K_TRUAq-AsVGTFi3ZUnzTueAlvHfZFafGzLpOM4tYthbBokp7_jBeRLW6_eMWlxVy9cck6XJZaBtdWw0tChGIKk2y82C0A1yjiFxjHUeayBylmhvCH4XWrUJnJlxQNInLWbXfNLZ2uqPT9hhBgdgTugU1C7QJ80bf2COGdX6tygV0L4ZafLSqVQMotyi_nTPtesnmskKCP0V60Ky62dTR8L6TuOiXjFwKMROvDH46nFXTqXlDY4I%3D&attredirects=0	2020-04-07T23:48:38+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371806302.78/warc/CC-MAIN-20200407214925-20200408005425-00045.warc.gz	328,354,318	704	eng_Latn	eng_Latn	0.988099	eng_Latn	0.99119	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2022, 3616 ]	[ 2.453125 ]	2	0
Sodium, Sugars and Saturated Fats—Oh My! Sodium, sugars, and saturated fats are the three S's often talked about by health professionals, government agencies, and the media, because when consumed in excessive amounts, they present dangers to our health. Let's break them down one by one. Sodium, sugars, and saturated fats are the three S's often talked about by health professionals, government agencies, and the media, because when consumed in excessive amounts, they present dangers to our health. Let's break them down one by one. Sodium Sodium is an electrolyte essential for our bodies—but in moderate amounts. Excessive sodium intake can lead to high blood pressure (also called hypertension), which increases the risk for heart disease and stroke. The 2010 Dietary Guidelines recommend that most Americans consume no more than 2300 mg of sodium per day, equivalent to one teaspoon of table salt. This limit is lowered to 1500 mg per day for certain populations. (Talk with your doctor or dietitian about how low you should limit your daily intake.) However, 9 out of 10 Americansconsume at least 3400 mg daily. Excessive sodium intake is largely coming from foods purchased from retail stores, as well as from restaurants and to a lesser extent, home cooked meals. To keep your daily sodium intake in check, try these shopping, cooking, and dining strategies: * Focus on fresh foods, limiting intake of packaged, pre-prepared foods (i.e., soups, breads, frozen meals, etc.) that are often high in sodium. * Choose lower sodium dairy and protein foods by choosing milk, yogurt, and fresh meats more often than cheese, deli meats, and processed meats (i.e., sausage, bacon, hot dogs, etc.) * Read food labels and opt for the foods with lower sodium levels. * Limit—or eliminate—salt when cooking at home, using instead pepper, herbs, spices, and lemon juice to add flavor without adding sodium. * Limit or avoid high-sodium condiments such as soy sauce, steak sauce, teriyaki sauce, seasoning salts, and garlic salt. * Remove the salt shaker from your table to avoid adding additional salt to your meals. * When dining out, whether at a fast-food or fine dining restaurant, request "no added salt" on your meal and ask for condiments on the side so that you can use them sparingly. * Visit our Sodium Savvy page to find a variety of restaurant menu items with 750 mg of sodium or less. Taste of Health: Healthy Dining Sugar Sugar comes in various forms—sometimes naturally occurring and sometimes added to foods—and it is known by several names. Glucose is a simple sugar found in almost all foods containing carbohydrates, and it is the predominant component of corn syrup. It is also the form of sugar that our bodies require for fuel. Fructose, also known as fruit sugar, is derived from fruits and honey. Another name for table sugar is sucrose; this sugar is a slightly more complex combination of glucose and fructose and comes from sugar cane. The naturally occurring sugar in dairy products, lactose, is also a combination of simple sugars: glucose and galactose. Like sodium, sugar should make up a portion of our daily diets—but again, in moderation. About 100 years ago, the average American consumed 15 grams per day of sugar; today, we each consume a daily average of 55 grams! Excessive sugar intake can lead to weight gain and obesity-related conditions, such as diabetes, heart disease, and fatty liver. Excessive sugar intake also negatively impacts the nutritional quality of your diet, as sugar's empty calories—meaning they provide no nutritional value—take the place of nutrient-dense calories, or calories that also provide vitamins, minerals, antioxidants, and other nutrients. To lower your sugar consumption, try to minimize your intake of added sugars, focusing mostly on getting your 'sugar fix' from naturally occurring sugars. Try these tricks: * Limit your intake of sugar-sweetened beverages, like regular sodas, juices, energy and sports drinks, and specialty coffee drinks, choosing no-sugar or low-sugar options instead. * Opt for fruit as a sweet treat rather than sugar-laden cakes, pastries, cookies, candies, and frozen treats. * Look at nutrition facts labels and select foods with lower grams of sugar per serving; pay particular attention to some unexpected sources of sugar, like tomato sauces, fat-free salad dressings, and other condiments. * Read ingredient lists and look for sources of added sugars, noting that ingredients higher on the list are more predominant in the food. * Experiment with baking; try substituting fruit-based sweeteners (i.e., applesauce, fruit juice, etc.) for sugar or decreasing the amount of sugar called for in the recipe by up to 25%. * Enhance the sweetness of foods with spices and flavorings, such as vanilla or peppermint extracts, cinnamon, cardamom, or others. Taste of Health: Healthy Dining Saturated Fat There are a handful of different types of fat in foods—some which are healthy (in moderation!) and some that should be limited and/or avoided. Saturated fat is one of those that should be limited because it increases cholesterol levels, thereby increasing the risk of heart disease and stroke. Saturated fat is solid at room temperature and is most often found in animal products (high-fat meat and dairy foods), some fried and baked foods, and palm and coconut oils. We will go into a deeper discussion on the topic of fats next month, but for now, know that saturated fat is like sodium and sugar in that it is listed on all nutrition facts labels—so you have the power to choose lower saturated fat options! To decrease your saturated fat intake: * Choose low-fat and fat-free dairy foods, like skim milk, low-fat cheese, and fat-free yogurt. * Select lean meats by cooking with lean burger, trimming fat from meat cuts, and removing skin from poultry. * Substitute regular butter with low-fat butter or margarines. * Keep sweet treats, like full-fat ice cream and baked goods, to a minimum—helping keep sugar intake low, too! Look for menu choices at your favorite restaurants to watch sodium, sugar and saturated fat in your diet: Taste of Health: Healthy Dining	<urn:uuid:3642a84a-68ad-4255-93b5-f9ea50f981b9>	CC-MAIN-2020-16	https://www.familyconsumersciences.com/wp-content/uploads/Sodium-Sugars-and-Saturated-Fats%E2%80%94Oh-My.pdf	2020-04-07T22:34:32+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371806302.78/warc/CC-MAIN-20200407214925-20200408005425-00046.warc.gz	901,363,512	1,302	eng_Latn	eng_Latn	0.998255	eng_Latn	0.998437	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2116, 4893, 6180 ]	[ 3.40625 ]	1	0
A TRAINING AID TO Building Resilience SUPPORTING THE EDUCATIONOF ADVERSE CHILDHOODEXPERIENCES AND THENEED FOR RESILIENCE Please use this as inspiration to create your own resources, start discussions, change conversations and educate and train our community on ACEs and it's essential partner, Resilience. WRITTEN BY DR SHOSHANAH LYONS & HELEN TOWNSEND What is classed as an Adverse Childhood Experience? Emotional Abuse: A parent or other adult in the household who often or very often… swears at the child, insults the child, puts the child down or make their child feel humiliated or acts in a way that the child is afraid they may be physically hurt. Physical Abuse:A parent or other adult in the household often or very often… pushes, grabs, slaps, or throws something at the child or ever hits the child so hard that marks are made or the child is injured. Sexual Abuse:An adult or person touches or fondles this child or has the child touch their body in a sexual way? An attempt to have or have oral, anal, or vaginal intercourse with the child? Emotional Neglect:The child often or very often feels that … no one in their family loves them or thinks they are important or special? Their family doesn't look out for each other, feel close to each other, or support each other? Physical Neglect:The child often or very often feels that … they don't have enough to eat, have to wear dirty clothes, and has no one to protect them or their parents are too drunk or high to take care of them or to take them to the doctor if they needed it? Adult Relationships:Are the child's parents separated or divorced? Spousal Abuse:Is the child's mother/father or stepmother/father: often or very often pushed, grabbed, slapped, or has something thrown at her/him? Or sometimes, often, or very often kicked, bitten, hit with a fist, or hit with something hard? Or ever repeatedly hit over at least a few minutes or threatened with a gun or knife? Substance Abuse:Does the child live with anyone who is a problem drinker, alcoholic, or who uses street drugs? Mental Illness:Is a household member depressed, mentally ill, or has a household member attempted suicide? Incarceration:Has a household member gone to prison? @BeaconHouseTeam Follow Us Reflection Points - As an adult, what is the impact on your personal/professional life if you have ACEs? - Would the community you live and/or work in, consider all of these ACEs? - Who needs to know that these are Adverse Childhood Experiences? - How would you communicate what ACEs are to a child? Adverse Childhood Experience Studies In 2015, Wales carried out an ACE study on 2028 people. They asked about these stressful experiences that occurred during childhood. The results were: Within this study, they found people who experienced 4 or more Adverse Childhood Experiences were: @BeaconHouseTeam Follow Us Reflection Points - Can you see this pattern in your own professional experiences? - Reflect on your own awareness and perception of what has happened to a child before they came into your life and/or what is happening to them now? - Who needs to see this research? The Original Study The original study was carried out in America. 17,000 patients were asked about ACEs and their later emotional, behavioural and health outcomes (Andra et al 2006). The results, similar to our UK study, shocked doctors into taking action against Adverse Childhood Experiences. Information on the original study can be found here: https://www.cdc.gov/violenceprevention/acestudy/about.html The Bottom Line: The evidence shows there is a stark dose-response relationship between the number of ACEs a person experiences, and their increased risk of mental health, physical health and anti-social behaviours. The patterns are the same across all socio-economic groups (70% are college educated). Adverse Childhood Experiences are not confined to the under privileged – they are all around us. Bad stuff is common, it happens to everybody. @BeaconHouseTeam Follow Us Reflection Points - The research shows that ACEs travel across the classes, how does this challenge your perception of who experiences ACEs? - Whose responsibility is it to ensure that the children in our community have the chance to grow up into healthy adults? What is Resilience? Now we know that bad stuff happens to everybody, we need to build a child's resilience, but they aren't born with it, we have to build it. Resilience is being able to bounce back and stay grounded after bad stuff happensand it is vital for every child to have it. Resilience supports healthy development and learning and significantly improves health outcomes in later life. @BeaconHouseTeam Follow Us When Building Resilience: Consider the child AND the parent. A child's greatest resource is a safe, resilient and loving adult so it is important to reflect on what you are also doing as/for a parent. Reflection Points - What resource could you make to show adults or children how Resilience develops in children? - What do you currently have in place that is designed to build 'Resilience' in children and their parents? Is it obvious or hidden? Educate Working together as a community is more effective (and less tiring) than doing it alone. The Power of Parents: - Use this training aid to educate the people in your child's world who they regularly come into contact with, (Family, Teachers, School Governors, GP, Health Visitor etc.,) on ACEs and building resilience. - Get Heard: Apply polite pressure to your GP, Local Authority, Police, MP, Schools, Churches etc., to get educated in ACEs and how to build community resilience. What do they know about Adverse Childhood Experiences? Have they seen the Welsh study? The Power of Professionals: - Educate your families and their children using ideas inspired by this training aid - Organise 'In-Service Training' inspired by this training aid, talk to colleagues, share your knowledge. Join together and form an ACE task force. Organize or request training for your work place which delves deeper into toxic stress and the repair of early trauma. - Arrange a screening of Resilience, invite the community - other companies, organizations, social enterprises, local authorities, schools, prisons etc. @BeaconHouseTeam Follow Us Reflection Points - What can you turn this training aid into? A PowerPoint presentation? Interactive resources? Online program? A Resilience tool box? - Who needs to know, who can best help you share this message? A Safe Base A child and parent/carer needs a safe base in home, school and in the community. How are you teaching them that they should have: Physical Safety: An environment where they are safe from being physically hurt. For example, where no-one will kick, hit, shake, drown or burn or deliberately pretends a child is ill or purposefully makes them ill. Emotional Safety: An environment where they are safe from being emotionally hurt in any way. For example, shaming, teasing, taunting, threatening, isolating, ignoring, inappropriate expectations or silencing. Social Safety: An environment where they can be taught how to make positive and meaningful relationships with other people. For example, key adults model respectful relationships with other parents, colleagues & professionals and the child has opportunities to meet and socialize with their peers and a school environment where relationships are prioritized. Cultural Safety: An environment where their background and experiences are respected and acknowledge as valid and important. For example, they are treated with respect, kindness and curiosity. Their history and culture is considered when making decisions about the child. @BeaconHouseTeam Follow Us Reflection Points - How can this information be safely communicated to the children and young people you work/live with? Consider the culture, community and family dynamics. - What do you have in your local area to support your child or young person if they share something with you that results in safeguarding concerns? Connection A child/parent needs at least one person in their life who understands that the child is doing the best they can given his or her experience. Do they have the opportunity to build relationships with key adults by: - The key person/people always being there and never giving up? - Being listened to, feeling heard? - Receiving a consistent positive response? - Experiencing kind humor? - Being treated with respect? - Being surrounded by flexible but consistent adults? Do they have the opportunity to build relationships with their peers by: - Experiencing adults around them modelling productive communication and positive relationships? - Attending school: sharing friends, resolving conflicts? - Giving and receiving peer support? - Experiencing extra curricular activity/s (excessive amounts may interfere with the key adult relationships) Do they have the opportunity to build relationships with their community by: - Being curious about where they live? - Being exposed to and moving between different cultures within their community? - Understand the value of serving others in their community? - Hearing stories of human resilience? A simple way to check your connection: Does the child know I like them? @BeaconHouseTeam Follow Us Reflection Points - How can you teach a child what to expect from their relationships? - What can you do to support a child's relationship with their key adult, peers and their community? - How does the key adult and the child currently connect? How can you help? Competence & Confidence The Power of Your Relationship. How do you... Build on a child's/parent's individual and unique strengths to give them confidence in their abilities? Set high but realistic expectations/goals for that individual child/parent so they can learn how to aspire and achieve? Can you see the best in them so they feel confident and connected in your relationship and about their future? Do you 'catch them' being good and praise qualities instead of achievements so they have hope and persistence? Treat them as capable human beings so they feel competent and worthwhile and in turn building their self-esteem? @BeaconHouseTeam Follow Us Reflection Points - Could you take each statement one at a time and think of an action/resource/person that could build and strengthen the child and parent? - Reflect on how you model each statement to the children/parents you live/work with. What do you do well and how can it be enhanced? What could you improve? @BeaconHouseTeam Competence & Confidence Empathy = Validation = Self Esteem = Emotional Resilience Empathy is the ability to understand and share the feelings of another without taking it on as your own. Ask 'What happened to you?' instead of 'What's wrong with you?' Stop what you're doing, pay attention and listen Respect the person's story, no judgement Be patient, wait until they're finished before speaking Imagine how you would feel if it was you Acknowledge the feeling behind the behaviour Empathy can be easier to do when a child is hurt or sad but empathy is also a powerful tool for challenging behavior. When a decision has resulted in unsafe or undesirable behavior, acknowledging the feelings behind the behavior will make the child feel heard and more open to accepting a consequence to their actions. Reflection Points - Do you find empathy easy or tricky? - What does empathy look like for you when faced with challenging behaviour? - How can you teach a child and/or their parent empathy? What resources could you make to communicate empathy in different ways? @BeaconHouseTeam Problem Solving Do you allow a child to make safe mistakes? Pause, take a breath, wonder aloud 'how would the child fix the problem?'. Questions can help with direction, however, give them the choice and chance to work it out for themselves. With empathic support from a key adult; failing, conflict resolution, losing or not succeeding, can be empowering and creates a resilient, resourceful and courageous adult. They will be able to think critically, creatively and reflectively – all by being allowed to make safe mistakes. Supporting a child through failure contributes to one of the best developmental outcomes you can give that child. Reflection Points - What does failure mean to you? Reflecting on this will help you in supporting a child through their own. - How could you teach a parent about safe mistakes? - What resources could you make to communicate the importance of failure to a child? Autonomy Are they being taught how to make good decisions? Are they allowed to take responsibility and master appropriate tasks? Do they know how to repair – do they know how to make a genuine apology? Do they have a key adult model repair? Can they discover who they are? By developing a core sense of identity, they will refuse to accept negatives beliefs about themselves from others. Do they have appropriate control over their environment and decision making? Are they supported in making sense of their world and in understanding the experiences they have had? Are they allowed to experience ALL feelings not just the good ones? Is self expression and self reflection encouraged to help them make appropriate choices in the future? Can they sustain relationships with positive, kind humour? @BeaconHouseTeam Follow Us Reflection Points - Does the child/young person have a key adult modelling 'good decisions' and if not, what or who could be put in place to encourage and support this? - Take each statement in turn, what resource could you make to communicate them to parents and/or children? Modelling Behavior Self Reflection: Do you have any unresolved ACEs that contribute to your reactions as a parent and/or professional? What happened to you? With this in mind, how do you: - Problem solve? - Communicate? - Show different emotions? - React when you are triggered? - Cope when things go wrong? - Let go of things that cant be solved? - Repair your relationships? It is not just positive behaviours children and young people need to see us modelling. How we convey, react and cope with negative emotions is also modelling behaviour. Knowing where you go is a first step to staying connected when times are tough. @BeaconHouseTeam Follow Us Reflection Points - Who can support you to safely reflect on your own ACEs? - What support/resources/ideas can be put in place to support you once you have worked out what triggers you? - What resources could you create to help a parent reflect on their own ACEs? Self-Care How are you looking after yourself? - What do you feel guilty about? - What makes you anxious? - How do you sleep? - What do you do to relax? - What do you do to have fun? - What do you do for exercise? - How is your nutrition? With these questions in mind, are you adequately looking after yourself so you can look after others? How are you looking after the parent/carer of this child? - Are their support resources sufficient? Do they ask for help? - Do they model self care to their children? - What do you have in place that cares for the parents emotional heath? - How do you treat the parent/carer of this child? - Do they know you like them? How can you actively focus and build upon parental resilience – ultimately this is the most helpful response in preventing and repairing trauma in children and young people. @BeaconHouseTeam Follow Us Reflection Points - Does the resources you have balance out the demands in your life so self care is possible? - How could you creatively explore self care with a parent/carer and their child? - What support is in the local community to support parents/carers with self care? Challenges There will always be obstacles, how can we re-frame the issues? Budgetary Constraints: What can you do with the resources you have? Where would a culture change make the difference? How could existing funds be spent differently? What creative ways of thinking could result in needed change without requiring funds? It's hard to explain:Can you use each slide from this presentation as the basis for a visual training resource? Who is the person you are trying to explain it too, how do they learn? Can you change the way you're communicating the information. I work alone: What can I do independently? How does working alone free me up to spread the message? I work for a huge company, no-one will listen:Who is the greatest resource? Who can I start with? Who is great at communicating to the rest of the team? I don't know what to do: Where can I learn more? Who can I ask for inspiration? I want to do more: Who can I ask for help? What is my first action? I have already tried: What worked, what can I build on? @BeaconHouseTeam Follow Us Reflection Points - What is your biggest challenge when trying to build Resilience in your community? What happens when you reflect on the opposite of this challenge? - How can you re-frame your biggest challenge into a positive? Who could help you do this? Useful Links The Sussex Community Resilience Project: https://www.facebook.com/TheSussexCommunityResilienceProject Inspiration:http://www.suzannezeedyk.com and http://reattachparenting.co.uk and https://www.tigersltd.co.uk/news/281-making-scotland-the-world's-firstace-aware-nation.html andhttp://connectedbaby.net Screening Details: http://dartmouthfilms.com/resilience-screenings-info and http://kpjrfilms.co/resilience/ Welsh ACE Study: http://www.cph.org.uk/wp-content/uploads/2016/01/ACEReport-FINAL-E.pdf Developmental Trauma Close Up: http://beaconhouse.org.uk/developmentaltrauma/developmental-trauma-close-up/ Repair of Early Trauma: http://beaconhouse.org.uk/developmental-trauma/therepair-of-early-trauma-a-bottom-up-approach/ Repair of Early Trauma Animation: http://beaconhouse.org.uk/developmentaltrauma/animation-the-repair-of-early-trauma/ Free Support Resources: www.innerworldwork.co.uk and http://www.7030.org.uk/infographics/ Miss Kendra's List: http://www.traumainformedschools.org/programs/misskendraslist.html Professionals: Adding the ACE questionnaire to your information gathering database will help you to provide a more effective trauma informed response to the families you are working with. The questionnaire and guidelines can be found here: http://www.who.int/violence_injury_prevention/violence/activities/adverse_chil dhood_experiences/en/	<urn:uuid:fa7451da-44f8-4cfc-bc06-dd39d4ce9b69>	CC-MAIN-2020-16	https://beaconhouse.org.uk/wp-content/uploads/2019/09/Building-Resilience-Training-Aid-compressed.pdf	2020-04-07T23:17:25+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371806302.78/warc/CC-MAIN-20200407214925-20200408005425-00047.warc.gz	354,861,414	4,115	eng_Latn	eng_Latn	0.93055	eng_Latn	0.997873	[ "zxx_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 356, 2564, 3154, 4306, 5185, 6544, 8100, 9638, 10635, 11725, 12664, 13779, 14715, 15870, 17205, 18594 ]	[ 3.0625 ]	2	2
Park.\|}images/stories/turistainternacional/Quehacer/naturaleza/parquesnaturales/tayrona.jpg{/ro kbox} {rokbox title=\|Beach in Tayrona National Beach in Tayrona National Park. In the department of Magdalena, just 34 km from the lovely city of Santa Marta, lies the Tayrona National Park – a sanctuary of nature and archaeological remains that invite an encounter with oneself. Mangrove swamps, corals, algae prairies, thorny scrubland, and magical dry, humid, and cloud forests proliferate and are home to a surprising variety of vegetal and animal species that bear witness to life. These 12,000 land and 3,000 marine hectares were proclaimed in 1969 for their great biological and archaeological value. Prior to the Spanish Conquest, this was the land of the Tayrona indigenous people, who left significant evidence of their way of life in Pueblito Chairama and other sites. Temperatures range from 25˚C to 32˚C, and altitudes, from zero to nine meters above sea level. There are two rainy periods: from May to June and from September to November. Features Flora and fauna observation are especially interesting here, especially birdwatching, which includes the threatened Andean condor. Aside from its natural and archaeological attractions, Tayrona Natural Park is a great site for eco-tourism, thanks to the diversity of its sea waves and diving sites. The Chairama archaeological site known as Pueblito and the stone paths that lead to it are very attractive to tourists. How to get there Once in Santa Marta, the only access is by taking the Troncal del Caribe in the direction of Riohacha. There are several entrances to the park: Neguanje, Calabazo, and Cañaveral. {rokbox title=\|Ecohabs inspirados en la vivienda indígena.\|}images/stories/turistainternacional/Quehacer/naturaleza/parquesnaturales/ecohabs.j pg{/rokbox} 1 / 3 Ecohabs inspirados en la vivienda indígena. Communities Most of the park's inhabitants are mestizos who live mainly from tourism and fishing. The park comprises various sacred sites, or dots along the so-called "Black Line", belonging to the indigenous communities that inhabit the Sierra Nevada de Santa Marta mountain range. Fauna The Tayrona Natural Park is home to over 100 mammal species, among them howling monkeys, pumas, deer, and several species of bats. Over 300 bird species coexist with them, condors and lone and white eagles, being the main ones. The park is also home to 31 reptile, 15 amphibian, 202 sponge, 471 crustacean, and more than 1,000 more marine species. Dolphins and marine turtles are frequent visitors; the latter for the purpose of spawning. Flora There are 350 algae species in the park, representing only part of the area's total vegetation, which is considered the richest in the Colombia Caribbean by virtue of its 31 types of plants. As to terrestrial fauna, there are over 770 plant species, ranging from cacti to trees that may reach a height of 30 meters. Activities - Diving in La Cueva de Neguanje, Isla Aguja, or Bahía Concha. - Snorkeling. - Trekking on archaeological stone roads. - Camping or lodging at the eco-habs in Cañaveral. - Birdwatching. - Swimming in a natural pool. - Horseback riding. - Visiting archaeological sites. Attractions - Chairama Archaeological Museum in Cañaveral. 2 / 3 - Los Naranjos Trail. - Playa Cristal, also known as Playa del Muerto. - Castilletes Beach. - Quebrada Valencia, a stream in the western part of the park. - Bahía Concha. - Arrecifes Beach. - La Piscina, in Arrecifes. - Cabo de San Juan de Guía: The sea near this cape, full of stone monoliths borders with the rainforest. - Riverbed of the Piedras River. - In ancient times, Pueblito, or Chairama, was the most important trade center of the pre-Columbian indigenous peoples. Access to the park - Foreigners: $21.000 pesos. - Nationals: $7.100 pesos. - Children: $3.600 pesos. For additional information, please consult your travel agency or visit Colombian National Natural Parks Official Website and. Tayrona Park Official Website Learn more about: - Sierra Nevada de Santa Marta Natural Park: land of wise people - National Natural Parks of Colombia 3 / 3	<urn:uuid:579e711c-001d-42b8-aee9-90c5b08f3489>	CC-MAIN-2014-35	http://www.colombia.travel/en/international-tourist/vacations-holidays-where-to-go/recommended-weekend-destinations/tayrona-national-park?format=pdf	2014-08-28T13:29:44Z	crawl-data/CC-MAIN-2014-35/segments/1408500830834.3/warc/CC-MAIN-20140820021350-00132-ip-10-180-136-8.ec2.internal.warc.gz	313,195,597	1,032	eng_Latn	eng_Latn	0.974573	eng_Latn	0.984552	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1844, 3296, 4165 ]	[ 2.90625 ]	3	7
Theraband: Upper Body Exercise Program 1. Shoulder Flexion 4. Diagonal Pull 1 Place band wrapped around hand with opposite end secured. With elbow straight and thumb pointed toward ceiling, slowly lift up toward ceiling and back down. Repeat 10-20 times. 2. Shoulder Extension Place band wrapped around hand with opposite end secured. With elbow straight and thumb pointed toward ceiling, slowly pull arm down. Repeat 10-20 times. 3. Shoulder Side Lift Hold band in one hand and secure opposite end (you can stand on it if able). With elbow straight and thumb pointed toward the ceiling. Lift arm straight up on the side of your body. Repeat 10-20 times. Place band wrapped around hand with opposite end held in other hand. With elbow straight and thumb pointed toward ceiling, slowly pull arm up and across and away from body. Repeat 10-20 times. 5. Diagonal Pull 2 Place band wrapped around hand with opposite end held in other hand. With elbow straight and thumb pointed toward ceiling, slowly pull arm up and across and toward body. Repeat 10-20 times. 6. Pull Down Hold band securely in both hands with arms overhead. Pull arm down. Repeat 10-20 times. 7. Chest Pull With band securely held in both hands and arms straight out ahead, stretch band across chest. Repeat 10-20 times. Theraband: Lower Body Exercise Program 1. Hip Outer Thigh 4. Hip Extension Hold onto a countertop for support and balance as needed. Place band wrapped around ankle and opposite end secured. With knee straight and toes pointed straight ahead, slowly lift leg out to side and back down to floor. Repeat 10-20 times. 2. Hip Inner Thigh Hold onto a countertop for support and balance as needed. Place band wrapped around ankle and opposite end secured. With knee straight and toes pointed ahead, move leg across body. Repeat 10-20 times. 3. Hip Flexion Hold onto a countertop for support and balance as needed. With knee straight, lift leg straight in front of you about 12 inches, then return to standing. Repeat 10-20 times. Recycled Paper ©2011 Visual Health Information (VHI) (Rev 6/12) Hold onto a countertop or chair for support and balance. Place band around ankle and opposite end secured. Keeping your upper body still, bring leg straight back behind you. Repeat 10-20 times. 5. Hamstring Curl Hold onto a countertop for support and balance. Wrap band around ankle or foot with opposite end of band secured. Slowly bend knee lifting up toward buttocks and then slowly lower leg back down to floor. Repeat 10-20 times. 6. Knee Extension Sit up tall in chair. Place band around ankle or foot and other end securely anchored to other foot or object. Slowly straighten your leg. Hold for a count of 5 and then slowly lower back down. Repeat 10-20 times. 7. Heel Raises Hold onto a countertop for support and balance as needed. Rise up on balls of feet and lower. Repeat 10-20 times.	<urn:uuid:b5c98e9f-5de0-4783-bfd6-24d715ea0e08>	CC-MAIN-2014-35	http://www.valleymed.org/Our-Services/Fitness-Center/Upper-and-Lower-Body-Theraband-Exercises/	2014-08-28T13:19:06Z	crawl-data/CC-MAIN-2014-35/segments/1408500830834.3/warc/CC-MAIN-20140820021350-00139-ip-10-180-136-8.ec2.internal.warc.gz	668,087,897	665	eng_Latn	eng_Latn	0.99597	eng_Latn	0.996344	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1299, 2902 ]	[ 2.453125 ]	1	0
BOX CONTENTS BOOKS The Seasons of Arnold's Apple Tree Gail Gibbons Flower Garden Eve Bunting Jack's Garden Henry Cole Vegetable Garden Douglas Florian This Year's Garden Cynthia Rylant Titch Pat Hutchins Eating the Alphabet Lois Ehlert The Carrot Seed (Book with CD) Ruth Krauss Growing Vegetable Soup Lois Ehlert DVD Franklin Plants a Tree in Franklin Goes to Camp TOY Apple Life Cycle Mitt ADULT RESOURCES Green Thumbs : a Kid's Activity Guide to Indoor and Outdoor Gardening Laurie Carlson ACTIVITY NOTEBOOK BEYOND THE KITS STORYTIME HANDBOOK GROWING THINGS Preschool Theme Kits FOR YOU: a copy of these activities is available in back of this notebook. Welcome to the Growing Things Theme Kit. Our target age group is 2 to 5 year olds but we have included at least one board book for babies to use. All these books read aloud well, and there are activities, finger plays, and teacher guides to help you. Also, take a look at the general information sheet on the inside cover of this notebook. ENJOY! Related Activities -Fun and Games- GROWING CUCUMBER PLANTS You can grow cucumber plants indoors, after reading the books Vegetable Garden and/or Growing Vegetable Soup. You'll need paper towels, small plastic bags with a zipper seal and cucumber seeds. Have each child dampen the paper towel and place it into a plastic bag, with his or her name on it. Pour out excess water to prevent rot. Now add a seed and seal. Pin the bags on a wall and watch them grow. You can transplant them into individual cups: be sure not to overwater the seedlings. Send them home to be planted outdoors. Used with permission from King County Library System. APPLE LIFE CYCLE MITT Line up the five removable stages in any order. Put on the mitt. Ask the children how the apple tree begins (seed). Have a child attach to the first finger. Which comes next? Children can take turns putting up the stages and then do it on their own. Take a walk in your yard, or around the block. Can you see any fruit trees? Talk about what part of the cycle they are in. Read The Seasons of Arnold's Apple Tree and take the walk. Talk about what stage the trees are in. You can take a fall or winter "growing things" walk too. Often you can see seed pods on deciduous and evergreen trees (pine cones). In the Northwest, many plants stay green, although they don't grow or bloom in the colder seasons. MAKING VEGETABLE SOUP After reading Growing Vegetable Soup you can make soup too! Let the children wash 5-8 vegetables, then chop them and put in water to cover. Bring to boil, add bouillion (if you have it) and other herbs for seasoning. Let simmer 20-30 minutes. Add rice or noodles 15 minutes before finish. Cool slightly and serve with bread and butter or crackers. VEGETABLE VOTE After sharing Vegetable Garden, go back through the pictures and have the children name the vegetables as you point to them. On a piece of paper, print the names of the vegetables, drawing a picture next to each one (it doesn't have to be a work of art!) Ask each child to vote for his or her two favorite vegetables. With the children, count the number of votes for each. Discuss which were the favorites and which were the least favorite. Why? ADULT RESOURCE: Green Thumbs : a Kid's Activity Guide to Indoor and Outdoor Gardening You can garden year-round using this resource, with simple items you have on hand. There is a chapter called Tasty Treats, which tells you how to grow bean sprouts and gives a recipe to use them in. Also included is a recipe for carrot cake, flower petal candy (!), and sun tea. You can make an herbal garden with egg cartons and seeds, for Mother's Day or any day. Another chapter, Make and Do Projects is full of simple, attractive projects with clear directions. Growing Things Theme Kit Questions or Suggestions: Call the Youth Services Dept. at (360) 384-3150 -Fingerplays and Action Rhymes- TEN FAT PEAS Ten fat peas in a pea pod pressed. Make fists and bump them together One grew, two grew, Raise one finger, then two So did all the rest. Raise all fingersl They grew and they grew and they did not stop. Hands over head, stretch up really, really tall Until one day the pod went POP! Smack hands together! FLOWERS Flowers grow like this (cup hands) Trees grow like this (spread arms) I grow just like that! (Jump up) FLOWER GARDEN Sung to the tune of The Farmer in the Dell The farmer plants the seeds The farmer plants the seeds, Hi-ho, the derry-O, the farmer plants the seed. The rain begins to fall, etc. The sun begins to shine, The plants begin to grow, The buds open up The flowers smile at me APPLE TREE Way up high in the apple tree Two red apples smiled at me. I shook that tree as hard as I could! Down came the apples, Mmmmm they were good! How You Can Help * * Use and return kits promptly so that they are available for others. Please check box contents before returning. • Do not use the book drop. Please return kits inside an open library. THIS IS THE WAY WE PLANT THE GARDEN Suit actions to words Sung to tune of Here We Go 'Round the Mulberry Bush This is the way we dig the garden Dig the garden, dig the garden. This is the way we dig the garden so early in the morning. This is the way we rake the garden… This is the way we plant the seeds… This is the way we water the seeds… This is the way we weed the garden… This is the way we pick the carrots …(or any vegetable you like!) This is the way we wash the carrots… This is the way we eat the carrots… Leader pushes each child down. Make rain motions Make circle with arms overhead The children rise slowly Children spread out arms Everyone smiles. Stretch up, with arms over head Make two fists, over head Shake the trunk of the tree! Bring fists down to the floor. Pretend to take a bite, and rub your tummy – mmmm!	<urn:uuid:69f15737-7382-43c9-b3ec-1d054f2a2d69>	CC-MAIN-2014-35	http://www.wcls.org/index.php?option=com_docman&task=doc_view&gid=70&Itemid=214	2014-08-28T13:04:58Z	crawl-data/CC-MAIN-2014-35/segments/1408500830834.3/warc/CC-MAIN-20140820021350-00129-ip-10-180-136-8.ec2.internal.warc.gz	689,419,992	1,411	eng_Latn	eng_Latn	0.99716	eng_Latn	0.997281	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2805, 5895 ]	[ 4.3125 ]	1	0
Day One: Introduce Shakespeare and Play. Begin reading prose adaptation in class. Ask questions to be sure that students are following the plot. Speaking and Listening Standard: Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study Day Two: Scaffolded Review of Plot and Characters (Cloze Reading, individual with Character Names on board, then in group). [For younger grades, Introduce the Graphic Organizer, and use it to review the plot and characters from Day One's reading. For advanced students, have them create their own Graphic Organizers, or Storyboards, or Sociograms, with or without technology.] Then finish reading the prose adaptation. Reading Standard: Determine a theme or central idea of a text; Provide an objective summary of the text. Day Three: Lesson on Affixes. Assign Affix Vocab words from prose adaptation, due Day Four. www.affixes.org is a dictionary of affixes; www.prefixsuffix.com/rootchart.php?navblks=1011000 is a chart of affixes. (Computer Lab, or Tech Assisted) Language Standards: Explain the function of phrases and clauses in general and their function in specific sentences. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. Use context as a clue to the meaning of a word or phrase. Consult general and specialized reference materials to determine or clarify its precise meaning or part of speech. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. Verify the preliminary determination of the meaning of a word or phrase. Be SURE to have them study Malvolio's name – what Day Four: Creating a Graphic Organizer – use any number of methods to create a graphic organizer for character and plot; will be due Day Seven. Writing Standard: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Day Five: Introduce theater space and the scene performance activity. Classmates sit in a circle. The space in the circle's center is the stage. Exits and entrances are simply movements from the circle into the stage space. No backstage! Demonstrate using the space using a particular set of lines ("To be Count Malvolio!") Reading Standards: Analyze how particular elements of a drama interact. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings Language Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Day Six: Issue scripts. Read-around for all scenes. Have students list vocabulary words on a white board or craft/kraft paper. Create a class vocab list from their words – special attention to affixes! Reading Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or section of a drama. Language Standards: Explain the function of phrases and clauses in general and their function in specific sentences. Use context as a clue to the meaning of a word or phrase. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. Consult general and specialized reference materials to determine or clarify its precise meaning or part of speech. Verify the preliminary determination of the meaning of a word or phrase. Speaking and Listening Standard: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Day Seven: Read-around continues. Teachers circulate to answer questions. Try to answer questions with questions – get them thinking. Reading Standard: Read and comprehend drama proficiently. Day Eight: Rehearsal. Be sure that students recognize that they do NOT need to memorize. Clarity, Fluency, Comprehension are the goals. Speaking and Listening Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Day Nine: Rehearsal. Clarity, Fluency, Comprehension. Reading Standard: Analyze how particular elements of a drama interact. Day Ten: Stop Rehearsals to discuss props and costuming. Keep props and costuming to a minimum – the words and movements are the most important! Then continue rehearsals. Homework: Assessment – what happens in your scene/act? how does your scene/act contribute to the plot of the play as a whole? (Act Blog?) Reading Standard: Compare and contrast a written drama to its staged version, analyzing the effects of techniques unique to each medium. Day Eleven: Rehearsal, with props. Language Standard: Use knowledge of language and its conventions when speaking and listening. Day Twelve: Rehearsal, with props. Language Standard: Use knowledge of language and its conventions when speaking and listening. Day Thirteen: Performance Day. Performance is by classmates, for classmates, for the purpose of seeing, hearing, and understanding the play. Language Standard: Use knowledge of language and its conventions when speaking and listening. Reading Standards: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Analyze how particular elements of a drama interact. Day Fourteen: Playing with the Play – Introduction to the full play – Classroom Book Set – have students find their own scenes and compare/contrast to the complete play. Reading Standards: Analyze how a drama's form or structure contributes to its meaning. Compare and contrast a written drama to its staged version. Day Fifteen: Constructed Response writing activity. Students may use scripts and/or classroom book sets, depending on standards to be covered in the CR. Reading Standards: Cite textual evidence to support analysis of meaning; make inferences from the text Determine a theme or central idea; analyze its development over the course of the text; provide an objective summary of the text. Analyze how a drama's form or structure contributes to its meaning. Analyze how an author develops and contrasts the points of view of different characters. Compare and contrast a written drama to its staged version, analyzing the effects of techniques unique to each medium Writing Standards: Write arguments to support claims with clear reasons and relevant evidence (a-e). Further Writing Activity: Write a creative fiction narrative from the perspective of one of your characters in one of your scenes, or between two scenes. What is your character thinking, or doing? Develop as thoroughly as possible. Writing Standard: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences (a-e). The standards mentioned here are not exhaustive; others may be built into the unit easily.	<urn:uuid:390d07d1-9ef0-40d5-b07d-1366a83ab7a6>	CC-MAIN-2014-35	http://www.murraystate.edu/Libraries/Dept_of_English_and_Philosophy_Docs/tnsampleschedulewstandardsrevised_1.sflb.ashx	2014-08-28T13:17:46Z	crawl-data/CC-MAIN-2014-35/segments/1408500830834.3/warc/CC-MAIN-20140820021350-00152-ip-10-180-136-8.ec2.internal.warc.gz	496,122,013	1,440	eng_Latn	eng_Latn	0.995844	eng_Latn	0.996045	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2726, 5005, 7318 ]	[ 4.59375 ]	1	0
GEORGIA AQUARIUM ANIMAL FACT SHEET Red Lionfish Pterois volitans Range/Habitat * The red lionfish is an Indo-Pacific species that occurs in the eastern Indian Ocean from the Cocos-Keeling Islands to western Australia and in the Pacific from Polynesia to southern Japan and south to northern New Zealand. * It was introduced into the western Atlantic in the early 1990s and has been reported from Long Island, New York to South Florida, as well as from Bermuda, the Bahamas and, recently, in Belize and several Caribbean islands. * It may occur in lagoons, seaward reefs and wrecks to depths of 140 feet (50 m). * This lionfish is primarily a reef-associated species, but is also found in other warm, marine waters in the tropics, including estuaries. * This species glides along the rocks and coral during the night and hides out under ledges and in caves and crevices during the day. Physical Characteristics * Its coloration is highly variable depending on geographic location, habitat and water depth. It is zebra-banded with narrow reddish or golden brown vertical bars stretching across a whitish to yellow background. The soft dorsal, anal and caudal fins have dark rows of spots on a clear background. * The red lionfish is conspicuous for its elongated fin elements and distinctive color pattern. * It has a fleshy "tentacle" above each eye and tentacles below the mouth. * This species has venomous spines on the dorsal, anal and pelvic fins. The feather-like pectoral fins have no venomous spines. * This lionfish ranges in length from 12 to 15 inches (30 - 38 cm). It can weigh 2.6 lbs. (1.2 kg). Diet/Feeding * Its diet consists of small fish, crustaceans (shrimp and crab) and other invertebrates. * The red lionfish is one of the apex predators in the coral reef environment. * This species is a solitary, nocturnal hunter that stalks its prey and corners it using outstretched and expanded pectoral fins. The prey is seized in a lightening-quick lunge and is then swallowed whole. * Cannibalism has been observed in this species. Conservation Status * The red lionfish has not been evaluated for inclusion in the IUCN Red List. Additional Information * The red lionfish is slow-moving and conspicuous and relies on its unusual coloration and venomous spines to discourage predators. * The venom can be deactivated by applying hot compresses or immersing the wound in water at temperatures above about 113 o F (45 o C). * It is one of the most venomous of all fishes. Its venom causes a severe reaction in humans including intense pain, inflammation and occasionally, serious systemic symptoms such as respiratory distress. A lionfish "sting" is rarely fatal. * The adult is solitary and will fiercely defend its home range against other lionfish and individuals of other species. As juveniles and during breeding season the red lionfish lives in small groups. * During breeding, one male may aggregate with three to eight females. The male's coloration darkens and its stripes are less apparent. Females with ripening eggs become paler and, presumably, easier for the male to identify. * While courting, males are particularly aggressive and will attack interloping males fiercely with violent biting and with venomous dorsal spines pointed forward. * Spawning takes place near the surface where the female releases eggs that are immediately fertilized by the male. The mass of planktonic eggs hatch in about 36 hours. The larvae, and later the juveniles, drift in the plankton for weeks before settling to the bottom. This accounts for the wide native distribution of the red lionfish and its rapid spread after its introduction into the western Atlantic. * The first documented release of red lionfish into the Atlantic occurred in 1992 when Hurricane Andrew destroyed a large private aquarium in a house in South Florida and six lionfish escaped into Biscayne Bay. These fish were observed alive in the adjacent habitat several days later. * The red lionfish was first reported from Florida, North Carolina and Bermuda in 1990. Theories for its introduction include the transport and release of larvae or juveniles in ballast water of large cargo vessels and the release or escape from a home aquarium. * There is evidence that the lionfish that have invaded the coastal waters of the eastern U.S. and the Bahamas are causing significant changes to reef environments. This voracious predator has eliminated or displaced native species. * The red lionfish is highly valued in the home aquarium trade. It is also consumed in many parts of its native range. Sources http://animaldiveristy.ummz.umich.edu www.fishbase.org www.flmnh.ufl.edu/fish/Gallery/Descript/RedLionfish/RLionfish.html www.oceanservice.noaa.gov/education/stories/lionfish/factsheet.html http://nas.er.usgs.gov/queries/FactSheet.asp?speciesID=963 www.sms.si.edu/IRLSpec/Pterois_volitans.htm	<urn:uuid:1f6ac32e-cef0-4971-b155-8310f2e2cf36>	CC-MAIN-2014-35	http://www.georgiaaquarium.org/explore-the-aquarium/interact/images/view_image.aspx?type=pdf&id=307	2014-08-28T13:05:21Z	crawl-data/CC-MAIN-2014-35/segments/1408500830834.3/warc/CC-MAIN-20140820021350-00151-ip-10-180-136-8.ec2.internal.warc.gz	402,672,176	1,086	eng_Latn	eng_Latn	0.996232	eng_Latn	0.99642	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2685, 4891 ]	[ 2.75 ]	1	15
This and That - The Flood of 1913 Written by Staff Reports Monday, March 25, 2013 8:44 AM - One hundred years ago during the month of March, the people of Ohio experienced a time of terror. Delphos and the whole tri-county area were no exception. It was the Flood of 1913…Ohio's Greatest Weather Disaster. It lasted four or five days, March 23 – 27. Those who were up to see the sunrise on Easter morning, recall that the Eastern sky was a brilliant red. As the saying goes; "Red in the morning, sailors warning….red at night, sailors delight." This was very true, the rain started on Easter morning and didn't know when to stop. Until the deluge ended it had dropped 4 to 11.16 inches of rain on most parts of Ohio. Bellefontaine claimed the heaviest downpour with 11.16 inches and 10.61 inches fell at Marion. Dayton was the hardest hit…some even referred to it as the Dayton Flood. Four rivers converge on Dayton; the Great Miami River, the Mad River, the Stillwater River and Wolf Creek. Numerous tributaries of the normally serene and beautiful Stillwater River swelled that river, which carried the water off to the south. Within less than one mile, all four rivers converged inside the city limits of Dayton, a city of 130,000 at that time. So just what caused this calamity? Alan Eckert, a well known Ohio author described in his book "A Time of Terror" that the development of three great air mass over the United States would later settle over Indiana and Ohio. The first was an "eddy" of wind spawned in the tropical air of the Gulf of Mexico. It grew into a still warm wind which headed northward, crossing Florida and Georgia, bringing summer like weather to Atlanta. It speeded up as it funneled through the Cumberland Gap and brought unseasonably warm temperatures to parts of Kentucky. It raced across the Ohio River at Cincinnati and then sped northward to Dayton. Eckert wrote: "Another eddy began in the mouth of the St. Lawrence River, drifting slowly toward Quebec as it grew to gale proportions and then hurled itself southward past Montreal and Ottawa and Toronto. It was an icy blast of frigid Canadian air, when it howled through 1 / 4 This and That - The Flood of 1913 Written by Staff Reports Monday, March 25, 2013 8:44 AM - Detroit and at Toledo the temperature plummeted. It then headed due southward toward Dayton." He continued: "The third 'eddy' formed in the northern Great Plains and quickly became a wind of hurricane force in central Nebraska, ripping and tearing a great swath through the dormant fields. It struck Omaha on Easter Sunday and dealt the city a devastating blow, leaving thousands homeless and hundreds injured, a few dead." (Some weather reports referred to this as a tornado.) It passed over Iowa and Illinois and did a lot of damage to Indianapolis on its way toward Dayton. These three great air masses collided over a wide expanse of farmland from Indianapolis on the west, Fort Wayne and Lima to the north, Columbus to the east and south to Dayton. This area covered about 2500 square miles of the country. The storm was helped by the ground already reaching a saturation point from melting snow and ice and several light rains. The collision of these three air masses brought a rainfall which deposited nearly nine inches of water on every foot of those 2,500 square miles. That amount of water was enough to fill a hole in the ground, measuring 25 miles in length, a mile in width and 25 feet in depth. The four rivers, each traveling approximately 25 miles per hour, met at 7 a.m. on 25 March 1913 inside the city limits of Dayton. During the next few days the residents of Dayton lived amid terror and horror. Whistles sounded at the National Cash Register (NCR) Tuesday morning to warn Dayton residents of the flood. By evening on 25 March, 14 square miles of Dayton were under water, much of it an a swift current 10 – 15 deep. The Miami River was 18 feet deep in Dayton's Union Station, imprisoning 600 people for three days. Water 16 feet deep in the Dayton Public Library caused the loss of 45,000 books. Nearly 1500 horses were estimated to have drowned in Dayton. At Dayton, the flood crest reached 29 feet at 1:00 AM on March 26. This was eight feet higher than the flood of 1866. Downstream in Hamilton, the Miami crested just two hours later, at 34.6 feet, 13.5 over the previous record of 1898. (River levels are measured above some local benchmark and cannot be compared from one city to another except in relative height above 2 / 4 This and That - The Flood of 1913 Written by Staff Reports Monday, March 25, 2013 8:44 AM - the previous record.) Many, Many other Ohio towns experienced severe flooding. Now, back to Delphos and west central Ohio and northwestern Ohio. The rain started on Easter Sunday and continued with heavy rains on Monday morning. The Flat Fork Creek was on a rampage. Many residents awoke on Monday morning to complete shock; upon seeing their homes surrounded by water. The most serious condition existed along Flat Fork Creek on South Washing Street, where a number of homes were completely surrounded by water and the rapidly flowing stream in front of the residences prevented many from leaving their homes. Chief Kehres was called to South Washington Street on Monday morning to rescue the family of Chas. Fulton. Their residence was completely surrounded by water and the floor in a portion of the house was covered with several feet of water. A wagon was secured and run up to the rear of the residence and Mr. and Mrs. Fulton and their son were assisted from the house in this manner. Other residences located on Washington Street west of the C. H. & D. Railroad, surrounded by water are those of Mrs. Mary Kuntz, Chas. Henney, Chas. Strayer, Luther Foster, Emiel Hugo, Mrs. John Ostendorf, J. C. James, James Wiley and Chas Griffth. Three residences on the opposite side of the street are partially surrounded and the residence of Elias Bryan south of Suthoff Street on the east side of Washington Street was in a lake of swiftly flowing water. Letter files, catalogs, etc., stored in the basement under the Delphos Manufacturing Company's office were damaged when water backed into the basement. The people in the south part of the city west of the canal had an experience similar to that of several weeks ago, when the canal overflowed its banks and flooded that section, but the condition was much worse on Monday morning, than on the previous occasion. The canal overflowed its banks and flooded the surrounding territory. There was one expanse of water from a short distance south of Cherry Street to far beyond the corporate limits of the city. Residents employed boats and rubber boots in getting out of the flooded district. Among the residences surrounded by water are those of Jos. Buessing, John May, Antle Miller, Henry Kaverman, Mrs. Henry Kaverman, Jos. Moorman, James May, Otto Sheeter, Mrs. Henry Brabant and Mrs. Hoover. The Soutlh Delphos school ground was also under water. For a distance of several blocks on South Clay Street the sidewalks and street were covered with water. This was just a start of it. All rivers and streams in the area would soon be out of their banks. 3 / 4 Written by Staff Reports Monday, March 25, 2013 8:44 AM - Ottawa, which is often flooded when the Blanchard River goes on a rampage, sent out two calls for help on the 25th. They said "The whole town is under water." The call asked for men, boats and food. The answer from Lima was immediate. The C H & D Railway Company, through which the urgent request for succor was sent, at once notified Mayor Shook and the police that it was prepared to send a special train. The train left at one o'clock in the morning, carrying 30 volunteers, 1,500 loaves of bread and 20 baskets of provisions. Traffic to the north of the city of Ottawa, either by steam or interurban lines was cut off. The flood struck cities on the east side of the state, from Akron on down. It hit the towns in the center, such as Columbus, and all the way up the west side of the state. Cincinnati was hit later when all the water emptied into the Ohio River. (To be continued.)	<urn:uuid:95ef780e-ae0d-4131-bf9a-53f4ca6706fa>	CC-MAIN-2014-35	http://www.delphosherald.com/index.php?view=article&catid=31%3Ageneral&id=11190%3Athis-and-that-the-flood-of-1913&format=pdf&option=com_content&Itemid=44	2014-08-28T13:09:54Z	crawl-data/CC-MAIN-2014-35/segments/1408500830834.3/warc/CC-MAIN-20140820021350-00148-ip-10-180-136-8.ec2.internal.warc.gz	327,767,226	1,843	eng_Latn	eng_Latn	0.999107	eng_Latn	0.99912	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2170, 4528, 7237, 8187 ]	[ 2.75 ]	4	5
The Federation of Fly Fishers Journal for Certified Casting Instructors Spring 2005 The Snake Roll By Simon Gawesworth Many, many years ago my father and I ran a fly fishing school in Devon, England on the river Torridge. The pool we used to teach speycasting was almost ideal. It was wide enough to throw a full line, shallow and gentle enough to wade and teach casting from both banks, and it had a nice high bank from which we video-taped casters. stream wind, right hand up on the right bank and left hand up on the left bank. So, if it is used in the same situation as the double spey why learn it? The only thing wrong with the pool was lack of current. The caster would stand on the left bank (river flowing from right to left) cast a Single Spey across the pool and wait quite some time for the current to wash the line back to the dangle. Frustrated by this delay, we used two roll casts to get the line back downstream (there were too many trees lining the pool to do an overhead cast). The first roll cast was to get the line in the right area and the second to straighten it out. Over the course of time I started to speed the two roll casts up, merging them into one fluid movement. My father saw me doing this cast and recognized it as a cast in its own right with a number of fishing applications and so we came to name it ---the Snake Roll. I think (being a young kid in those days) that I wanted to call it the Sausage Roll, but my father's wisdom prevailed and we called it the Snake Roll. Since starting to teach the Snake Roll as a cast on its own merits in the early 80's, I have seen the same cast done by many good casters and frequently heard it called by other names. This just goes to show that there is nothing new in the casting world. When you believe you have created a brand new cast, you are not alone. Someone else has probably been doing it for years! The Snake Roll as a fishing cast is used in exactly the same situation as the Double Spey – with a down- In truth you don't need to know the Snake roll if you can do the Double Spey. However, casting is a skill, and, like any other skill, there is immense satisfaction in doing something well, to the best of one's ability and, in particular, being able to do everything possible. In truth, the Snake Roll changes direction faster than the Double Spey, which equates to more time with your fly in the water and, therefore more fish. The snake roll takes about 4/7 of the time of a double spey. In other words, in the time it takes you to do 40 double speys, you could do 70 snake rolls (if you were only casting, not fishing or anything). It also makes a lot less disturbance on the water than the Double Spey and, finally, some casters find it easier to learn than the Double Spey. For casters with the right hand up, stand on the right bank. The line is on the 'dangle' and you want to cast your fly back across the river at an angle of 90 degrees or so. Stand with your left foot forward (weight mostly on this foot) angled towards the the target and your body facing mostly downstream. In your mind, draw an imaginary orange line on the water, directly between your front foot and your target. (Continued on page 2) Simon Gawesworth is a member of the Casting Board of Governors. He works for the Rio Line Company & is the author of Spey Casting (Stackpole Books, 2004). Start the rod tip pointing directly down the fly line, but slightly raised to the level of your hat peak. Draw a lower case 'e' (counter clockwise) with the rod tip --- big and bold, but finish the 'e' by lifting the rod tip up to 1 o'clock. The speed of the 'e' should be along these lines: slow, medium, fast. In other words, draw the flat, horizontal part slowly, speed up to a medium pace on the first half of the circular motion and then accelerate on the lower half of the circular motion (and up to 1 o'clock) to throw the belly behind you (See Figure 1). All the time you are drawing the 'e' shape try and keep your rod tip held away from you as far as possible. A useful analogy here is to imagine you have a piece of chalk jammed into the tip of the rod and that the chalk is resting on a brick wall. The brick wall runs at ninety degrees to your target, off your downstream shoulder. You want to draw the 'e' and the lift up to 1 o'clock on the wall and be careful not to pull the chalk away from the wall while you are doing it. What should happen, if you get the 'e' shape and speed right, is that the fly line, leader and fly will jump out of the water from the dangle and land about ten feet to your down stream side, dead straight, pointing towards your target and parallel to your imaginary orange line. Once you have finished the back stroke and formed the belly behind the rod you should have rocked all your weight on the back foot (the right foot). It is then a simple matter of finishing off with the forward stroke. On this note, however, remember that timing is, as always, vital. The back stroke should make the entire fly line lift completely out of the water and re-land parallel to the target. The forward stroke is a Splash & Go cast. This means there is no pause for the anchor to settle. The moment that the first piece of fly line touches the water the forward stroke must start and must drive close to and parallel to the anchor (without crossing it of course!) Initially casters should practice this cast in two parts, working on getting the back stroke right before worrying about timing and forward stroke. To get it right, the fly and line must jump out of the water from the dangle and land dead straight in front of you parallel to the orange line and aimed towards the target. As you get more accomplished at the backstroke start to watch the anchor point of the end of the fly line (the needle/nail knot). To start with, it will be somewhere in front of you--maybe 20 feet or so. As you get better and more control of this stage of the cast, you should get the end of the line to land directly downstream of you in your wading wake, though still facing the target. This will give you the biggest belly and load and the most efficient of all casts. However be warned, when you are tight to restrictions the big belly can be a problem and snag behind you, so a true master of this (and all speycasts) can adjust the size of the belly behind according to the amount of space there is. Don't think that this cast is limited to the two handed rod. I use the snake roll constantly with the single-handed rod when trout fishing for a fast change of direction. It is useful in saltwater fishing on the flats for quick changes of direction. With either rod, practice with different shapes, sizes and speeds of 'e' to see what results you get. Remember that flat is good and the better you get, the flatter and more compressed your 'e' should be. The Six-Step Teaching Method by Bruce Richards Since the inception of the FFF Casting Instructor Certification program I have had the pleasure of working with, and certifying, quite a few instructors. About half the instructors I've tested have failed. Some have not been able to make the necessary casts, but more have failed because they did not exhibit the ability to adequately analyze and correct casting flaws. Some of them fully understood casting, but lacked a method to clearly and concisely communicate that knowledge to a student. If followed, this 6 step procedure provides a logical way for an instructor to analyze any casting problem, and communicate the cure in a way that most students will understand. slowly and clearly and demonstrate what you mean with the rod if appropriate. If you demonstrate, make sure you cast as slowly as possible and exaggerate what is right and wrong so the difference is clear to the student. The heart of good instruction is communication. Too many instructors try to cure a casting problem before the student even knows what the problem is or why it is a problem. Also, some instructors try to cure every problem they see at once, and don't use clear, concise language that the student will understand. All of these things lead to a confused and often frustrated student, and instructor. I have been using a six-step method that helps instructors more effectively convey their knowledge to a student. The six steps analyze the cause of the problem from "top to bottom", then the cure of the problem from "bottom to top." The first step of the CAUSE is describing to the student what is wrong with the (1) LINE. The next step is to explain what the (2) ROD is doing to cause the line problem. The last step of the cause analysis is to explain what the (3) BODY (usually hand/wrist/arm) is doing to make the rod and line misbehave. The CURE part of the process tackles the same steps, but in reverse, "bottom to top" order. First, explain what to do differently with the (4) BODY. Next describe what this makes the (5) ROD do differently, and then how that affects the (6) LINE to get the desired results. Each step should be as concisely stated as possible, extra words can confuse, especially beginners. Only work on one flaw at a time, start with the one that is most detrimental to progress. Speak This can be an interesting exercise for an instructor. It is imperative that the instructor has a very thorough understanding of the dynamics of both good casting and bad. If you try this and find you struggle with any of the steps it may indicate that your understanding is not as complete as you thought. I often suggest posing a particular casting problem then writing down the 6 steps of cause and cure. Better yet, have someone else pose the scenario and analyze your 6 steps. Here is an example of the process, analyzing a typical beginners big loops. Assume loops and loop terminology have been explained to the student. CAUSE (top to bottom, line to body) LINE - "See the big, wide loop we talked about?" ROD - "Remember that the big, wide loops are caused when the rod tip travels in a big, wide arc?" BODY - "See how your wrist is bending a lot and how that makes the rod tip travel in the big arc?" CURE (bottom to top, body to line) BODY – "Don't bend your wrist so much" ROD – "See how that makes the rod tip travel in a much straighter line?" Line – "Look, your loop got much smaller" I know this seems simplistic, but it really works for both the student and the instructor in most cases. The student will probably not be throw- (Continued on Page 4) Bruce Richards is a member of the CBOG and the Product Development Engineer for Scientific Anglers. He is author of Modern Fly Lines (Odysseus Editions, 1994) 3 The Six-Step Method (Continued from page 3) ing perfect loops after the excercise, but the loops should be improved and the student should know why. At this point the instructor should re-analyze the students cast, decide what is now the biggest problem, and proceed to the next series of 6 steps. It may be that the loops are still too big in which case the same steps would be repeated. The caster might be throwing tight loops now, but they are tailing. Applying the 6 step process to tailing loops works exactly the same. I will grant that this tool works best for students with a more analytical mind set and may not be effective with everyone, but no instructional technique works with all students. I have found that thetechnique works with a large majority of students, and offers a good, clear, easy to remember guideline for an instructor to follow. Every casting flaw can be addressed with this process, but it does demand a complete understanding of all casts. Pose a scenario for yourself and see how you do! Test Preparation (Continued from page 6) CI, and Matt Evans, CI, is an absolute necessity for anyone wanting to take either certification exam. The video clips of what is expected during the performance part of the test are priceless. The amount of time they spent developing this teaching aid shows how devoted they are in their desire to help others. Frequent visits to the site, accompanied by lawn casting outside continued to improve my casting. I remember the feeling when I first saw a tight wedge shape forming in my loops. At our recent Tampa Bay Club Banquet, our speaker Mel Krieger, when asked about the Certification test said, "It's four times harder than it was a few years ago." Paying the price made the journey even more meaningful to me. Pat Damico is a Certified Instructor from St Petersburg Beach, Florida. DANISH FLY CASTING GAMES This year at the FFF Conclave in Livingston, Montana a new event will be offered --- Danish Fly Casting Games. Casting Board of Governor (CBOG), Tony Vitale and his team of casting instructors will set up the course and be available to coach participants through the course. This should be a fun event and everyone is encouraged to participate. You may find this is a great event to incorporate into your classes or club events. The Danish Fly Casting Games are an obstacle course for the fly caster. The name of the event honors one of the designers of the course, Paul Jorgensen. The complete obstacle course, designed by Paul and his collaborator CBOG Floyd Franke, was written by Floyd and published in Summer 2001 issue of The Loop. The course consists of nine casting stations with various obstacles to a 36" ring. Scoring is 1 demerit for each unsuccessful cast and a maximum of 10 demerits at any station. The following are descriptions of two stations from the nine station course: DOUBLE TROUBLE A casting ring is 35 feet from the starting point. A four foot high hazard in front of the ring requires that a curve cast must be made to place the fly in the ring. The caster must place the fly in the ring once to the left of the hazard and once to the right of the hazard. The right and left curve casts must be made without changing the casting hand. UP TIGHT A casting ring is 35 feet from the station. A hazard is five feet behind the casting station, limiting the fly caster's backcast. The fly must land in the ring without lodging in the hazard or breaking off in the hazard. Save time in your Conclave schedule to participate in this event. See you at the Games! Liz Watson A Yahoo Discussion Group In March 2001 I started a Yahoo Group for Certified Casting Instructors. The group currently has over 100 members including BOG's, Masters and CCI's. Since it's inception the FFFCCI Yahoo Group has hosted some very detailed and informative discussions that are still available for members to view on our web pages. Our discussions have influenced the agendas of the BOG's and have added to the success of the Casting Certification program. The FFFCCI Yahoo Group is a discussion forum for Federation of Fly Fishers Certified Casting Instructors and those interested in becoming Certified Casting Instructors. Others may be admitted depending on their qualifications. The topic is limited to casting and the certification process, occasionally a few fly fishing discussions slip through. To register is free, just go to: http://groups.yahoo.com and create an account. After the registration process is complete, go to: http://groups.yahoo.com/group/FFFCCI/ and click on "Join This Group" and follow the instructions. Members can set up their accounts to receive individual emails of all postings or view them from the FFFCCI Yahoo Group web site. Since it is a closed forum, email addresses will not be mined and there will be no porn or other unwanted postings to the site. If we fill your mail box on occasion it will only be with casting discussions. Thank-you, Guy Manning FFF Master Certified Casting Instructor Moderator - FFFCCI Yahoo Group Hey Folks - a great opportunity to learn and discuss with other members. Check it out! Denise WHERE IS THE STOP IN THE CASTING STROKE? To the non-discerning eye, this is difficult to see. The new or novice caster will look at the total stroke and won't be able to tell what's going on. A major obstacle for the beginner is when and where to stop the rod. They only see the total movement of the rod in the casting stroke. Hidden somewhere in there is a pronounced stop and rearward drift or forward follow through. In order for everything to work properly, there must be a firm STOP in each cast. It isn't until the rod is stopped that energy is transferred to the fly line. Lets take a look at a typical 30-foot cast and see what's actually taking place. On the backcast the caster draws the rod rearward applying power, stops the rod at about 1 O'clock and then drifts back to about 1:30 or 2 O'clock. (The rod during drift is moving without power.) Finally, there is a brief pause at the end of the stroke. In the forward cast the caster applies forward power to a firm stop at about 11 O'clock, follows through to about 10:30 or 10 O'clock, and briefly pauses at the end. As with drift, in follow through the rod is moved without power. The key to all of this is a casting stroke that's smooth and fluid. Although all seems to be one simple movement of the rod both back and forth, it is not. Actually, there are 3 distinct separate components in each direction. A good caster will be able to blend them into one single piece. Remember, the rod only has to stop for an instant to allow the line to turn over. That moment is so brief (maybe a millisecond), that unless you knew it's supposed to be there, you'd never see it. Be sure, when you practice, to work on a firm stop, a proper follow through or drift, and a pause. This will take some time so don't get discouraged. Believe me it is worth it! You'll be amazed at how much your casting will improve. Stan Steele is a CI and lives in Keizer, Oregon 5 Test Preparation By Pat Damico My interest in fly fishing began more than fifty years ago, when at the age of ten I was fascinated by the writings of Joe Brooks, Ted Trueblood, and A. J. McClane, as well as many others who wrote in the pages of Field and Stream, Outdoor Life and Sports Afield. The written and casting parts of the exam were accomplished, but my backcasts were a serious problem and resulted in tailing loops that were not acceptable as an instructor. In all my years of fly casting, I never, ever looked at my backcast. The fish were always in front of me. Their adventures led me to a few local older cronies who, armed with fly rods, leaky hip boots and wet flies, would mysteriously spend their weekends chasing trout in streams that were plentiful in the Pocono Mountains close to where I lived. An old metal telescoping rod was my first tool that had an ancient fly reel with a screw that always came loose and dropped the spool at the worse possible time. My bicycle transported me to small creeks that contained native brook trout that were almost black in color and rarely ever larger than seven inches. Women's discarded hats supplied most of my fly tying materials. Evolving through the stages of fly fishing growth was a continuous journey. Hand me down Sears bamboo rods, Shakespeare white Wonderods, Fenwick brown fiberglass and hybrid rods, and finally our high tech graphite rods of today all were handled and used for many species of fresh, as well as saltwater fish. After retirement from an active Dental practice, I acquired a Captain's license and began guiding inshore, mostly for fly fishing clients. Most sports need some help with their casting, and teaching casting began to occupy more of my time. Belonging to two local Federation affiliated clubs, monthly meetings always began with some of the members casting outside. I wanted to have some direction to help me become a better teacher. Watching videos and reading books about casting styles and methods was confusing to me who had lived with this sport for many years. Someone who was just beginning had to be overwhelmed with all this information. A certification by the Federation seemed to be a way that would give me some consistent teaching methods, in order that I could more easily help a student. I sent for the test information and, on my own, prepared for the test. After all, with all my experience, this seemed easy. Disappointed, I thought I should just forget about it. While milling around in my misery, I thought of a quote that I first heard at the L. D. Pankey Institute For Advanced Dental Education, where I attended several week long courses years ago that were a tremendous boost to my professional life. "Whatsoever you want o discontented man, step up, pay the price, and take it." My price was, I began taking casting lessons. Dan Lagace, an excellent teacher, and frequent Conclave instructor, from the Tampa Bay Club, spent several long sessions with me, Scott Swartz, Master certified, from Atlanta, videotaped my casting and analyzed my style, and Brad Lowman, also Master certified, and a good friend, told me, "We are going to start at the beginning. I'll work with you, but you will have to practice." The many years of self taught casting left me with some muscle memory, and bad habits that had to be corrected. Brad started be with a relatively short length of line and we progressed thru his lesson plan gradually increasing line length while maintaining constant control of the line at the rod tip. We would get together at least once or twice weekly to review my progress. When he felt I was ready, he took me through the test. When I tested recently with Pete Greenan and Dusty Sprague, and was certified, I felt ready because I learned a great deal from several excellent, patient teachers. The love I've had for fly fishing was expanded into a desire to improve as a fly caster and teacher. Fly casting has become the most enjoyable part of fly fishing. While researching some casting information, during this process, I came across a website www.virtualflycasting.com. This site developed and maintained by Frank LoPresti, MA, Matthew Handy, The Square Clock By Charlie Shedd Conveying the concept of the straight path of the rod tip to new casters is one of the most important and often one of the most difficult tasks instructors face. We attempt to communicate the concept with explanation, pantomime, demonstration with the rod, and with the kinesthetic approach. Still, some students have difficulty understanding the concept. I've found that a visual aid, consisting of a Square Clock and a Round Clock to describe the PATH OF THE HAND, helpful in communicating this concept to the student. New students have difficulty watching the rod tip path but can more easily watch their hand. By illustrating the hand paths with these two clocks, and emphasizing the desired PATH OF THE HAND with Square he concept. I've been able to correct a student very easily, even at some distance on the casting field, by telling them they are 'on the round clock' — they get the message instantly. The Square Clock illustrates the desired straight-line PATH OF THE HAND and the resultant straight-line path of the rod tip, assuming the power is applied correctly. The Round Clock illustrates the undesirable convex path of the rod tip generally resulting from bending the wrist too much, or pivoting at the elbow. I make the Square and Round Clocks using one piece of paperboard material, round on one edge, square on the other, 12 inches high and 18 inches long. Clocks can be turned on the side to put into the same plane as the cast — vertical, horizontal or in between. This simple aid has been helpful to my teaching and the students understand more quickly the most important element of the casting stroke. Hopefully, you will find it useful too. Charlie Shedd is a Certified Casting Instructor from Glenrock, Wyoming. email@example.com 7 8 FFF Offers Free Memberships to Your Casting Students The Federation of Fly Fishers would like to offer a FREE six month membership to your casting students. We would like to reward your students for selecting an FFF Certified Casting Instructor and wish to show you our appreciation for your efforts on behalf of the Federation and fly fishing. It is also hoped this offer will encourage more people to use FFF Certified Instructors, that more casting instructors will become Certified, and that more people will be exposed to the Federation and will become more involved with us and in fly fishing. In the near future, a standardized form will be distributed to you. For right now, copy and reproduce the form below. Please, fill out all information asked for, sign and date the form, and return it to Headquarters in Livingston. Initially, we are asking that each instructor fill out the form and return it to us for the student. Bob Shirley FFF Membership Committee Chair 253-581-1271 firstname.lastname@example.org Federation of Fly Fishers 6 Month Membership FFF Certified Casting Instructor Program Please fill out student's name and contact information, sign form, and return to FFF Headquarters in Livingston. One membership per family is offered. Name: _____________________________________________________________________ Address: ____________________________________________________________________ ____________________________________________________________________ Telephone: ____-_____-_________E-mail_________________M or F /18 or under? ___ Location of lesson: ___________________________Date of Lesson: ____________ Signature of FFF Instructor & Date: _______________________________________ Mail to: FFF 215 East Lewis Livingston, MT 59047 From The Editors With this issue of the Loop, we continue our series on double-handed casts required in the Two-Handed Casting Instructor (THCI) certification. In this issue Simon Gawesworth has described and illustrated the Snake Roll. Our series will continue in the next issues with the Single Spey and Double Spey. An introduction to the FFF Conclave casting games and casting competition is provided in this issue. This year we will be providing some casting instructors to coach participants in the casting games and distance and accuracy competition. Hopefully many of you will participate in these events. Details of the THCI program are found on the FFF website, www.fedflyfishers.org. We have reprinted Bruce Richard's must read article The Six-Step Teaching Method. By the time you receive this issue you can go to the FFF website and download previous issues of The Loop, containing valuable resources for all instructors. Distance & Accuracy Competition The distance and accuracy competition and course at the FFF Conclave will be similar in format to last year's competition. The competition allows for open and restricted classes and separate qualifying times for each class. Restricted class accuracy targets are set at 30-40 feet, 45-50 feet, and 65-70 feet. Open class accuracy targets are set up at 20-30 feet, 35-45 feet, and 50-60 feet. New this year is a separate, identical course where participants can receive instruction on their casting and coaching for the distance and accuracy competition event. Instructors will be available before and after the actual competition event. When the competition is ongoing the second course will serve as a warm-up site. CBOG Joe Libeau and his team of Master Instructors from the Long Beach Casting Club are organizing and judging this event. There are a few spots available for additional Master Instructors to teach at this event. If you wish to participate in the instruction portion of this event, please contact: Liz Watson, 305-849-1672 or email@example.com The editors look forward to seeing you at the Conclave in August. Remember that Master Instructors are invited to attend the Casting Board of Governors annual meeting at the national Conclave in Livingston, Montana, August 9, 2005. Have a great summer! Cheers from your Editors, Denise Maxwell and Liz Watson THE LOOP STAFF Editors: Denise Maxwell & Liz Watson firstname.lastname@example.org, 604-552-2181 email@example.com, 305-849-1672 Program Coordinator: firstname.lastname@example.org,406-222-9369 Chair, Board of Governors: Tom Jindra email@example.com, 504-392-7511 Fly Illustrations: Jason Borger You can have a link from your FFF website listing to your own e-mail address. Contact the casting certification office in Livingston. We welcome your submissions via e-mail or disk. Please attach a short (1-3 sentences) instructor biographical statement, including your location and Certification level. Please indicate whether or not you are willing to allow your submission's possible re-publication on the Program's web site. Any illustrations should be in TIFF or JPEG format. The Loop reserves the right to decline any submission for any reason, and to edit any submission. All submissions should be sent to the National Office: FFF Casting Instructor Certification Program 215 E. Lewis Livingston, MT 59047 Fax: (406)-222-5823 E-mail: firstname.lastname@example.org 9 COMING EVENTS for 2005 Pre-registration is REQUIRED Schedule subject to change FFF Anual Show and Conclave - Livingston, MT. August 10-13 CI, MI and THCI testing. FFF Southern Council Conclave -Mountain Home, AR October 6 - 8 CI and MI Contact The Program Coordinator at (406) 585-7592 for pre-registration. A $50 test fee for Certified Instructor or $100 test fee for Masters is required to pre-register. FEDERATION OF FLY FISHERS Fly Casting Instructor Certification Program P. O. 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introduction Pennsylvania has a rich history of public and state policymaker support for the arts and arts education, and has, in times past, often been a leader with state policy that has valued and supported arts education for PK-12 students and others. But in Pennsylvania during the past ten years in particular, we have witnessed the convergence of public policies that undermine previous assets and take us in a wrong direction. These include the evolution of national and state education policies that have built an education accountability system that largely ignores arts education; the failure to enforce existing state laws and to sustain assets such as the Governor's School for the Arts; a trend to de-fund direct state support for museums, the arts, arts education, and arts education staff in the Department of Education; and PK-12 state funding policies that have too long tolerated very unequal educational opportunities across 500 school districts, and most recently have contributed to the erosion of arts education opportunities in schools and communities for many thousands of students. All of these disturbing trends are, largely, the conscious or inadvertent result of decisions made by state policymakers. At a time when the value of arts education for citizens of all ages is increasingly recognized and considered imperative, it is also imperative that state policymakers and community leaders at all levels take action to assure the vibrancy of arts education in all schools and all communities throughout the Commonwealth. During the last two centuries, human population has grown, becoming more densely congregated and more diverse. Human economy has become increasingly complex, technical, and interrelated. In the most highly developed countries, the agrarian economy has given way to the industrial economy, which has given way to the information economy, which has morphed into the knowledge economy. 1 Today we live in a world of seemingly limitless change and creativity. It is a world that increasingly belongs to what Richard Florida, a former Carnegie Mellon University professor and now Professor of Business and Creativity at the University of Toronto, refers to as the "creative class." Indeed, "the wealth generated by the creative sector is astounding. It accounts for nearly half all wage and salary income in the United States, $1.7 trillion, as much as the manufacturing and service sectors combined." 2 If Florida is correct, information and knowledge are becoming mere tools to be used by the creative class as the knowledge economy is increasingly eclipsed by the creative economy. 3 In less developed countries, this process is taking place in highly-compressed timeframes. As Daniel Pink so succinctly summarizes it, "the last few decades have belonged to a certain kind of person with a Creating Pennsylvania's Future through the Arts and Education certain kind of mind—computer programmers who could crank code, lawyers who could craft contracts, MBAs who could crunch numbers. But the keys to the kingdom are changing hands. The future belongs to a very different kind of person with a very different kind of mind— creators and empathizers, pattern recognizers, and meaning makers. These people—artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers—will now reap society's richest rewards and share its greatest joys." 4 Our future—as Pennsylvanians and Americans—depends upon the creativity of our citizens. Beyond its promise of economic prosperity, creativity is fundamental to the democratic lives of our communities. The sense of identity and well-being we feel as members of those communities and the increasingly pervasive social networks within which we relate to others are products of collective imagination and the establishment of new ideas and traditions. Creativity is not just for the talented few. It is not a frill. It is central to who we are as individuals and what we hope to become as a society. The arts teach us that creativity, innovation, and imagination are acquired and crucial. Through practice, perseverance, and precision we learn in music, dance, theatre, and the visual arts that creatively tackling the issues and challenges of our time requires our consistent effort. From an early age, the arts contribute to the development of the active human mind, body, and spirit. They promote interactive engagement with people, places, materials, and ideas. They are a vehicle for our muchneeded expression of individual and collective identity. Moreover, the arts bring people together for shared, meaningful experience. They give people the means to develop and use their unique voices in families, neighborhoods, and beyond. They teach us to seek understanding of perspectives different from our own. People must have opportunities to learn in and through the arts so they can increase their own capacity for creativity. "success is something you assemble from components you discover in your soul and your imagination." —Bill strickland president and ceo, manchester Bidwell corporation ceived support from foundations, corporations, government agencies, and private citizens in its continuing— and so far highly successful—effort to restore historic theatres, construct new performance venues, commission public arts projects, and develop urban parks and riverfront recreation areas in this Pittsburgh Cultural District. The Cultural District is home to major performance companies such as the Pittsburgh Symphony, unique cultural assets such as the August Wilson Center for African American Culture, and the Pittsburgh Public Schools High School for Creative and Performing Arts, as well as numerous smaller art galleries, performance spaces, restaurants, apartments, and condominiums. Today the Cultural District attracts over two million visitors annually—generating an estimated economic impact of $303 million per year. The spirit of cultural enrichment has spread across the city to innumerable storefront art galleries and display and performance venues in neighborhoods beyond downtown. Two Pennsylvania community efforts are worth mentioning to set the stage for what follows. The Pittsburgh Cultural Trust was founded in 1984 with the mission of revitalizing a 14-square-block downtown area, "turning a seedy red-light district into a magnet destination for arts lovers, residents, visitors, and business owners." 5 The Trust is a unique public-private partnership that has re- Williamsport, 200 miles northeast of Pittsburgh, is the second community effort for review. It is not a major metropolis (29,000 people, just barely within the 40 largest municipalities in the state). 6 It is not wealthy (median household income of $27,000, slightly more than half the statewide median of almost $50,000; 28 percent live below the poverty line). 7 It does not have cultural assets on the scale of Philadelphia or Pittsburgh, but it has community and education leaders who understand the value of the arts to both children and adults and the potential for synergy between the schools and the larger Creating Pennsylvania's Future through the Arts and Education community. An old downtown theatre was rescued from the wrecking ball through the efforts of citizens, businesses, the Williamsport-Lycoming Community Foundation, city government, and Pennsylvania College of Technology. The historic renovation resulted in a venue for the Community Arts Center (CAC), which is home to music, dance, theatre, movies, family activities, and special events. Performers include traveling theatre companies, the Williamsport Symphony Orchestra, a local youth orchestra, and others. The CAC presents a family series of shows for children and their parents and has joined with the Community Theater League to put on student theatre productions in the summer. A regional collaborative supports summer musical performances by students. CAC collaborates with local superintendents and school boards to host thousands of students annually for matinée performances in its educational series of shows specifically selected to support the school curriculum, and local artists work beside teachers in the schools. 8 Effective state policy could support similar efforts to create more robust cultural communities in cities and towns across the Commonwealth. 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CITY OF DUBUQUE EMERALD ASH BORER READINESS PLAN 2015 Prepared By: City of Dubuque Leisure Services Department 2015 EMERALD ASH BORER READINESS PLAN Contents \| Introduction ..................................................................................................................... 3 \| \|---\| \| Goal ................................................................................................................................. 3 \| \| Objective ......................................................................................................................... 3 \| \| Background ..................................................................................................................... 3 \| \| Responsibilities ............................................................................................................... 3 \| \| Ash Tree Populations ...................................................................................................... 4 \| \| Monitoring/Detection ....................................................................................................... 4 \| \| Prevention/Treatment Options ........................................................................................ 5 \| \| Removal of Trees ............................................................................................................ 5 \| \| Disposal of Debris ........................................................................................................... 6 \| \| Reforestation ................................................................................................................... 7 \| \| Potential Costs ................................................................................................................ 7 \| \| Public Education ............................................................................................................. 8 \| \| Notification ...................................................................................................................... 9 \| \| Communication Plan ..................................................................................................... 10 \| \| Action Plan/Checklist ..................................................................................................... 10 \| \| Appendices \| \| A – Press Release......................................................................................................... 13 \| \| B – E-News Submission ................................................................................................ 15 \| \| C – Door Hangers ......................................................................................................... 16 \| \| D – City of Dubuque Code of Ordinances – Trees ........................................................ 17 \| \| E – Street Trees and Landscaping on City ROW Policy................................................ 18 \| \| F – Recommended Street Trees ................................................................................... 19 \| \| G – Trees Not Allowed in Street Right-of-Ways ............................................................ 23 \| INTRODUCTION: The City of Dubuque recognizes the need to be prepared to respond to the presence of the emerald ash borer (EAB), a destructive, highly invasive, non-native insect that has the potential to affect the City's urban forest for years to come. GOAL: The goal of this Plan is to identify appropriate and effective response actions to be taken in the event that the EAB is discovered within city of Dubuque limits. These actions include prevention, detection, communication, and management activities. The City is committed to using the best available science and information about the economic, environmental, and social consequences of the available options as the basis for making appropriate management and control recommendations. OBJECTIVE: The objective of this Plan is to minimize the destructive effects of EAB on the City's ash tree population. Ash trees are a valuable component of the City's forests. They have been widely planted throughout the city on both public and private properties and grow naturally in wooded areas throughout. The EAB has recently been confirmed within thirty-eight (38) miles of the city of Dubuque border. Taking a proactive approach to this invasion will enable the City to address public and private needs in an efficient and cost effective manner. This Plan will continue to be an evolving document with revisions being made as more information becomes available on the EAB and its control. BACKGROUND: The EAB, Agrilus planipennis, is a small, slender, elongated (3/4" long, 1 1/8" wide), bright metallic green beetle, native to Asia. It likely arrived in the United States (in Michigan) from China sometime in the mid-1990s, probably traveling with ship cargo. The EAB has a one (1) year life cycle, emerging between May and July. The EAB kills trees relatively quickly and affects North American ash whether healthy or stressed. The EAB deposits eggs on the surface or in cracks of ash tree bark, which hatch in seven (7) to ten (10) days, to release larvae that feed on the tree's inner bark. Within several weeks, this feeding creates S-shaped tunnels in the tree's inner bark that wind back and forth, becoming progressively wider and disrupting the tree's ability to transport water and nutrients, eventually killing the tree. Adult EABs emerge from trees headfirst, creating very small (1/8" diameter) D-shaped exit holes that leave minimal evidence of infestation until the canopy begins to die back. Affected trees quickly decline in the second growing season and are usually dead by the third season. RESPONSIBILITIES: The City is responsible only for trees located in planting lawns, right-of-ways, parks, City owned properties, and green spaces. Street trees and trees planted on other developed publically owned properties will be the highest priority. Trees on undeveloped public right-of-ways and properties will be a lower priority. Trees planted by private property owners or trees that have naturally established themselves on the right-of-way where no sidewalk exists are the responsibility of the adjoining property owner. All trees located on private property are the responsibility of the property owner. The City generally does have the authority to address and remove any possible safety risk to the public, which may be caused by an infested tree located on private property. The City may only address trees on private property which are an immediate danger to the public. ASH TREE POPULATIONS: In 2010 the City began developing a street tree inventory of ash trees. An inventory of ash trees on other City properties, including park areas and other developed properties was completed in the spring of 2014. This combined inventory is currently being updated with current tree health and condition information. The inventories do not include ash trees in: - wooded areas; - undeveloped right-of-ways; and, - along park wood lines; - roadside ditches and alleys. Information from these studies will be used to help guide the City as it addresses the EAB issue. Public Trees: The City has approximately five thousand five hundred (5,500) deciduous trees located within the planting lawns on City right-of-way; one thousand three hundred (1,300) are ash trees or twenty-four percent (24%) of the street tree population. Four hundred fifty (450) ash trees exist on other City property including parks and green space. The City's right-of-way tree population consists of more than twenty-two (22) species of trees, with maple being the most common genus. The ash tree population in Dubuque can be considered an average age urban forest, with tree diameters ranging from five inches (5") to forty-two inches (42"). The age, percentage, and number of ash trees vary significantly by subdivision. Private Trees: The City does not have an inventory of privately owned trees. Ash was a go to tree following the days of Dutch elm disease in the 1960s and was used heavily as a landscape tree throughout Dubuque. It is the responsibility of the property owners to follow the regulations and laws pertaining to the disposal of the EAB (if discovered) or the affected tree/wood. Other Trees: The City's woodlands, hills, bluffs, and river bottoms fall within the native range of three (3) ash tree species. There is no inventory of these trees. Preserving woodland trees is impractical and cost prohibitive. MONITORING/DETECTION: Given the City's unique native terrain, there will always be the potential for EAB presence. Ash trees that die back to the stump in woodland areas will re-sprout. This sucker growth will develop and eventually be re-infested by the EAB. All ash trees should be routinely inspected for possible EAB infestations. Conducting debarking surveys on selected ash trees is recommended. Once the City starts prioritizing and removing higher risk ash trees, it will be required that the trees be debarked and inspected for possible EAB infestation. Appropriate City staff and contracted tree removal companies will be trained in the proper procedure for bark-stripping and identification of EAB larva, pupa, and emerging adults. Residents and local tree services are encouraged to look for signs of possible EAB infestations, and to notify the Leisure Services Department at (563) 589-4298 or the ISU Insect Diagnostic Clinic at (515) 294-0581 if they suspect that they have discovered EAB within the City. PREVENTION/TREATMENT OPTIONS: There has been confusion and debate surrounding the question of whether insecticides are an effective management option for EAB. Research and experience has shown that insecticides can protect healthy problem free ash trees from being killed by EAB. In 2011, the Coalition for Urban Ash Tree Conservation released a "consensus document" co-signed by twenty (20) researchers strongly endorsing ash tree conservation. Current EAB treatment protocols are now available that can preserve ash trees. Research suggests that the best control can be achieved when insecticide treatments are started prior to or in the earliest stages of infestation before visible symptoms are present or possibly the year before trees are infested. Insecticide treatments for all but one chemical formulation must be repeated each year. Tree-age (emamectin benzoate) gives two (2) years of protection. Any company that offers chemical treatment services must have an Iowa Pesticide Application Business License as well as Certified Pesticide Applicators License, certified in the appropriate categories, through the Iowa Department of Agriculture. Research studies have shown that systemic treatments of tree-age (emamectin benzoate) in early spring can prevent EAB infestation. Trees must be re-injected every two (2) years for the remaining useful life of the tree. It has been shown that healthy trees have a higher chance of surviving than declining trees. Due to the expense and frequency of these applications it is the recommendation of the City Forester that the City does not try to treat all of the trees. Significant, sizable, or otherwise important healthy ash trees may be primary candidates for special management, such as preventative treatment. The City's approach is to continue monitoring the progress made in research studies. The City will remove infested trees as they are identified. REMOVAL OF TREES: Public Trees: If EAB is positively identified by the Iowa Department of Natural Resources within the City, the City plans to aggressively remove these trees. Removal is an important strategy in attempting to contain the spread of EAB because removal and destruction of infested trees kills the larvae and prevents the further spread of adult EABs. Removal limits the area to which the adult EABs can easily spread, which 5 should slow the spread of any infestation. As these trees are removed, they will be disposed of following the proper protocol. The City will use an inventory of all public ash trees to manage the removal of all species of ash. The inventory will be used to establish a budget and time frame for the removals. Prioritization will be based on risk abatement, nuisance, and budget. High risk trees will be prioritized and removed first with in the City's budget. The trees will be marked and tracked for removal. Trees that need to be removed will be handled in accordance with current Iowa Department of Agriculture and Land Stewardship standards, such as transportation, chipping the tree to the proper chip size recommendations, and ensuring that the logs are properly processed at their final location. Unless specifically mandated by the State of Iowa, the City does not plan to remove all healthy ash trees. In years to come, parasitic wasps and other predators like wood peckers could significantly slow the spread of the EAB. In the future, new management tools may be developed that will hold EAB populations to less damaging levels, having a reduced economic impact. Private Trees: The City Forester, or designated representative, will perform visual inspections of ash trees on private property if an EAB infestation is reported and highly suspect. Residents are urged to call the Leisure Services Department to report any suspected infestations or insects believed to be the EAB. Inspections of ash trees on private property will not continue once an initial EAB infestation is confirmed within the City. As discussed earlier, preventative insecticide treatment of ash trees has been shown, under certain conditions, to be effective in preventing EAB infestations. However, there is no treatment that is 100% guaranteed to prevent EAB infestations. The City will provide homeowners with literature, resources, and guidance on various treatments that they may consider that might help prevent EAB infestations, should they wish to treat their healthy ash trees. Most of this information will be available on the City's website with links to other state and national websites as well. In order to best manage EAB throughout the community, privately owned infested trees will have to be removed in a timely manner in accordance with City Code of Ordinances Title 6, Chapter 4, Section 6-4-3(B) Diseased or Damaged Trees or Plant Materials. This requires property owners remove and destroy infested trees within a specified period of time after notice has been served. Removals on private property will be the responsibility of the property owner. All removals shall be done in a manner compliant with the current regulations provided by the Iowa Department of Agriculture and Land Stewardship. Any deviations from these regulations shall be reported to the proper agencies. DISPOSAL OF DEBRIS: In the event that EAB is identified within the City limits, it will be crucial to properly handle infected wood debris. The City should explore partnering with nearby private wood processing centers. 6 The City should look for potential markets to offset the cost of processing tree debris; with biomass energy production and sawmilling being two of the possible markets. Debris of trees infested by EAB shall be taken to locations specified by the City or the IDNR. REFORESTATION: The City's Leisure Services Department Forestry Activity will have oversight of all public tree replacement programs within the city limits. As the budget and planting policy guidelines permit, ash trees will be replaced with species that are appropriate to the planting site and increase overall species and age diversity of public trees. Diversification Species diversification is especially important when species-specific pest problems arrive (such as Dutch elm disease or EAB). Without diversification, our community is much more vulnerable to catastrophic losses. In general, no genus should make up more than ten percent (10%) of the City's tree population. The City will work toward this goal for its entire street tree inventory. City residents will be encouraged to plant trees to replace any ash tree removed due to EAB. Recommended replacement trees will be listed on the City's website (www.cityofdubuque.org/EAB). Tree Replacement Programs - Street Trees – The City's Leisure Services Department Forestry Activity will continue to implement the City's annual street tree replacement program. Street trees will be replaced at no cost to adjacent home owners. The current amount budgeted annually is five thousand dollars ($5,000.00). - Private Trees – The City will encourage private property owners to replace lost ash trees with site appropriate shade and evergreen trees. It is to everyone's benefit that the City maintains an overall forest canopy of forty percent (40%). POTENTIAL COSTS: The value of shade trees to City residents (appraised value and benefits) greatly exceeds their costs. Trees provide shade and lower summer temperatures by evaporating water through their leaves. Trees provide value by intercepting storm water, preventing erosion, sequestering carbon, removing air pollutants, and releasing oxygen. Trees can also have a positive psychological and sentimental value that is difficult to quantify. A. Removals: The arrival of the EAB will have a financial impact on the City. It is unlikely all ash trees would have to be removed within one (1) year; however, the City anticipates that removals would increase yearly if the EAB has established itself in Dubuque. There are approximately one thousand seven hundred fifty (1,750) ash trees located within or on City properties, including street trees, park trees, and ash trees located on other developed City properties and developed right-of-ways. The estimated cost to remove all of these trees depends on the diameter of each tree due to how the City's tree removal contract is structured (see table below). The cost for this scenario would be approximately $1,541,420.00 using current tree and stump removal contract pricing. Tree Removal Budget Table Diameter at Breast Height \| \| DBH \| \| Cost Per Tree \| \| Number of Trees \| \| Total Removal Cost \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| 0”-6” \| \| $230 \| \| 554 \| \| $127,420 \| \| \| 6”-18” \| \| $1,100 \| \| 868 \| \| $954,800 \| \| \| 18”-26+” \| \| $1,400 \| \| 328 \| \| $459,200 \| \| \| \| TOTAL \| \| \| \| 1,750 \| \| $1,541,420 \| B. Replacement: The estimated cost to replace all of the ash trees located in the City's planting lawn right-of-ways is approximately $533,750.00. Projected Tree Replacement Budget \| \| Caliper \| \| Purchase Cost \| \| Planting Cost \| \| Trees \| \| Total Planting Cost \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| 1.75”-2” \| \| $245 \| \| $60 \| \| 1,750 \| \| $533,750 \| \| Total Removal and Replacement Budget \| Removal \| $1,541,420 \| \|---\|---\| \| Replacement \| $533,750 \| \| Total Cost \| $2,075,170 \| PUBLIC EDUCATION: Public outreach will be a key component for the City in managing an EAB infestation. Proper education and communication will enable the City the ability to make proper decisions and mitigate potential negative reaction. Public information campaigns will focus on asking residents to: - Stay informed and follow directives from the Iowa DNR – Check for periodic updates on these websites: www.iowadnr.gov/forestry/eab www.emeraldashborer.info www.extension.iastate.edu/pme/emeraldashborer.html www.iowatreepests.com/eabregulations.html - Attend public outreach meetings – Attend public meetings that will address the discovery of EAB in Eastern Iowa. EAB identification and preventative tree treatments will be reviewed. - Review and distribute EAB information – EAB educational information will be available on-line at the City's website (www.cityofdubuque.org/EAB). - Help monitor and report EAB – Learn about EAB and monitor your ash trees for the pest. If you believe you have found either the insect or an infested ash tree, call the City's Leisure Services Department at (563) 589-4298; the City will respond promptly to all such calls until an EAB infestation has been positively confirmed within the city of Dubuque. - Care for ash trees – Care for your private trees routinely and stay abreast of treatment information. If EAB is within fifteen (15) miles, consider treatment as a care option. It is recommended that residents use ISA-certified arborists when hiring tree care companies. - Plant for diversity – Do not plant ash trees on your property. Plant underutilized tree species instead. The City's website has a posting of specific species for you to consider (www.cityofdubuque.org/EAB). As of February 2014, all 99 counties in Iowa have been quarantined by the Iowa Department of Agriculture and Land Stewardship to slow the movement of this destructive pest to non-quarantined areas/states. There is no longer a legal restriction moving ash and ash products within the state of Iowa. DO NOT TRANSPORT FIRE WOOD OUT OF THE STATE OF IOWA. NOTIFICATION: If notification is received reporting the possible discovery of the EAB within the City limits: - The City Forester or designated representative will investigate the complaint as soon as possible. - If the City Forester or designated representative believes the tree is infested with EAB, the Iowa DNR Urban Forestry Division shall be contacted at (515) 2815600. A branch debarking sample shall be taken and submitted to: STATE ENTOMOLOGISTS OFFICE 2230 South Ankeny Blvd. Ankeny, IA 50023 (515) 725-1470 - The City Manager shall notify the City Council about the possibility of the presence of the EAB within the City limits. Upon positive identification: - The City Forester or designated representative will notify the City Manager about the positive identification. - The City Manager shall share the information about the positive identification with the City Council. - A press release will be prepared and sent to media contacts. - E-News article will be prepared and posted on City website. - Trees within two (2) miles of positive find will be assessed for EAB activity within a reasonable time frame. If an additional EAB infestation is discovered, an expanded survey will be initiated per the new find. - Door hangers will be prepared and distributed to neighboring properties. - Wood from EAB infested trees must be taken to a pre-approved location for disposal. - Regulatory and control activities will be initiated as necessary. COMMUNICATION PLAN: If the EAB is positively identified within City residents, landowners, and businesses, the immediate area will have a need for pertinent, current information. The public will be notified only after the presence of EAB has been confirmed by the proper authorities. Communications will take place via the following: Press Release: The City will prepare an initial press release within two (2) days of confirmation of the EAB that will include: - Announcement of find - The latest regulatory issue/what happens now? - Summary of events leading to find - Partners in response (relevant agency officials if any) An example press release copy is attached to this Plan as Appendix A. E-News: Information about the finding will be posted on the City's website. An example press release copy is attached to this Plan as Appendix B. Door Hangers: Information about the finding will also be included in a handout/door hanger to distribute to properties of the infested tree. An example door hanger copy is attached to this Plan as Appendix C. DUBUQUE – EAB ACTION PLAN/CHECKLIST: - Determine the City's comprehensive ash tree plan. o A comprehensive plan describes how the City intends to manage ash trees in a variety of scenarios and directs the decision making process with regards to the following issues: Public Ash Trees Private Ash Trees Treatment Options Woodlot Management Monitoring Wood Debris and Disposal Replanting Plan Public Education and Communication - Update and revise appropriate public ordinances. o Review current ordinance, address both public and private trees. o The City will need to establish its authority in the removal of all dead, dying, or diseased ash trees on private property. o Declare ash trees, whether living infected or dead, a public nuisance. o Prohibit the planting of ash trees. o Establish authority to inspect ash nursery stock and ash products. o Establish authority to inspect private ash trees. o Establish authority to require removal of public ash tree. o Affirm authority of the City Forester for maintenance and management decisions regarding ash trees. o Define a penalty for the violation of above provisions. o Define provisions by which public ash trees can be treated and preserved at the expense of the private property owner, as opposed to possible removal. o License those engaged in the business of caring for trees. Require proof of adequate liability and workman's compensation insurance. - Create an electronic and comprehensive public tree inventory, which includes street trees, park trees, green spaces, and trees on all other publically owned properties. o A computerized inventory is a priority. It is critical that the inventory be kept up to date. o Locate all public ash trees with GPS coordinates, measure diameter at breast height (DBH), and record species. o Establish a condition rating, planting lawn width, and proximity to overhead power lines. - Train in house Forestry personnel, tree contractors, and Leisure Services Department staff. Conduct surveys to look for EAB. o Identify and educate the core internal team. Provide staff training to Forestry, Parks, Public Works, and other local tree authorities. o Explore opportunities for professional service work/contract with a Certified Arborist. o Educate Mayor, City Council, and other City officials; advise them on the potential for tree loss in the community and the potential cost of tree loss and replacement programs. - Locate a possible processing facility for large quantities of wood and develop procedures for dealing with infested material. o Explore opportunities and partnerships with other local business, governments, and communities. o Explore wood utilization and marketing opportunities. o Fire wood restrictions. Cut and burn locally and purchase properly labeled firewood. o Determine costs associated with processing and shipping of infested material. - Establish replanting program. o Review current tree planting programs. o Update recommended street tree species planting guide. o Research a private tree removal/replacement hardship program o Explore new planting program opportunities. o Explore program funding sources. o Development of a replanting program budget. - Develop and strengthen community education and outreach. o Develop a local outreach program to inform citizens of local protocols. o Develop and add EAB informational web page on City website. o Network by attending meetings and workshops for ongoing education and information. o Include public officials and decision makers in public awareness and training events when appropriate. - Tree Removals. o Review in-house equipment needs. o Review in-house labor and training needs. o Evaluate insurance rate associated with mass tree removal operations. o Review current tree removal contracts. o Develop contract specifications. o Develop a Request for Proposal/bid document. o Development of a tree removal budget. o Research tree service permit requirement process. o Tree injections. o Determine how many and which trees are good candidates for possible treatment. o Explore in-house vs. contractual treatment options. o License companies providing tree removal and health care services. o Explore and adopt a public ash tree program. o Create a public ash tree treatment permit. - Budgeting. o Identify possible funding sources and start budgeting for those early anticipated costs. o In the fifth year of an infestation trees will die rapidly and removal costs will sky rocket according to cities that have been affected already. o The cost of dealing with an emerald ash borer management plan can be spread out over time by identifying unhealthy trees and removing them early, treating the healthier ash trees, and doing some of the work in house. APPENDIX A – PRESS RELEASE *(Date)* City of Dubuque Discovers the Presence of Emerald Ash Borer The City of Dubuque is the latest community to discover the presence of the highly destructive insect known as the Emerald Ash Borer (EAB). The EAB is a small, metallic green, non-native invasive pest whose larvae feast on the trunks of ash trees, ultimately disrupting their ability to transport nutrients and causing the tree's eventual decline and death. The EAB infestation in Dubuque was discovered at (location) on (date) when (circumstances). The EAB was first discovered in North America in 2001 in the Detroit and Ontario areas. It is unclear how the pests arrived, but they most likely arrived with ship cargo. Since their arrival, the pests have spread to sixteen (16) states and tens of millions of ash trees have been lost. The City has been preparing for the eventual arrival of the EAB by formulating an EAB Readiness Plan. Dubuque Park Division Manager Stephen Fehsal stated, "In preparation for the Emerald Ash Borer's arrival, the City has inventoried trees on rightof-ways and other public property. During this inventory, it was found that ash trees make up approximately 24% of the City's total street tree canopy, so this infestation could be devastating to our community's tree population. Right now, the City is working to monitor the progression of the infestation, manage the public ash tree population, and educate our residents as to their options regarding their privately owned ash trees. Fortunately, as a Tree City, Dubuque discontinued planting ash trees in public right-ofways in recent years and ash trees are not advised in any new developments." The EAB Team comprised of officials from Iowa State University, Iowa Department of Agriculture and Land Stewardship, and the Department of Natural Resources are targeting efforts at slowing the spread of the disease throughout the State. The EAB team will work with the City to determine what steps will be required to control the spread of EAB. Unlike some other communities that are choosing to remove and eliminate perfectly healthy ash trees from their neighborhoods, the City of Dubuque will remove ash trees on public property after positive confirmation of an EAB infestation, or as they begin to decline. Healthy problem free ash trees will be considered for treatment. Since it was previously thought that the ash tree was a very hardy, easy to care for species, many neighborhoods host large populations of the trees and these neighborhoods could see dramatic changes in their landscape over the next few years. Residents concerned about their privately owned ash trees can check for the following symptoms since these symptoms are usually apparent before the bugs are spotted: - Canopy/crown dieback - 1/8" D-shaped exit holes on trunk or branches - Woodpecker flecking activity on tree branches - Irregular branching with suckers sprouting at the back of the trunk Residents can contact an ISA Certified Arborist with questions or for confirmation of suspected EAB. For more information please refer to the City of Dubuque website at www.cityofdubuque.org/EAB. APPENDIX B – E-NEWS SUBMISSION Emerald Ash Borer Discovered in City The City of Dubuque is the latest community to discover the presence of the highly destructive insect known as the Emerald Ash Borer (EAB). The EAB is a small, metallic green, non-native invasive pest whose larvae feast on the trunks of ash trees, ultimately disrupting their ability to transport nutrients and causing the tree's eventual decline and death. The infestation in Dubuque was discovered at (location) on (date) when (circumstances). Ash trees make up a large portion (approximately 24%) of Dubuque's total canopy, so this infestation could be devastating to our community's tree population. The City of Dubuque will act quickly to remove ash trees on public property after positive confirmation of the EAB, or as they begin to decline. Residents concerned about their privately owned ash trees can check for the following symptoms, since these symptoms are usually apparent before the bugs are spotted: - Canopy/crown dieback - Irregular branching with suckers sprouting at the back of the trunk - 1/8" D-shaped exit holes on trunk or branches - Woodpecker flecking activity on tree branches Residents can contact an ISA Certified Arborist with questions or for confirmation of suspected EAB. For more information please refer to the City of Dubuque website at www.cityofdubuque.org/EAB. APPENDIX C – DOOR HANGERS City of Dubuque Discovers the Presence of Emerald Ash Borer Dear Neighbor: On (date), the City of Dubuque discovered the presence of the highly destructive insect known as the Emerald Ash Borer (EAB). The EAB is a small, metallic green, non-native invasive pest whose larvae feast on the trunks of ash trees, ultimately disrupting their ability to transport nutrients and causing the tree's eventual decline and death. The EAB infestation in Dubuque was discovered at (location) when (circumstances). While the EAB does not pose any health risk, it does threaten our ash tree population. The Iowa DNR is the lead agency in creating policy related to the EAB. The Department's primary efforts are targeted at slowing the spread of the disease throughout the State. The Iowa DNR will work with the City of Dubuque to determine what steps will be required to control the spread of EAB. Unlike some other communities that are choosing to remove and eliminate perfectly healthy ash trees from their neighborhoods, the City of Dubuque will remove ash trees on public property only after positive confirmation of the EAB, or as they begin to decline. Please help us combat the EAB infestation by doing the following: - Inspect all ash trees on your property and look for symptoms of EAB. o If you suspect that EAB has infested your tree, contact a private arborist to remove the tree(s). o If you see no signs of the EAB, you may want to consider treating ash trees with a preventative pesticide. While there is some controversy about the effectiveness of pesticide, it is currently the only available option to attempt prevention. Go to www.emeraldashborer.info for more information. - Do not move firewood; the EAB can easily be transported in firewood. Addressing the presence of the EAB in the City will be an involved process. Currently, the only effective method of stopping the spread of the pest is to remove and destroy all infested ash trees in an area. APPENDIX D – CITY OF DUBUQUE CODE OF ORDINANCES Chapter 8 TREES AND WEEDS 6-8-1: TREES AND LANDSCAPING: A. Planting And Removal; Permission Required: It shall be unlawful for any person, firm or corporation to plant or remove trees in the public right of way without the written permission of the city manager or the city manager's designee, and upon such terms and conditions as the city manager shall require. B. Street Tree And Landscaping On Public Right Of Way Policy: The city manager shall develop, with the approval of the city council, a written street tree and landscaping on public right of way policy which shall govern the planting, maintenance and removal of trees and shrubs in the public right of way. APPENDIX E – CITY OF DUBUQUE STREET TREE AND LANDSCAPING ON CITY RIGHT-OF-WAY POLICY New Policy to be attached when approved. APPENDIX F – RECOMMENDED STREET TREE LIST Special Note: This recommended street tree listing is a compilation of tree varieties chosen to meet the City's street tree planting needs. Selections were made based upon tree size and stature, crown development, hardiness, disease resistance, fruit/seed production, and urban tolerance. This list is intended to be used by the forester when making placement decisions. It is not a shopping list to be used by anyone other than the forester, thinking that one size or selection fits all potential locations. \| Genus/Species \| \| Subculture \| \| Size(HxW) \| \| Common Name \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| Acer campestre \| \| \| \| 30x30 \| \| Hedge maple \| \| Acer freemanii \| \| \| \| \| \| Freeman maple \| \| \| \| \| Armstrong \| \| 50x15 \| \| \| \| \| \| \| Autumn Blaze \| \| 50x40 \| \| \| \| \| \| \| Celebration \| \| 40x20 \| \| \| \| \| \| \| Sienna Glen \| \| 50x35 \| \| \| \| \| \| Acer ginnala \| \| \| \| \| \| Amur maple \| \| \| \| \| Embers \| \| 20x15 \| \| \| \| \| \| \| Flame \| \| 20x20 \| \| \| \| Acer miyabie \| \| \| \| \| \| Miyabie maple \| \| \| \| \| State Street \| \| 50x35 \| \| \| \| \| \| Acer nigrum \| \| \| \| \| \| Black maple \| \| \| \| \| Green Column \| \| 50x20 \| \| \| \| Acer platanoides \| \| \| \| \| \| Norway maple \| \| \| \| \| Crimson Sentry \| \| 25x15 \| \| \| \| \| \| \| Columnar \| \| 35x15 \| \| \| \| \| \| \| Conquest \| \| 40x20 \| \| \| \| \| \| \| Easy Street \| \| 40x20 \| \| \| \| \| \| \| Emerald Luster \| \| 45x40 \| \| \| \| \| \| \| Emerald Queen \| \| 50x40 \| \| \| \| \| \| \| Fairview \| \| 45x35 \| \| \| \| \| \| \| Parkway \| \| 40x25 \| \| \| \| \| \| \| Royal Red \| \| 40x30 \| \| \| \| \| \| Acer rubrum \| \| \| \| \| \| Red maple \| \| \| \| \| Autumn Spire \| \| 40x25 \| \| \| \| \| \| \| Bowhall \| \| 40x15 \| \| \| \| \| \| \| Brandywine \| \| 40x30 \| \| \| \| \| \| \| Karpick \| \| 40x20 \| \| \| \| \| \| \| Northwood \| \| 40x35 \| \| \| \| \| \| \| Redpointe \| \| 45x30 \| \| \| \| \| \| \| Red Sunset \| \| 45x35 \| \| \| \| \| \| \| Scarlet Sentinel \| \| 40x20 \| \| \| \| Acer saccharum \| \| \| \| \| \| Sugar maple \| \| \| \| \| Apollo \| \| 25x10 \| \| \| \| \| \| \| Autumn Fest \| \| 50x35 \| \| \| \| Commemoration 50x35 \| \| \| Endowment \| \| 50x20 \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| Fiesta \| \| 50x40 \| \| \| \| \| \| \| Green Mountain \| \| 50x40 \| \| \| \| \| \| \| Wright Brothers \| \| 50x35 \| \| \| \| \| \| Acer tataricum \| \| \| \| \| \| Tatarian maple \| \| \| \| \| Tatarian \| \| 25x20 \| \| \| \| Acer truncatum X platanoides \| \| \| \| \| \| Hybrid maple \| \| \| \| \| Norwegian Sunset \| \| 35x25 \| \| \| \| \| \| \| Pacific Sunset \| \| 35x25 \| \| \| \| \| \| \| Crimson Sunset \| \| 35x25 \| \| \| \| \| \| Amelanchier laevis \| \| \| \| \| \| Serviceberry \| \| \| \| \| Cumulus \| \| 25x12 \| \| \| \| \| \| \| Snow Cloud \| \| 25x15 \| \| \| \| \| \| \| Spring Flurry \| \| 35x20 \| \| \| \| Carpinus carolinia \| \| \| \| \| \| Hornbeam \| \| \| \| \| Native Flame \| \| 30x20 (Zone 5) \| \| \| \| \| \| Celtis occidentalis \| \| \| \| 45x35 \| \| Hackberry \| \| \| \| \| Prairie Sentinel \| \| 45x12 \| \| \| \| Crataegus crusgalli inermis \| \| \| \| \| \| Thornless hawthorn \| \| \| \| \| Cockspur \| \| 25x25 \| \| \| \| \| \| \| Crusader \| \| 15x15 \| \| \| \| \| \| Ginkgo biloba \| \| \| \| \| \| Ginkgo \| \| \| \| \| Golden Colonade \| \| 45x25 \| \| \| \| \| \| \| Princeton Sentry \| \| 40x15 \| \| \| \| Gleditsia tricanthos inermis \| \| \| \| \| \| Honey locust \| \| \| \| \| Imperial \| \| 35x35 \| \| \| \| \| \| \| Moraine \| \| 50x35 \| \| \| \| \| \| \| Northern Acclaim \| \| 45x35 \| \| \| \| \| \| \| Sunburst \| \| 40x35 \| \| \| \| \| \| \| Skyline \| \| 45x35 \| \| \| \| \| \| \| Street Keeper \| \| 45x20 \| \| \| \| \| \| \| True Shade \| \| 40x35 \| \| \| \| \| \| Gymnocladus dioicus \| \| \| \| \| \| Kentucky Coffee Tree \| \| \| \| \| Espresso \| \| 50x35 \| \| \| \| Liriodendron tulipifera \| \| \| \| \| \| Tulip Tree \| \| \| \| \| Emerald City \| \| 55x25 (Zone 5) \| \| \| \| \| \| Malus \| \| \| \| \| \| Ornamental crab \| \| \| \| \| Adirondack \| \| 18x20 \| \| \| \| \| \| \| Centurion \| \| 20x15 \| \| \| Liset 20x15 \| \| \| \| Marilee \| \| 24x10 \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| Prairifire \| \| 20x20 \| \| \| \| \| \| \| Prairie Gold \| \| 40x15 \| \| \| \| \| \| \| Royal Raindrops \| \| 20x15 \| \| \| \| \| \| \| Sentinel \| \| 20x12 \| \| \| \| \| \| \| Spring Snow \| \| 20x20 \| \| \| \| Nyssa sylvatica \| \| \| \| \| \| Tupelo \| \| \| \| \| Red Rage \| \| 35x20 (Zone 5) \| \| \| \| \| \| Ostrya virginiana \| \| \| \| \| \| \| \| \| \| \| American \| \| \| \| \| \| \| \| \| \| \| 40x25 \| \| \| \| \| \| \| Hophornbeam \| \| \| \| \| \| \| \| \| (Ironwood) \| \| \| \| \| \| Pyrus callerana \| \| \| \| \| \| Ornamental pear \| \| \| \| \| Aristocrat \| \| 40x28 \| \| \| \| \| \| \| Autumn Blaze \| \| 30x25 \| \| \| \| \| \| \| Chanticleer \| \| 40x15 \| \| \| \| \| \| \| Rancho \| \| 35x25 \| \| \| \| \| \| \| Red Spire \| \| 35x25 \| \| \| \| \| \| Syringa reticulata \| \| \| \| \| \| Tree lilac \| \| \| \| \| Ivory Silk \| \| 20x15 \| \| \| \| Quercus macrocarpa \| \| \| \| \| \| Hybrid \| \| \| \| \| Urban Pinnacle \| \| 55X35 \| \| \| \| \| \| Quercus robur x Asjes \| \| \| \| \| \| Hybrid \| \| \| \| \| Rosehill \| \| 40x20 \| \| \| \| Quercus robur x alba \| \| \| \| \| \| Hybrid \| \| \| \| \| Crimson Spire \| \| 45x15 \| \| \| \| \| \| \| Streetspire \| \| 45x15 \| \| \| \| \| \| Quercus robur x bicolor \| \| \| \| \| \| Hybrid \| \| \| \| \| Regal Prince \| \| 45x18 \| \| \| \| Quercus rubra \| \| \| \| 50x45 \| \| Red oak \| \| \| \| Tilia americana \| \| \| \| \| \| Big leaf linden \| \| \| \| \| American Sentry \| \| 45x30 \| \| \| \| \| \| \| Boulevard \| \| 50x25 \| \| \| \| \| \| \| Redmond \| \| 35x25 \| \| \| \| \| \| \| Legend \| \| 40x30 \| \| \| \| Tilia cordata \| \| \| \| \| \| Little leaf linden \| \| \| \| \| Chancellor \| \| 35x20 \| \| \| \| \| \| \| Corinthian \| \| 45x15 \| \| \| \| \| \| \| Glenleven \| \| 50x30 \| \| \| \| \| \| \| Green Spire \| \| 40x30 \| \| \| \| \| \| \| Harvest Gold \| \| 40x30 \| \| \| \| \| \| \| Shamrock \| \| 40x30 \| \| \| \| \| \| Ulmus \| \| \| \| \| \| Elm \| \| \| \| \| Everclear \| \| 40x15 (Zone 5) \| \| \| \| \| \| Emerald Prairie \| \| 40x30 (Zone 5) \| \| \|---\|---\|---\|---\|---\|---\| \| \| \| Emerald \| \| \| \| \| \| \| \| \| 35x25 \| \| \| \| \| Sunshine \| \| \| \| \| \| \| Frontier \| \| 40x30 \| \| \| \| \| New Horizon \| \| 50x35 \| \| \| \| \| Patriot \| \| 50x40 \| \| \| \| \| Prospector \| \| 40x30 \| \| \| \| \| Regal \| \| 50x30 \| \| \| Zelcova serrata \| \| \| \| \| Zelcova \| \| \| Green Vase \| \| 45x30 (Zone 5) \| \| \| \| \| Halka \| \| 45x35 (Zone 5) \| \| \| *Indicates a more upright form. Updated: March 2011 APPENDIX G –TREES NOT ALLOWED IN STREET RIGHT OF WAYS Not allowed – due to their susceptibility to storm damage, disease, their limited hardness, or because they are considered unusually messy due to dropped fruit and/or limbs, the following tree species will not be allowed to be planted in any street right-ofway within the City of Dubuque: \| Ulmus americana – American Elm \| \| Catalpa speciosa - Catalpa \| \|---\|---\|---\| \| Ulmus pumila – Siberian Elm \| \| Quercus palustris – Pin Oak \| \| Sorbus aucuparia – European Mountain Ash \| Ailanthus altissima – Tree of Heaven \| Ailanthus altissima – Tree of Heaven \| \| Fruit Trees \| \| Elaeagnus angustifolia – Russian Olive \| \| Nut Trees \| \| Robinia pseudoacacia – Black Locust \| \| Fraxinus americana – White Ash \| \| Acer saccharinum – Silver Maple \| \| Fraxinus pennsylvanica – Green Ash \| \| Populus – Poplar (cotton bearing) \| \| Gleditsia triacanthos – Honeylocust (thorny) \| \| Populus nigra italica – Lombardy Poplar \| \| Betula pendula laciniata – Weeping European Birch \| Populus alba – White Poplar \| Populus alba – White Poplar \| \| Morus rubrum - Mulberry \| \| Salix species - Willows \| \| Maclura pomifera – Osage Orange (Hedge Apple) \| \| Populus alba bolleana – Bolleana Poplar \| \| Acer negundo – Boxelder \| \| \| \| All evergreens (firs, spruces, conifers) \| \| \|	<urn:uuid:3b8244f0-28a0-4b46-b03d-46ea465fa294>	CC-MAIN-2021-39	https://www.cityofdubuque.org/DocumentCenter/View/22675/EAB-Readiness-Plan--Final_2?bidId=	2021-09-17T10:03:56+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00057.warc.gz	753,273,098	10,743	eng_Latn	eng_Latn	0.941058	eng_Latn	0.995924	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn" ]	false	docling	[ 112, 3159, 6364, 8838, 11977, 15105, 18130, 19552, 22044, 24017, 26499, 28378, 31190, 31555, 32935, 34934, 35656, 35784, 37966, 39864, 41883, 42385, 43710 ]	[ 2.203125, 0.8984375 ]	1	1
PE Introductory Statement The Physical Education curriculum at Limehurst Academy offers a wide range of sports and activities, which enable students to learn, engage, have fun and gain a 'love' for PE. There are a variety of sports which students take part in, allowing all learners to gain the necessary knowledge, skills and understanding to fully participate. Lessons are designed to gradually improve knowledge, skills and performance, as well as stretching and challenging individuals at all levels and abilities, so that physical activity and sport become a central part of their lives, both in and out of school. The curriculum is designed so students can enjoy the sport, as well as giving them the necessary skills and knowledge associated with physical education. Students can then use these positive experiences to keep physically active and healthy into their adult lives. Skills, knowledge and enjoyment can be enhanced further at extra-curricular clubs, through competing for school or joining a local club. At Key Stage 4 we offer the Edexcel GCSE PE and OCR Cambridge National Sport Studies qualifications. Knowledge and Understanding Students at Limehurst Academy will fully appreciate and understanding the many physical, social and psychological benefits sport, exercise and physical activity can bring, reaping the rewards along the way. Skills * Pupils develop their techniques, skills and ability in a broad range of sports and activities, being able to apply them to a variety of sports and situations, improving their resilience, communication and leadership skills along the way. * PE improves literacy and numeracy in students, expanding their vocabulary when using different types of terminology and phrases during a variety of sports. * At Key Stage 4, students build on the foundations and experiences at Key Stage 3 to study the theory behind sport/exercise, learning about topics such as Anatomy & Physiology. Studying PE enhances their ability to analyse performance and construct well-structured written responses supported with factual evidence and give specific examples from a variety of sports. * PE will improve the confidence and self-esteem in students and enhance their social skills, as well as encouraging students to transfer knowledge and skills into other learning areas. * Students develop and improve their communication and leadership skills, as well as learning a number of 'life' skills which will be used in the future, like working as part of a team. The Future - PE will encourage students to further explore their experiences and opportunities. This could be the physical part of being active, leading a healthy lifestyle and trying a new sport/activity, or could also be in the form of further studying the theory aspects of sport, health and exercise, leading to a career in the sport/health/leisure industry. - PE can lead to a great future. Many apprenticeships and employers value and treasure the knowledge and skills that studying PE can provide, such as: leadership and communication, working in a team and being able to compromise, respect, resilience and punctuality as well as good organisation and social skills. Team Games – Football, Netball, Basketball & Rugby Knowledge Acquired: - Recalling basic rules/regulations for each sport; eg different positions in netball-where they are allowed to go on the court - Performing different skills; different types of pass, dribbling, turning, shooting, pivoting - Basic Decision making in competitive drills and small sided games - Communication and use of correct terminology within the game - Movement with and without the ball - Basic tactics and simple strategies in small sided game to overcome an opponent Skills Developed: AO1 – Basic knowledge, understanding and skills of team games, showing limited awareness of rules & regulations, as well as improving simple passing, dribbling, shooting and turning skills. AO2 –Good knowledge, understanding and skills of team games, showing sound knowledge of rules & regulations, as well as improving more complex passing, dribbling, shooting and passing skills, and appreciates the necessary tactics and strategies in the individual sports AO3 – Very good knowledge and skills of team games, showing excellent understanding of rules & regulations, enabling the learner to improve and perform complicated passes, dribbles, shots and turns, as well as being able to implement various tactics and strategies to very good effect. Links to previous study (where applicable): - Recall previous learning and skills from KS2, including any skills and knowledge learnt about rules/scoring - Use knowledge gained from previous/current extra-curricular & community clubs (if applicable to the student) Links to future study/the wider world (where applicable): - Use certain skills and knowledge from one sport and transfer to another. For example, movement into space in football/netball/basketball. Use knowledge/skills if joining a club outside of school or competing for school Implementation Number of lessons: 14-16 Sequence of lessons: Main Resources: Teacher and student led demonstrations, technique cards, videos of skills & technique. Watch YouTube clips and highlights of matches (6 nations) on TV Methods of Assessment/s Teacher observation and teacher questioning. Peer feedback. Use of Assessment Result/s Identify strengths & target/s to aim for in sports that cross over and into Year 8 - Team Games–Football, Netball, Basketball & Rugby Knowledge Acquired: - Developing rules & regulations for each sport; e.g recognising offside in rugby, double dribble & travelling in basketball - Performing more advanced skills ; different types of pass, dribbling, turning, shooting & pivoting e.g. Cruyff turn in football - Better decision making in competitive drills and small sided games - Confident communication and use of correct terminology within the game, showing leadership skills amongst the team. - Further developing movement with and without the ball and starting to organise teammates - Good knowledge of tactics and strategies in small sided game to overcome an opponent Skills Developed: AO1 – Sound knowledge, understanding and skills of team games, showing awareness of rules & regulations, as well as improving and developing passing, dribbling, shooting, turning & communication skills. AO2 – Good knowledge, understanding and skills of team games, demonstrating good knowledge of rules & regulations, as well as improving more complex passing, dribbling, shooting and passing skills, and appreciates the necessary tactics and strategies, being able to communicate them to peers. AO3 – Very good knowledge and skills of team games, showing excellent understanding of rules & regulations, being able to explain to others. The learner improves and performs complicated passes, dribbles, shots and turns, as well as being able to implement various tactics and strategies to very good effect and will show signs of leadership skills within the team. Links to previous study (where applicable): - Recall previous learning and skills from Y7, including any skills and knowledge learnt about rule/regulations - Use knowledge gained from previous/current extra-curricular & community clubs (if applicable to the student) Links to future study/the wider world (where applicable): - Use certain skills and knowledge from one sport and transfer to another. For example, communication with teammates in football/netball/basketball/rugby. Use knowledge/skills/tactics when competing for school Implementation Number of lessons: 14-16 Sequence of lessons: Main Resources: Teacher & student led demonstrations, technique cards, observation/videos of skills/techniques. Watch highlights on TV Methods of Assessment/s:Teacher observation and teacher questioning. Peer observation and feedback about themselves & each other Use of Assessment Result/s Identify strengths & target/s to aim for in sports that cross over and into Year 9. Team Games – Football, Netball, Basketball & Rugby Knowledge Acquired: - Good knowledge of rules & regulations for each sport; e.g recognising offside in football, footwork rule in netball - Performing more advanced skills; different types of pass, dribbling, turning, shooting & pivoting e.g. rucking in rugby - Good decision making in competitive drills and small sided games, e.g seeing opportunity early & being decisive - Confident communication and use of correct terminology within the game, showing leadership skills amongst the team. - Able to be confident and knowledgeable enough to referee or umpire a small sided game. - Good knowledge of tactics and strategies in small sided game to overcome an opponent & able to communicate to team Skills Developed: AO1 – Further developed knowledge, understanding and skills of team games, showing awareness of rules & regulations, as well as improving & further developing passing, dribbling, movement off the ball & communication skills. AO2 – Good knowledge, understanding and skills of team games, demonstrating good knowledge of rules & regulations, as well as improving more complex passing, dribbling, shooting and execute advanced passing skills, and appreciates the necessary tactics and strategies, being able to communicate them to peers. AO3 – Excellent knowledge & skills of team games, showing very good understanding of advanced rules & regulations, being able to explain to others. Improves & performs complicated passes, dribbles, shots and turns under pressure being able to implement various tactics and strategies to very good effect & will demonstrate communication & leadership skills Links to previous study (where applicable): - Recall previous learning and skills from Y8, being able to communicate theses and show leadership skills - Use advanced knowledge & skills gained from previous/current extra-curricular & community clubs (if applicable) Links to future study/the wider world (where applicable): Use communication & leadership skills and knowledge from one sport and transfer to another. For example, being able to referee a basketball game. Explain/Use sporting examples in GCSE or Cambridge National PE courses (KS4). Highlights potential of studying KS4 courses to student and teachers. Implementation Number of lessons: 14-16 Sequence of lessons: Main Resources: Teacher and student led demonstrations, technique cards, observation/videos of skills & techniques. Watching games & highlights on TV. For example, watch highlights of 6 nation's rugby to give better/improved knowledge Methods of Assessment/s: Teacher observation/teacher questioning. Peer observation/feedback,confidently talking about performance Use of Assessment Result/s Identify strengths & target/s to aim for. Indication of GCSE PE/Cambridge National potential - Net and Wall– Badminton, Table Tennis, Tennis Knowledge Acquired: - Recalling rules & regulations for each sport; e.g. point scoring system & serving legally - Different types of serves e.g. flick, forehand - Decision making in competitive drills - Performing a variety of shots; e.g. overhead clear, forehand, backhand, - Movement and agility around the court/table - Basic tactics and strategies to beat an opponent Skills Developed: AO1 – Basic knowledge, understanding and skills of each racket sport, showing some awareness of rules & regulations, as well as improving simple skills, but may struggle in competitive drills/matches AO2 – Good understanding and skills of each, showing sound knowledge of rules & regulations, as well as improving more complex shots, and appreciates the necessary tactics and strategies to beat an opponent AO3 – Very good knowledge and skills of each racket sport, showing excellent understanding of rules & regulations, enabling the learner to make the right decision and execute successfully the correct shot in a competitive situation. Links to previous study (where applicable): - Recall previous learning and skills from KS2, including any skills and knowledge learnt about rules/scoring - Use knowledge gained from previous/current extra-curricular & community clubs (if applicable to the student) Links to future study/the wider world (where applicable): - Use certain skills and knowledge from one sport and transfer to another. For example, movements around the court/table, reaction time and hand/eye coordination. Could use recreationally outside of school. - Use knowledge understanding and skills to develop further in Y8, having gained the foundations in Y7 Implementation Number of lessons: 8 Sequence of lessons: Main Resources: Teacher and student led demonstrations, technique cards, videos of skills & techniques. Relevant equipment for each sport Methods of Assessment/s Teacher observation and teacher questioning. Peer feedback. Learner demonstrates good use of terminology and knowledge of the different shots, as we as being able to successfully execute them. Use of Assessment Result/s Identify strengths & target/s to aim for in sports that cross over and into Year 8 - Net and Wall– Badminton, Table Tennis, Tennis Knowledge Acquired: - Confidently remembering rules & regulations for each sport from year 7; e.g. point scoring system & serving legally - Different types of serves, starting to show variety and disguise - Decision making in competitive drills and more pressurised situations - Performing a variety of shots under pressure; e.g. drop shot, smash shot & top/side spin - Further develop movement and agility around the court/table - Tactics and strategies to beat an opponent, understanding where to play the shot in relation to their opponent Skills Developed: AO1 – Sound knowledge, understanding and skills of each racket sport, showing awareness of rules & regulations, as well as improving simple skills, but may struggle in competitive drills/matches AO2 – Good understanding and skills of each, showing sound knowledge of rules & regulations, as well as improving more complex shots, and appreciates the necessary tactics and strategies to beat an opponent AO3 – Very good knowledge & skills of each racket sport, showing excellent understanding of rules & regulations, enabling the learner to make the right decision & consistently execute successfully the correct shot in a competitive situation. Links to previous study (where applicable): - Recall previous learning and skills from Y7, including any skills and knowledge learnt about rules/scoring/tramlines - Use knowledge gained from previous/current extra-curricular & community clubs (if applicable) Links to future study/the wider world (where applicable): - Use certain skills and knowledge from one sport and transfer to another. For example, movements around the court/table, reaction time and hand/eye coordination. Could use if representing school competitively. - Use knowledge, understanding and skills to develop further in Y8, having gained the foundations in Y7 Implementation Number of lessons: 8 Sequence of lessons: Main Resources: Teacher and student led demonstrations, technique cards, videos of skills & techniques Methods of Assessment/s Teacher observation & teacher questioning. Peer feedback. Student demonstrates good understanding in matches Use of Assessment Result/s Identify strengths & target/s to aim for in sports that cross over and into Year 8 - Net and Wall– Badminton, Table Tennis, Tennis Knowledge Acquired: - Know the rules & regulations for each sport from year 8; e.g. point scoring system/serving (singles and doubles) - Different types of serves, showing consistency, variety and disguise and being able to play doubles - Decision making in competitive drills and pressurised situations both in singles and doubles games - Performing a variety of shots under advanced pressure; e.g. drop shot, top spin, back spin, smash shot - Movement and agility around the court/table, as well as being able to perform when playing a doubles match - Tactics, strategies & communication (with teammate) to beat an opponent. Able to show leadership skills within a game. Skills Developed: AO1 – Sound knowledge, understanding and skills of each racket sport, showing some awareness of rules & regulations, as well as improving simple skills, but may struggle in competitive drills/matches AO2 – Good understanding and skills of each, showing sound knowledge of rules & regulations, as well as improving more complex shots, and appreciates the necessary tactics and strategies to beat an opponent. Can umpire a game. AO3 – Very good knowledge and skills of each racket sport, showing excellent understanding of rules & regulations, enabling the learner to make the right decision and execute successfully the correct shot in a competitive situation. Links to previous study (where applicable): - Recall previous learning and skills from Y8, including any skills and knowledge learnt about rules/scoring/tramlines - Use knowledge gained from previous/current extra-curricular & community clubs (if applicable) Links to future study/the wider world (where applicable): - Use certain skills and knowledge from one sport and transfer to another. E.G. movements around the court/table, balance and hand/eye coordination. Could use if competing for school in competitions and tournaments. - Use knowledge/understanding/skills of each to be able to use in GCSE PE and Cambridge National (if chosen by student) and transfer skills & knowledge to KS4 PE, as well as using in adult life when playing sport. Implementation Number of lessons: 8 Sequence of lessons: Main Resources: Teacher and student led demonstrations, technique cards, videos of skills & techniques Methods of Assessment/s Teacher observation and teacher questioning. Students confidently talk about their own/peers performance, analysing to give constructive & relevant feedback, using the correct terminology, and show good communication and leadership skills. Use of Assessment Result/s Identify strengths & target/s & give an indication if can be used in GCSE PE or Camb Nat course - Topic Details: Year 7 Core PE – Health Related Exercise (Fitness) Intent Health Related Exercise (Fitness) Knowledge Acquired: - Pupils will learn and accurately replicate specific techniques for a variety of fitness based activities. - Pupils will carry out investigations into the bodies' ability to exercise and the reasoning behind such principles. - Pupils will gain an understanding of warm ups, cool downs and health importance through physical tasks. - To reflect on the benefits that fitness events give to an individual and implications for future life and performance. - Participate in fitness tests to determine personal best fitness levels. - Use of correct terminology during feedback and discussions Skills Developed: AO1 – Students will be able to replicate basic fitness techniques as part of a circuit training session. Students will understand the concepts of sets and reps. Students fitness testing scores will often be below average against normative data. AO2 – Students will be able to show good techniques across a wide range of fitness actives. Fitness testing scores will compare as average against normative data. Students will have a basic understanding of how elements of fitness can contribute to sports performance. AO3 – Students will show good to advanced skill application when performing a range of fitness techniques. Students will be able to relate a range of fitness components to sporting performance and explain how they will aid performance. Students will show a good level of fitness and score above average against normative data during fitness tests. Links to previous study (where applicable): Recall previous learning and skills from KS2, including any skills and knowledge learned about fitness and the human body. Use knowledge gained from previous/ current extra-curricular and community clubs (if applicable to the student). Links to future study/the wider world (where applicable): . Use certain skills and knowledge from one sport and transfer to another e.g. speed and power in team sports Implementation Number of lessons: 10 - 15 Sequence of lessons: \| Circuit Training \| Group Fitness \| \|---\|---\| \| 1- Introduction to circuit training and basic techniques e.g. press ups, sit ups, plank etc. 2 – Circuit Training E.g. Additional exercises introduced 3 – Plan a Circuit e.g. students to plan and set up a circuit training session 4 – Sets and Reps Introduce the ladder circuit for students to explore sets and reps. \| 1 HIIT Workout e.g. principles of group fitness sessions 2 Tabatha Workout e.g. high and low intensity bursts 3 Fartlek Training e.g. training at different intensities 4 Interval Training e.g. High intensity bursts followed by periods of rest 5 Cross Fit Workout Focus on independence/choice \| Main Resources: Stopwatches/measuring equipment. Cones. Visual resources/task cards. Video/ICT software for analysis and music. Mats. Dumbbells. Skipping Ropes. Hurdles. Methods of Assessment/s: Teacher observation and teacher questioning. Peer feedback. Measurements of time / distance against normative data. Use of Assessment Result/s: Identify strengths & target/s to aim for in sports that cross over and into Year 8. - Topic Details: Year 8 Core PE – Health Related Exercise (Fitness) Intent Health Related Exercise (Fitness) Knowledge Acquired: - Pupils will further develop their ability to accurately replicate specific techniques for a variety of fitness based activities. - Pupils will relate theory based knowledge about their bodies' ability to exercise and the reasoning behind such principles. - Pupils will be able to lead warm ups, cool downs as well as set up circuit training sessions. - To reflect on the benefits that fitness events give to an individual and implications for future life and performance. - Participate in fitness tests to determine personal best fitness levels, achieving personal best scores (based on Y7 data). - Communication skills and use of correct terminology Skills Developed: AO1 – Students will be able to replicate a range of basic fitness techniques as part of a circuit training session. Students will understand the concepts of sets and reps. Students fitness testing scores will often be below average against normative data. AO2 – Students will be able to show good techniques across a wide range of fitness actives. Fitness testing scores will compare as average against normative data as well as Year 7 scores across and fitness tests completed. Students will have a basic understanding of how elements of fitness can contribute to sports performance and can give examples. AO3 – Students will show good to advanced skill application when performing a range of fitness techniques. Students will be able to relate a range of fitness components to sporting performance and explain how they will aid performance. Students will show a good level of fitness and score above average against normative data during fitness tests, making progress from their Year 7 scores. . Links to previous study (where applicable): Recall previous learning and skills from year 7, including any skills and knowledge learned about fitness and the human body during theory based tasks (e.g. muscles / skeleton) Use knowledge gained from previous/ current extra-curricular and community clubs (if applicable to the student). Links to future study/the wider world (where applicable): Use certain skills and knowledge from one sport and transfer to another e.g. agility and strength in team and racket sports. Implementation Number of lessons: 10 - 15 Sequence of lessons: Main Resources: Stopwatches/measuring equipment. Cones. Visual resources/task cards. Video/ICT software for analysis and music. Mats. Dumbbells. Skipping Ropes. Hurdles. Medicine Balls. Methods of Assessment/s: Teacher observation and teacher questioning. Peer feedback. Measurements of time / distance against normative data. Use of Assessment Result/s: Identify strengths & target/s to aim for in sports that cross over and into Year 9 - - - Topic Details: Year 9 Core PE – Health Related Exercise (Fitness) Intent Health Related Exercise (Fitness) Knowledge Acquired: - Pupils will demonstrate their ability to accurately replicate specific techniques for a variety of fitness based activities. - Pupils will relate theory based knowledge about their bodies' ability to exercise with accuracy. - Pupils will be able to lead warm ups, cool downs as well as set up circuit training sessions. - To reflect on the benefits that fitness events give to an individual and implications for future life and performance. - Participate in fitness tests to determine personal best fitness levels, achieving personal best scores (based on Y8 data). - Communication and use of correct terminology, with elements of leadership where required Skills Developed: AO1 – Students will be able to replicate a range of fitness techniques as part of a circuit training session. Students will understand the concepts of sets and reps. Students fitness testing scores will often be below average against normative data. AO2 – Students will be able to show good techniques across a wide range of fitness actives. Fitness testing scores will compare as average against normative data as well as Year 7 scores across and fitness tests completed. Students will have a sound understanding of how elements of fitness can contribute to sports performance and can give examples. AO3 – Students will show good to advanced skill application when performing a range of fitness techniques. Students will be able to relate a range of fitness components to sporting performance and explain how they will aid performance. Students will show an excellent level of fitness and score above average against normative data during fitness tests and also making progress from their Year 8 scores. . Links to previous study (where applicable): Recall previous learning and skills from year 8, including any skills and knowledge learned about fitness and the human body during theory based tasks (e.g. muscles / skeleton) Use knowledge gained from previous/ current extra-curricular and community clubs (if applicable to the student). Links to future study/the wider world (where applicable): Use certain skills and knowledge from one sport and transfer to another e.g. good cardiovascular fitness in team sports. Implementation Number of lessons: 10 - 15 Sequence of lessons: Main Resources: Stopwatches/measuring equipment. Cones. Visual resources/task cards. Video/ICT software for analysis and music. Mats. Dumbbells. Skipping Ropes. Medicine Balls. Hurdles. Methods of Assessment/s: Teacher observation and teacher questioning. Peer feedback. Measurements of time / distance against normative data. Use of Assessment Result/s: Identify strengths & target/s to aim for in sports that cross over and into KS4 - - Intent Knowledge Acquired: - Recalling basic regulations for each activity; e.g. safety precautions with mats etc - Performing different basic skills that are aesthetically pleasing; use of tension, extension and control. - Understand simple terminology relating to dance and gymnastics e.g. dynamic, footwork, contact, push & canon, Gymnastics; Rolls e.g. log, Travel e.g. Cartwheel & Balances e.g. v-sit, shoulder stand, standing stalk. Aesthetic Appreciation. - Start to select, combine and perform skills with parts of their bodies which work hardest in the sequences they perform. - Basic evaluation of own and peers strengths and weaknesses in a performance and to suggest areas for improvement. - Simple observational skills to teach them to use appropriate terminology when describing what they see. - Starts to build relationships and confidence when performing the skills and routines Skills Developed: AO1 – Basic knowledge, understanding and skills of gymnastics and dance, showing basic awareness of safety procedures, as well as improving simple actions such as log roll and individual balance e.g. standing stalk. AO2 – Good knowledge, understanding and skills of gymnastics and dance, showing sound awareness of safety procedures, as well as improving actions such as teddy bear roll and individual balance. And linking most actions with control, accuracy and timing. AO3 – Very good knowledge, understanding and skills of gymnastics and dance, showing good of safety procedures, as well as improving quality of actions such as forward roll and individual balance. And linking actions with control, accuracy and timing, being able to implement advanced skills into a sequence that are aesthetically pleasing. Links to previous study (where applicable): - Recall previous learning and skills from KS2, including any skills and knowledge learnt and aesthetic appreciation. - Use knowledge gained from previous/current extra-curricular & community clubs (if applicable to the student) Links to future study/the wider world (where applicable): - Use certain skills and knowledge from one sport/activity and transfer to another. For example, balance and body control to improve agility in invasion games. Implementation Number of lessons: 9-10 Sequence of lessons: Main Resources: Teacher and student led demonstrations, technique cards, observation/videos of skills & techniques Mats and other apparatus Methods of Assessment/s: Teacher observation and teacher questioning. Peer feedback. Use of Assessment Result/s Identify strengths & target/s to aim for in sports that cross over and into Year 8. Intent Knowledge Acquired: - Developing understanding of regulations for each activity; e.g. safety precautions with mats and apparatus etc - Performing different more advanced skills that are aesthetically pleasing; use of tension, extension and control. - Understand more advanced terminology relating to dance and gym e.g. levels, formation, unison through vaults. - Increased confidence to combine and perform skills with parts of their bodies which work hardest in the sequences they perform. - Good evaluation own and peers strengths and weaknesses in a performance and to suggest areas for improvement. - Developing observational skills, to teach them to use appropriate terminology when describing what they see. - Build relationships, confidence and leadership when practicing and performing the skills Skills Developed: AO1 – Sound knowledge, understanding and skills of gymnastics and dance, showing basic awareness of safety procedures, as well as gradually improving actions such as side roll and individual balance e.g. shoulder stand AO2 – Good knowledge, understanding and skills of gymnastics and dance, showing sound awareness of safety procedures, as well as improving more complex actions such as cartwheels and group balance. And linking actions with control accuracy and timing. AO3 – Very good knowledge, understanding & skills of gymnastics & dance, showing excellent knowledge of safety procedures. Improves more complex actions such as cartwheels and group balances. Links many actions with control and timing, being able to implement advanced skills into a sequence. Also showing signs of communication skills in a group. Links to previous study (where applicable): - Recall previous learning and skills from Y7, including any skills and knowledge learnt about safety regulations. - Use knowledge gained from previous/current extra-curricular & community clubs (if applicable to the student) Links to future study/the wider world (where applicable): - Use certain skills and knowledge from one sport and transfer to another. For example, communication with group members - Use knowledge understanding and skills in Y8, having gained the foundations in Y7 Implementation Number of lessons: 9-10 Sequence of lessons: Main Resources: Teacher and student led demonstrations, technique cards, observation/videos of skills & techniques Mats and other apparatus including springboards, box and other vaulting equipment Methods of Assessment/s Teacher observation and teacher questioning. Peer observation and feedback about themselves AND each other. Use of Assessment Result/s Identify strengths & target/s to aim for in sports that cross over and into Year 9. Topic Details: Year 9 Core PE – Gymnastics and Dance Intent Knowledge Acquired: - Good understanding of rules/regulations for each activity; e.g. safety precautions with mats, apparatus and spotters (for vaulting) - Performing different more advanced skills that are aesthetically pleasing; use of tension, extension and control. - Understand more advanced terminology relating to dance and movement e.g. levels, formation, handspring. - Increased confidence to combine and perform skills with parts of their bodies which work hardest in the sequences they perform. - Excellent evaluation own and peers strengths and weaknesses in a performance and to suggest areas for improvement. - Very good observational skills, to teach them to use appropriate terminology when describing what they see. - Build solid relationships, confidence and communication when working in a group and performing the skills and routines - Can understand the importance of flexibility in a warm-up, linking to the correct component of fitness. Leadership. Skills Developed: AO1 – Further developed knowledge, understanding and skills of gymnastics and dance, showing sound awareness of safety procedures, as well as improving complex actions such as side and through vaults, also improved communication skills. AO2 – Good knowledge, understanding and skills of gymnastics and dance, showing good awareness of safety procedures, as well as improving more complex actions such as side and through vaults. Able to link actions with control, accuracy and timing. Also able to communicate improvements to peers. AO3 – Very good knowledge, understanding and skills of gymnastics and dance, showing excellent of safety procedures, as well as improving more complex actions such as dive forward rolls and group balances. Able to link many actions with control and timing, being able to implement advanced skills into a sequence. Also showing good leadership skills in a group by being able to effectively communicate improvements about their own performance and the performance of others. Links to previous study (where applicable): - Recall previous learning and skills from Y8, being able to communicate theses and show leadership skills - Use advanced knowledge & skills gained from previous/current extra-curricular & community clubs (if applicable) Links to future study/the wider world (where applicable): Use communication & leadership skills and knowledge from one activity and transfer to another. For example, to encourage extension, accuracy and control. Explain/Use sporting examples in GCSE or Cambridge National PE courses (KS4). Highlights potential of studying KS4 courses to student and teachers. Implementation Number of lessons: 9-10 Sequence of lessons: Main Resources: Teacher and student led demonstrations, technique cards, observation/videos of skills & techniques Safety Mats and other apparatus including springboards, box and other vaulting equipment Methods of Assessment/s Teacher observation and teacher questioning: Peer observation and feedback, confidently talking about their performance Use of Assessment Result/s Identify strengths & target/s to aim for Indication of GCSE PE/Cambridge National potential Topic Details: Year 7 Core PE – Striking and Fielding Intent Striking and Fielding: Cricket, Rounders, Softball Knowledge Acquired: - Recalling basic rules/ regulations for each sport; e.g. different fielding positions and areas in rounders and softball where are most important in gameplay. - Basic decision making in competitive drills and games; e.g. where to throw the ball to, which direction to strike the ball to. - Basic striking, bowling and fielding techniques e.g. long barrier - Communication and use of correct terminology within the game - Basic tactics and simple strategies to overcome opponents Skills Developed: AO1 – -Basic knowledge, understanding and skills of striking and fielding sports, showing limited awareness of rules and regulations, as well as improving basic techniques of striking and fielding. AO2 – Good knowledge, understanding and skills of striking and fielding sports, showing sound knowledge of rules and regulations, as well as improving more complex striking and fielding techniques, and appreciates the necessary tactics and strategies in the specific sports. AO3 – Very good knowledge and skills of striking and fielding sports, showing excellent understanding of rules and regulations, enabling the learner to improve and perform skill in more complicated circumstances, as well as being able to implement various tactics and strategies to very good effect. Links to previous study (where applicable): - Recall previous learning and skills from KS2, including any skills and knowledge learned about rules/scoring - Use knowledge gained from previous/ current extra-curricular and community clubs (if applicable to the student) Links to future study/the wider world (where applicable): - Use certain skills and knowledge from one sport and transfer to another, for example, striking into space and reducing the space when fielding. - If applicable, could link to joining school or community sessions/team. Topic Details: Year 7 Core PE – Striking and Fielding Implementation Number of lessons: 8 - 10 Sequence of lessons: Main Resources: Batting equipment (rounder bats, cricket bats, softball bats), balls (Sport appropriate), bases (rounders and softball), stumps (cricket), cones to mark areas (safety or batting/ bowling zones), hoops. Teacher and student led demonstrations, technique cards, videos of skills & techniques. Methods of Assessment/s: Teacher observation and teacher questioning. Peer feedback. Video bowling/batting technique Use of Assessment Result/s: Identify strengths & target/s to aim for in sports that cross over and into Year 8 Striking and Fielding: Cricket, Rounder, Softball Knowledge Acquired: - Developing rules and regulations for each sport; e.g. recognising broken rules such as dropping the bat in rounders or hitting own stumps. - Performing more advanced skills; different types of throws, catches and hits/shots. - Better decision making in competitive situations (small sided games). - Improved confidence in communication and use of correct terminology within the game; showing leadership skills amongst the team. - Further developing moving fielding positions to reduce space and starting to organise teammates. - Good knowledge of tactics and strategies in small sided games to overcome opponents. Skills Developed: AO1 – Sound knowledge, understanding and skills of striking and fielding sports, showing basic awareness of rules and regulations, as well as improving and developing striking of the ball more consistently, correctly fielding the ball and communication skills. AO2 – Good knowledge, understanding and skills of striking and fielding sports, demonstrating good knowledge of rules and regulations, as well as improving more complex striking (batting using different shots) and fielding (making more difficult catches), and appreciated the necessary tactics and strategies, being able to communicate them to peers. AO3 – Excellent knowledge and skills of striking and fielding sports, showing very good understanding of rules and regulations, being able to explain to others. The learner improves and performs complicated shots (when batting) and fielding, as well as being able to implement various tactics and strategies to very good effect and will show signs of leadership skills within the team. Links to previous study (where applicable): - Recall previous learning and skills from Y7, including any skills and knowledge learned about rules and regulations - Use knowledge gained from previous/current extra-curricular & community clubs (if applicable to the student) Links to future study/the wider world (where applicable): - Use certain skills and knowledge from one sport and transfer to another. For example, communication with teammates in football/netball. - Use and transfer batting, bowling and fielding knowledge and techniques across all 3 sports. Topic Details: Year 8 Core PE – Striking and Fielding Implementation Number of lessons: 9-10 Sequence of lessons: \| Cricket \| Rounders \| Softball \| \|---\|---\|---\| \| 1-2 Fielding practice Throwing at stumps, stopping the ball with long barrier 3-4 Batting – Drive shot Hitting low and on the front foot straight 5-6 Batting – Pull shot Hitting off the back foot, hard and behind. 7-8 Bowling – run up development Replicate full over arm bowling technique, incorporating short run up 9-10 Bating calls/ basic field placement Communication skills when running with partner, recalling fielding positions. \| 1-2 Fielding skills Replicate long barrier, throwing accurately to bases 3-4 Bowling development Replicate bowling action, introducing spin and disguise 5-6 Batting development Replicate the batting technique, hit ball into space in relation to fielders 7-8 Fielding – positional role Explore different positions and the role each one has, also how being a left/right handed batter will change the set up. 9-10 Tactics and strategies to outwit Combine all skills and knowledge to succeed in game situations \| 1-2 Fielding skills Replicate long barrier, throwing accurately to bases 3-4 Bowling development Replicate bowling action, introducing spin and disguise 5-6 Batting development Replicate the batting technique, hit ball ‘in-play’ and into space in relation to fielders 7-8 Fielding – positional role Explore different positions and the role each one has, also how being a left/right handed batter will change the set up. 9-10 Tactics and strategies to outwit Combine all skills and knowledge to succeed in game situations \| Main Resources: Batting equipment (rounders bats, cricket bats, softball bats), balls (Sport appropriate), bases (rounders and softball), stumps (cricket), cones to mark areas (safety or batting/ bowling zones). Teacher and student led demonstrations, technique cards, videos of skills & techniques. Methods of Assessment/s: Teacher observation and teacher questioning. Peer feedback using correct terminology. Self assessment from watching a video back of themselves bowling Use of Assessment Result/s: Identify strengths & target/s to aim for in sports that cross over and into Year 9 Topic Details: Year 9 Core PE – Striking and Fielding Intent Striking and Fielding: Cricket, Rounders, Softball Knowledge Acquired: - Good knowledge of rules and regulations for each sport; e.g. how to score point/runs and how to get opponents out. - Performing more advanced skills; different types of throws, catches and hits. - Good decision making in competitive situations (small sided games). - Confident communication and use of correct terminology within the game; showing leadership skills amongst the team. - Able to be confident and knowledgeable enough to umpire a small sided game. - Further developing moving fielding positions to reduce space and starting to organise teammates demonstrating leadership skills. - Good knowledge of tactics and strategies in small sided games to overcome opponents and able to communicate to team. Skills Developed: AO1 – Further developed knowledge, understanding and skills of striking and fielding sports, showing sound awareness of rules and regulations, as well as improving and further developing more complex striking (batting using different shots) and fielding (more difficult catches), and communication skills. AO2 – Good knowledge, understanding and skills of striking and fielding sports, demonstrating good knowledge of rules and regulations, as well as improving more complex striking (batting using different shots) and execute advanced fielding (making more difficult catches), and appreciated the necessary tactics and strategies, being able to communicate them to peers. Has the confidence to umpire games. AO3 – Excellent knowledge and skills of striking and fielding sports, showing excellent understanding of advanced rules and regulations, being able to explain to others. The learner improves and performs complicated shots (when batting) and fielding under pressure, as well as being able to implement various tactics and strategies to very good effect and will show signs of leadership skills within the team. Has the knowledge, leadership skills and confidence to umpire. Links to previous study (where applicable): - Recall previous learning and skills from Y8, being able to communicate these and show leadership skills. - Use advanced knowledge & skills gained from previous/current extra-curricular & community clubs (if applicable) Links to future study/the wider world (where applicable): - Use communication & leadership skills and knowledge from one sport and transfer to another. For example, being able to umpire a rounders game. - Explain/Use sporting examples in GCSE or Cambridge National PE courses (KS4). - Highlights potential of studying KS4 courses to student and teachers. - Could use if decided to take up one for the sports outside of school at a community club. Implementation Number of lessons: 9-10 Sequence of lessons: \| Cricket \| Rounders \| Softball \| \|---\|---\|---\| \| 1-2 Fielding fundamentals Demonstrate full range of techniques with accurate decisions to outwit batter. 3-4 Batting – defensive shots Perform with accuracy and understand need in game situation 5-6 Batting – Cut shot Replicate the shot technique, use in game situation when short and wide. 7-8 Bowling – Spin/Pace Disguise bowling with addition of spin or pace on the delivery. 9-10 Wicket keeping Role of the position and influence on game situation. \| 1-2 Throwing/catching/fielding Recap all fielding and develop for game play 3-4 Bowling development Replicate legal bowling, adding power, disguise and spin. 5-6 Batting development Incorporating power and placement, understanding umpire calls. 7-8 Fielding roles/ outwitting opponents Knowing fielding roles to outwit opponents 9-10 Evaluation of tactics and peers Self and peer evaluations \| 1-2 Throwing/catching/fielding Recap all fielding and develop for game play 3-4 Bowling development Replicate legal bowling, adding power, disguise and spin. 5-6 Batting development Incorporating power and placement, understanding umpire calls. 7-8 Fielding roles/ outwitting opponents Knowing fielding roles to outwit opponents 9-10 Evaluation of tactics and peers Self and peer evaluations \| Main Resources: Striking equipment (rounders bats, cricket bats, softball bats), balls (Sport appropriate), bases (rounders and softball), stumps (cricket), cones to mark areas (safety or batting/ bowling zones).Teacher and student led demonstrations, technique cards, observation/videos of skills & techniques Methods of Assessment(s) Teacher observation and teacher questioning. Peer observation and feedback, confidently talking about their performance, using advanced words and terminology Use of Assessment Result(s) Identify strengths & target/s to aim for. Indication of GCSE PE/Cambridge National potential Athletics: (run, throw, jump) Knowledge Acquired: - Learn and develop basic techniques. Accurately replicate techniques for running, jumping and throwing activities. - Can identify some of the basic principles of technique. Reasonable success across all athletic disciplines and begins to set achievable goals for future events. - Can warm up safely with guidance. - Can comment on some of the factors which make an effective performance. - Basic rules/ regulations for each event. - Use of correct terminology within for each event Skills Developed: AO1 - Can accurately replicate basic techniques for running, jumping and throwing activities. Can identify some of the basic principles of technique. Reasonable success across all athletic disciplines and begins to set achievable goals for future events. Can warm up safely with guidance. Can comment on some of the factors which make an effective Performance. AO2 - Good replication of skills across all 3 areas and applies a reasonable knowledge of the underpinning principles related to athletics. Can describe parts of their performances which are effective and explain what they can improve with practice. Can describe the effects of athletic exercise on their body. Applies basic safety principles. Can explain how athletics improves overall fitness levels. AO3 - Demonstrates clear replication of techniques in all events and can explain the different demands of various events. Can adapt and change technique and identify ways to improve including tactics and strategies. Can identify good performances. Can conduct a suitable warm up and explain why exercise is good for health. Links to previous study (where applicable): Recall previous learning and skills from KS2, including any skills and knowledge learned about rules/scoring/measuring Use knowledge gained from previous/ current extra-curricular and community clubs (if applicable to the student). Links to future study/the wider world (where applicable): Use certain skills and knowledge from one event and transfer to another e.g. linking high jump with long jump and good cardiovascular fitness so as not to fatigue in a netball/football/rugby match. Could link to competing in future sports day event/s. Implementation Number of lessons: 12 - 17 Sequence of lessons: \| Runs \| Throws \| \|---\|---\| \| 1-2 Basic Sprint Technique + 100m e.g. Knee/arm drive, start position. 3 Sprint Technique 200m e.g. running the bend 4 Tactics 400m e.g. pace setting 5 Middle distance 800m e.g. develop pace setting 6 1500m Further develop pace setting to maximise performance. 7 Relay e.g. communication, rules, baton changes. Races. \| 1-2 Javelin e.g. grip, posture, rules, measurement. 3-4 Discus e.g. grip, technique development, rules, measurement. 4-5 Shot e.g. hand position, rules, footwork, measurement. \| Main Resources: Stopwatches/measuring equipment. Cones. Visual resources/task cards. Video/ICT software for analysis. Relay batons. Shot. Discuss. Javelin. Methods of Assessment/s: Teacher observation and teacher questioning. Peer feedback. Measurements of time / distance against normative data. Use of Assessment Result/s: Identify strengths & target/s to aim for in sports that cross over and into Year 8 Athletics: (run, throw, jump) Knowledge Acquired: - Further develop and recap basic techniques. Accurately replicate techniques for running, jumping and throwing activities. - Identify the principles of technique. Reasonable success across all athletic disciplines and begins to set achievable goals for future events. - Can warm up safely with guidance. - Can comment on the factors which make an effective performance (peer assessment). - Know rules/ regulations for each event. - Communication skills and use of correct terminology within for each event Skills Developed: AO1 - Sound replication & demonstration of skills across all 3 areas. Applies reasonable knowledge of the underpinning principles related to athletics. Can describe parts of their performances which are effective & explain what they can improve with practice. Can describe the effects of athletic exercise on their body. Applies basic safety principles. Can explain how athletics improves overall fitness. AO2 - Demonstrates good replication of techniques in all events and can explain the different demands of various events. Can adapt and change technique and identify ways to improve including tactics and strategies. Can identify good performances. Can conduct a suitable warm up and explain why exercise is good for health. Can suggest and undertake drills for specific events to improve performance. AO3 – Very good techniques in a wide range of events whilst demonstrating a very good understanding of the principles of effective athletic performance. Can focus on aspects of their technique to improve and understand ways to perform in an event. Can provide others with effective feedback to help them improve. Can explain how warming up and cooling down help performance. Links to previous study (where applicable): Recall previous learning and skills from Year 7, including any skills and knowledge learned about hand position/rules/measuring Use knowledge gained from previous/ current extra-curricular and community clubs (if applicable to the student). Links to future study/the wider world (where applicable): Use certain skills and knowledge from one event/sport and transfer to another, for example, power when jumping in basketball or linking elements and techniques used in each athletic throwing event. Could link to future sports day event or use at athletics club Implementation Number of lessons: 14 - 19 Sequence of lessons: Main Resources: Stopwatches/measuring equipment. Cones. Visual resources/task cards. Video/ICT software for analysis. Relay batons. Shot. Discuss. Javelin. Methods of Assessment/s: Teacher observation and teacher questioning. Peer feedback. Measurements of time / distance against Year 7 data. Use of Assessment Result/s: Identify strengths & target/s to aim for in sports that cross over and into Year 9 Topic Details: Year 8 Core PE – Athletics Athletics: (run, throw, jump) Knowledge Acquired: - pupils will further enhance replication and performance across all disciplines. - Pupils to gain a further understanding of fitness and its relationship to performance. - Pupils will focus on planning, preparing for and competing in a range of athletic competitions to achieve personal best times and distances where possible. - Can warm up safely & lleadership skills acquired. - Can comment on some of the factors which make an effective performance (peer assessment). - Know rules/ regulations for each event. - Communication and use of correct terminology within for each event. Skills Developed: AO1 - Good replication of skills across all 3 areas and applies a reasonable knowledge of the underpinning principles related to athletics. Can describe parts of their performances which are effective and explain what they can improve with practice. Can describe the effects of athletic exercise on their body. Applies basic safety principles. Can explain how athletics improves overall fitness levels. AO2 - Demonstrates clear replication of techniques in all events and can explain the different demands of various events. Can adapt and change technique and identify ways to improve including tactics and strategies. Can identify good performances. Can conduct a suitable warm up and explain why exercise is good for health. Can suggest and undertake drills for specific events. AO3 - Excellent techniques in a wide range of events whilst demonstrating a good understanding of the principles of effective athletic performance. Can focus on aspects of their technique to improve and understand ways to perform in an event. Can provide others with effective feedback to help them improve. Can explain how warming up and cooling down help performance. Links to previous study (where applicable): Recall previous learning and skills from Year 8, including any skills and knowledge learned about rules/scoring Use knowledge gained from previous/ current extra-curricular and community clubs (if applicable to the student). Links to future study/the wider world (where applicable): Use certain skills and knowledge from one sport and transfer to another, for example, sprint technique in team sports (football). Implementation Number of lessons: 14 - 19 Sequence of lessons: \| Runs \| Throws \| \|---\|---\| \| 1-2 Recap Sprint Technique + 100m e.g. Knee/arm drive, start position. 3 Sprint Technique 200m e.g. aim to improve time from Y8 4 Tactics 400m e.g. pace setting 5 Middle distance 800m e.g. further develop pace setting 6 1500m – tactics/strategies/pacing 7 Relay e.g. communication, rules, baton changes. Races. \| 1-2 Javelin e.g. grip, posture, rules, measurement. Recap run ups. 3-4 Discuss e.g. Develop technique, rules, and measurements for distance. 4-5 Shot e.g. Develop technique, rules, and measurements for distance. Recap glide. \| Main Resources: Stopwatches/measuring equipment. Cones. Visual resources/task cards. Video/ICT software for analysis. Relay batons. Shot. Discuss. Javelin. Methods of Assessment/s: Teacher observation and teacher questioning. Peer feedback. Measurements of time / distance against Year 8 data. Use of Assessment Result/s: Identify strengths & target/s to aim for in sports that cross over and into KS4 Topic Details: Year 9 Core PE – Athletics A variety of sports and activities are offered at KS4. These include team and individual games where students utilise the knowledge, skills and understanding from KS3, and be challenged to tackle more complex and demanding sports and physical activities. The aim is to further develop skills, competitiveness, knowledge and personal fitness, promoting an active, health lifestyle, so students make informed decisions. Students will reap the many physical, social and mental rewards sport, exercise and physical activity bring. Chosen sports and activities are determined by the facilities available and dynamics of the group with the emphasis on enjoyment and engagement. Intent Knowledge Acquired: - Advanced understanding of rules and regulations from a variety of sports - Enhanced tactics and strategies in competitive situations with the knowledge to be able to evaluate performance - Further developed skills and techniques to improve performance with an ability to adapt to different situations - Knowledge & understanding of making the right exercise and lifestyle choices - Know how to work well as a team, building resilience, trust and the ability to compromise - Able to stretch & challenge themselves to be the best they can be - Gain a 'love' for PE, sport and exercise, using the knowledge & skills acquired to make informed decisions when they leave Skills Developed: AO1 – Uses their basic skills, knowledge and understanding in the sports/activities offered. Has reasonable awareness of the main rules and regulations for different sports. Acknowledges the importance of leading an active healthy lifestyle and understands the positive social, physical and mental rewards regular sport, exercise and physical activity can and do bring. AO2 – Has well developed skills, understanding and knowledge of different sports and can implement a variety of tactics and strategies to a number of situations, with confidence. Has the ability to motivate themselves and inspire others to improve and achieve their best, using good communication and leadership skills. AO3 – Is able to apply skills, knowledge and understanding to a wide variety of sports, using different strategies & tactics to very good effect in various competitive situations. Has the ability to communicate, lead and show excellent resilience, being able to work independently and as part of a team. Is able to motivate and drive themselves and others to improve, as well as using their advanced knowledge to evaluate performance, regularly taking part in competitive sport both in and out of school via extra-curricular clubs and local clubs. Links to previous study (where applicable): - Use and further develop skills and knowledge from KS3 - Can utilise any knowledge or skills from extra-curricular and community clubs Links to future study/the wider world (where applicable): - Can enhance knowledge, ability & performance for practical and theory content in GCSE PE & Cambridge National - Use skills, knowledge and understanding to make informed lifestyle choices - Use enhanced skills (communication and leadership) and improved traits (confidence) throughout life and for future study/careers/jobs Implementation Number of lessons: Between 7-9 on each sport Sequence of lessons: \| Badminton/Table Tennis \| Dance \| \|---\|---\| \| 1-2 Recall grip, stance, type of shots & rules to implement into a competitive situation and matches. \| 1-2 Recap dance ideas, knowledge and techniques from KS3. Start to choreograph routine thinking about formations \| \| 3-4 Movement around the court/table, emphasise decision making and performing under pressure. Decision making. \| 3-4 Further develop and choreograph own routine in small or large group, developing advanced dance ideas, expression and team work \| \| 5-6 Spot opponents weaknesses and try to exploit them in a competitive match. Try doubles games. \| 5-6 Used more advanced dance techniques and skills to enhance routine, showing fluency, timing, control and aesthetic appreciation \| \| 7-9 Students communicate, lead and show knowledge of rules/regulations to umpire and play matches. \| 7-8 Confidently perform being able to critique own performance and suggest ways in which other could improve. \| Main Resources: Footballs, bibs, basketballs, rackets, bats, music, circuit training equipment e.g. hurdles/skipping ropes/weights Methods of Assessment/s: Teacher observation and self/ peer feedback Use of Assessment Result/s: N/A Paper 1 - Component 1 Fitness and Body Systems Intent Topic 1: Applied Anatomy and Physiology The Musculoskeletal System Knowledge acquired: - The Structure & 5 Functions of the skeleton - The Classification of Bones; Long, Short, Irregular & Flat - The Classification of Joints and Movements possible at each joint - The Role of Tendons and Ligaments - Classification and characteristics of muscle types; Cardiac, Voluntary and Involuntary - The location and roles of different muscles, linking to movement - Antagonistic Pairs of muscles to create opposing movement at Joints - The characteristics of muscle fibre types: Type1, Type 2a & Type 2x - Short Term effects and Long Term adaptations of exercise on the musculoskeletal system - How the skeletal and muscular system work together in physical activity and sport Skills developed: A01 - To be able to recall, label and identify musculoskeletal facts, understand and describe how the system works in relation to physical activity and sport. A02 - Ability to understand and apply their knowledge and explain the different aspects of the musculoskeletal system and how it works together in physical activity and sport. A03 - Is able to analyse the key concepts and components of the musculoskeletal system, evaluating how it impacts on fitness and performance in exercise and sport. Links to previous study (where applicable): - Links to KS3 PE of muscle and bone names and locations Links to future study/the wider world (where applicable): - Links to Cardiovascular System, Movement Analysis, - Effects/Adaptations of exercise in the role of a healthy active lifestyle - Sports injuries/physiotherapy - Links to studying A - Level PE Anatomy and Physiology Implementation Topic 1: Applied Anatomy and Physiology The Musculoskeletal System Academic plan: Autumn term (Aug – Oct) Number of lessons: 14 Sequence of lessons: 1. The Structure of the skeletal system 2. The function of the skeletal system 3. The classification of bones 4. The classification of joints 5. The movement available at the joints 6. The role of tendons and ligaments within the body and sport/physical activity 7. Classification and characteristics of muscles types in the body 8. Location of voluntary muscles in relation to the skeletal system (lesson 1) 9. Specific movements that the muscles and bones create (link to lesson 5) 10. Antagonist muscle pairs within the body (agonist & antagonists) 11. Muscle fibre types – characteristics and impact on sporting performance/activities 12. The short & long-term effects/adaptations, including how the Skeletal and Muscular system working together in exercise and sport. 13. Recap of musculoskeletal system (revision) 14. End of unit assessment & feedback Main resources: * Teacher-prepared PowerPoint (including text/image/video examples etc) for each lesson. * Specific modular booklets printed. * Exam specific worksheets/questions related to the topic. * Longer answer questions (9 marks) crib sheet for specific module. * Pearson Edexcel GCSE (9-1) Physical Education textbook. Pages 2-21 * Active Teach Online Edexcel (video clips) * Revision guide pages 1-14 Method(s) of assessment: * Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete * End of Unit Test (1 Hour) – Set out in line with GCSE paper (multiple choice questions; 1-9 mark questions) * AO1; AO2; AO3 objectives included. Use of assessment result(s): * Recorded to monitor progress & retainment of knowledge and understanding. * Individual and whole- class 'EBI' identified. Common misconceptions included in feedback and used to develop future assessments Topic 1: Applied Anatomy and Physiology The Cardiorespiratory System Knowledge acquired: - The functions of the cardiovascular system applied to performance in physical activity - The structure of the cardiovascular system in maintaining blood circulation - The structure and function of the blood vessels - Mechanisms required and the need for redistribution of blood (Vascular Shunting; vasoconstriction & vasodilation) - Function & Importance of red and white blood cells, platelets & plasma in sport - Knowledge and understanding of the terms stroke volume, heart rate and cardiac output - The composition of inhaled and exhaled air - The structure of the respiratory system & it's function - Tidal volume & vital capacity; definitions and understanding of changes during exercise - Gaseous Exchange; the structure of the alveoli - The short-term effects and long-term adaptations of exercise on the cardiorespiratory system - Energy equations: aerobic and anaerobic respiration (the by-products of both) - Energy sources: fat and carbohydrates as fuel - How the cardiovascular and respiratory systems work together to allow participation in physical activity and sport Skills developed: A01 - To be able to recall, label and identify cardiorespiratory system facts, understand and describe how the system works in relation to physical activity and sport. A02 - Ability to understand and apply their knowledge and explain the different aspects of the cardiorespiratory system and how it works together in physical activity and sport. A03 - Is able to analyse the key concepts and components of the cardiorespiratory system, evaluating how it impacts on fitness and performance in exercise and sport. Links to previous study (where applicable): - Links to KS3 Biology lessons (the heart; blood; blood vessels; the respiratory system and gaseous exchange) - Links to KS3 PE where students will have looked at heart rate, and blood pressure Links to future study / the wider world (where applicable): - Effects and adaptations of exercise (in relation to health) - Links to studying A Level PE anatomy & physiology - Interest in the medical profession Implementation Topic 1: Applied Anatomy and Physiology The Cardiorespiratory System Academic plan: Autumn term (Oct - Dec) Number of lessons: 16 (+ extra's when the sportshall is out of use due to exams and therefore no practical) Sequence of lessons: 1. The Functions of the Cardiovascular System 2. The structure of heart and their role in maintaining blood circulation 3. The structure and characteristics of the arteries, veins and capillaries 4. The importance of blood vessels in terms of blood pressure and blood supply during exercise 5. Mechanisms required for the redistribution of blood (vasodilation & vasoconstriction) 6. The composition of blood (red/white blood cells, platelets & plasma) 7. Example exam questions & techniques 8. The composition of inhaled and exhaled air & 9. Key lung volumes & the reasons they change during physical activity 10. The main components of the respiratory system 11. The structure of the alveoli to enable gaseous exchange 12. The diffusion of gases in the lungs and at the working muscles 13. The cardiovascular & respiratory system working together to maintain/improve performance 14. Energy equations (aerobic & anaerobic) and their by-products 15. Energy sources (fats & carbohydrates) including the effects of exercise on the cardiorespiratory system 16. Revision/recap of the 2 modules (cardiovascular & respiratory system) 17. End of unit assessment & feedback Main resources: * Teacher-prepared PowerPoint (including text/image/video examples etc) for each lesson. * Specific modular booklets printed. * Exam specific worksheets/questions related to the topic. * Longer answer questions (9 marks) crib sheet for specific module. * Pearson Edexcel GCSE (9-1) Physical Education textbook. Pages 22-39 * Active Teach Online Edexcel (video clips) * Revision guide pages 15-26 Method(s) of assessment: * Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete * End of Unit Test (1 Hour) – Set out in line with GCSE paper (multiple choice questions; 1-9 mark questions) * AO1; AO2; AO3 objectives included. Use of assessment result(s): * Recorded to monitor progress & retainment of knowledge and understanding. * Individual and whole- class 'EBI' identified. Topic 2: Movement Analysis Lever Systems Knowledge acquired: - Understanding the structure of a lever (fulcrum, effort and load) [FLE = 123] - Identify the different classes of levers (First, second and third-class levers) - Use of each lever in relation to exercise and sport - The mechanical advantages & disadvantages of each lever in relation to sport Planes and Axes of Movement Knowledge acquired: - Understand the difference between a plane and an axis - Identify the three planes (sagittal, frontal & transverse) and three axes (frontal, vertical & sagittal) - Explain which movements happen in each plane around each axis. Skills developed: AO1 – Able to recognise each lever, understanding the difference between the fulcrum, effort and load. Identify all of the planes and axes. AO2 – Ability to explain each lever regarding mechanical advantages and/or disadvantages of each. The ability to explain which plain and axis work together in certain movements. AO3 – Apply the knowledge and evaluate each lever works in specific sporting scenarios/examples. Be able to give sporting examples of certain movements regarding planes and axes. Links to previous study (where applicable): - Musculoskeletal system; joints - Movement patterns about a joint Links to future study / the wider world (where applicable): - Technique and skill acquisition - Links to studying A Level PE (The analysis of movement) - Interest in the sports analysis and biomechanics Topic 2: Movement Analysis Lever Systems Planes and Axes of Movement Academic plan: Spring term (Jan) Number of lessons: 10 Sequence of lessons: Lever Systems 1. The make up of a lever system 2. Classes of lever (first, second and third-class levers) 3. Identification and structure of each one [123 = FLE] 4. Sporting examples of each lever system 5. Mechanical advantage and disadvantage of first, second and third-class levers Sequence of lessons: Planes and Axes of Movements 1. Identify the 3 planes and 3 axes 2. Knowledge of which plane works with which axes 3. Make up models of each plane/axes and link to specific sporting examples 4. Practice exam questions and revision of whole topic 5. End of unit assessment & feedback Main resources: * Teacher-prepared PowerPoint (including text/image/video examples etc) for each lesson. * Specific modular booklets printed. * Exam specific worksheets/questions related to the topic. * Longer answer questions (9 marks) crib sheet for specific module. * Pearson Edexcel GCSE (9-1) Physical Education textbook. Pages 51-61 * Active Teach Online Edexcel (video clips) * Revision guide pages 27-30 Method(s) of assessment: * Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete * End of Unit Test (1 Hour) – Set out in line with GCSE paper (multiple choice questions; 1-9 mark questions) * AO1; AO2; AO3 objectives included. Use of assessment result(s): * Recorded to monitor progress & retainment of knowledge and understanding. Implementation Intent Topic 3: Physical Training The relationship between health and fitness and the role that exercise plays in both Knowledge acquired: - The definitions of fitness, health, exercise and performance The components of fitness, benefits for sport and how fitness is measured and improved Knowledge acquired: - Identify the components of fitness - Fitness testing; the value and purpose of specific tests; test protocols; and appropriate selection of tests - Collection and interpretation of data - Identification of specific tests for specific components of fitness The principles of training and their application to PEP (personal Exercise Programme) Knowledge acquired: - Identify the principles of training - Factors to consider when deciding the most appropriate training methods - Identify training methods and their characteristics - The advantages and disadvantages of different training methods Skills developed: A01 - To be able to state and define the components fitness; principles of training and methods of training and the importance of these in physical activity and sport A02 - Ability to understand and apply their knowledge of how and why to carry out specific fitness tests. A03 - To evaluate current fitness levels and analyse/rationalise how to improve performance/fitness by applying the correct principles and methods of training to bring about specific gains. Links to previous study (where applicable): - Links to KS3 Biology lessons (the heart; blood; blood vessels; the respiratory system and gaseous exchange) - Links to KS3 PE practical skills required in various different sports/activities - Certain training methods experienced in KS3 PE (circuits) Links to future study / the wider world (where applicable): - Effects and adaptations of exercise (in relation to health) - Links to studying A Level PE anatomy & physiology - Interest in the medical profession - Personal training/profession athlete Implementation Topic 3: Physical Training * The relationship between health and fitness and the role that exercise plays in both * The components of fitness, benefits for sport and how fitness is measured and improved * The principles of training and their application to PEP (Personal Exercise Programme) Academic plan: Spring Term (Feb-April) Number of lessons: 14 Sequence of lessons: 1. The definitions of fitness, health, exercise and performance; the relationship between them. 2. The components of fitness (health & skill) & their definitions 3. The value of fitness testing, protocols and selection of appropriate fitness tests 4. Identification of fitness tests for specific components of fitness 5. Collection and interpretation of data from fitness test results and analysis against 'normative' data 6. Identify the Principles of Training (SPORTIF) 7. Thresholds of training; aerobic & anaerobic 8. Target zone calculations; max heart rate & karvonen formula 9. Factors to consider when selecting the most appropriate training methods (sport/fitness requirements/ facilities/ current fitness levels) 10. Identify the methods of training (PWIFCC) 11. Advantages and disadvantages of each method 12. Training methods linked with specific sporting examples (pros and cons of fitness classes) 13. Revision of the above 14. End of unit test & feedback Main resources: * Teacher-prepared PowerPoint (including text/image/video examples etc) for each lesson. * Specific modular booklets printed. * Exam specific worksheets/questions related to the topic. * Longer answer questions (9 marks) crib sheet for specific module. * Pearson Edexcel GCSE (9-1) Physical Education textbook. Pages 63-97 * Active Teach Online Edexcel (video clips) * Revision guide pages 33-59 Method(s) of assessment: * Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete * End of Unit Test (1 Hour) – Set out in line with GCSE paper (multiple choice questions; 1-9 mark questions) * AO1; AO2; AO3 objectives included. Use of assessment result(s): * Recorded to monitor progress & retainment of knowledge and understanding. * Individual and whole- class 'EBI' identified. Topic 3: Physical Training The long-term effects of exercise Knowledge acquired: - Long-term effects of aerobic & anaerobic training and exercise on the 4 body systems - Long-term benefits of exercise to performance on the muscular-skeletal system - Long-term benefits of exercise to performance on the cardio-respiratory system How to optimise training and prevent injury Knowledge acquired: - The use of a PARQ - Injury prevention in sport and physical activities - Injuries that can occur in physical activity and sport - Treatment of injuries; RICE - Performance enhancing drugs (PEDS) and their positive & negative effects on sport Effective use of warm up and cool down Knowledge acquired: - The purpose and importance of warm-ups and cool downs - Phases of a warm-up and their significance - Activities included in a warm-up and cool down - The advantages and disadvantages of different training methods Skills developed: A01 - To know and recall the long-term effects and benefits of training on the 4 body systems A02 - Ability to understand and apply their knowledge of injury prevention (warm up and cool down; checking facilities etc) and the use of performance enhancing drugs A03 – To evaluate the reasons why a performer may take PEDs and the implication of doing so. Links to previous study (where applicable): - Links to KS3 Biology lessons (the heart; blood; blood vessels; the respiratory system and gaseous exchange; the muscular system) - Links to KS3 PE where students will have looked at heart rate, and blood pressure - Links to KS3 practical PE (warm ups, skill specific practices etc) Links to future study / the wider world (where applicable): - Effects and adaptations of exercise (in relation to health) - Links to studying A Level PE anatomy & physiology - Interest in the medical profession - Coaching/ instructor jobs in the future - Personal training Topic 3: Physical Training * The long-term effects of exercise * How to optimise training and prevent injury * Effective use of warm up and cool down Academic plan: Spring Term (April– May) Number of lessons: 12 Sequence of lessons: 1. Long term effects of aerobic and anaerobic training on the muscular-skeletal and cardio-respiratory system 2. Sample exam questions relating to the above 3. What a PARQ is and how it is used in training 4. The prevention of injuries (use of principles of training; warm up/cool down; protective equipment/clothing; checking equipment and facilities; playing to the rules of competition) 5. Injuries that can occur in sport (concussion; fractures; dislocations; sprains; torn cartilage; soft tissue damage; strain; golf & tennis elbow; abrasions) 6. The treatment of certain injuries RICE and the use of performance enhancing drugs (PEDs) 7. Why people take PEDs; advantages & disadvantages; drugs for certain sports 8. Purpose and importance of a warm-up and cool down 9. Phases of a warm-up (cardiovascular; stretching; sport specific practice) 10. Cool down phases 11. Revision and practice exam style questions 12. End of unit assessment & feedback Main resources: * Teacher-prepared PowerPoint (including text/image/video examples etc) for each lesson. * Specific modular booklets printed. * Exam specific worksheets/questions related to the topic. * Longer answer questions (9 marks) crib sheet for specific module. * Pearson Edexcel GCSE (9-1) Physical Education textbook. Pages 98-117 * Active Teach Online Edexcel (video clips) * Revision guide pages 65-79 Method(s) of assessment: * Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete * End of Unit Test (1 Hour) – Set out in line with GCSE paper (multiple choice questions; 1-9 mark questions) * AO1; AO2; AO3 objectives included. Use of assessment result(s): * Recorded to monitor progress & retainment of knowledge and understanding. * Individual and whole- class 'EBI' identified. Implementation Paper 2 - Component 2 Health and Performance Intent Topic 1: Health, Fitness and Well-Being Physical, Emotional and Social Health, fitness and well-being Knowledge acquired: - Physical health: how increasing physical ability, through improving components of fitness can improve health/reduce health risks and how these benefits are achieved - Emotional health: how participation in physical activity and sport can improve emotional/psychological ----health and how these benefits are achieved - Social health: how participation in physical activity and sport can improve social health and how these benefits are achieved - Impact of fitness on well-being: positive and negative health effects - How to promote personal health through an understanding of the importance of designing, developing, monitoring and evaluating a personal exercise programme to meet the specific needs of the individual - Lifestyle choices in relation to: diet, activity level, work/ rest/sleep balance, and recreational drugs (alcohol, nicotine) - Positive and negative impact of lifestyle choices on health, fitness and well-being, e.g. the negative effects of smoking (bronchitis, lung cancer) Skills developed: A01 - To be able to recall the benefits of physical, social and emotional health, understand and describe how these impact in relation to physical activity and sport. A02 - Ability to understand and apply their knowledge and explain the different aspects of lifestyle choices (diet, drugs, smoking) A03 - Is able to analyse the key concepts of lifestyles choices, evaluating how it impacts on fitness and wellbeing. Links to previous study (where applicable): - Links to KS3 PE diet, health, drugs/smoking Links to future study/the wider world (where applicable): - Lifestyles choices (drugs, smoking, diet) and how it effects the body and mind. - Links to studying A - Level PE Implementation Topic 1: Health, Fitness and Well-Being Physical, Emotional and Social Health, fitness and well-being Academic plan: Autumn term (Oct-Dec) Number of lessons: 6 Sequence of lessons: 15. What is Health? Physical, Emotional and Social Health 16. Physical, emotional and social health benefits and negative effects. Planning a PEP 17. Lifestyles choices-Diet, Work/rest/sleep 18. Lifestyle choices-Smoking and alcohol 19. Impact and effects of lifestyle choices 1 20. Impact and effects of lifestyle choices 2 Main resources: * Teacher-prepared PowerPoint (including text/image/video examples) for each lesson. * Specific modular booklets printed. * Exam specific worksheets/questions related to the topic. * Longer answer questions (9 marks) crib sheet for specific module. * Pearson Edexcel GCSE (9-1) Physical Education textbook. Pages 125-137 * Active Teach Online Edexcel (video clips) * Revision guide pages 82-87 Method(s) of assessment: * Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete * End of Unit Test (1 Hour) – Set out in line with GCSE paper (multiple choice questions; 1-9 mark questions) * AO1; AO2; AO3 objectives included. Use of assessment result(s): * Recorded to monitor progress & retainment of knowledge and understanding. * Individual and whole- class 'EBI' identified. Common misconceptions included in feedback and used to develop future assessments Topic 1: Health, fitness and well-being The consequences of a sedentary lifestyle Knowledge acquired: - A sedentary lifestyle and its consequences: overweight, overfat, obese, increased risk to long-term health, e.g. depression, coronary heart disease, high blood pressure, diabetes, increased risk of osteoporosis, loss of muscle tone, posture, impact on components of fitness - Interpretation and analysis of graphical representation of data associated with trends in physical health issues Skills developed: A01 - To know and be able to describe what a sedentary lifestyle is. A02 - Ability to understand the consequences of a sedentary lifestyle and explain the impacts on health. A03 - Is able to analyse and interpret graphs showing health trend data and evaluate the consequences of a sedentary lifestyle Links to previous study (where applicable): - Links to KS3 PE Health risks, diabetes/depression/weight - Links to previous physical, emotional and mental health unit Links to future study/the wider world (where applicable): - Links to studying A - Level PE - Link to choices made by students in the future (into adult life) Implementation Topic 1: Health, fitness and well-being The consequences of a sedentary lifestyle Academic plan: Autumn term (Oct-Dec) Number of lessons: 3 Sequence of lessons: 1. What is a sedentary lifestyle? Issues to do with weight, depression & coronary heart disease 2. Sedentary lifestyle and the impact on high blood pressure, diabetes, osteoporosis, muscle tone/posture and components of fitness. 3. Trends in physical health issues (graphs) Main resources: * Teacher-prepared PowerPoint (including text/image/video examples) for each lesson. * Specific modular booklets printed. * Exam specific worksheets/questions related to the topic. * Longer answer questions (9 marks) crib sheet for specific module. * Pearson Edexcel GCSE (9-1) Physical Education textbook. Pages 138-143 * Active Teach Online Edexcel (video clips) * Revision guide pages 88-89 Method(s) of assessment: * Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete * End of Unit Test (1 Hour) – Set out in line with GCSE paper (multiple choice questions; 1-9 mark questions) * AO1; AO2; AO3 objectives included. Use of assessment result(s): * Recorded to monitor progress & retainment of knowledge and understanding. * Individual and whole- class 'EBI' identified. Common misconceptions included in feedback and used to develop future assessments Topic 1: Health, fitness and well-being Energy use, diet, nutrition and hydration Knowledge acquired: - The nutritional requirements and ratio of nutrients for a balanced diet to maintain a healthy lifestyle and optimise specific performances in physical activity and sport - The role and importance of macronutrients (carbohydrates, proteins and fats) for performers/players in physical activities and sports, carbohydrate loading for endurance athletes, and timing of protein intake for power athletes - The role and importance of micronutrients (vitamins and minerals), water and fibre for performers/players in physical activities and sports - The factors affecting optimum weight: sex, height, bone structure and muscle girth - The variation in optimum weight according to roles in specific physical activities and sports - The correct energy balance to maintain a healthy weight - Hydration for physical activity and sport: why it is important, and how correct levels can be maintained during physical activity and sport Skills developed: A01 – To describe the benefits of a balanced diet-including the roles of macro and micronutrients A02 - Ability to understand and apply their knowledge of the factors affecting weight and explain the energy balance for weight control A03 - Is able to analyse the key concepts of hydration and evaluate how it impacts physical activity & sport. Links to previous study (where applicable): - Links to KS3 PE balanced diet and nutrition Links to future study/the wider world (where applicable): - Diet and how it effects the body and mind. - Links to studying A - Level PE Implementation Topic 1: Health, fitness and well-being Energy use, diet, nutrition and hydration Academic plan: Autumn term (Oct-Dec) Number of lessons: 6 Sequence of lessons: 1. What is a balanced diet (macronutrients/micronutrients) 2. 7 nutrients and why they are important in a balanced diet & sport 3. 7 nutrients and why they are important in a balanced diet & sport 4. Dietary manipulation for endurance and power athletes 5. Factors affecting optimum weight 6. Hydration Main resources: * Teacher-prepared PowerPoint (including text/image/video examples) for each lesson. * Specific modular booklets printed. * Exam specific worksheets/questions related to the topic. * Longer answer questions (9 marks) crib sheet for specific module. * Pearson Edexcel GCSE (9-1) Physical Education textbook. Pages 144-152 * Active Teach Online Edexcel (video clips) * Revision guide pages 90-94 Method(s) of assessment: * Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete * * AO1; AO2; AO3 objectives included. End of Unit Test (1 Hour) – Set out in line with GCSE paper (multiple choice questions; 1-9 mark questions) Use of assessment result(s): * Recorded to monitor progress & retainment of knowledge and understanding. * Individual and whole- class 'EBI' identified. Topic 2: Sport Psychology Intent – Different types of Skills and Practices Knowledge Acquired: - The classification of skills; open-closed, basic (simple)-complex, high-low organisation - Learn and apply knowledge to the different types of practice; Massed, Distributed, Variable, Fixed - Application of the correct skill and practice to increase and optimise performance - The reasons and importance of goalsetting - The meaning of setting a SMART target - Application of SMART in target/goalsetting to improve and optimise performance Skills Developed: AO1 – Have a basic knowledge and understanding of psychological factors that impact on individuals and their sport performance. Is able to recall and state facts about the different types of skills, practices and SMART targets. AO2 – Has the ability to explain each psychological factor and can use specific and varied sporting examples to further develop their answers. Is able to clarify which type of sports person would benefit from which type of skills & practices. AO3 – Is able to evaluate each principle and justify why they are appropriate to the individual sport person. Can analyse how performance is positively impacted, giving valid specific sporting examples from a variety of sports, to support their answers. Links to previous study (where applicable): - Students will be able to relate to performing different types of sporting skills in KS3 - Learners can to share and relate to different types of sporting practices KS3 from PE lessons, extra-curricular clubs Links to future study/the wider world (where applicable): - Links to future sports psychology topics of Guidance and different types Feedback - Links to studying A - Level PE e.g. AQA A – Level. Sport Psychology - Future life/job skills. Knowledge of SMART and the importance of setting short, medium & long-term goals/targets - Improved performance (GCSE Sports). Knowing psychology and 'theory' behind skills and practice & how to improve Implementation Number of lessons: 5 (Jan-Feb) Sequence of lessons: 1 - Learn and fully understand the 6 different types of skills; open-closed, basic (simple)-complex, high-low organisation 2 - Discover the 4 different types of practices, including the positives and negatives of each; Massed, Distributed, Variable, Fixed. 3-4 - The importance and value of goal setting and setting SMART targets 5 - Recap on the different types of skills & practices, being able to learn and understand how they link and overlap Main Resources: Teacher-prepared PowerPoint activities for each lesson. Specific videos, booklet and worksheets related to the topic. Active Teach Online for videos/images/digital textbook Revision guide pages 95-100 & Edexcel PE textbook pages 154-163 Methods of Assessment/s: Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete End of Unit Test, including longer answer questions worth 3, 4 & 5 marks, as well as one 9 mark question. Use of Assessment Result/s: Identify any misconceptions and highlight areas of weakness to improve future knowledge. EBI's to individual and the whole class to improve the ability to answer future questions. . Topic Details: Paper 2 Component 2 – Health and Performance Intent Topic 2: Sport Psychology Guidance, Feedback and Mental Rehearsal Knowledge Acquired: - 4 different types of Guidance; Verbal, Visual, Manual, Mechanical - Advantages and Disadvantages of each type of Guidance - Why Feedback is used and effectiveness - 4 Different types of Feedback; Intrinsic, Extrinsic, Concurrent and Terminal - How skills, practice, guidance and feedback link together and overlap - Interpretation and the written analysis of results and performance data in the form of tables and graphs - Mental rehearsal in preparation for and to increase performance/success Skills Developed: AO1 – Has a basic knowledge and understanding of the Guidance, Feedback & Mental Rehearsal principles. Is able to state facts and correctly identify simple concepts related to different sporting situations. May struggle to explain the advantages and disadvantages of the different concepts. AO2 – Is able to explain each type of Guidance and Feedback, as well as explaining Mental Rehearsal, being able to give detailed sporting examples to support theories and answers. AO3 – Can discuss and evaluate each type of Guidance, Feedback & Mental Rehearsal, detailing the correct advantages and disadvantages, as well as being able to analyse & interpret performance analysis data in the form & graphs/tables. Links to previous study (where applicable): - Previous guidance and feedback through student sporting experiences e.g. feedback from a coach/PE teacher - Link to previous Sport Psychology topics of Skills, Practice and Goalsetting Links to future study/the wider world (where applicable): - Links to studying A - Level PE e.g. AQA A – Level. Sport Psychology - Improved performance (GCSE Sports). Knowing the psychology and 'theory' behind & how guidance and feedback can lead to improved and increased practical performance. Number of lessons: 6 (Feb) Sequence of lessons: 1 – Visual and Verbal Guidance, including advantages and disadvantages 2 – Manual and Mechanical Guidance, including advantages and disadvantages 3 – Four Different types of Feedback and its effectiveness; Intrinsic, Extrinsic, Concurrent, Terminal 4 – Mental Rehearsal and how it can help preparation and improve performance 5/6 – Recap on sports psychology module exploring how the individual topics interlink & overlap Main Resources: Teacher-prepared PowerPoint activities for each lesson. Specific videos, booklet and worksheets related to the topic. Active Teach Online for videos/images/digital textbook. Revision guide pages 101-104. Edexcel PE textbook pages 158-163 Methods of Assessment/s Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete End of Unit Test, including longer answer questions worth 3, 4 & 5 marks, as well as one 9 mark question. Use of Assessment Result/s Identify any misconceptions and highlight areas of weakness to improve future knowledge. EBI's to individual and the whole class to improve the ability to answer future questions. Implementation Intent Topic 3: Socio-Cultural Influences Engagement patterns of different social groups in physical activity and sport Knowledge acquired: - Participation rates in physical activity and sports and the impact on participation rates considering the following personal factors: gender, age, socio-economic group, ethnicity, disability (G.A.S.E.D.) - Interpretation and analysis of graphical representation of data associated with trends in participation rates Skills developed: A01 – To be able to recall and describe what affects who plays sport (G.A.S.E.D.) A02 – To understand and be able to explain the impact of the different social groups and the influence it has on participation in sport A03 - To analyse and interpret data in graphs and evaluate the 5 different 'groups', giving specific examples Links to previous study (where applicable): - Links to KS3 why do people participate in sport Links to future study/the wider world (where applicable): - Links to studying A - Level PE Implementation Topic 3: Socio-Cultural Influences Engagement patterns of different social groups in physical activity and sport Academic plan: Autumn term (Feb Half term-Easter) Number of lessons: 4 Sequence of lessons 1. What affects who plays sport? Gender, age, socio-economic group, ethnicity, disability, influence of other people 2. The impact of participation rates following the 6 factors and barriers 3. The general trend in participation rates (sport England data) 4. Analysis of graphs with trends in participation rates Main resources: * Teacher-prepared PowerPoint (including text/image/video examples) for each lesson. * Specific modular booklets printed. * Exam specific worksheets/questions related to the topic. * Longer answer questions (9 marks) crib sheet for specific module. * Pearson Edexcel GCSE (9-1) Physical Education textbook. Pages 165-168 * Active Teach Online Edexcel (video clips) * Revision guide pages 105-107 Method(s) of assessment: * Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete * End of Unit Test (1 Hour) – Set out in line with GCSE paper (multiple choice questions; 1-9 mark questions) * AO1; AO2; AO3 objectives included. Use of assessment result(s): * Recorded to monitor progress & retainment of knowledge and understanding. * Individual and whole- class 'EBI' identified. Common misconceptions included in feedback and used to develop future assessments Topic 3: Socio-Cultural Influences Commercialisation of physical activity and sport Knowledge acquired: - The relationship between commercialisation, the media and physical activity and sport - The advantages and disadvantages of commercialisation and the media for: the sponsor, the sport, the player/performer, the spectator - Interpretation and analysis of graphical representation of data associated with trends in the commercialisation of physical activity and sport Skills developed: A01 – To know what commercialisation is and state the relationship between commercialisation, media and sport (golden triangle) A02 – To understand and be able to explain the advantages and disadvantages of commercialisation, media and sport on players, spectators, sponsors and the individual sports A03 – To evaluate and assess the impact of commercialisation, media and sport, as well as analyse and interpret data in graphs Links to previous study (where applicable): - Links to KS3 media on sport Links to future study/the wider world (where applicable): - Links to studying A - Level PE Implementation Topic 3: Socio-Cultural Influences Commercialisation of physical activity and sport Academic plan: Autumn term (Feb-April) Number of lessons: 4 Sequence of lessons 1. What is commercialisation? Relationship between commercialisation, media and sport (golden triangle) 2. Advantages and Disadvantages of commercialisation 3. Advantages/disadvantages to the sponsor, to the sport, to the performer, to the spectator 4. Analysis of graphs Main resources: * Teacher-prepared PowerPoint (including text/image/video examples) for each lesson. * Specific modular booklets printed. * Exam specific worksheets/questions related to the topic. * Longer answer questions (9 marks) crib sheet for specific module. * Pearson Edexcel GCSE (9-1) Physical Education textbook. Pages 169-172 * Active Teach Online Edexcel (video clips) * Revision guide pages 108-110 Method(s) of assessment: * Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete * End of Unit Test (1 Hour) – Set out in line with GCSE paper (multiple choice questions; 1-9 mark questions) * AO1; AO2; AO3 objectives included. Use of assessment result(s): * Recorded to monitor progress & retainment of knowledge and understanding. * Individual and whole- class 'EBI' identified. Common misconceptions included in feedback and used to develop future assessments Intent Topic 3: Socio-Cultural Influences Ethical and Socio-cultural issues in physical activity and sport Knowledge acquired: - The different types of sporting behaviour: sportsmanship, gamesmanship, and the reasons for, and consequences of deviance at elite level - Interpretation and analysis of graphical representation of data associated with trends in ethical and socio-cultural issues in physical activity and sport Skills developed: A01 – To recall the difference between the 3 sporting behaviours (sportsmanship, gamesmanship, deviance) A02 – To be able to discuss and explain why people use deviance in sport and the consequences and analyse what is done to prevent it A03 - To analyse and interpret data in graphs in relation to socio-cultural issues & evaluate the impact the 3 different types of sporting behaviour Links to previous study (where applicable): - Links to KS3 practical- good sportsmanship. Links to future study/the wider world (where applicable): - Links to studying A - Level PE Implementation Topic 3: Socio-Cultural Influences Ethical and Socio-cultural issues in physical activity and sport Academic plan: Autumn term (March-April) Number of lessons: 4 Sequence of lessons 1. Sporting behaviours-Difference between sportsmanship and gamesmanship 2. Sporting behaviours-Deviance-What is it? Why do people do it? 3. Sporting behaviours-Deviance-What are the consequences? What is done to prevent it? 4. Analysis of graphs, tables and data Main resources: * Teacher-prepared PowerPoint (including text/image/video examples) for each lesson. * Specific modular booklets printed. * Exam specific worksheets/questions related to the topic. * Longer answer questions (9 marks) crib sheet for specific module. * Pearson Edexcel GCSE (9-1) Physical Education textbook. Pages 173-175 * Active Teach Online Edexcel (video clips) * Revision guide pages 111-112 Method(s) of assessment: * Low stakes assessment: Recall quizzes, questioning students, worksheets/booklet to complete * End of Unit Test (1 Hour) – Set out in line with GCSE paper (multiple choice questions; 1-9 mark questions) * AO1; AO2; AO3 objectives included. Use of assessment result(s): * Recorded to monitor progress & retainment of knowledge and understanding. * Individual and whole- class 'EBI' identified. Common misconceptions included in feedback and used to develop future assessments Topic Details: Y10/Y11 GCSE PE Component 3 – Practical Sport (30%) Intent Topic 1: Practical Assessment – Assessed in 3 Sports (One team, One individual and One team/ or individual sport) Knowledge Acquired: - Increased knowledge, understanding and skills in a variety of sports e.g. netball, basketball, badminton & table tennis - Learn a variety of tactics and strategies, performing them in isolation and competitive situations - Self and peer evaluation to improve performance - In team games, take into account of the strengths and weaknesses of fellow team member(s) - Showing awareness of, and responding to, the actions of other player(s)/performer(s) - Communicating effectively with other player(s)/performer(s) and showing leadership skills - Demonstrating their individual role in achieving the collective outcome Skills Developed: AO1 – Demonstrate understanding, skills and knowledge to a competent level in isolation/unopposed situations and in competitive situations while under pressure. May show errors in technique, judgement and decision making. AO2 – Demonstrate understanding, skills and knowledge to a good level in isolation/unopposed situations and in competitive situations while under pressure. Will demonstrate consistently good ability and knowledge in a variety of competitive situations AO3 – Demonstrate understanding, skills and knowledge to a very good level in isolation/unopposed situations and in competitive situations while under pressure. Excellent impact and influence on the game and will make minimal errors in ability or decision making. Will fully understand and show the importance of tactics and strategies in competitive matches. Links to previous study (where applicable): - Build on the foundations and skills gained from KS3 core PE - Use the knowledge, skills and understanding gained from extra-curricular & Community club Links to future study/the wider world (where applicable): - Use knowledge gained to support and give examples to exam answers - More knowledge and improved skills to use in sport/exercise when leaving school Implementation Number of lessons: 10-12 Sequence of lessons: \| Football \| Netball \| Basketball \| \|---\|---\|---\| \| 1-2 Use Advanced skills e.g. dribbling with different parts of both feet, step over turns in competitive situations 3-4 Promote accurate passing (with both feet) & movement off the ball. 5-6 Turning & dribbling e.g. Cruyff turn, using different parts of both feet 7 -8 Defending 1v1 e.g. timing of tackle. 9-11 Passing, dribbling & movement off the ball in small sided games. Enhance communication skills. 12-15 Advanced strategies & tactics in small sided games 5v5/9v9. Demonstrate good knowledge of rules and leadership skills. Evaluate performance. \| 1-2 Recap fundamentals (stronger/accurate passing; rules of the game) & implement into competitive situations. 3-4 Use of space on the court; order of passing GK-GS unopposed & opposed ; special awareness in competitive drills 5-6 Attacking principles/ attacking plays (centre pass/defensive backline/ attacking backline implemented into matches 7-8 Defensive play (3 stages of marking; dominating play) 9-10 Tactical play around the attacking circle & decision making (ball giver). 10-15 Full game situations improving tactics, strategies, leadership. Umpire game. \| 1-2 Used advanced ball skills with both hands competitive games 3-4 Advanced passes & movement with signalling in competitive situations 5-6 Dribbling skills & beating an opponent 1 v 1 in games 7-8 Shooting e.g. Lay-ups in matches and opposed situations (left and right)/set shots from different angles 9-10 Defending 1 v 1, 2 v 1. Rebounding (boxing out) 11-13 Passing, dribbling, scoring, defending & movement of the ball in small sided games 3 v 3 14-15 Strategies & Tactics in 4 v 4/5 v 5 games & matches. Implement rules in a match situation. Umpire and evaluate self/peers performance providing recommendations to improve \| Main Resources: All relevant equipment for the various sports; balls, bibs, cones, hoops, poles, goals, posts Methods of Assessment/s - Teacher observation. Video analysis to improve performance - Encourage self and peer feedback to increase performance Use of Assessment Result/s - Decision on which are the best team sport/s to choose to be assessed/moderated in Number of lessons: 8-10 Sequence of lessons: Badminton 1-2 Recall correct grip, stance ready position & serving rules. Different types of serve. Implement into competitive situations 3-4 Further develop movement/agility/body position. Stretch/Lung into position. Successfully play specific shots e.g. overhead & underarm clear/lift. Introduce doubles play. 5-6 'Disguised' drop & smash shots, and scoring system in matches. Spot weaknesses in opponent 7-8 Game play and matches with strategies and tactics in singles/doubles. Communication with teammate Implementation Table Tennis 1-2 Recap correct grip, stance ready position & serving laws, control a rally with different types of shots. Different angles of serving with disguise. 3-4 Forehand and back hand push shots. Recap scoring system. Play singles and doubles matches 5-6 Recap the concept of spin e.g. backspin/forehand top spin/side spin & implement into competitive situations. 7-8 Competitive matches, serving legally & tactics to beat opponent, both singles and doubles. Communication skills used Tennis 1-2 Recall to correct grip, stance ready position & serving rules. Begin to be able to rally with control. Serving in different angles with the correct technique. 3-4 Develop forehand and backhand shots. Scoring system. Topspin. Introduce doubles play and Volley shots in competitive drills and situations 5-6 Further develop volley shot thinking about angles and 'spin' e.g. forehand topspin. Implement into matches 7-8 Game play and competitive matches, playing a variety of shots with control. Singles/doubles. Communication in doubles matches. Main Resources: Teacher and student led demonstrations, technique cards, videos of skills & techniques Methods of Assessment/s Teacher observation & teacher questioning. Peer feedback. Student demonstrates good understanding in matches Use of Assessment Result/s Identify strengths & target/s to aim for in sports that are best suited to be assessed for practical examination Implementation - Athletics Number of lessons: 10-12 Sequence of lessons: \| Runs \| Throws \| \|---\|---\| \| 1-2 Recap Sprint Technique + 100m e.g. Knee/arm drive, start position. Competitive race 3 Sprint Technique 200m e.g. aim to improve time from Y8 4 Tactics 400m e.g. pace setting 5 Middle distance 800m e.g. further develop pace setting. Competitive racing 6 1500m – tactics/strategies/pacing. Competitive race 7 Relay e.g. communication, rules, baton changes. Races. \| 1-2 Javelin e.g. grip, posture, rules, measurement. Further advance run ups. 3-4 Discuss e.g. Develop technique, rules, and measurements for distance. 4-5 Shot e.g. Develop technique, rules, and measurements for distance. Further develop glide. \| Main Resources: Stopwatches/measuring equipment. Cones. Visual resources/task cards. Video/ICT software for analysis. Relay batons. Shot. Discuss. Javelin. Methods of Assessment/s: Teacher observation and teacher questioning. Peer feedback. Measurements of time / distance against national standards for particular age group. Use of Assessment Result/s: Identify strengths & target/s to improve on personal best and select most suitable to be assessed in for GCSE PE Component 4 Personal Exercise Programme Intent Component 4: Personalised Exercise Programme (Coursework) Knowledge Acquired: - Understand what a PEP involves - How your PEP will be assessed - How to plan an appropriate PEP - How to carry out and monitor your PEP - How to analyse and evaluate your PEP - Give recommendations Skills Developed: A01 – Be able to identify and describe an area of weakness within a chosen sport to work on/train to improve performance. Be able to carry out the relevant fitness tests in order to collect data. A02 – Apply their knowledge and explain the principles and methods of training to bring about physiological improvements and in turn improve performance. A03 – Be able to analyse and evaluate the results re-tested from the PEP and explain the relative changes in performance, as well as giving recommendations for the future. Links to previous study (where applicable): - Links to KS3 PE practical skill development - Knowledge of skills required for certain sports/activities Links to future study/the wider world (where applicable): - Specific topics link to the paper 1 examination e.g. principles/methods of training - Sports Coaching Career - Links to studying A - Level PE Anatomy and Physiology - Personal Training - Improvements in own sporting performance Implementation Component 4: Personal Exercise Programme (Coursework) Academic plan: Summer term (May Half Term – End of school year) Number of lessons: 12 + 4 (on return from the summer holidays) Sequence of lessons: 1. Know and understand what a PEP is and how the it will be assessed; carry out a PARQ 2. Performance data/stats should be collated and analysed in a competitive situation 3. Identify the sport/activity/component of fitness that needs improving within the performance 4. Carry out specific fitness tests 5. Aim & Planning (what is it you want to improve and why?) 6. Interpretation of fitness test results using data 7. SMART targets 8. Evaluation and justification of SMART targets and Principles of Training 9. Evaluations and justification of Methods of training 10. Devise a training programme over 6 weeks 11. Extra sessions for the above 12. Extra session in preparation to carry out PEP (over 6 weeks) Students to carry out PEP over the summer 1. Re-tests carried out and data analysed 2. Graphical representation of data 3. Evaluation of PEP (Was it successful or not? Were improvements to performance made?) 4. Justification of why the PEP was or was not successful & any changes to the PEP to make further improvements to performance Main resources: * Teacher-prepared PowerPoint (including text/image/video examples etc) for each lesson. * Edexcel GCSE PE PEP simplistic/expansion flowchart * Pearson Edexcel GCSE (9-1) Physical Education textbook. Pages 197-204 * Pearson exemplar PEP and guidance Method(s) of assessment: * Marked and moderated by class teacher and Head of Dept * Sent off to external moderator Intent Knowledge acquired: - Different Groups who participate in Sport and Barriers/Solutions to participation - Popularity of Sport/New Sports in UK - Values Promoted through Sport, including the Olympic & Paralympic Movement - Etiquette & Sporting Behaviour containing Drugs in Sport & Ethical Issues - Values of Initiatives & Sporting Events, as well as the positives and potential negatives of hosting major sporting events - Regularity/Scheduling of Events, including Investment/Infrastructure/Legacy - The Role of National Governing Bodies (NGBs) and how they promote, development and regulate their sport - Funding, support, policies & initiatives of sport Skills developed: - Identify different user groups in sport; teenagers, single parents, the elderly and a person with a disability. - Be able to explain the barriers (times, money, access) these groups face and the potential solutions (provision, promotion & access), giving specific examples to support answers. - Understand the factors that affect popularity of sport in the UK, including the growth or new/emerging sports. - Able to analyse the way in which sport can promote values; Olympic/Paralympic values and other sporting initiatives. - Explain the positives and potential drawbacks of hosting a major sporting event. - Knowledge and evaluation of different NGBs Links to previous study (where applicable): - Reflect on own circumstances and those of family & friends, including watching/participating in sport & events - Use previous knowledge and experiences of sport, both in and outside of school e.g. Football = The F.A. Links to future study / the wi der world (where a pp licable): - Links to future revision, exam technique and final examination, as well as link to future study in OCR CN Level 3 course (16+) e g The 'Physical Activity for Specific Groups' unit of work Implementation Number of lessons: 28 Sequence of lessons: 1-4 Different user groups, barriers and solutions to taking part in sport/exercise. 5-8 Popularity of different, new and emerging sports. 9-12 Sporting values and Initiatives 12-16 Major sporting events, including the positives and potential negatives 17-20 The role of National Governing Bodies (NGBs) 21-28 Recap, revision and exam technique Main resources: Teacher- via explanation, videos, worksheets and powerpoints, including past exam questions and papers. Computers/Internet to research NGBs, major sporting events and initiatives. Textbook – Gives information and knowledge, and highlights examples of good practice for exam answers. Method(s) of assessment: Regular self, peer and teacher observations & assessment of knowledge, including regular formative feedback Low stakes assessment: Random name selection questioning, quizzes, worksheets End of topic tests to check knowledge, understanding & ability to answer exam questions, giving summative feedback The construction of answers for longer answer examination questions Regular formative feedback to the group and individuals, as well as summative feedback Use of assessment result(s): Individual and whole- class 'EBI' to be used to develop general skills and understanding in subsequent topics. Regular revisiting of areas of weakness identified in knowledge and any misconceptions. Intent Knowledge acquired: - Learn and develop of variety of skills & techniques in an individual (badminton and table tennis) and team sport (basketball). - Develop tactics and strategies to be able to perform in an individual and team sport. - Improve knowledge of rules and regulations to be able to play, perform and officiate. - Understand awareness of role as a player and official as well as the contribution to the team. Skills developed: - Serving skills in badminton and table tennis e.g. forehand, flick, backhand, attempting spin (TT), disguise and variety. - Improved passing, dribbling and shooting skills (set shot, lay-up) in a team sport (basketball). - Improved knowledge & ability in playing different types of shots e.g. forehand, backhand, top spin, drop shot, overhead clear & smash. Basketball – Knowing when to pass, dribble, shoot, lay-up. - Decision making. Be able to select and execute successfully the correct type skill and tactic in an individual and team sport, including strategies and tactics in competitive situations and matches - Analysis of own performance, being able to highlight strengths and weaknesses of themselves and other performers. - Improved communication skills and confidence, enable the candidate to successfully officiate in an individual and team sport. Correct use of signals. - An ability to apply the rules & regulations with improved positioning in the specific sport. Links to previous study (where applicable): Recap knowledge of rules, techniques, skills and tactics acquired in KS3 Links to future study / the wider world (where applicable): Links to the OCR Cambridge National Unit, 'Practical skills in Sport and Physical Activities' Improved knowledge and ability of the sports to use in KS4, extra-curricular and community clubs Link to sports officiating with increased knowledge of rules, regulations and confidence within the sport Implementation Number of lessons: 27 Sequence of lessons: 1-2 Badminton shots; Different types of serve, rules/regulations on serving. Overhead clear/rally. 3-6 Drop, net, smash shot. Points system, differences between singles and doubles; lines, rules, serving. 7-9 Analysis of own performance and practices/strategies to improve game play and decision making. 10-13 Badminton officiating skills and practice. Communication, signals, positioning. 14-17 Skills, techniques, tactics and strategies in basketball. 18-21 Decision making in competitive situations and matches. 22-24 Analysis of own performance and practices/strategies to improve game play and decision making. 25-27 Basketball officiating skills and practice. Communication, signals, positioning. Main resources: Teacher & teacher led powerpoints- via explanation and demonstrations, as well as own research on rules and regulations. Video – Highlights examples of good practice and the correct techniques/skills and decisions made/used. Video analysis of own performance and studying how officials umpire/referee. Communication, signals & positioning. Method(s) of assessment: Regular self, peer and teacher observations, as well as a student/teacher 'log' Low stakes assessment: Questions on signals, positioning, rules and regulations Use of assessment result(s): Individual and whole- class 'EBI' to be used to develop general skills and understanding in subsequent topics. Identify any areas of weakness, lack of understanding and any misconceptions. Intent Knowledge acquired: - Know the personal qualities, styles, roles and responsibilities associated with effective sports leadership - The planning and organising of sports activity sessions - The delivery of a sports/activity session - Evaluate and reflect on own leadership style and sport session Skills developed: - Explain the different types of leader, their characteristics, roles and responsibilities - Identify and explain the different types of leadership styles - The safe planning, organising and delivery of a sports session - Improved confidence, communication skills and an ability to motivate/inspire the participants - Increased sporting knowledge and an improved understanding of how young children operate and think - An ability to self-evaluate, reflecting good practice shown and highlight any improvements that could be made to future sessions. Links to previous study (where applicable): - Knowledge and understanding from RO52, Sports Performer and Official - Use knowledge of game play, rules & regulations from KS3 sports and extra – curricular/community clubs Links to future study / the wider world (where applicable): - Improved communication, confidence and leadership skills can help in other school subjects as well as the wider world of work, jobs and careers - Links to OCR CN L3 (post 16) module 'Sports Coaching and Activity Leadership' Implementation Number of lessons: 18 Sequence of lessons: 1-2 Different opportunities to be a leader in sport and their roles/responsibilities 3-4 Various characteristics and qualities of a good sports leader 5-6 Different leadership styles 7-10 Planning and organisation of a safe and appropriate sports lesson 11-14 Delivery of sports sessions 15-18 Evaluate, reflect and feedback on leadership style and sports session. How did it go? Main resources: Teacher- via explanation and demonstrations, as well as own research on leadership characteristics and styles Video – Highlights examples of good practice and different types of leaders and leadership styles Video analysis of own performance and leadership to help evaluate and reflect. Method(s) of assessment: Regular self, peer and teacher observations and assessment of knowledge and ability to lead Low stakes assessment: Random name selection questioning, quizzes, worksheets Regular formative and summative feedback to the group and individuals End of topic log (book) to check knowledge, understanding and ability Use of assessment result(s): Individual and whole- class 'EBI' to be used to develop leadership skills, increasing communication, confidence and organisational skills Areas of weakness can be highlighted in order for students to improve Intent Knowledge acquired: - Know how sport is covered across a wide range of media outlets. - Understand the positive and negative effects the media can have on sport - Identify and understanding the links and relationships between sport and media Skills developed: - Be able to explain how written press, television, radio and internet (including social media) cover and report on sport. - Is able to evaluate the positive & negative effects the media can have on sport. For example, spectators & role models. - Can analyse the relationship between sport and media. For example, advertising, sponsorship & promotion of sport - Be able to evaluate media cover of sport. For example, how the varying media outlets differ in their coverage Links to previous study (where applicable): - Links to RO51 'Contemporary Issues in Sport' e.g. promotion of sport, money & role models - Links to previous experiences of watching and general interest in sport. Links to future study / the wider world (where applicable): - Should potentially look at sport and the media in a different, more knowledgeable way, with a better understanding and insight of how the media works and why specific things are done in a certain way. Implementation Number of lessons: 16 Sequence of lessons: 1-4 Different types of media and how sport is covered across the various platforms e.g tv, radio, written press & internet. 5-8 Positive & negative impacts of the media on sport and how the media can influence sport. 9-13 Promotion, advertising, sponsorship & the relationship between sport and media. 14-16 The variety of coverage and what influences them to do so. Main resources: Teacher- via powerpoints, worksheets and student led research Video – Highlights examples of different types of media and the role they play in sport. The Media - Magazines, newspapers and radio extracts to enhance learning Method(s) of assessment Regular self, peer and teacher assessment, both regular formative and summative Low stakes assessment: Random name selection questioning, quizzes, worksheets End of topic log/assignment to check knowledge, understanding and ability analyse the media in sport Use of assessment result(s): Formative feedback to enhance the learning and understanding of individuals. Summative feedback to improve the detail in their work, where required. 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ESA investigates new methods of mapping tropical forest from space 21 August 2009 and the large trees and dense canopy greatly complicate the generation of biomass maps from satellite images. Airborne radar image of the Tropisar test site. The colour composite illustrates the information content of radar images. Dark areas correspond to water bodies, for example the river in the centre of the image, and marsh areas below the river. The green areas represent forests with image tone reflecting different forest characteristics. Credits: ONERA Tropical rainforests play a crucial role in Earth's carbon cycle by absorbing carbon from the atmosphere and storing it in biomass. However, mapping these carbon stocks from space poses a huge technical challenge. An airborne campaign, being carried out in South America, is showing how spaceborne radar could be an answer. In order to improve our understanding of the carbon cycle, more accurate estimates of forest biomass, which represents a proxy for stored carbon, are needed. Tropical forests play an important role in the terrestrial carbon budget by absorbing huge amounts of carbon from the atmosphere through photosynthesis and sequestering it as biomass. These regions are, however, also subject to high rates of deforestation, which then releases the carbon back into the atmosphere. Tropical forest biomass and its distribution across the world are currently poorly known. Since tropical regions are often covered by clouds and therefore at times inaccessible to optical sensors, it is difficult to assess these carbon stocks from space. In addition, forests are highly complex in structure Appropriately, how best to map tropical forest biomass from space using radar is the focus of ESA's Tropisar airborne campaign. The campaign is currently being carried out, in collaboration with French space agency CNES, in French Guiana, South America. By providing answers to this crucial question, the campaign is helping to address one of the key objectives of ESA's candidate Earth Explorer mission BIOMASS. The main objective of the BIOMASS mission is to provide consistent global estimates of forest biomass, its distribution and changes over time. In this manner, the mission is expected to greatly improve our knowledge of carbon stored in forests, and better quantify the carbon fluxes to and from the atmosphere from land. To reach this goal, the mission, if selected for implementation, would exploit the longest radar wavelength available to Earth observation - P-Band and its unique sensitivity to forest biomass. An airborne radar system called Sethi is central to the Tropisar campaign. Built and run by the French Office National d'?tudes et de Recherches Aérospatiale (ONERA), it is flown on a Mystere-20 jet. As Pascale Dubois-Fernandez, who is managing the campaign for ONERA, explains, "We use our Sethi instrument during the campaign to acquire radar images over the tropical rainforest. The images have the same characteristics as those that could be acquired by the radar sensor proposed for the candidate BIOMASS satellite and provide a first glimpse of the mission's potential in tropical regions." Olivier Ruault du Plessis also from ONERA and responsible for the development of SETHI adds, "The campaign is hard work and my team is operating under very difficult conditions. Installing 1 / 3 calibration devices for Sethi outside in the humidity and heat, not to mention dealing with the mosquitoes, is challenging, to say the least." Calibration device near the Cayenne-Rochambeau airport, French Guiana. Corner reflectors such as this one provide a reference signal that can be used to calibrate the airborne radar instrument. Credits: ESA Following each flight over the rain forest, the processing of roughly 500 gigabytes of data into radar images is started on the ground. The first task is to control data quality, which is crucial to the success of the flight, but also to start interpreting what the radar actually 'sees' on the ground." Thuy Le Toan, from the Centre d'Etudes Spatiales de la Biosph?re (CESBIO) and member of the ESA Mission Advisory Group for BIOMASS comments, "To better estimate global forest biomass and associated carbon stocks with the BIOMASS mission we will need to transform the raw radar images into actual forest biomass maps. The Tropisar campaign provides a unique dataset that will allow us to research and eventually identify the best methods to accomplish this for tropical forests." Sometimes overlooked, but crucial to the success of the activity, are measurements taken on the ground. These are used to interpret the radar images and evaluate methods for generating radarbased maps of forest properties. Biomass measurements are especially difficult in tropical forests due to the huge and sometimes bewildering diversity of tree types and structures. There is also the added difficulty of accessing the dense forests and working in the hot and humid climate. Jérôme Chave, a member of Ecologie des Fôrets de Guyane and expert in tropical forest biomass estimation, adds "French Guiana represents an ideal site for such a campaign because we can build on long-standing efforts in the region to measure forest properties with the help of the many different organisations here." In total, it is expected that approximately 3.5 million gigabytes of radar data will have been collected during the campaign. The last flight of the Tropisar campaign is planned for 1 September. After this, the data will be processed by experts at ONERA in France and analysed by the Tropisar team. "If all goes well," adds Malcolm Davidson, Head of ESA's Campaign Section, "the first results of the campaign will be presented to ESA by the end of the year and used to better guide parallel work being done by European industry on the BIOMASS mission." BIOMASS is one of three candidate Earth Explorer missions that were selected this year to undergo feasibility study. Campaign activities are also planned for the CoReH2O mission, which aims to observe snow and ice for a better understanding of the water cycle, and the PREMIER mission, which aims to observe atmospheric composition for a better understanding of chemistry-climate interactions. The eventual selection of one of these three candidates will lead to the launch of ESA's seventh Earth Explorer mission. Provided by European Space Agency (news : web) 2 / 3 Powered by TCPDF (www.tcpdf.org) APA citation: ESA investigates new methods of mapping tropical forest from space (2009, August 21) retrieved 17 September 2021 from https://phys.org/news/2009-08-esa-methods-tropical-forestspace.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. 3 / 3	<urn:uuid:8106d741-d3b8-480e-a89b-9a27ababbc2d>	CC-MAIN-2021-39	https://phys.org/pdf170077227.pdf	2021-09-17T10:30:32+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00058.warc.gz	497,662,121	1,383	eng_Latn	eng_Latn	0.991898	eng_Latn	0.997417	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3380, 6441, 6910 ]	[ 2.265625 ]	2	0
Hagley Primary School 'Believe, Achieve, Together We Succeed.' Home learning Reception Friday 05.03.21 Thank you for all your support and hard work over the last 8 weeks. The children have done fantastic work and we cannot wait to see them back in school on Monday! For any videos that we use the password will be Hagley21 If you have any queries please contact us via our Reception e-mail firstname.lastname@example.org. Phonics (English) Please watch Mr Farley's video recapping the ay, ee and igh sounds. Have a go at writing the words that are shared. If you feel like an extra challenge there is also a sentence at the end that you can try, but don't worry if this is a step too far! Video link: https://www.loom.com/share/907233c7c62849adb2ee4fc1dad32b47 Story Please find a video exploring Geese. We hope you enjoy. Come Outside - Geese Maths Please watch Mrs Archer's video about 2D shapes. You could then play your own 2D shape guessing game. Video Link: https://www.loom.com/share/759b69fe3a6146efab6ebafdb73975da Maths Challenge Play a board game at home involving rolling a dice and counting on. There is a snakes and ladders game that you can print off including a dice to make if you need one. You could also use an interactive dice such as this one https://nrich.maths.org/6717. You could even make your own board game at home. Topic Today you are going to get creative! Please watch Miss Running's video explaining your art activity. This is based around the 'Owl Babies'. Video Link: https://www.loom.com/share/23616163924648aba09dd699e7e2809 6 Mindfulness You might like to select one of the activities suggested below to have a well earnt break from your home learning, or you might be able to think of your own. Learning you can access throughout the week Other areas Maths Reading Physical development It is important to keep moving and having breaks. You can have a go at moving around the room using your body like different woodland animals. Please see the movement cards on the PDF. Read and enjoy this short poem by Brenda Williams. Have a try at learning the verses and then performing it to someone in your household. You might like to add some actions. Choose three woodland animals and draw them in size order, from the biggest to the smallest. You might like to create an information poster telling people about your favourite nocturnal animal. You might like to include certain information; what they eat, where they sleep, what helps them to survive at night and one interesting thing about them. You can use books or the internet to help you find the information. Have a grown up to help you when exploring the internet. Using the number cards you created the other week, you might like to play the following game: turn the cards over so they are all facing down. Turn a card over one at a time. Can you tell your grown up what the number is? Then you might like to get one of your teddies to feed (you might have a woodland one). Can you give them the correct amount of food to match the number? You can use sticks, stones, leaves, cereal, lego etc. Can you say what number is one more or less than the one you are focusing on? Have a look at these new Maths games: https://www.ictgames.com/mobilePage/index.html Oxford Owl, please see previous newsletters for instructions https://www.oxfordowl.co.uk/login?active-tab=students Have a look at the Phonics Play website: https://www.phonicsplay.co.uk/resources There are instructions for how to log in for free on the homepage. There are lots of different games to practise blending and segmenting. A favourite at school is 'Buried treasure.' Have a go at some daily Yoga on the Cosmic Kids Yoga YouTube channel https://www.youtube.com/channel/UC5uIZ2KOZZeQDQo_Gsi_qbQ Joe Wicks PE on his YouTube channel Monday, Wednesday and Friday. \| \| Alternatively, for a HIIT workout with one of your favourite characters (Elsa, Spiderman and many more) please visit https://www.youtube.com/c/GETKIDSMOVING/videos \| \|---\|---\| \| Key words \| Practise reading and writing the Set 1, 2, 3 & 4 key words in and out of sentences. \|	<urn:uuid:318927ea-16d7-49fc-9e8d-bfcb43f80d10>	CC-MAIN-2021-39	https://www.hagleyprimary.org.uk/admin/ckfinder/userfiles/files/Newsletter%2005_03_21.pdf	2021-09-17T10:01:09+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00061.warc.gz	809,896,711	996	eng_Latn	eng_Latn	0.998378	eng_Latn	0.998305	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 865, 1370, 1810, 3866, 4148 ]	[ 2.21875 ]	1	0
Time Needed: 140 minutes Supplies: - Teacher access to a projector (with sound) for showing a short video in class - Student access to computers in class (one computer per pair of students) - Cut-out slips with voting scenarios (Gerrymandering Slips student Handout) - Exploration activity sheet (Is it Gerrymandering? Student Handout) - A map handout for each pair of students (link) See the end of this lesson for mathematics standards correspondence. Content Objectives: Students will know: - The definition of the efficiency gap - How congressional districting is done and how it relates to voter demographics - What constitutes gerrymandering Skill Objectives: Students will be able to: - Discuss ways in which votes can be "wasted" in an election - Calculate the efficiency gap for a given state, based on a year's election outcomes Essential Understandings: Students will understand: - How the efficiency gap situates within various ways of quantifying gerrymandering, such as those which focus on geometry - That the quantification of real-life phenomena such as gerrymandering inevitably has limitations Essential Question: Students will explore: - What does it mean from a mathematical perspective to "waste a vote"? - How can we use the idea of a wasted vote to understand partisan gerrymandering? - What are the political consequences of gerrymandering for our states and our country? - What does "fairness" mean to you in the context of political representation? - Will my vote someday matter, if these districts stay the same? Notes for the Teacher How should we navigate politics in the mathematics classroom? What are the consequences of including or excluding political contexts in mathematics classes? Oftentimes, we as busy educators choose the path of least resistance—avoid the topic altogether—because there are several elements to consider if not hurdle. People may use mathematics inappropriately or unethically across history; however, one beauty of mathematical reasoning is that, once we agree on starting assumptions, we can use it as an ostensibly neutral tool. A mission for us as math educators is to explore the mathematical concepts and analyze their application in various real-world contexts, leading our students toward grappling with the question: Now that we know what we know, what should we do? That is the best of all possible worlds, but in this fraught political climate, teachers navigate a stormy sea of potential reactions from school and community members. Even if the math is neutral, and the exploration is objectively conducted, sometimes the mere mention of a topic (voting, elections, voting rights, districts) can raise hackles. We recommend you share this lesson with math colleagues and administrators in department meetings and or professional learning communities. You might also consider co-teaching this lesson with social studies or history colleagues. Some things to discuss before embarking: - What other preparation should we do, if any, beyond what is recommended with this lesson? - How will you approach this complex political topic if students or parents react strongly? - How will you handle other potential reactions within your community? Activities Preparing Your Students for Mathematics Study Related to Politics It is important for this lesson that students come to class having already familiarized themselves with the context of study: U.S. congressional districting and gerrymandering. Before you assign this reading and analysis pre-work, prepare your students for the forthcoming study and discussions with an introduction such as this one: We will be developing our mathematics skills while exploring one of the real-world political dilemmas of a democracy: gerrymandering. I will give you a quick preview that this is a topic debated enough in this country such that our differences of opinion made it to the Supreme Court in 2017 and was ruled on in 2018. You may have prior notions about gerrymandering, and if so, I ask you to come to this discussion with an open mind ready to learn how math is used in political contexts. You can draw your own conclusions based on mathematical evidence and the research evidence we gather during this process. We are not here to make political arguments one way or another; we are here instead to see how math is used in political contexts, and then analyze consequences and developments through that lens. Again, you should walk away from this lesson drawing your own conclusions. Pre-work The pre-work is key in order for you to participate in high-level discussion and group problem solving, so be sure to come to class prepared! - Students should read the webpages and video below in the order they are listed. Students should review the questions below, taking notes as needed while engaging with the materials. o U.S. Census Bureau description of districting (link) o FairVote description of gerrymandering (link) o TedEd video explaining the notions of "cracking" and "packing" (3:52; link) o Brennan Center for Justice description of the Gill v. Whitford case (link) - Ask students to answer the following questions. You can divide questions among students depending on their readiness level. Tier 1 questions are knowledge and comprehension; Tier 2 are more advanced, requiring more analysis and evaluation. Let students choose which level they want to attempt. - o Tier 1: How are congressional district maps decided on? How often do they change, if at all? o Tier 1: Explain, in about two-three sentences and your own words, what gerrymandering is. Be sure to paraphrase, showing me that you have translated official definitions into your own understanding. o Tier 1: Define "cracking" and "packing." o Tier 1: What are key details of the Gill v. Whitford case. o Tier 2: Why is the Gill v. Whitford case important? o Tier 2: What does "fairness" mean to you in the context of political representation? o Tier 2: In your view, what might it mean for a vote to be "wasted"? o Tier 1 Bonus: extension activity using questions from the TedEd video. [x] Look up the shape of your district in your state and look at the other districts surrounding yours. [x] How wide does your district stretch across your state? [x] Are all of the districts in your state relatively the same shape? [x] How many other districts does your district touch? [x] Does my district look like a salamander? Introduction (5 minutes) Begin the lesson by posing the Essential Question to students: What does it mean from a mathematical perspective to waste a vote, and how can we use that idea to understand partisan gerrymandering? Explain to students that today they will use their reflections on fairness and what it means to waste a vote to explore how we might use mathematics—and in particular, the efficiency gap metric—to capture partisan gerrymandering. Students will then pick a specific state to analyze the extent to which gerrymandering may be at play in its congressional districts, and make an infographic that argues one way or another. Whole Class Review of Reading (20 minutes) Ask for students to volunteer their answers to the knowledge and comprehension (Tier 1) reading and analysis questions. Depending on how much review your class needs, spend as much or as little time as needed. Post these Tier 2 questions and ask students to turn to a partner and briefly share their answers. If you wish, you can ask students to pair up based on the tiers they chose so that students who didn't attempt Tier 2 are working together, and those who did, are. - What does "fairness" mean to you in the context of political representation? - In your view, what might it mean for a vote to be "wasted"? Small-Group Discussions (15 minutes) Have students form groups of four. Once in their groups, give each group slips with the four questions below on them. Each student should read an individual question, and then take turns sharing out with their group their question, for the group to discuss. Each question facilitator should take the role of making sure others speak first, and should ensure that everyone has a chance to explain their claim. Below are the scenario questions on the slips: 1. Suppose you live in a district that always "goes blue" in the sense that its representatives are almost always Democrats. If you are among the 10% in the district who tend to vote Republican, does your vote "matter"? Why or why not? 2. Suppose you live in a district that always "goes blue" in the sense that its representatives are almost always Democrats. If you are among the 90% in the district who tend to vote Democrat, does your vote "matter"? Why or why not? 3. Suppose you live in a district that is highly competitive and that the 2016 winner was a Republican, with a final vote tally of 51% Republican votes and 49% Democrat votes. What happens to the votes of the Democrats that comprise the 49%? 4. Does a vote tally tell us whether gerrymandering has occurred? For example, does a vote tally of 60% Democrat votes, and 40% Republican votes—or vice versa—suggest that gerrymandering has occurred? Once groups have had a few minutes to discuss the scenarios, come together as a class. Ask different groups to read and share their thoughts on each of the slips. Below are ideas for what students should take away from the scenarios: 1. If someone is among the 10% in the district who tend to vote Republican, their vote does not contribute to Republican representation. In that strict sense of the word "matter," their vote does not matter. 2. If someone is among the 90% in the district who tend to vote Democrat, their vote does not contribute to Democrat representation, given that without it, Democrats would still win the election. In that strict sense of the word "matter," their vote does not matter. 3. In this district, the 49% have "wasted" their votes in that they did not contribute to Democrat representation. 4. What is important here is that lopsided results are not inherently indicative of gerrymandering; a vote tally for a single district by itself does not provide information about the extent to which gerrymandering has occurred. One needs information on all of the results in the state. Furthermore, intentionality is a part of the definition of gerrymandering, and it is difficult to capture intentionality if you only have post-hoc data. Short Lecture—Introducing the Efficiency Gap (20 minutes) Having thought through the various scenarios, students will learn about the efficiency gap—a specific tool for measuring the extent to which votes in an election were wasted. Show the short video below to students, asking that they write down the formula for the efficiency gap as it is presented in the video: WNYC video explaining the efficiency gap (3:00; link) Think-Pair-Share (10 minutes) Once the class has watched the video, post the two pictures below, posing the following question in the form of a think-pair-share: Looking at State 1 (image on the left) and State 2 (image on the right), in which state would you expect for the efficiency gap to be higher? Through the think-pair-share, students should say that the left state would have a higher efficiency gap, given that all of the red votes are wasted. Next, confirm that this is the case by going through an example of actually calculating the efficiency gap with students. Below are two tables with the calculations done. State 1 (on the left) \| District (from left to right) \| Red votes \| Blue votes \| Red wasted votes \| Blue wasted votes \| Net wasted votes \| \|---\|---\|---\|---\|---\|---\| \| 1 \| 4 \| 6 \| 4 \| 0 \| 4 \| \| 2 \| 4 \| 6 \| 4 \| 0 \| 4 \| \| 3 \| 4 \| 6 \| 4 \| 0 \| 4 \| \| 4 \| 4 \| 6 \| 4 \| 0 \| 4 \| \| 5 \| 4 \| 6 \| 4 \| 0 \| 4 \| \| Total \| 20 \| 30 \| 20 \| 0 \| 20 \| Efficiency gap for the first state: (20 – 0)/(50) = 0.4 = 40% State 2 (on the right) \| District (from top to bottom) \| Red votes \| Blue votes \| Red wasted votes \| Blue wasted votes \| \|---\|---\|---\|---\|---\| \| 1 \| 10 \| 0 \| 4 \| 0 \| \| 2 \| 10 \| 0 \| 4 \| 0 \| \| 3 \| 0 \| 10 \| 0 \| 4 \| \| 4 \| 0 \| 10 \| 0 \| 4 \| \| 5 \| 0 \| 10 \| 0 \| 4 \| \| Total \| 20 \| 30 \| 8 \| 12 \| Efficiency gap for the second state: (8 - 12)/(50) = -0.08 = -8% What matters is the absolute value of the efficiency gap. Clearly, in the second case, the efficiency gap, at 8% (after taking the absolute value), is much lower than the 40% in the first case. Pair Exploration Activity: Is it Gerrymandering? (60 minutes) Explain to students that now they will have the opportunity to explore gerrymandering in one state, the state of North Carolina, as well as in a district of their choosing. Put students into pairs for this exploration activity. Each pair will need a computer and the Is it Gerrymandering? Student Handout to complete their task. Below is the task found on the students' handouts; working through Steps (1) through (6) should take about 60 minutes of class time. Step (7) is for students who finish early. Resources for you to help guide students or to potentially print off for the discussion are linked here: - This site is helpful for thinking about population density and racial demographics in the U.S. - See this site for maps of all districts in the U.S. - Ballotpedia hosts a wealth of information about states and individual districts. - Many gerrymandering examples come from contexts where Republicans have engaged in gerrymandering. However, it is certainly not the case that they are the only ones who do so. Maryland is a common example of Democrats engaging in the practice; the article linked here explains more. Student Task (Is it Gerrymandering? handout) Step 1: Examine the NC congressional districts that were used in its 2012 election. Based on the shapes and what you know about the areas covered (e.g., demographic information about who lives in that district), do you believe gerrymandering occurred? Explain why or why not. (Source: https://www.ncpedia.org/congressional-districts) Step 2: Below is data from the 2012 election in North Carolina. Calculate the efficiency gap using the data. \| 1 \| 76,558 \| \|---\|---\| \| 2 \| 174,565 \| \| 3 \| 192,976 \| \| 4 \| 91,512 \| \| 5 \| 200,083 \| \| 6 \| 220,296 \| \| 7 \| 167,057 \| \| 8 \| 159,226 \| \| 9 \| 193,174 \| \| 10 \| 189,667 \| \| 11 \| 189,289 \| \| 12 \| 62,924 \| \| 13 \| 225,791 \| Step 3: Stephanopoulos and McGhee—the political scientists who created the efficiency gap—suggest that there be a threshold of 8% for determining if a state's district maps are leading to wasted votes. How does North Carolina's efficiency gap compare to that threshold? Based on this, do you have evidence that North Carolina legislators may have drawn unfair maps? Step 4: If you thought that North Carolina legislators engaged in gerrymandering prior to this election, would you say that they used the method of cracking or packing? How do you know? Step 5: A question that many people have centers on the extent to which gerrymandering equates to a district looking "funny." You will receive a handout of a U.S. map with congressional districts drawn in. Use this handout to circle—based on your views and those of your partner—what looks to be the "most gerrymandered" district as well as the "least gerrymandered" district. Choose districts in other states in the country. Once you have circled the two districts, visit the site link below to find the state district map of the states your two districts are in; from there, write down the official district names below (e.g., NC District 12 and MI District 9). https://nationalmap.gov/small_scale/printable/congress.html#list Step 6: Next, calculate the efficiency gap for each of the two states, based on its 2016 district-level House election results. You will need to create a spreadsheet, or table by hand, that shows how you found the efficiency gap. You can find the data for this task by searching for "2016 House election results in ______," inserting your state in the blank. For simplicity, only include data from Republican and Democrat voters. With the efficiency gap calculated, is there evidence that legislators—whether intentionally or not—have drawn district boundaries that lead to a large percentage of wasted votes? Why or why not? Step 7: If you finish steps (1) through (6) before the rest of the class is ready to move on, visit the following link to explore another means of determining if gerrymandering has occurred: the "compactness" of districts. How does compactness compare to the efficiency gap? What makes the two measures similar or different in what they capture? As students work through the activity, below are a few questions to push students' thinking as you circulate: - What makes the shapes of the districts on the map look "funny"? Think about that question in terms of both area and perimeter, for example. - To what extent can you claim that legislators are acting with intentionality? - Does going above or beyond the 8% threshold magically result in gerrymandering? What is so special about the 8%, if anything? Scrumming it Up (20 minutes) Once students have taken time to complete Steps (1) through (6) of the task above, come together as a class. Students can present their work on each of the different steps. It might make sense to call on specific pairs of students, given their work or method, or you might call on students randomly. In any case, below are ideas to bring out related to each of the steps from the task. 1. District 12 is an infamous example of a district that was drawn to sequester urban voters into a single region. There are several universities in District 12, and university areas tend to lean Democrat; moreover, students should recognize that urban voters generally are more likely to be non-white and to vote Democrat. 2. Cracking is more likely to occur when there is an almost even split in a district between Democrats and Republicans. This appears to have happened in District 9, for example. The cracking in District 9 is facilitated by the packing of voters into District 12. Other answers are possible here; these are just examples. 3. Students should find that the efficiency gap is around 21%, with Democrats having many more of their votes wasted. 4. Because 21% is far above the suggested threshold, we have evidence that—whether intentional or not—Democrats' votes in the state are being wasted, and that the districting is unfairly benefitting Republicans. This is evidence of gerrymandering. 5. Answers will vary. If students do not know where to begin, they might find interesting results in Kentucky, Michigan, Maryland, Texas, and Wisconsin, among other states. If you are looking for examples where Democrats were responsible for gerrymandering, Maryland is a common state that scholars point to. The article linked here explains more. 6. Answers will vary. 7. Compactness is a geometric measure to try to capture what is happening when we think a district looks "odd." What is problematic about this measure is that odd-looking boundaries could be the result of pre-defined or natural barriers such as state lines and mountains, for example. Another issue is that it only accounts for one district at a time, rather than the state as a whole. These two reasons, among others, make the efficiency gap a more robust measure of gerrymandering. After having gone over the tasks, explain to students that their individual homework will involve further thinking about gerrymandering in the context of the district that they chose in Step 5. Homework(90-120 minutes) There are a number of routes one could take here, especially if you decide to collaborate with a social studies instructor on this topic. Below are questions students could tackle for a short research assignment in relation to this lesson. You might consider converting these prompts into a more extended paper or project. Directions: Recall the two states you and your partner chose in class. Choose one of those states to focus on in this homework assignment, and answer each of the prompts that follow. Below the questions are helpful links to guide your research. 1. What quantitative evidence is there that gerrymandering has (or has not) happened in your state? 2. What do the districts in the state look like, and how is that relevant geographically (population centers, rural areas, voter demographics, etc.)? How are the voting demographics in this area related or connected, and how is that evidence of gerrymandering? 3. What political influences motivated the gerrymandering (or prevented it)? Who (or which party) proposed and approved the district boundaries? Which political party is advantaged or disadvantaged? 4. What are the effects of gerrymandering in your state? Which voters may be underrepresented (or over-represented) because of the gerrymandering? What is the election history like in the state? 5. Draw some larger conclusions: 6. What are the political consequences of gerrymandering for our states and our country? 7. Will my vote someday matter, if these districts stay the same? Mathematics Standards Correlation Common Core State Standards for Mathematics Mathematics and Gerrymandering Lesson © 2018 Duke University Talent Identification Program Standards for Mathematical Practice 1: Make sense of problems and persevere in solving them 3: Construct viable arguments and critique the reasoning of others 4: Model with mathematics. 5: Use appropriate tools strategically. Content Standards Grade 7 Expressions & Equations B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Geometry B.4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Ratios & Proportional Relationships A.2: Recognize and represent proportional relationships between quantities. High School Algebra A.1: Interpret expressions that represent a quantity in terms of its context. Geometry A.1: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). Number & Quantity A.2: Define appropriate quantities for the purpose of descriptive modeling Statistics & Probability A.2: Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. 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Hagley Primary School 'Believe, Achieve, Together We Succeed.' Home learning Reception Thursday 25.2.21 Good morning Reception, we would love to see your scrambled sentences on Seesaw today. For any videos that we use the password will be Hagley21 If you have any queries please contact us via our Reception em ail firstname.lastname@example.org . Key Words (English) Please watch Mr Farley's key word video about scrambled sentences. You can use any or all of the sets of key words that we have learnt so far – it may be a good idea to drop in any specific words that your child has been struggling with. After watching the video please try the activity yourself, making scrambled sentences for the child to make sense of! Video link: https://www.loom.com/share/b61761bbde2b4a72be1d5ef979796ac8 Story Please watch Miss Running read the story 'I'm not sleepy'. Video Link: https://www.loom.com/share/07cfb4d4d2ca415c84ee194f0cda5e9b Writing challenge Write some sentences to describe the owl. Remember to use the Phonics and key words we have been learning and have a go at writing independently. Maths Please watch Mrs Archer's video about sharing. For today's activity you will need 3 toys such as teddies and 10 objects such as Lego bricks or pieces of toy food. Video Link: https://www.loom.com/share/7a839aecfa074145a1e9ecd3c4563bdb Topic For today's PE lesson you will be doing the second session to 'The Rescue Party'. We hope you enjoy. Video Link: https://www.bbc.co.uk/sounds/play/b03g6vkz Mindfulness Follow the link below to engage with a meditation session 'The clever fox'. This is a long session, please do as much as you feel necessary. You might like to do it in two stages across the day. Guided Meditation for Children \| THE CLEVER FOX \| Kids Meditation Story Learning you can access throughout the week Other areas Owls are nocturnal. Draw and label the other types of nocturnal animals you have learnt this week. Pretend to be an Owl, which is a bird of prey, this means they hunt for other animals to eat. They swoop through the sky silently. With an adult you can play this game. One of you close your eye, the other person has to move across the room silently. The other person has to listen closely and point to where they think the owl is in the room. You can take it turns or have a go at moving around the room in different ways. You can get creative in the kitchen and have a go at creating some Owlet snacks. Can you remember some of the healthier foods you could use for your snack that we have learnt previously? See below for some inspiration. \| \| https://www.bbcgoodfood.com/howto/guide/playdough-recipe Playdough can be made easily at home and only requires some everyday household ingredients. Please use the link above to take you to the BBC website. It provides instructions for how to make playdough. You can have lots of fun, squeezing, rolling and flattening. You might like to have a go at making a hedgehog. See below for some examples. \| \|---\|---\| \| \| You can create a story map to show the main parts of the story for Owl Babies. \| \| Maths \| Have a look at these new Maths games: https://www.ictgames.com/mobilePage/index.html \| \| Reading \| Oxford Owl, please see previous newsletters for instructions https://www.oxfordowl.co.uk/login?active-tab=students \| \| \| Have a look at the Phonics Play website: https://www.phonicsplay.co.uk/resources There are instructions for how to log in for free on the homepage. There are lots of different games to practise blending and segmenting. A favourite at school is ‘Buried treasure.’ \| \| Physical development \| Have a go at some daily Yoga on the Cosmic Kids Yoga YouTube channel https://www.youtube.com/channel/UC5uIZ2KOZZeQDQo_Gsi_qbQ Joe Wicks PE on his YouTube channel Monday, Wednesday and Friday. Alternatively, for a HIIT workout with one of your favourite characters (Elsa, Spiderman and many more) please visit https://www.youtube.com/c/GETKIDSMOVING/videos \| \| Key words \| Practise reading and writing the Set 1, 2, 3 & 4 key words in and out of sentences. \| \| Busy Things \| You can also access Busy Things at home where you can choose activities to complete together. https://www.busythings.co.uk/play/# Username: hagley1234 Password: orange \|	<urn:uuid:f08f7791-3b07-4c70-8a32-dbfb3cc73afd>	CC-MAIN-2021-39	https://www.hagleyprimary.org.uk/admin/ckfinder/userfiles/files/Newsletter%2025_02_21111.pdf	2021-09-17T10:40:28+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00061.warc.gz	810,225,239	1,043	eng_Latn	eng_Latn	0.996702	eng_Latn	0.998471	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 1120, 1544, 2616, 4284 ]	[ 2.421875 ]	1	0
INSPECTION REPORT ST. STEPHEN'S INFANT SCHOOL Canterbury LEA area: Kent Unique reference number: 118538 Headteacher: Mrs. Sylvia Horgan Lead inspector: Jo Cheadle Dates of inspection: 10th -12 th February 2004 Inspection number: 262131 Inspection carried out under section 10 of the School Inspections Act 1996 © Crown copyright 2004 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. INFORMATION ABOUT THE SCHOOL Type of school: Infant school School category: Community Age range of pupils: 4 to 7 years Gender of pupils: Mixed Number on roll: 254 School address: Hales Drive Canterbury Kent Postcode: CT2 7AB Telephone number: 01227 769204 Fax number: 01227 787493 Appropriate authority: Governing Body Name of chair of governors: Mr. Philip Munson Date of previous inspection: November 1998 CHARACTERISTICS OF THE SCHOOL St. Stephen's is a large infant school with 254 boys and girls between the ages of four and seven. The school is organised into nine classes, with three classes in each of the year groups from reception to Year 2. The majority of pupils come to the school from the immediate locality, which is a mix of privately owned and housing association properties. There is also special accommodation in the area for families in particular need. An average percentage of pupils are eligible for free school meals, but the proportion of pupils who need support for a range of learning and behavioural needs is well above the national average. While children's skills and knowledge vary when they start in the reception classes, in general levels are below those expected at this age. In particular, children's communication and language skills are not as well developed as would be expected. INFORMATION ABOUT THE INSPECTION TEAM \| Members of the inspection team \| \| \| Subject responsibilities \| \|---\|---\|---\|---\| \| 23233 \| Jo Cheadle \| Lead inspector \| Science, art and design, religious education, design and technology, music, physical education. \| \| 9173 \| Sarah McDermott \| Lay inspector \| \| \| 31421 \| Sue Rogers \| Team inspector \| Mathematics, Foundation Stage. \| The inspection contractor was: Altecq Education 102 Bath Road Cheltenham GL53 7JX Any concerns or complaints about the inspection or the report should be made initially to the contractor. The procedures are set out in the leaflet 'Complaining about Ofsted Inspections' , which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted's website (www.ofsted.gov.uk). REPORT CONTENTS PART A: SUMMARY OF THE REPORT OVERALL EVALUATION St. Stephen's is a very effective school where pupils' individual needs are very well supported. Pupils make very good gains in their personal and social development and this encourages good academic achievement. Effective leadership and management have ensured that the school has maintained and built upon strengths found at the time of the last inspection. The school's superb ethos is key to its successes. Teaching is very good overall. Governance of the school is satisfactory. The school achieves good value for money it receives. The school's main strengths and weaknesses * The headteacher inspires, supports and motivates her staff very well. * Learning is made very interesting and includes all pupils. * Teaching is very good throughout the school. * The provision for special educational needs is very good and this means that pupils with a range of learning difficulties make very good gains on their starting levels. * The school's playground and outdoor environment is not good enough. * High levels of care and support for pupils and very good provision for their social and personal development result in pupils being confident and very happy, behaving very well and having very good attitudes to their work. How the effectiveness of the school has changed since the last inspection The school was last inspected in 1998. In relation to the key issues raised at this time, the school has made good progress: * Religious education is now well planned and all pupils make suitable gains in their learning. * The development of pupils' investigative skills in science is now a strength. * Assessment procedures are now very thorough and information is used very well to plan learning. * The school development plan has been further improved. The key issue relating to the outdoor play area for the youngest children has been resolved in part and there are good resources to develop children's movement. However, the school continues to work on major improvements to the overall outdoor accommodation and this has been an ongoing priority for the past three years. STANDARDS ACHIEVED Key: A - well above average; B – above average; C – average; D – below average; E – well below average Similar schools are those whose pupils attained similarly at the end of Year 2. \| Results in National Curriculum tests at the end of Year 2, compared with: \| all schools \| \| \| similar schools \| \|---\|---\|---\|---\|---\| \| \| 2001 \| 2002 \| 2003 \| 2003 \| \| reading \| D \| C \| D \| D \| \| writing \| E \| D \| B \| B \| Children begin at the school with a range of skills and knowledge, but overall their levels are below those expected for children of their age. Many children's skills in language and communication and mathematical understanding are particularly limited. The very effective development of young children's personal and social skills means that they settle quickly, learn about school expectations and feel safe and secure. By the end of the reception classes, the majority of children exceed the goals for early learning in personal development. Children's good achievements in this area support their learning in all other aspects. By the time they enter Year 1, the majority of children achieve well and meet the Early Learning Goals in creative and physical development and in their knowledge and understanding of the world. Because children begin with lower levels in language and mathematics, most of them do not have time to catch up and meet the goals for these aspects of learning, by the start of Year 1. Through Years 1 and 2, the school's very effective focus on developing pupils' social, spiritual moral and cultural awareness ensures that their enthusiastic approach to learning is maintained, they have very good relationships with each other and they understand the importance of behaving well and strive to do so. This is fundamental to their good achievements and overall standards by the end of Year 2 are in line with nationally expected levels. Many pupils with special education needs also achieve nationally expected levels and this signifies very good achievement on their starting levels. Pupils who began school with better levels achieve better than the expected levels by the end of Year 2 and develop a breadth of knowledge and understanding that prepares them well for the junior school. The school has a small number of pupils who do not speak English when they join the school. These pupils are well supported by the school's very caring ethos and good specialist provision. Most of the pupils in this group achieve well by the end of Year 2. QUALITY OF EDUCATION The school provides a very good education for its pupils. The overall quality of teaching is very good and pupils learn very effectively because lessons are very well planned and organised. Teaching assistants are effective in their roles and have a positive impact on pupils' learning. The curriculum is very good and high priority is given to making learning very interesting. The provision for pupils with special educational needs is very effective and the support given to these pupils helps them to learn very well in most lessons. Individual pupils with special gifts and talents are enabled to demonstrate and extend their skills and knowledge. Good attention is given to pupils' health and safety and there are very high levels of care and welfare. The school has strong links with many parents who make a satisfactory contribution to their children's learning. Links with the community are good and good work with other schools has a positive impact on developments and standards. LEADERSHIP AND MANAGEMENT Overall leadership and management of the school are good. The headteacher has a very clear vision of what she wants children at the school to achieve. She is a very effective leader who has built a good quality team and given very good opportunities for individuals to use and improve their talents in order to support pupils' learning. Her deputy supports her well and between them they possess the complementary skills necessary to maintain the school's very good ethos at the same time as raising standards. Relationships in the school are very positive and this has a very good impact on pupils' achievements. The roles of all key staff are carried out effectively. Governors are knowledgeable, supportive and promote the school positively. Currently they do not play a very large role in the initial stages of planning for the school's future. Long-term developments and day-to-day business are efficiently managed. Administrative staff are efficient in their work and are a welcoming face for parents. PARENTS' AND PUPILS' VIEWS OF THE SCHOOL Parents are happy with the opportunities provided for their children and supportive of the school's work. A few were concerned about the school's procedures for taking reading books home and some also had issues with the school's systems for children starting in the reception class. Inspection findings are that reception children should be offered more opportunities to take books home, but the school has clear and well thought out reasons for induction procedures. Children are extremely proud of their school and show enormous enjoyment in the work they do. IMPROVEMENTS NEEDED The school knows where it needs to improve and has identified most areas in its current development plan. The areas that should be a priority focus in order to ensure improvements are: * The outdoor accommodation. PART B: COMMENTARY ON THE INSPECTION FINDINGS STANDARDS ACHIEVED BY PUPILS Standards achieved in areas of learning and subjects Pupils achieve well at the school and reach standards that are in line with nationally expected levels. Pupils with special educational needs often make very good gains in their learning. Higher attaining pupils achieve standards that are expected of them and develop a breadth of knowledge and understanding that serves them well for the next steps in their education. Main strengths and weaknesses * Pupils' good social and personal skills are key to their successes in other subjects. * Pupils who speak English as an additional language achieve well overall. * Pupils with special educational needs often achieve very well. * Exploration and investigation skills are well developed in science. * Standards in art are above expected levels. Commentary 1. The school is very successful in developing pupils' social and personal skills and this is key to their good overall achievements. From low starting levels, particularly in English and mathematics, children in the reception classes and throughout the school are motivated to enjoy learning and develop very good relationships and attitudes that contribute significantly to how well they do in their academic studies. High levels of confidence and enthusiasm and 'can do' attitudes enable pupils to perform well in national tests and achieve standards that are overall in line with nationally expected levels by the end of Year 2. The school continues to focus on the development of pupils' reading skills to ensure that standards rise and are equal to successes in writing. Standards in national tests at the end of Year 2 – average point scores in 2003 \| Reading \| 15.2 (15.7) \| \|---\|---\| \| Writing \| 15.3 (13.9) \| \| Mathematics \| 17.0 (17.2) \| There were 88 pupils in the year group. Figures in brackets are for the previous year. 2. As a result of the very good provision for special educational needs, most pupils in this group achieve very well on their starting levels. The school makes good use of information from playgroups and nurseries, and carries out thorough assessments on entry to the school so that children's needs are very quickly identified and supported. As an infant school there is a short time to make an impact on pupils' learning and the school is diligent in responding to needs immediately to ensure pupils learn as well as possible. The majority of pupils who speak English as an additional language also achieve well against their prior attainment. Those who are in the early stages of learning English are effectively targeted and supported by two part-time specialists. 3. The school has responded well to issues raised by the last inspection and improvements in the investigative and explorative aspects of science have been good. Pupils now achieve high standards in this aspect of their work. They are motivated by opportunities to explore and this is greatly encouraged. They are adept at thinking what may happen in a range of testing situations and often they predict accurately because predications are made from the basis a of good knowledge of science facts. Pupils do particularly well in the aspect of physical processes and their knowledge of circuits and electrical devices is very good. Work in science has been carefully led and managed to ensure that standards improve. 4. Strengths in art have been maintained since the last inspection and standards are above the levels expected for pupils at the end of Year 2. Standards are good because pupils learn artistic skills and knowledge in equal balance and are encouraged to apply their skills in creating independent work. Good use is made of a variety of stimulus for work in art and this enthuses pupils. Pupils learn about artists and what influences their work and this adds to their spiritual, cultural and multi-cultural development. They are encouraged by teachers' high expectations of good presentation and their work is celebrated in many good quality displays around the school. Pupils' attitudes, values and other personal qualities Pupils have very good attitudes to their learning and behave very well. The promotion of spiritual, moral, social and cultural development is very good. Main strengths and weaknesses * Relationships between the pupils and with adults are impressive. * The school has innovative and interesting ways to promote good behaviour. * Pupils' love coming to school and participating in everything on offer. * The pupils' confidence in "having a go" is a great asset to their achievement. * Holidays taken in term time affect the school's attendance rates. * Some pupils do not behave as well in lessons that are too long or when tasks are too easy. Commentary 5. Pupils have particularly good attitudes to school and learning. Attitudes and behaviour have improved further since the last inspection. Pupils look forward to coming to school and seeing their friends and their teachers. Although some of the younger pupils take time to grow in confidence, soon they are taking part enthusiastically in lessons and very keen to give their views. Pupils willingly extend their learning beyond the classroom and often bring in interesting items from home. A good number takes part in the clubs on offer; some enthusiastic line dancing was seen during the inspection. Pupils are very welcoming to visitors and were particularly taken with the workshops organised by the "Big Bash Music Company" and the "Kic Theatre". They were enthralled by the activities and their enthusiasm had a positive impact on their learning. Pupils with English as an additional language mix well with their peers whatever their background and are very keen to participate fully in activities and school events. This contributes significantly to the progress they make. Ethnic background of pupils \| No of pupils on roll \| Number of fixed period exclusions \| Number of permanent exclusions \| \|---\|---\|---\| \| 222 \| 0 \| 0 \| \| 9 \| 0 \| 0 \| \| 1 \| 0 \| 0 \| \| 4 \| 0 \| 0 \| \| 2 \| 0 \| 0 \| \| 2 \| 0 \| 0 \| \| 3 \| 0 \| 0 \| \| 2 \| 0 \| 0 \| \| 5 \| 0 \| 0 \| \| 7 \| 0 \| 0 \| 6. The very good attitudes are the result of a well-organised approach by all in the school in cultivating pupils' personal development. Of particular note are the excellent role models of the staff. They build up outstanding relationships with the pupils – firm and fair, yet extremely welcoming and encouraging. Consequently pupils grow very well in their social development. They learn to care for each other not only through specific PSHE (personal, social and health education) lessons and assemblies, but in general lessons and break times throughout the school day. Pupils' self esteem improves day by day through generous use of praise. Soon pupils become independent and are able to attempt all sorts of activities, knowing that their effort will be acknowledged positively. This is clearly evident in the pupils' good achievement in their writing and confidence to investigate and explore. 7. Closely linked is the school's very good work in promoting spiritual development. Pupils grow confidently in self-knowledge as the school helps them to have faith in themselves. Often the teachers provide opportunities for pupils to wonder at the joys of nature or scientific discovery. A musical demonstration caused many pupils to gasp with delight at the amazing sounds produced from recycled goods. This aspect has improved since the last inspection. The promotion of cultural development remains good. The main religious festivals are observed and different cultures are celebrated enthusiastically in annual events. Many pupils vividly remember the recent celebration of the Chinese New Year. 8. Pupils behave very well in lessons, out in the playground and in the lunch hall. The promotion of moral development is very good and the school has well-established systems to encourage suitable behaviour. The management of behaviour is consistent across the school and the reward systems are just right for infants. Many pupils talked about how their names are pegged to the large and colourful "sun" or "cloud" to show if they are having a good day or need to improve their behaviour. No lessons seen were disrupted by inappropriate behaviour and there have not been any exclusions for many years. Pupils behave at their best when they are organised into lessons according to ability, because the teaching is pitched at just the right level and the pupils engage well with the activities. In a few lessons when pupils were kept on the carpet for a long time or the less able were bored, pupils started to fidget, turn round and did not make the best of the lesson. 9. The attendance of the pupils is below the national averages. Last year not only was the rate of unauthorised absence higher than most infant schools, but also the authorised absence figures were very high. Most absence is due to normal infant illnesses, but a significant number of holidays are taken in the term time. The school highlights the need for regular attendance well, through newsletter reminders and class awards. However, the school reports that some pupils are kept off school unnecessarily for the whole day following a medical appointment. Registers are completed neatly and methodically, but the use of symbols is not sufficiently clear to identify the reasons for absence. The many pupils who attend school regularly make good progress, but those pupils who miss a lot of school are not achieving as much as they could. Pupils arrive at school in good time to start lessons. A few pupils are only a matter of minutes late. Attendance in the latest complete reporting year 2002/3 \| Authorised absence \| \| \|---\|---\| \| School data: \| 6.5% \| The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year. QUALITY OF EDUCATION PROVIDED BY THE SCHOOL The school provides a very good quality education. Teaching is of a very high standard and the curriculum is very well planned and interesting for pupils. Care and welfare of pupils is given high priority and pupils are very well guided in improving their work, behaviour and attitudes. Links with parents are good and the school effectively maintains good relationships with local schools and the community. Teaching and learning The overall quality of teaching is very good and promotes very effective learning in the majority of lessons. Main strengths and weaknesses * Teachers are very skilled at introducing lessons and demonstrating and explaining new learning. * Pupils with special educational needs are taught very well. * Teaching in ability groups has a very positive impact on pupils' learning. * Teaching assistants play a very effective role in most lessons. * In a few lessons, teachers do not use the right strategies to support pupils who are at the very early stages of learning to speak English. * Sometimes pupils are required to listen for too long and this affects how well they learn. Commentary 10. Teachers are consistently well prepared for lessons, organise tasks and resources very well and are very clear about what they want pupils to learn. A very strong feature of all lessons observed was the very effective way that teachers introduced new learning. They speak very clearly, use very suitable vocabulary and are very precise in their delivery. Good listening is always expected and pupils learn that this is the key to effective learning. As a result they know exactly what is expected of them, what they are going to learn and understand the teachers' instructions. They move easily and confidently to individual or group tasks, with minimal fuss, often demonstrating attitudes and self-discipline beyond their years. Learning is consequently very good in many lessons. In lessons for lower attaining pupils, the attention to very clear explanation, supported by effective demonstration is fundamental to the very good achievement of many pupils. Summary of teaching observed during the inspection in 30 lessons \| Excellent \| Very good \| Good \| Satisfactory \| Unsatisfactory \| Poor \| \|---\|---\|---\|---\|---\|---\| \| 3 (10%) \| 11 (37%) \| 9 (30%) \| 7 (23%) \| 0 (0%) \| 0 (0%) \| The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons; figures in brackets show percentages where 30 or more lessons are seen. 11. The school has taken a brave move to organise pupils by ability for English and mathematics lessons, a strategy not widely used in infant schools. They have stuck by their convictions that, because there is a high proportion of pupils with special education needs and particularly as many pupils start with low levels in numeracy and literacy, grouping by ability is the best way to deal with the wide range of needs. Strategies have been successful. Teachers make very good use of the information gained form assessments of pupils' work to plan very effectively for new learning. The challenges set for all ability groups are exactly right, which means that achievements are at least good. 12. Setting arrangements are very beneficial for pupils with special education needs. Resources are very well targeted to support them and they grow in confidence as they see their own progress in lessons. Because teachers are acutely aware that steps in learning may be small for this group of children, they plan to maintain high levels of motivation and enthusiasm by keeping tasks short and to the point, constantly reminding pupils of what they are learning and regularly praising pupils for their efforts and outcomes. Teachers are very good at managing pupils' behaviour and as a result, those pupils who have difficulties in this area are seldom a problem in lessons. Small group sessions led by the special educational needs coordinator are very effective. Once again, assessment information is very well used to target specific groups and give them the opportunity for intensive learning that will enable them to access the full curriculum. During the inspection, the co-ordinator worked with a group of Year 2 boys who needed extra input to develop writing skills. She focused heavily on developing their concentration skills and application to task. She gave added support to a pupil who did not speak English as his first language, allowing him to demonstrate his creative ability with the necessary support for extending his vocabulary. These practices are indicative of the school's very good attention to inclusion issues. 13. The school has a very effective group of teaching assistants who are well trained, very loyal to the school and have a positive impact on pupils' achievements. They work very effectively with teachers and are most often very well deployed to support individuals and groups in lessons. Teachers communicate well with their assistants and there is a clear understanding of what is being taught and who needs help to learn. The only time when maximum use is not made of teaching assistants is during the few sessions when pupils are required to sit and listen for too long. This is usually in foundation subjects when pupils are taught in their class groups. Introductions to some of these lessons do not take enough account of the full range of pupils' needs. This means that pupils who find listening a struggle can become fidgety and higher attaining pupils become bored. At these times, teachers do not always utilise the skills of teaching assistants effectively enough to ensure that all groups of pupils are involved and contributing in the best way possible. 14. The two specialist teachers for pupils who speak English as an additional language provide good quality support for this group. They work in close partnership with class teachers. Good use is made of initial and ongoing assessment to set targets for improvements which are shared with all class teachers. Early stage learners benefit from intensive one to one or small group sessions, focused on basic skills in English. They are supported during discussions in whole class sessions. However, when specialist teachers are not available, ways of supporting individuals are sometimes not identified in lessons and effective strategies are not always planned for their learning. In some instances when early English language learners are higher attaining pupils, they become frustrated when they work in a group with lower attaining pupils. This can be off putting and affect their achievements. The school is aware that more training is needed to help teachers to do work as effectively as they would like to in such situations. The curriculum The school provides a very good curriculum that is inclusive of all pupils. All statutory requirements of the National Curriculum are met. The curriculum is enriched by the very good opportunities for learning beyond lessons. Main strengths and weaknesses * Very good use is made of visits and visitors and specific planned opportunities that involve pupils in hands on learning experiences. * The school deploys its staff judiciously to capitalise on individual expertise to enhance learning. * Provision for pupils with special educational needs is very good. Commentary 15. The curriculum is very well planned and provides a good range of interesting activities that match the needs and learning styles of all groups of pupils. The provision has improved since the last inspection and the school has made good progress with respect to investigative work in science and the coverage of the Locally Agreed Syllabus in religious education. The curriculum is enriched very effectively through a wide range of extra curricular activities and especially the use of visits and visitors to stimulate and enhance learning. Pupils respond very positively on these occasions, as was evident during the week of the inspection when pupils were involved in a range of workshops from drama presented by a theatre company to activities in music and singing linked to the theme of recycling. 16. All pupils, whatever their background, have good access to the full curriculum, including activities organised outside the school day. Boys and girls participate on an equal footing in most activities on offer. Pupils with English as an additional language and those from a different ethnic background are fully involved in all activities. The school has a positive inclusive ethos and all pupils are well integrated and feel secure. Good use is made of special weeks to develop pupils' insights into other cultures. 17. The school has sufficient, well-trained staff who are deployed effectively. The school's accommodation is satisfactory overall. There are major plans to make needed improvements to the outside accommodation. Currently, much of the outside area is fenced off in small, underused compounds. The playground is a flat stretch of tarmac with insufficient interest to make it an attractive recreational area or learning resource. Apart form the fenced-off reception areas, there are no boundaries indicating where the playground ends and this is unnerving for staff and pupils. To reach the grassed area, pupils from the infant school have to cross the junior playground. This means that in dry weather, pupils cannot freely access the field without an organised transfer system. Inside the classrooms are spacious and the open areas are planned well as extra learning spaces. The library has a good assortment of books, but it has to be used as a corridor, so does not lend itself to the quiet enjoyment of reading. Corridor space is used well to house the school's ICT suite, but the same issues with the space being a thoroughfare are encountered as with the library. Resources for learning are good. The school has a good range of resources for every subject, chosen well to complement the curriculum and match the needs of infant pupils. Care, guidance and support The care, welfare and safety of the pupils are good. The school has very good systems to support and guide each and every pupil. It involves pupils well in the work of the school and listens to them carefully. Pupils with special educational needs are very well cared for and supported. Main strengths and weaknesses * Pupils feel extremely confident in trusting adults in the school. * The school has well organised systems to ensure the pupils are safe and secure. * Each pupil is given very careful academic and pastoral support linked to tight assessment systems. * The playground is barren and causes a significant number of minor accidents. Commentary 18. Pupils are well looked after while at school. Health and safety systems are very well established with good input from the headteacher, governors and caretaker. The school has a good number of staff with first aid certificates and further adults are to be trained. Child protection procedures are very secure and the school is up to date with the latest guidelines. The staff and school nurse monitor pupils with particular medical needs very carefully. Trips out of the school are planned very methodically with the safety of the pupils being paramount. There are major plans to upgrade the outside areas, but currently the playground is a barren rectangle of tarmac with little for the children to do except run up and down, often resulting in collisions and falls. The midday meals supervisors record minor accidents routinely and respond suitably to minor accidents. 19. The provision of advice and guidance is very good. The support of the individual pupil is very much at the heart of the school. The school has very good assessment systems that mean teachers know exactly how each pupil should be supported to improve, whether academically or in personal development. For example several pupils have been encouraged to come early to school to benefit from a morning exercise programme to improve their physical development. Each class keeps well-maintained records of the particular needs of each pupil, whether linked to learning, domestic or language needs so that teaching and care can be matched properly. 20. Relationships between the staff and pupils are exceptional. All pupils feel confident to turn to at least one adult, and often many more, when they are worried, sad or just want to ask a question. The contributions and opinions of the pupils are always valued, so pupils grow in confidence and enjoy their learning. The less socially confident pupils are supported very well in their own special "circle times" when they have the chance to express ideas and personal thoughts in smaller groups. Pupils appreciate 'Golden Time' and celebration assemblies when they are rewarded for good behaviour and work. Pupils are included very well in deciding how best to improve their work. Right from the start pupils know about their particular targets and can evaluate how they are doing. In the reception classes the simple pictorial targets on carriages of a train are ideal for young learners. Pupils are well involved in helping with small chores around the school, including collecting the registers, giving out the white boards and putting out chairs for assembly. A recent competition to design a new logo for the school jumper enthused the pupils and allowed them to agree on a squirrel badge as their contribution to school development. Partnership with parents, other schools and the community The school has a good partnership with parents. Links with the community and with other schools and colleges are good. Main strengths and weaknesses * Parents and children are introduced to school life very effectively. * The school uses the local area well to enliven learning. * Parents are supportive and appreciative of what the school does for their children. * Good links with the playgroups and the junior school ensure that education is a smooth continuation for the pupils. * Some parents keep their children off school too easily. * Reports are not sufficiently consistent in giving a clear message about how pupils progress in each subject. * Parents could be included more in their children's learning through workshops and knowing more about their children's targets. Commentary 21. The school's good links with parents are as they were at the time of the last inspection. Parents and children new to school are settled in very effectively. They receive a very informative "Starting School " booklet and are given plenty of chances to meet the staff and get to know the surroundings before their child starts properly. Several parents do not find the initial weeks of half-day attendance convenient, but the school has the needs of the pupils as a priority and the gradual settling in process reaps later rewards in very good personal development. 22. Parents receive a good amount of useful information including newsletters and year group booklets about the curriculum being covered. Teachers are open, welcoming and always willing to arrange a special meeting to discuss any particular parental concerns. The parents of Year 2 pupils are kept well informed about the setting process in English and mathematics and also are updated on the national testing strategies. However there are not enough chances for other parents to find out more about teaching methods through workshops and curriculum evenings. An agreed approach to reading between home and school would benefit reading standards in the school. Reports are perceptive and let parents know what their child can do, but parents are not all told clearly about progress over the year in each subject. Some parents would also like more information about their child's targets for improvement so that they can work with the school to support from home. 23. Parents support the school well. They turn out in good numbers at end of term productions and services and the majority make sure they come to parent teacher consultations. The parent teacher association raises welcome funds for the school through a range of social and fundraising events. The school values its parent helpers and ensures they know what to do by inviting them to a meeting to explain school procedures. The school gave a particularly warm welcome to a father who brought his recycled musical instruments for the "War on Waste" week. Some parents are not supporting education as well as they can when they take children out of school in term time for holidays or too easily keep them off school for inadequate reasons. 24. The school makes good use of its local neighbourhood to extend learning for the pupils. Pupils regularly visit the local church and the famous cathedral to enliven history and religious education. The field study centre is used very well for science in all year groups. Pupils give their harvest baskets to the local elderly and learn to respect and care for their elders. The school has good links both with the playgroups children attend and with the neighbouring junior school. The staff from the playgroups and from the school work well together to ensure the children are happy in their move. An added bonus is the knowledgeable position of the foundation stage leader as the nursery liaison officer for the local education authority. In Year 2 the pupils have valuable opportunities to get to know the junior school building and staff. The teachers in Year 2 and Year 3 ensure that essential information is shared so the pupils' move from infant to junior schools is as seamless as possible. The school is also liasing well with a nearby special school to support a boy as he gradually moves back to mainstream schooling. Liaison with parents of pupils who are supported for their special educational needs is very good. The co-ordinator for special educational needs gives of her time very generously to talk to parents and follow up on their questions and concerns. LEADERSHIP AND MANAGEMENT The overall leadership and management of the school are good. The headteacher inspires motivates, supports and leads her staff very well, and is in turn, supported well by the senior management team. Teamwork is a strength of the school. Management throughout the school is effective. The governing body supports the school well and governance overall is satisfactory. Improvement since the last inspection has been good. Main strengths and weaknesses * The headteacher provides a very clear steer for the work of the school. * The provision for special educational needs is very well led and managed. * Senior staff are very good role models, both in terms of teaching and in relationships. * Staff expertise and knowledge are developed well. * Governors support the school well. * Data is used effectively to track pupil performance. * Strategic planning is not always clear enough in its links with raising standards. Commentary 25. The head has a very good vision and manages the school effectively. She has created an impressive team of staff that work very well together, continuously striving to improve. The head is very good at empowering staff through personal example and through clear identification of staff needs and training. As a result, staff enjoy working in the school and are clearly developed very successfully. Performance management is used very effectively to support these objectives. 26. The senior managers work very well together and all manage their own responsibilities and subjects very effectively, in addition to being very good teaching role models. Each has built a very effective team in their own right, thus ensuring that individual support permeates through the school. Consistency of approach is very apparent in each team. All managers use data very well to track pupil performance and to ensure that each pupil's needs are met. The co-ordinator for special educational needs works very effectively to ensure that pupils are supported in their learning. She manages the work of learning support assistants very well and maintains extremely close communication with parents. Monitoring of lessons and work in all subjects takes place on a rotation basis, but targets for improvement are not often enough set as a result, nor are findings collated in a manner that ensures systematic future development. School strategic planning has taken account of recommendations made at the last inspection, but is not yet clear enough about school priorities. It is also not clear enough about measuring improvements in standards as a result of actions taken. 27. Governors do not currently play a large role in initial strategic planning, trusting the headteacher to guide the school's development. Their faith in the school's leadership is positive, but at times governors are not proactive enough in using their knowledge of the school's strengths and weaknesses to plan for the future. They are mindful of this and their current work on financial planning reflects a more forward thinking approach to the school's future development. Finances are managed well at the school. There was a slightly higher than average carry forward in the last financial year, but the school has clear plans for this money related to improving the site and maintaining levels of support staff. Governors make a good contribution to monitoring the plans that are made for the school and they are effective in supporting the school on a day-to-day and personal basis. The chair of governors and headteacher work in good partnership to promote the school's positive image. 28. The excellent relationships apparent in every part of the school underpin everything that the school does and weld all the teams in the school together. Staff throughout the school are unfailingly friendly and helpful. They are excellent role models for the pupils and together have succeeded in driving the school forward to deliver good improvement since the last inspection. Financial information Financial information for the year April 2002 to March 2003 \| Income and expenditure (£) \| \| \|---\|---\| \| Total income \| 630 985 \| \| Total expenditure \| 572 135 \| \| Expenditure per pupil \| 2399 \| \| Balances (£) \| \| \|---\|---\| \| Balance from previous year \| 45 057 \| \| Balance carried forward to the next \| 58 850 \| PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING AND SUBJECTS AREAS OF LEARNING IN THE FOUNDATION STAGE 29. The quality of provision for children in the Foundation Stage is good, and has many very good features. Children achieve well in all areas of their early learning. They achieve especially well in their personal, social and emotional development because of the high expectations and excellent relationships that are encouraged and role modelled. Assessments show that the children have started school with knowledge and skills that are below expectations for their age in all areas of the curriculum. The quality of teaching is always good, and is often very good, with some excellent aspects. Ongoing assessment of the children's progress is very good. Because of the good teaching, children quickly make good overall gains on these levels. By the time they enter Year 1, the vast majority of children have achieved the goals for early learning in most of the expected areas but are still below national expectations in literacy and numeracy. The internal accommodation for the Foundation Stage is an excellent learning environment. It is bright, lively and welcoming and exceptionally well organised by the foundation stage coordinator. She leads and manages very well and is an extremely good role model. PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT Provision in personal and social education is very good. Main strengths and weaknesses * Relationships between children and adults are excellent. * Teaching and learning are very good in the area of learning. * There is very good promotion of collaboration and consideration. * Children behave very well. * New methods of teaching are a good beginning to pupils taking responsibility for their own learning, but they are not yet sufficiently developed to measure their impact. Commentary 30. Children in the Foundation Stage quickly learn to behave well, to be considerate and to cooperate. They achieve very well because of high quality teaching, and because the environment is very well organised to allow independence and investigation. New systems to encourage free choice are being developed, but at the time of the inspection they had not been running long enough to see the full impact on learning. Role modelling by staff and the excellent manner in which children are supported encourage them to adapt quickly to new surroundings. Their attitudes and behaviour are very good. Children listen well to adults and enthusiastically join in with activities. They enjoy school life thoroughly and are caring and helpful to others. COMMUNICATION, LANGUAGE AND LITERACY Provision in communication, language and literacy is good. Main strengths and weaknesses * The teaching of phonics and handwriting skills is good. * * Literacy is well promoted by basing topics on books. Children are encouraged to listen well with good results. * There are missed opportunities to develop speaking. * Children do not take books home to read often enough. Commentary 31. Most children have poor literacy skills on entry to the school. Very few recognise any words or letter sounds at all. Good teaching results in good achievement, but pupils are likely not to have attained the expected early learning goals in literacy when they enter Year 1. Phonics and handwriting are well taught through exciting daily lessons using the 'Phonographix' scheme. Reading is well demonstrated using big books, but children do not have enough opportunities to develop their reading skills by taking books home. Children's listening skills are very well developed as a result of teachers' high expectations in this area. They are also given many opportunities to talk to adults and to each other, but adults do not always use this time to expand and develop vocabulary as much as they could. Writing is well developed through role-play activities that encourage children to record in written marks and through regular chances to learn to write in literacy sessions. MATHEMATICAL DEVELOPMENT Provision for mathematical development is good. Main strengths and weaknesses * The quality of teaching is good. * Well thought out practical activities are effectively matched to children's abilities. Commentary 32. Good use is made of exciting resources to develop children's number skills. Children benefit from good teaching in mathematical development as they explore colours, shapes, measures and numbers. Lessons are practical and stimulating. They are related to books and to other topics being studied so that children's interest is maintained. By the time they reach the reception classes, almost all children can count beyond 20 and some can count to 100. Knowledge of number is weak when children enter reception and they make good progress, although a substantial proportion are not on target to attain the expected level by the time they enter Year 1. KNOWLEDGE AND UNDERSTANDING OF THE WORLD Provision for the development of children's knowledge and understanding of the world is good. Main strengths and weaknesses * Good access to the ICT suite means that children's ICT skills are well developed. * Topics are well designed to capture children's interest and imagination. Commentary 33. Children are given many varied and exciting activities to enable them to explore and investigate. They reach good levels of skill for their age on the computer, having accurate mouse control and being able to access and use several different programs. They have good opportunities to learn history and geography, being observed, for example, finding country names on an inflatable globe. Science investigation is carefully linked to books with children learning about water, for instance, after reading Incey Wincey Spider. Children show high levels of interest in all their activities and as result reach expected levels by the end of the reception year. PHYSICAL DEVELOPMENT Provision in physical development is good. Main strengths and weaknesses * Good use is made of the outside area with pupils engaged in a large number of activities designed to improve physical development. * Good opportunities are built in to the day for pupils to practise their fine motor skills, especially eye hand coordination. Commentary 34. Children especially enjoy their physical activity and many select outdoor activities when given the choice. A wide variety of activities using large and small apparatus are available. All are well supervised by staff and parent helpers. Lessons are very carefully planned to ensure that small movement skills, especially those requiring finger control, are developed. This results in good achievement for all and very good achievement for some, being particularly important for the learning of handwriting. CREATIVE DEVELOPMENT Provision in creative development is good. Main strengths and weaknesses * A well-organised stimulating environment is well used to develop the imagination. Commentary 35. Children enjoy creative activities and particularly benefit from the high quality environment. Opportunities for creative work are available through most of the day. There are extremely stimulating role-play areas to develop drama. Percussion instruments are on offer for music making. Art is encouraged through the provision of paint and other media. Creativity is also very well developed through large group activities, such as junk modelling, when children are encouraged to role-play as they build. SUBJECTS IN KEY STAGE 1 ENGLISH Overall provision for English is good. Main strengths and weaknesses * The subject is well led and managed. * Assessment approaches are robust and the analysis of pupils' performance is used well to deploy and focus support. * Teachers have very good knowledge and understanding of the subject and deploy this effectively to impact on pupils' achievement. * ICT is not sufficiently used to enhance pupils' learning. Commentary 36. Overall standards in English are in line with those found nationally and the majority of pupils, including those with special educational needs, those who speak English as an additional language and those from minority ethnic backgrounds achieve well. This represents a better picture than the one reflected in results of national tests in 2003, especially with respect to reading, where results were below the national average at the expected level. The school has made good use of their analysis of test results to focus on improving standards in reading. Appropriate intervention strategies, including targeted support for pupils with special educational needs, additional literacy support and especially the high quality of teaching all have a positive impact on pupils' achievement. The subject is well led and managed. Careful monitoring and focused developments are having a positive impact across the school. There has been good improvement since the last inspection. 37. Teaching of English is good. Pupils listen and respond well in lessons because teachers use questioning effectively to elicit information and match questions appropriately to different abilities. Pupils draw on their previous learning, for instance when describing the journey of a crisp packet and using a word bank as a reference to support their responses. The effective use of teaching assistants enables lower attaining pupils to respond confidently on a one to one basis. Speaking is promoted well in circle time and enhanced through planned programmes involving visitors to promote drama. However, progress in speaking is not as carefully monitored as other aspects of the subject, so there is not a clear understanding of whether pupils are doing well enough. The school knows that this needs improvement. Pupils achieve well in their reading. Most pupils develop good strategies for reading unfamiliar words and use the context to guess meaning. The teaching of sound and letter patterns is very effective and has a positive impact on pupils' progress. More able pupils express clear preferences in their reading and show good skills in finding information. They are articulate in talking about what they have read. Reading is effectively assessed against clear objectives and the information gained is used effectively to set targets for improvement. 38. Pupils' achievements in writing are good. This is largely due to the effective demonstrations used by teachers. The majority of pupils move quickly to a joined style of handwriting and improve their spelling because of the emphasis the schools makes in linking knowledge of letter sounds with spelling. Teachers have a very good knowledge and understanding of the subject, often reflected in the range of methods used and the way they are tailored to match the needs of different abilities. The use of questioning and prompting, combined with effective demonstrations and very good organisation enables pupils to practise and apply skills meaningfully and successfully. Marking of pupils' work is used well to inform pupils about what they are achieving and to guide them as to how to improve their work. 39. Pupils' literacy skills are promoted well in other subjects. The speaking skills of higher attaining pupils are used well as models to support lower attaining pupils. Opportunities for discussions are used effectively in a range of subjects, for instance in science when pupils explore different words for noise. There is sound use of ICT for word processing and presentation of texts. However, because in some classes, access to stand alone computers is limited, opportunities are sometimes missed, especially for drafting and editing. Year 2 pupils are timetabled to use the computers regularly so that they can extend their work in other subjects. MATHEMATICS Provision in mathematics is very good. Main strengths and weaknesses * Teaching of mathematics is very good resulting in very good achievement, especially for a significant proportion of pupils with special needs. * Assessment of mathematics is very good. * Activities are very carefully chosen for maximum motivation, resulting in very good attitudes to mathematics. * Leadership and management in the subject are very good. Commentary 40. By the end of Year 2 standards in mathematics are in line with nationally expected levels. Knowledge and skills at the beginning of Year 1 are weak compared to national expectations, but pupils achieve well as they move through the school. Pupils with relatively weaker skills and special needs make especially good progress. Test results for 2003 indicate that the school has a smaller proportion of pupils achieving low scores than do other similar schools. Test results are otherwise in line with national averages at each level and better than the national average when all results are combined. The majority of pupils make such good progress throughout the school because the quality of teaching and learning is very good. 41. The school makes very effective use of their analysis of test results to ensure that suitable provision is made for all pupils. Individual targets are set for the end of Year 2, enabling teachers to be very clear about work to be covered. The targets are reinforced through curriculum targets being stuck in books and shared with the pupils. Tracking is not currently used to set individual pupil targets in Year 1, as it is in Year 2, so it is more difficult to measure individual pupil achievement at this stage. Good use is made of setting in Year 2 to ensure teaching is well matched to ability levels. 42. Mathematics teaching throughout the school is very good. The teachers have been very well trained and make good use of the structure of the national strategy recommendations to plan for daily lessons. Teachers in Year 1 work very well together to deliver exceptionally motivating lessons that make good use of exciting resources. In Year 2 the setting system works well as teachers concentrate on planning for a narrower range of ability. Pupils are encouraged to develop their own methods of recording and to explain their working. There is a good amount of work indicating coverage of all the expected areas. The work is beautifully laid out and most marking is well annotated, noting what pupils can do. Mathematics teaching is further supported through good questioning by teachers, developing thinking further. Excellent classroom displays reinforce mathematical processes and vocabulary. Pupil attitudes to mathematics are very good because of the consistently good, exciting, quality of the teaching, which in turn leads to quality learning in lessons. 43. The mathematics subject leader was not available for interview during the inspection, but the evidence indicates that leadership and management of the subject are very good. Teachers are clearly very well supported and have received good training. There has been very good improvement in mathematics since the last inspection, when pupil achievement was judged to be satisfactory. Mathematics across the curriculum 44. Good use is made of science lessons to teach numeracy through graph work and measurement. Less opportunity is made to teach mathematics in other areas of the curriculum. SCIENCE Provision in science is good. Main strengths and weaknesses * Pupils' investigative, enquiry and research skills are very well developed. * Teaching and learning is carefully organised to ensure that pupils have good opportunities to learn a range facts at the same time as employing their scientific skills. * Pupils' achieve well in the area of physical processes. * Leadership and management of the subject are good. Commentary 45. Effective leadership and management of science since the last inspection have resulted in good overall improvement in the subject. The co-ordinator has focussed essentially on righting the balance between scientific investigation and the learning of facts and knowledge so that pupils' now reach standards that are in solidly in line with nationally expected levels and achieve well overall. Teacher assessments in 2003 verify this at the end of Year 2. They also show that higher attaining pupils do particularly well in the aspect of physical processes. The school is aware that pupils are particularly interested in electricity and provide good opportunities for them to work on extension tasks in this aspect of the curriculum. Pupils' knowledge of circuits and circuit breakers is good. They use switches, bulbs and batteries with confidence and can explain very clearly what happens to break the flow of electricity. Many pupils are interested because they have dads who work in professions where this knowledge is used. The school responds to this by providing relevant work to match pupils' experiences. 46. Pupils have ample opportunity to carry out investigations. They make well-informed predictions using their scientific knowledge and understanding and devise ways to test the predictions they make. They have a good understanding of what constitutes a fair test and explain clearly why fair testing is important. Pupils make good links between what they learn in science and other subjects, for example geography and music. During the inspection, their knowledge of sound was clearly demonstrated when they talked about pitch in music. Environmental issues and an understanding of recycling processes were strongly emphasised through the special events week. 47. Science is well taught. Teaching in Year 2 has been carefully arranged to make optimum use of time and resources. Teaching assistants are effectively deployed to support learning and allow the teacher to focus on a particular group for assessment purposes. During science lessons, teaching assistants from Year 2 work with Year 1 pupils to make this possible. As a result there is good opportunity for the teachers to monitor pupils' application of scientific skills. Where skills are noted to be weaker, the teacher has an immediate pointer for planning future learning. This effective model has raised standards and will be applied to Year 1 lessons in the future. INFORMATION AND COMMUNICATION TECHNOLOGY Provision in information and communication technology is satisfactory. Main strengths and weaknesses * Pupils show positive attitudes and are very interested in their work. * Information about pupils' progress is not yet used well enough to plan for future learning. Commentary 48. Pupils reach standards in information and communication technology that are in line with those expected and all pupils achieve satisfactorily. By the end of Year 2 pupils confidently and accurately use computers and a wide range of suitable programs. Pupils with special educational needs are well supported by programs to support basic literacy and numeracy. During the inspection, teachers use sound demonstration of the skills to be practised by pupils in Year 1, for instance creating a poster advertising recycling and pupils in Year 2 redrafting a written message to be sent to a visitor to the school. Teaching assistants are effectively deployed and, together with the teachers, intervene well to support pupils' learning. Work is well planned so that skills are systematically taught and pupils' knowledge is appropriately developed. Pupils are encouraged to collaborate in pairs and the majority of them respond very well to this. The subject is satisfactorily led and managed, but as yet limited use is made of the information of how well pupils are doing to plan for future learning. The plan for development in ICT does not contain clear indicators of plans to raise standards. Information and communication technology across the curriculum 49. The skills pupils learn in information and communication technology sessions are used appropriately in other subjects. In response to a request by the parents' association, pupils in Year 2 used survey information on food and plotted this on a graph. Skills are used well in art, religious education, geography and history. Pupils used the Internet to research information on Samuel Pepys and Guy Fawkes, for example. HUMANITIES During the week of the inspection it was impossible to sample lessons in all subjects as the school was involved with a special events week linked to the theme of recycling. Judgements are therefore based on evidence gathered from discussions with teachers and pupils, samples of work and scrutiny of planning. Religious education The provision for religious education is satisfactory. Main strengths and weaknesses * The subject is well led and managed. * The capacity for improvement is good. * There is good emphasis given to the development of pupils' spiritual and cultural development through the subject. Commentary 50. The provision for religious education has improved since the last inspection and pupils now achieve suitably to reach standards that are in line with the expectations of the Agreed Syllabus. Although only one lesson was observed, planning for religious education clearly shows coverage of all elements of the agreed programme and past work indicates that plans are adhered to. Pupils talk knowledgably of the things they have studied and they show an understanding of cultures linked to religions and describe the similarities and differences. Teaching is good and leads to this clear understanding. Pupils are confident to talk about what they believe and are already beginning to establish viewpoints on very profound issues such as what is holiness and service to others. This is a direct result of the school's very good promotion of self-esteem and confidence that helps pupils to understand their right to opinion and personal belief. Spirituality is well developed in this way. 51. The subject co-ordinator is very knowledgeable and enthusiastic. She has used the Locally Agreed Syllabus well to implement a programme of study that is interesting for pupils and supportive to teachers. She recognises the great potential to promote spiritual, moral, social and cultural development through religious education and this is a key focus of her work. Through her co-ordination the subject has great capacity for improvement in the future. History and geography Provision in both subjects is good. Main strengths and weaknesses * Key skills in geography and history are well taught. * Pupils enjoy their work and this helps them to remember facts well. * Good links are made between the subjects so that learning is meaningful. Commentary 52. Standards in both subjects are in line with national expectations by the end of Year 2. Pupils achieve well on their starting levels overall, because they make particularly good gains in learning the skills necessary to find out for themselves and make links between what they learn in the two subjects. In one history lesson seen, pupils consolidated and extended their understanding of the passing of time as they explored the history of a house. The teacher made good use of a time line to illustrate key events. Pupils recognised how specific events in history changed the way that people lived, for example the invention of motorcars. In discussion, pupils make good links between their learning in history and geography. For example, pupils know that geographical features of towns change as time goes by because of new inventions and events. They know how to support their learning in both subjects by using the Internet and books and by asking people questions. Issues related to the environment are well covered in events such as the themed week during the inspection. Pupils were given very valuable opportunities to think about waste and recycling through a range of wonderful experiences involving drama, dance, art, design and technology and music. This contributes very well to their social and spiritual development and increases their understanding of good citizenship. CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS 53. Although the special week at school meant that specific lessons in design and technology, music and physical education could not be widely sampled, pupils were involved in a range of activities where they demonstrated their developing skills. Provision in music and physical education is good. In design and technology provision is satisfactory. Pupils sing very tunefully and with real enthusiasm. Opportunities to sing greatly enhance pupils' spiritual development. During an assembly, pupils sang to each other, looking directly into their partners' eyes, to reinforce how each individual is special. In a musical performance using instruments made from recycled articles, even the youngest children showed a very good feel for high and loud notes and made the connection between the change in note pitch and the length of the tube that was used. In this session, pupils sang along very well to a difficult jazz tune, holding the tune and keeping good time. In a dance session, the teacher led the pupils very well in producing exceptionally good robotic movements to lively music. Pupils were encouraged to move at high and low levels, change direction and alter speed. They develop good performance skills through such activities. Facial expressions were very well used to enhance to their dance work. Standards in both music and physical education easily meet the nationally expected levels. Art and design The overall provision for art and design is good. Main strengths and weaknesses * Pupils achieve well to reach standards that are above the national expectations. * Skills are taught well so that pupils feel confident to experiment and be original. * Artwork is used very effectively to create attractive displays around the school. Commentary 54. Pupils achieve well in art and reach standards that are above the nationally expected levels. The wide range of artwork displayed throughout the school gives clear evidence of these standards and pupils make good progress in learning artistic skills balanced with developing an understanding of artists, their influences and their work. Pupils use a range of media and techniques to create interesting work. All pupils develop a range of skills in drawing and painting, printing, and three-dimensional works in paper, collage and clay. They develop their speaking and listening skills through discussion related to their artwork during lessons. Very good support is given to individuals to improve their technique and to develop their ideas. Girls and boys alike have very positive attitudes towards their work and they display real pleasure in showing their work to adults and each other. 55. Teaching in art is good. Teachers have secure subject knowledge and teach artistic skills effectively. Good use of visitors is made to enhance the curriculum and the co-ordinator is instrumental in encouraging cross-curricular work that adds to pupils' learning in other subjects. Leadership and management are good. 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TEST No. 30 TOPIC: Minerals SUBJECT: INDIAN GEOGRAPHY Explanation: Question 1 Answer A Explanation: Khetri mines in rajasthan is known for copper. Manbhandar is in Jharkhand famous for copper. Badampahar in Orissa and Kudarmukh In Karnataka are the important mines of iron ore in the country. More than 99% of the total zinc in India is produced in zawar area in Udaipur district of Rajasthan The manganese belt of Madhya Pradesh extends in a belt in Balaghat-Chhindwara-NimarMandla and Jhabua districts. Question 2 Answer C Explanation: Lignite-also known as brown coal. It is a lower grade coal and contains about 40 to 55% carbon. It is found in Palna of Rajasthan, neyveli of Tamil Nadu , Lakhimpur of Assam and Karewa of Jammu and Kashmir. The major oil fields of Gujarat are Ankaleshwar, Kalol, Mehsana, Nawagam, Kosamba and Lunej. Jharkhand has some of the oldest iron ore mines and most of the iron and steel plants are located around them. Most of the important mines such as Noamundi and Gua are located in Poorbi and Pashchimi Singhbhum districts. More than 99% of the total zinc in India is produced in zawar area in Udaipur district of Rajasthan . The ore of lead is Galena . Over 94% of it is produced by Rajasthan followed by Andhra Pradesh. Question 3 Answer B Explanation: Wolfram is the ore of ' Tungsten'. Over 95% of the wolfram is used by the steel industry, wolfram deposits are mainly in Degana (Rajasthan ) and Chendpathai in Bankura district (west Bengal). Question 4 Answer C Explanation: In Orissa, iron ore occurs in a series of hill ranges in Sundergarh, Mayurbhanj and Jhar. The important mines are Gurumahisani, Sulaipet, Badampahar (Mayurbhaj), Kiruburu (Kendujhar) and Bonai (Sundergarh). Similar hill ranges, Jharkhand has some of the oldest iron ore mines and most of the iron and steel plants are located around them. Most of the important mines such as Noamundi and Gua are located in Poorbi and Pashchimi Singhbhum districts. This belt further extends to Durg, Dantewara and Bailadila in Chhattisgarh. Dalli, and Rajhara in Durg are the important mines of iron ore in the country. In Karnataka, iron ore deposits occur in Sandur-Hospet area of Bellary district, Baba Budan hills and Kudremukh in Chikmagalur district and parts of Shimoga, Chitradurg and Tumkur districts. Question 5 Answer B Explanation: State and their share in iron reserves Question 6 Answer A Explanation: The most important Gondwana coalfields of India are located in Damodar Valley. They lie in Jharkhand-Bengal coal belt and the important coal fields in this region are Raniganj, Jharia, Bokaro, Giridih, Karanpura. Jharia is the largest coal field followed by Raniganj. Question 7 Answer C Explanation: Hospet area of Bellary district is in Karnataka Question 7 Answer B Explanation: Sarswati and rajeshwari are two on shore oil blocks in barmer (rajasthan ) discovered recently.	<urn:uuid:47013cb8-1636-4d35-b4ee-309403d28727>	CC-MAIN-2021-39	http://mentorstudypoint.in/downloads/TEST%20No%2030%20EXPLANATION.pdf	2021-09-17T10:52:08+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00065.warc.gz	45,618,149	806	eng_Latn	eng_Latn	0.98793	eng_Latn	0.987957	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2346, 2946 ]	[ 2.015625 ]	2	0
3/4 Team Newsletter Term Two 2021 DATES TO REMEMBER Welcome to Term Two Hello to the grade 3/4 parents. We hope everyone was able to take time to relax and enjoy the holiday break. As we settle into the term, we would like to extend a warm welcome to a new member of our teaching team – Mr Corey Robinson. Corey has replaced Ms Vanessa Spyrou and is working hard to get to know the students since commencing his role at the beginning of term. NAPLAN Grade three students participated in the NAPLAN testing program during selected sessions over three consecutive days, in week four. NAPLAN is designed to contribute to national data about literacy and numeracy skills of Australian students. It is important to remember the tests give a brief snapshot of student responses on the particular day of testing. Congratulations to the students on their efforts. 3/4 SPORT On Monday afternoons, weather permitting, all Grade 3/4 students participate in small team activities. The students have elected sports leaders who, with the assistance of Mrs Rigby and Mr Robinson, organise and run each session. Students rotate through two activities during each weekly session. These activities are designed to promote cooperation and respect through teamwork. They also give students a chance to experience the enjoyment and fun of being active and learning new games and skills. Term Two English Reading and Viewing This term will see the Reader's Notebook flourish as students gain further knowledge and understanding of how it is a part of the reading hour. The notebook will contain a reading log of texts that the students have chosen and read from the classroom library. It will also include reading resources, reading goals and strategies for how the goals are being achieved along with reading responses. The reading responses will be introduced gradually, providing students with ample opportunity to practise. Students continue to participate in small group reading activities in either guided reading or reciprocal reading sessions, that allow them to work through a text that is a little more difficult than they can read independently. With teacher guidance, students complete literacy activities related to the text to enhance their understanding. Students continue to learn and practise a range of reading strategies and skills that support their learning. Some areas that we will continue to focus on include exploring vocabulary, making inferences, reorganising information and questioning. The students achieve this by exploring a variety of reading materials including guided reading texts, posters, diagrams, and electronic media. They also complete tasks both independently and cooperatively. Writing During writing sessions, the teacher models different elements of the writing process, depending on the focus of the session and needs of the students. Students are explicitly taught and experiment with, strategies for planning, composing, writing, editing and revising. This term students are learning to write persuasive texts and will then focus on information report writing. This term we have introduced a new learning approach to building and understanding vocabulary, through what is called Structured Word Inquiry. This is simply looking at how words work through knowing their history, meaning and structure. Students are learning this by adding prefixes and suffixes to the base word, so as to build word families. Here is an example: Speaking and Listening Speaking and listening are necessary for effective communication. They are integrated into all aspects of learning. For example, when writing persuasive pieces, students will present spoken arguments and sequence their points logically, provide supporting evidence and use appropriate persuasive language. Students will also work towards displaying an awareness of purpose and audience in the preparation of their inquiry presentation, by choosing specific words and phrases to convey the intended meaning. They will be encouraged to ask questions, identify most main ideas (and some supporting details) and communicate these to others in presentations. It is also expected that students will develop their skills in taking turns and listening to others during discussions. Term Two Mathematics Subtraction During Term Two in Maths we use mental computation strategies to assist calculations and solve addition and subtraction problems. Links will be made to real life problems and worded problems. Students will be extended from their current knowledge, ultimately being able to use an increasingly wider range of numbers to complete subtraction algorithms. Students are strongly encouraged to have automatic number facts to 20 in both addition and subtraction. This is vital as it frees up the working memory of the students and allows them to focus on more complicated thinking (e.g. 53 can be renamed into 4 tens and 13 ones) and recording algorithms appropriately. Parents can support this process of learning number facts. Once learnt then children's speed of recall can be developed. Revision sheets to download are located in the curriculum tab on the CWPS website, under the Maths Home Learning Page. Takeaway Concept Most students find subtraction much more complex than addition. In subtraction, we teach the concept of take away first. Then we revise the subtraction strategies learnt previously and make direct links to addition. Students use appropriate strategies such as counting on 1, 2, 3, 0, tens facts, doubles and near double facts and bridging back over the ten, for example 13 - 4 is thought as 13-3 to get back to 10 and subtract one more is 9. Place value knowledge is used to complete formal written algorithms. In subtraction, we find the part left when a part is taken from the whole. In addition, we join two parts to make a whole. Missing part We then teach students the concept of the 'missing part' and the concept of 'difference' For example, I need $85 to buy everything I want from Smiggle, but I have only saved $29. How much more do I need? Difference I am 128cm tall but my big sister is 158cm. What's the difference between our heights? Both of these questions are answered by using subtraction and will be explored in class. Subtraction is complex and parents can support their child by revising facts to 20. This supports teachers, who will then extend students to be able to record written computation and problem-solving challenges. Multiplication Towards the end of the term, we hope all students will be working on multiplication. Work is based on understanding the concept and developing arrays (placing items formally in rows and columns). Once the basic addition and subtraction facts are automatic, multiplication fact tables can be learnt in strategies. Only after they are learnt can random facts be developed to increase speed. We will be teaching various strategies to learning their multiplication facts, and revision at home is essential. This allows students to work with more complex multiplicative thinking concepts in class if students are working on smaller numbers at home. It is vital that multiplication facts are learnt as future division and fraction work extend from this knowledge. For those that are ready for the basic facts, below are some examples of the mathematical thinking and language that your child will be exposed to at school. The facts are taught in the order below with links made between strategies, such as 2, 4 and 8 facts are all based on doubles. Geometry and Measurement Students will recognise 2D shapes and 3D objects. They are to use mathematical names for shapes and discuss features, including vertices, edges and faces. Students will learn to transform shapes that involve flips, slides and turns. They will investigate symmetry of shapes and location features on a map, such as grid references, following directions, interpreting scales and finding locations. Finally, the students will use informal units and scaled instruments to measure length, area and perimeter. They will be exposed to conversion between units of measurement, for example centimetres to metres and grams to kilograms. Term Two Inquiry Our essential question for Inquiry learning this term is - How has the colonisation of Australia affected indigenous and non-indigenous people? We are looking at the stories of the First Fleet including – life on the convict ships, settlement and the causes and reasons for the journey. The students will also gain an understanding of the effects on our First Nations people of the colonisation of Australia, such as – introduced species and diseases and some significant indigenous warriors and elders of the time. We will look at famous explorers and world navigators from that era along with the nature of contact between them and other societies. A parent expo will take place at the end of term. Term Two Wellbeing In Term 2, the 3/4 unit will continue their work on developing respectful relationships within the classroom and school. Students participate in activities which help them to recognise strong emotions, the personal strengths they possess, the emotional challenges they face and the coping skills they would like to develop. Studying the value of respect, students explore the diverse range of people in their classroom and school and practise describing factors that contribute to positive relationships with peers, other people at school and in the community. Students will work on activities which promote conflict resolution strategies in order to negotiate positive outcomes to problems. Students are involved in activities which support working cooperatively and applying rules fairly. They explore and demonstrate strategies that help them stay safe, healthy and active at home, at school and in the community. Thank you for reading. From the grade 3/4 team. 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2 2 Letter from the Headteacher Dear Student You have now reached the stage in your education where you are able to make some choices about which subjects you study. We encourage all students to make the best use of their talents and abilities and want you to study subjects that you enjoy and can succeed at. The National Curriculum requires that you continue to study RE, Maths, English and Science, and that you have lessons in PSHE, Citizenship, and PE. This is the same in all schools but leaves about half of each week available for other courses. This booklet gives you details of the different courses and explains the process of making your decision. At the Options Afternoon on 26 January we will explain the process in more detail and you will be able to talk to your teachers about the subjects you are interested in. You will then have time to think about your preferences and discuss them at home and in school. Kate Pereira Kate Pereira Headteacher 3 Contents The Curriculum.................................................................................................................................................................. 1 4 The Curriculum The National Curriculum requires that all pupils study certain core subjects but you do have some choices to make. You should bear in mind the mix of lessons you will be attending. You will be studying these courses for 2 years so you will need to give it careful consideration. In Key Stage 3 we did this for you and ensured that you had a mixture of creative, practical and technological lessons and academic subjects. The subjects that you must study are called The Core Curriculum or Core subjects. The subjects that you can choose to study are called The Optional Curriculum or Options. These subjects cover a wide variety of levels. Core Subjects Religious Education English Mathematics Science Physical Education PSHE and Citizenship Art & Design Travel & Tourism Food Preparation Music History Sports Studies Media Studies Spanish French Enterprise and Marketing iMedia Product Design Home Languages: Polish Geography Drama Computing 1 Making Choices You should discuss your choices with your parents and form tutor. You will also receive information on different courses through your normal subject lessons. Parents will be able to speak to your teachers about the Key Stage 4 courses on 26 January at the Year 9 Options Afternoon. If, after this meeting, your parents still require a further discussion, they are welcome to telephone the school and discuss any concerns with: Heads of House Beverley – Mrs Udeaja Cambridge – Mrs Helcoop Rochester – Ms Stevens Westminster – Mrs Maudsley When you are making your choices you should be considering subjects because * You're good at it; you like it or find it interesting. * You need it or it's useful for your future career. * Your teachers think it is a suitable choice for you. * It will combine well with other subjects. * You like the method of assessment and teaching. You should not be considering subjects because * Your friends are doing it. * You can't think of anything else to choose. * You think it will be easy. * It sounds good even though you haven't found out about it. * You think it will impress people now or later on. You will be given a booklet which shows you how to log in to SIMs Options online to make your choices. You can do this either at home or at school. Once you have logged in you will see the list of subjects you can choose from. Follow the instructions on the screen…. You must choose one from Choice 1 list and one reserve. You can then choose two subjects and one reserve from the Open Choice list including the courses listed in Choice 1. Once you are happy with your choices you must save and log out. If you want to change your options you can log in to https://sims-options.co.uk and make any changes. If you unable to log in to Sims Options you can get an Options Selection Form from Student Services. This should be returned to Student Services by 12 February 2021. 2 It occasionally happens that more students choose a course than we can accommodate and when this happens we need to know what you would like to do instead. For this reason you must think carefully about what you want to do and make your choices accordingly. It is important that you complete your choices by 12 February 2021 Key Stage 4 Pathways Orange Pathway Students identified for the orange pathway must take one of the following subjects: * History * Geography * French * Spanish * Computer Science We strongly recommend that these students consider choosing a language and a humanities (History or Geography) subject at GCSE. These are 'facilitating' subjects for university and provide a level of academic challenge and rigour that will suit their ability and prepare them to undertake academic A Level study. The study of a range of subjects, including English, Maths, Sciences, a Modern Foreign Language and History or Geography widens future opportunities and makes it more likely that a student will continue into Higher Education. Blue Pathway Students identified for the blue pathway must take one of the following subjects: * History * Geography * French * Spanish * Computer Science They must then select a further two options. Students are welcome to select more than one 'blue' subject. Yellow Pathway Students identified for the yellow pathway do not need to select a subject from the blue group although if they are interested in these subjects and it is appropriate they are able to do so. Students will be expected to select Learning Support or English as an Additional Language as one of their options in order to support their academic achievement in other subject areas during Key Stage 4 and develop their functional literacy and numeracy skills. 3 Where can my GCSE choices lead me Post 16 \| Option \| Examples \| \|---\|---\| \| Level 3 A Levels/BTECs/OCR Nationals \| English A Level Health and Social Care OCR National \| \| Level 2 Vocational Qualifications. \| Plumbing Childcare \| \| Apprenticeship (Post 16) Level 2 or Level 3 \| Logistics (Tesco) Customer Service (Boots) \| Post 18 \| Option \| Examples \| \|---\|---\| \| Higher Education Courses \| Nursing Law Performing Arts \| \| Apprenticeship (Post 18) \| Chartered Surveying (degree app) Chemical Science (higher app) \| \| Employment \| Local employment opportunities \| 4 How parents can help their children to reach their potential in Key Stage 4 * Show interest in your child's work * Encourage your child to meet all deadlines and commitments concerning their work. Coursework and homework should be given priority over other out-ofschool commitments. * Don't book holidays during school time as it is very difficult for your child to catch up on the work they will miss. * Ensure there is an area in your home suitable for study, somewhere that is a quiet area, free from distraction. * Attend the scheduled parents' evenings or specially arranged appointments concerning the progress of your child. * Continue to keep the school informed, as early as possible, of all matters likely to affect your child's school work and attendance. * Check your child's diary to see what homework they have been set and sign it weekly to show that you have checked it. * Endorse and accept the school's rules and sanctions that exist to ensure that each student achieves their maximum potential. 5 GCSE Religious Studies (EDEXCEL) What does the course involve? GCSE Religious Studies offers you the opportunity to develop your knowledge and understanding of the Roman Catholic tradition and explore questions about the meaning and purpose of life. You will also get the opportunity to compare and contrast these beliefs with a second World Faith (Judaism). What will I study? Specification A (Full Course): Faith and Practice in the 21st Century Students will undertake an in-depth study of Catholic Christianity and be encouraged in a critical and reflective approach to the study of religion. This course places a greater emphasis on the study of one religion (Christinaity) and brings to life the foundations of faith and practice. How is the course assessed? Three exams will be taken in May and June, at the end of Year 11. Paper 1 — Catholic Christinity Content - Beliefs and teachings, Practices, Sources of Wisdom & Authority, and Forms of Expression and Ways of Life. Assessment 1 hour 45 mins Paper 2 — Study of Second Religion Judaism Content - Beliefs and teachings, Practices Assessment 50 mins Paper 3 — Philosophy and Ethics within Catholic Christianity Content – Arguments for the existence of God, Relationships and families in the 21st Century Assessment 50 mins What can I do with this course in the future? GCSE Religious Studies provides a firm foundation for A Level Religious Studies. The knowledge and understanding of religion and its relevance and application in people's lives and the development of critical skills can lead to a career in any sphere which involves dealing with people, e.g. teaching, social work, pastoral ministry, journalism, the caring professions, business management, law, and politics. 6 GCSE English Language and GCSE English Literature (AQA) What does the course involve? You will study texts which help you to develop your reading, writing, speaking and listening skills. What will I study? A wide range of high-quality, challenging, classic literature and extended literary non-fiction, such as essays, reviews and journalism, including: * at least one play by Shakespeare * works from the 19th, 20th and 21st centuries * an anthology of poetry centred around the themes of power and conflict You will: * Re-read literature and other writing as a basis for making comparisons. * Critically evaluate the language, structure and contexts in which texts were written and evaluate their effects on the contemporary audience and authorial intention. * Apply critical reading skills to unseen texts – including poetry – and make cohesive links and comparisons between and within literature texts. * Understand and critically evaluate texts through reading in different ways for different purposes, summarising and synthesising ideas and information, and evaluate their usefulness for particular purposes. * Write accurately, fluently, effectively and at length for both pleasure and information. * Adapt your writing for a wide range of purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue. * Select and organise ideas, facts and key points, cite evidence, details and quotations effectively and pertinently for support and emphasis. * Select, and use judiciously, vocabulary, grammar, form, and structural and organisational features, including rhetorical devices, to reflect audience, purpose and context using Standard English where appropriate. * Make notes, draft and write, including using information provided by others (e.g. writing a letter from key points provided; drawing on and using information from a presentation). * Restructure writing, and amend the grammar and vocabulary to improve coherence, consistency, clarity and overall effectiveness, paying attention to the accuracy and effectiveness of grammar, punctuation and spelling. * Prepare and perform a spoken assessment in class. How is the course assessed? External examinations. We are currently using AQA as examining body for both English Language and English Literature What can I do with this course in the future? There are a vast range of career opportunities for a students studying either language or literature at Post 16. Language is the basis of all career options so knowledge and an understanding of how language works is imperative. The study of English Language and Literature will open the door to any tertiary institution. 7 8 GCSE Mathematics (AQA) What does the course involve? GCSE Mathematics consolidates and extends many of the skills encountered at Key Stage 3. It encourages you to develop confidence in mathematics, apply the skills gained at Key Stage 3 and recognise the importance of mathematics in your own life and in society. You will develop the ability to: * acquire and use problem-solving strategies. * select and apply mathematical techniques to everyday mathematical problems and real-world situations. * reason mathematically, make deductions and draw conclusions. * interpret and communicate mathematical information in a variety of forms appropriate to the information and context, and use technology effectively. * work both cooperatively and independently. What will I study? The GCSE syllabus includes: Number; Algebra; Ratio; Proportion and Rates of Change; Geometry and Measures; Probability and Statistics. Elements of functional mathematics are embedded into the curriculum which ensure students have the skills required to use mathematics in real-life contexts. Understanding of the topics will be assessed every 3-4 weeks. How is the course assessed? The assessment of the GCSE course is carried out through examinations at the end of the course. The GCSE Mathematics has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). The final examination comprises of three different papers; a non-calculator paper and two sets of calculator papers. Each paper assesses the student's ability to recall, select and apply knowledge of mathematics and to interpret, analyse and solve problems. Students must take three question papers in the same tier. All question papers must be taken in the same exam series. What can I do with this course in the future? Mathematics pervades so many aspects of everyday life. It is almost impossible to imagine a job that does not require some mathematical understanding. Wherever you plan to work, mathematics will play an important part in your life. Many careers in science, information technology, finance and engineering require mathematical study to a higher level. GCSE Science (AQA) What does the course involve? Combined Science is worth 2 GCSEs which means you will be studying 7 lessons of Science per fortnight. There is no coursework: all exams will be taken at the end of year 11. What will I study? * Cell biology Biology Chemistry * Organisation * Infection and response * Bioenergetics * Homeostasis and response * Inheritance, variation and evolution * Ecology * Atomic structure and the Periodic Table * Bonding, structure and the properties of materials * Qualitative chemistry * Chemical changes * Energy changes * Rate and extent of chemical reactions * Organic chemistry * Chemical analysis * Chemistry of the atmosphere * Using resources How is the course assessed? There are six examinations to be taken in the summer of Year 11, two from each of Biology, Chemistry and Physics. They are all 75 minutes long and equally weighted. Is this the right course for me? This course is flexible enough to suit all students of all ability levels. A few students may start on the Entry Level Certificate route and will then progress to the full double award GCSE when their understanding has developed to an appropriate level. Most students will study the double award as detailed above. This course is ideal for students who wish to acquire scientific skills, knowledge and understanding necessary for progression to further learning in the Sciences at Post 16 level. Physics * Forces * Energy * Waves * Electricity * Magnetism and electromagnetism * Particle model of matter * Atomic structure 9 Physical Education What does the course involve? At Key Stage 4 our aim is to ensure that each student, whilst continuing to develop games skills, tactical awareness and a greater depth of understanding, also follows a broad selection of activities. We hope that all students gain enjoyment from the programme and continue to develop an active and healthy life-style. What will I study? * Aerobics * Athletics * Basketball * Cricket * Dance * Football * Fitness * Hockey * Netball * Rounders * Rugby Union * Table Tennis * Tennis * Trampolining * Volleyball Students will also be given the opportunity to achieve the Level 2 Award in Sports Leadership, a nationally recognised qualification that enables students to lead small groups in simple sport and recreational activities whilst under the direct supervision of a tutor. The qualification teaches leadership skills such as organisation, planning, communication and teamwork through the medium of sport. It is a fun and practical qualification with no entrance requirements or final examinations to sit. How is the course assessed? There is no formal assessment of Core PE.Is this the right course for me? Citizenship & PSHE What does the course involve? All students will follow a varied programme of Personal, Social, Health and Economic Education and Citizenship. What will I study? Topics to be studied will be: Personal wellbeing and living healthy lives, including developing resilience and promoting good physical and mental health * Positive, healthy relationships * Financial Capability and money sense * Identity and diversity * Decision making and managing risk * Careers and work related learning * Global and local communities, including completion of a Social Impact Project * Study skills and basic techniques * ICT skills and computer literacy This curriculum time may also be used for certain students to consolidate their basic skills in literacy and numeracy, or complete additional work on core subjects. How is the course assessed? There are no exams and students will create a file of evidence of their activities. Students will be encouraged to work together in small groups cooperatively and take responsibility for their own learning.Is this the right course for me? GCSE Art and Design (AQA) What does the course involve? Starting in Year 10, you will investigate a wide variety of techniques that cover a broad selection of skills including a 3D, textiles and 2D element that run alongside two main themes. You will research, investigate and gather information about the selected theme, using the library and the Internet. These elements will enable you to produce two or more units for your coursework portfolio. What will I study? Painting, drawing, sculpture and mixed media are at the core of this course. You will be encouraged to investigate different sources for inspiration and are encouraged to use photography and digital media as a tool for your investigation. How is the course assessed? You will be assessed on 4 key areas; research, experimenting with materials, drawing ability and producing a final piece. Your first component is a portfolio of coursework made up of at least two units. The second component is the externally set exam, started at the very start of the spring term of Year 11 and leading up to a 10 hour Controlled Test, in the summer term. You will have a short preparation period and you may discuss your ideas with your teacher. The work produced in your 10 hour controlled exam must be your own unaided work. Is this the right course for me? This course would suit you if you are creatively minded, produce your own art work independently at home or have an ability in drawing and painting and are able to experiment with different media. You should have an interest in how artists in the past and today use different styles to make art. What can I do with this course in the future? Students may go on to study Art in our Sixth Form. Careers in Art include illustration, photography, fashion, textiles, jewellery and furniture design, and graphic design and teaching. The creative industries in the UK are always expanding. Contrary to popular belief, there are many opportunities and jobs available in this sector. OCR Cambridge National in Enterprise and Marketing (OCR) What does the course involve? The course involves learning about how businesses market and propose new ideas. There is a whole element of enterprise and understanding customer needs and behaviour. What will I study? While studying the course, you will learn about the main activities that are used when starting a new business. You will progress to learning about designing business proposals, identifying customer profiles and design ideas. There is also an element of finance and marketing. You will end up making a brand identity and getting the opportunity to pitch your new idea. You will study 3 units: * Unit R064 – Enterprise and Marketing Concepts * Unit R065 – Design a Business Proposal * Unit R066 – Market and Pitch a Business Proposal How is the course assessed? This course is assessed both internally and externally. The 3 units consist of an exam and creating a portfolio based on evidence collected. The units are graded with Pass, Merit, Distinction and Distinction* grades. Unit R064 1 hour exam with multiple choice, some short answer questions and one extended response question. Unit R065 60 Mark centre-assessed assignment set by OCR. Unit R066 60 Mark centre-assessed assignment set by OCR Is this the right course for me? It is hoped that the type of student who will choose this course will be: * Interested in developing and implementing new ideas in Business * Self-motivated and organised * Capable of learning concepts, and applying knowledge and analysing information What can I do with this course in the future? Cambridge National attracts all sorts of students with a range of abilities; it complements many other courses and develops a wide range of skills. Some students will go on to Level 3 Cambridge Technical in Business and university later on; others will learn essential skills to help them to get straight into the world of work. Learners may progress onto OCR's Level 3 Certificate in Preparing for a Business Venture, OCR's Level 3 Cambridge Technicals in Business, Introductory Certificates in Marketing or A Levels in related subjects. 14 GCSE Computing (AQA) What does the course involve? You will need to have a basic understanding and interest in programming and computing. GCSE Computing develops your problem solving skills and teaches you a deeper understanding of how computer systems are developed. The knowledge, skills and understanding you learn on the course will give you skills that can be used in all subjects and in the future. What will I study? The theory of computer science, how computers work and programming skills. * Fundamentals of algorithms – How computer programs are designed and developed. * Programming – Different programming techniques to make programs. * Fundamentals of Data Representation – How computers store images, sound etc. and binary numbers. * Computer Systems – How computer systems are set up. * Fundamentals of Computer Networks – How computer networks are set up. * Fundamentals of Cyber Security – How companies keep their data secure on the Internet. * Relational Databases and SQL – Looking at how databases store data and how to use code to update, delete and search for relevant information. * Legal, Ethical and Environmental Issues – Learn how to discuss the issues surrounding the use of Computer Systems. These topics are taught throughout the two years with time to practice and prepare for the examinations. How is the course assessed? The GCSE is assessed through 2 examinations with a combination of multiple choice, short and longer answer questions. Is this the right course for me? This course is suitable for students who wish to progress to study ICT BTEC Level 3 or Computing at A Level or use ICT/Computing in the world of work. You should also: * Want to know how systems work, not just use them. * Be interested in learning challenging new skills in the field of Computer Science. * Have a logical approach to problems. What can I do with this course in the future? The qualification is designed to allow progress onto further study such as A level Computing or to give good quality ICT skills suitable for work or study in other subject areas. This course will help for a wide range of further education. It will also give experience of some of the areas of employment in the computer science industry. BTEC Tech Award Performing Arts: Drama (EDEXCEL) What does the course involve? This new and exciting course is practical with portfolio work: Component 1: Exploring the Performing Arts * Get a taste of what it's like to be a professional actor across different styles. * Observe and reproduce existing repertoire as well as explore * Performance styles, creative intentions and purpose * Performance roles, responsibilities and skills * Performance techniques, approaches and processes * How practitioners create and influence what's performed * Gain physical, interpretative, vocal and rehearsing skills during workshops and classes Component 2: Develop skills and techniques in acting * Apply technical, stylistic and interpretative skills in performance * Reflect on progress and use of skills in performance, as well as how to improve * Consider how practitioners adapt their skills for different contexts, and put this into practice in a performance. Component 3: Performing to a Brief * Perform a piece lasting 10-15 mins to a chosen audience What will I study? Through practical work and written working record you will need to be able to: * Recall, select and communicate your knowledge and understanding of drama to generate, explore and develop ideas. * Apply practical skills to communicate in performance * Analyse and evaluate your own work and that of others, using appropriate terminology Is this the right course for me? Yes if you enjoyed Drama at Key Stage 3 and now want to build on your knowledge and/or develop your confidence Yes if you enjoy performing, devising and/or directing and want to expand on these skills Yes if you can evaluate your own and others performance in Drama and express this both verbally and through written work. What can I do with this course in the future? BTEC Drama will provide a good basis for further studies at A Level. Drama is regarded as a very useful qualification which develops communication and problem solving skills. This course would prepare a student for any job which involves oral communication and dealing with members of the public. The Drama process develops the skills of negotiation, evaluation, communication and cooperation, which companies recognise as essential if their personnel are to be effective. 16 GCSE Food Preparation and Nutrition (AQA) What does the course involve? The thing you really need is enthusiasm and passion! You need to be able to feel the ingredients you are working with and enjoy being creative. It is important that you enjoy cooking a variety of products and are willing to try new things. There is an academic side to it too; you will learn about diet and nutrition, the science of food, industrial production and environmental issues concerning food production. You will also investigate how to prepare food safely in both the test kitchen and in industry. It should be noted that students will have to be organised and provide their own ingredients. Students will also be expected to attempt all practical work, even if it is not a family favourite! What will I study? You will learn many different practical techniques including pastry and cake making methods, bread making, cooking with meat and fish, as well as foods from other cultures, sauce making and techniques to create a range of products. Consideration for the functions of the ingredients, the science and creativity is key. You will be encouraged to try out different techniques and methods and to develop your own individual style. Team work is also encouraged as this is a required skill in industry. Theory work highlights the need for food and kitchen safety, preservation, environmental issues, packaging and labelling, food science, nutrition and catering for special diets. How is the course assessed? Year 10 work is taught in units which each have a different practical and theory focus. In Year 11 students work on their Non–exam Assessment which is 50% of the total mark. This includes two tasks. Task 1 is a science investigation with a 1500-2000 word essay worth 15%. In Task 2 students will be given an exam board set design brief and will work independently to create and develop new food products. This will result in the completion of a portfolio of work and a final 3 hour practical exam. There is then a written exam at the end of Year 11 which is worth the other 50%, this examines students on the whole specification. Is this the right course for me? The course would suit you if you enjoy practical work and like to spend time preparing and cooking food at home. You should have a keen interest to learn more about food and nutrition both theory and application through practical work. Also, if you are considering a career in a food related profession this would be a good choice for you. What can I do with this course in the future? Food Technology at KS4 is an exciting, creative and innovative subject. It is academic as well as practical. People who study Food Preparation and Nutrition have a wealth of career opportunities open to them including: Dietician, Hotel/Restaurant Management, Event Management, Careers in the Forces and Food Design or Production within the Food Industry. GCSE French (AQA) What does the course involve? GCSE French develops your ability to communicate in speaking and writing, and to understand what you hear or read in French. The course also provides an insight into the culture and civilisation of France and other French-speaking countries and develops the skills, language and attitudes required for further study, work and leisure. What will I study? The course consists of three themes divided into four subtopics: Identity and culture * Me, my family and friends * Technology in everyday life * Free-time activities * Customs and festivals in French-speaking countries/communities * My studies Current and future study and employment: * Life at school/college * Education post-16 * Jobs, careers choices and ambitions * Home, town, neighbourhood and region Local, national, international and global areas of interest: * Social issues * Global issues * Poverty/homelessness How is the course assessed? GCSE French will be assessed at the end of Year 11 by: * 25% Listening Examination * 25% Reading Examination * 25% Speaking Examination * 25% Writing Examination Is this the right course for me? It is expected that you will be: * Capable of achieving grades 4-9, having achieved grades 3-4 at Key Stage 3. * Motivated and passionate about Languages, namely French. * Interested in communicating in French and keen to learn about another culture. What can I do with this course in the future? Many employers expect knowledge of at least one foreign language. It is useful in the following areas: Hospitality and Catering; Telecommunications; Financial and Legal Services; Transport; Retailing, Manufacturing; Building and Construction; Leisure and Recreation; and Education. 18 GCSE Geography (EDEXCEL A) \| How many GCSEs or equivalent is it worth? \| 1 \| \|---\|---\| \| Is it a Single or Double Option: \| Single \| What does the course involve? There has never been a better or more important time to study Geography. With growing interest in issues such as climate change, migration, and environmental damage, Geography is one of the most relevant courses you could choose to study. Geographers are also highly employable. Whatever your passion for the world - fascination with landscapes or concerns about inequality - Geography will provide you with knowledge and transferable skills that will reward you personally and advance you academically. What will I study? The Edexcel A Geography GCSE is a modular course comprising three components of study: Component 1: The Physical Environment- This unit will examine five topics; The Changing Landscapes of the UK, Coastal Landscapes and Processes, River Landscapes and Processes, Weather Hazards and Climate Change and Ecosystems, Biodiversity and Management. Component 2: The Human Environment - This unit will examine four topics; Changing Cities, Global Development, Resource Management and Water Resource Management. Component 3: Geographical Investigations - This unit is fieldwork based and will involve students completing activities around the themes of rivers and inner urban areas. How is the course assessed? Components 1 and 2 combined are worth 75% of the GCSE and Component 3 is worth 25%. All components are assessed by separate 90 minute examinations sat in June of Year 11. Is this the right course for me? Are you: * Interested in learning about the modern world in which we live? * Wanting to link science subjects with arts and humanities subjects? * Willing to act on the advice and guidance of experienced staff? What can I do with this course in the future? Geography is a broad based academic subject which will open up options for you in your future. Employers and universities see geography as a robust subject rich in skills, knowledge and understanding. As a subject linking the arts and the sciences it is highly flexible in terms of what you can combine it with at GCSE. If you choose to take geography on to A level or university there are literally hundreds of courses to choose from and the range of career areas accessed by graduates of geography will probably surprise you; including surveyors, planning officers, consultants, risk analysts, aid workers and architects as well as teachers, travel and tourism professionals and workers in landscape management and nature conservation. GCSE History (EDEXCEL) What does the course involve? GCSE History provides students with a wide variety of skills and experiences. By studying different periods of time, students are guaranteed a varied content. However, while the course is exciting and successful, students should be aware that hard work is required. What will I study? The course comprises three examinations all sat at the end of Year 11. Paper 1: Crime and punishment in Britain, c1000–present and Whitechapel, c1870-c1900: crime, policing and the inner city (30% of mark). This unit covers the changing nature of crime and how punishments have changed over time. Students explore how definitions of crime have changed and how laws have adapted to changing methods of crime. This paper also includes a section called the historic environment where students will study the area of Whitechapel and the problems it faced from 1870-1890. Paper 2: Early Elizabethan England 1558-88 and the American West 1835-1895 (40% of mark). This unit is divided into two sections. The first section is the British element and explores the nature of Elizabeth I's early years as Queen of England. The second section investigations the origins of the Cold War and the releatinship between the Superpowers 1941-1991 . Paper 3: The Weimar and Nazi Germany 1918-39 (30% of mark) This unit examines the 21 years from Germany's defeat in the First World War to the outbreak of the Second World War. Students explore the creation of the Weimar Republic and the rise of and ultimate success of the Nazi Party in 1933. Students explore what it was like to live in Nazi Germany and how different groups of people were treated under their regime. How is the course assessed? All units of study are assessed at the end of Year 11.Is this the right course for me? What can I do with this course in the future? History imparts skills in researching, organisation, using information, evaluating evidence and communicating understanding. The course leads to further historical study at A-Level and University where it is a highly respected qualification. History can lead to careers in Law, Management, Social Work, Teaching, Journalism, Accountancy, Archaeology, Librarianship, Local Government, Administration, the Civil Service, Museums, the Arts and Publishing. 20 Home Languages: GCSE Polish (AQA) \| How many GCSEs or equivalent is it worth? \| 1 \| \|---\|---\| \| Is it a Single or Double Option: \| Single \| What does the course involve? GCSE Polish develops your ability to communicate in speaking and writing, and to understand what you hear or read in Polish. You will be expected to understand and provide information and opinions about the themes listed below relating to your own experiences and those of other people, including people in countries/communities where Polish is spoken. What will I study? The course consists of three themes divided into four subtopics: Identity and culture * Me, my family and friends * Technology in everyday life * Free-time activities * Customs and festivals in Polish-speaking countries/communities * My studies Current and future study and employment: * Life at school/college * Education post-16 * Jobs, careers choices and ambitions * Home, town, neighbourhood and region Local, national, international and global areas of interest: * Social issues * Global issues * Travel and Tourism How is the course assessed? GCSE Polish will be assessed at the end of Year 11 by: * 25% Listening Examination. * 25% Reading Examination. * 25% Speaking Test. * 25% Writing Examination. Is this the right course for me? It is expected that you will be: * Capable of achieving 4-9 grades, having some knowledge of vocabulary and grammar. * Motivated and passionate about Languages, namely Polish. * Interested in conversing in Polish and keen to develop your skills further in your home language. What can I do with this course in the future? Many employers expect knowledge of at least one foreign language. It is useful in the following areas: Hospitality and Catering; Telecommunications; Financial and Legal Services; Transport; Retailing, Manufacturing; Building and Construction; Leisure and Recreation; and Education. Cambridge National Certificate in Creative iMedia (OCR) What does the course involve? The Creative iMedia is a more practical course looking at how computers help with creative media. Students will be able to apply their creative skills to a number of different applications and learn skills such as research, planning, review, working with others and communication that can all be used in different areas in the future. What will I study? * Pre-Production skills for design of products for different clients * Graphics * Multipage website creation * Developing computer games How is the course assessed? The course is assessed with one hour and 15 minute exam and three pieces of coursework that are marked by your teacher and moderated by OCR. Is this the right course for me? This course is suitable for students who wish to progress to study Level 3 Cambridge Technicals or any other Computing or ICT A Level. Also good for those who want to use ICT/Computing in the world of work. You should also: * Want to learn about design for clients * Be able to work independently and enthusiastically What can I do with this course in the future? The qualification is designed to allow to progress onto further study such as Cambridge Technicals in IT or to give good quality ICT skills suitable for work or study in other subject areas. This leads to various careers and courses in a wide range of topics and industries. 22 GCSE Medica Studies (AQA) What does the course involve? GCSE Media Studies is a very hands-on option and involves learning how the media industry works, then planning to put your own ideas into practice. If you fancy designing the next CocaCola advertising campaign or launching your own rival brand and are able to think of new ideas for magazines, television, radio or vlogging, then GCSE Media Studies is an exciting choice for you. What will I study? During this two year course you will study four Key Concepts which underpin the media industry; Audience; Representation; Media Language and Media Industry. You will work on a range of assignments which explore marketing, advertising, film and television, radio, popular music, video gaming and publishing. How is the course assessed? 30% non-exam assessment which students will make a media product for an intended audience. 70% examination. Students will study "close study products" in the following media: * Advertising * TV * Radio * Music Videos * Online and Social Media * Film * Newspapers * Magazines There will be two 90 minute exams (70%) to test your knowledge and understanding of these CSPs at the end of the course. You will also produce a practical project (NEA 30%), which will show off your skills as a film maker, web designer, poster designer or radio producer. Is this the right course for me? If you have a creative mind and you are interested in film, television, music and video gaming then this course will offer you a chance to explore how these products are made and marketed and will give you a chance to put your own creative ideas into practice. What can I do with this course in the future? This course progresses to A level Media Studies or Level 3 Diploma in Creative and Media. Possible career routes include: public relations, advertising, marketing, market research, radio, internet, publishing, event management, promotions, video, film and television. BTEC Tech Award in Music Practice How many GCSEs or equivalent is it worth? 1 Is it a Single or Double Option: Single What does the course involve? BTEC Music can help you take your first steps towards a career in the music industry. You'll learn essential skills from performing and composing to producing, and creating a music product. The course provides a fantastic opportunity to learn the skills needed to be successful in the music industry. What will I study? The Specification that we follow is the BTEC Tech Award in Music (Level 2). This course is equivalent to a GCSE. The course comprises of three components: Component 1: Exploring Music Products and Styles. In this component, students will: * Explore different styles and genres of music. * Take part in practical workshops to understand stylistic features and characteristics. * Develop techniques in making music products * Reflect on their progress, and on areas for improvement. Component 2: Music Skills Development. In this component, students will: * Choose a job role and explore the skills needed to fulfil it. * Develop a range of skills. * Apply skills and techniques in a music performance, creation or production. * Choose an area of the industry that excites them (composer, performer, or producer). Component 3: Responding to a music brief. In this component, students will: * Explore the brief and come up with possible responses and ideas. * Use relevant resources, skills and techniques to develop and refine musical material. * Present their final response (solo or in a group). * Review and reflect their approach to the brief and their final outcome. How is the course assessed? * Component 1: Coursework is internally assessed and worth 30% of the course. * Component 2: Coursework is internally assessed and worth 30% of the course. * Component 3: is externally assessed and worth 40% of the course. Students will respond to a brief to either perform or compose a piece of music. Students will be awarded a final grade at the end of the course, which takes into consideration the grades from each component. Is this the right course for me? The BTEC Music course is perfect for students with a passion for music and ideal preparation for students who would like to pursue a career in music. What can I do with this course in the future? Students who have enjoyed Music may want to continue with the subject to study Music BTEC Level 3 or A Level at college or sixth form. This could lead to a career in music as a performer, composer, music therapist, events manager, teacher. The course also provides skills in teamwork, organisation, independence, punctuality and problem solving which are desirable to employers in all career paths. GCSE Technology: Product Design (AQA) What does the course involve? The GCSE Product Design course is aimed at those who enjoy the challenge of designing innovative and exciting new products. You are encouraged to design and make products with creativity and originality, using a range of materials and techniques. You will produce a coursework folder of work and a working prototype. What will I study? You will learn about designing, modelling and making products and how they influence our daily lives. You will learn how technology uses Computer Aided Design and manufacture to develop and improve new and existing products. You will develop your knowledge of materials and processes together with skills needed to produce an accurate end product. You will be expected to calculate area, scale and mathematical equations to help your design development. How is the course assessed? In Year 10 you will complete a selection of theory based exercises together with mini projects which will help you understand some of the materials, skills and knowledge needed for year 11 coursework. Year 11 consists of a 30-35 hour controlled coursework assessment which is worth 50% of your final mark. The final 50% of the marks comes from a 2 hour written paper on the theory taught throughout the two years. Is this the right course for me? You must enjoy designing new ideas, creating models and understand how the product works. You must have an understanding of mathematics such as area, algebra and scale. You must have the ability to solve modelling and manufacturing problems when making. What can I do with this course in the future? Product Design sets you up for careers in: * Engineering * Product Design * Furniture Design * Interior Design * Architect GCSE Spanish (AQA) What does the course involve? GCSE Spanish develops your ability to communicate in speaking and writing, and to understand what you hear or read in Spanish. The course also provides an insight into the culture and civilisation of Spain and other Spanish-speaking countries and develops the skills, language and attitudes required for further study, work and leisure. What will I study? The course consists of three themes divided into four subtopics: Identity and culture * Me, my family and friends * Technology in everyday life * Free-time activities * Customs and festivals in Spanish-speaking countries/communities * My studies Current and future study and employment: * Life at school/college * Education post-16 * Jobs, careers choices and ambitions * Home, town, neighbourhood and region Local, national, international and global areas of interest: * Social issues * Global issues * Poverty/homelessness How is the course assessed? GCSE Spanish will be assessed at the end of Year 11 by: * 25% Listening Examination * 25% Reading Examination * 25% Speaking Examination * 25% Writing Examination Is this the right course for me? It is expected that you will: * Be capable of achieving grades 4-9, having achieved grades 3-4 at Key Stage 3 in Spanish or have previous experience of learning Spanish. * Be motivated and passionate about Languages, namely Spanish. * Be interested in conversing in Spanish and keen to learn about another culture. What can I do with this course in the future? Many employers expect knowledge of at least one foreign language. It is useful in the following areas: Hospitality and Catering; Telecommunications; Financial and Legal Services; Transport; Retailing, Manufacturing; Building and Construction; Leisure and Recreation; and Education. 26 Level 2 Certificate in Sport Studies (OCR) How many GCSEs or equivalent is it worth? 1 Is it a Single or Double Option: Single What does the course involve? Students have the opportunity to apply theoretical knowledge about different types of sport and physical activity, skills development and sports leadership to their own practical performance. Students will learn about contemporary issues in sport such as funding, participation, ethics and role models, and sport and the media. Students will develop an appreciation of the importance of sport locally and nationally, different ways of being involved in sport and of how this shapes the sports industry. What will I study? The Cambridge Nationals in Sport Studies take a more sector-based focus, whilst also encompassing some core sport/Physical Education themes. Students have the opportunity to apply theoretical knowledge about different types of sport and physical activity, skills development and sports leadership to their own practical performance. Compulsory Units R051: Contemporary issues in sport R052: Developing sports skills Optional R053: Sports leadership R054: Sport and the media R055: Working in the sports industry R056: Developing knowledge and skills in outdoor activities How is the course assessed? Written Examination: 1 hour written exam on Contemporary Issues in sport worth 60 marks. Coursework: The rest of the assessments will come in the form of Internal Assessments for each unit undertaken. Each unit is assessed internally (10 hours per unit). Each assessment will be moderated to Pass, Merit or Distinction standard. Is this the right course for me? Students will need to have a good knowledge of a range of different sports. Students must understand key techniques involved in sport, have a knowledge of drills and activities to improve their skills as well as a tactical appreciation of the sport. Students need to have a high performance in at least 1 team and 1 individual sport. Students should have a basic knowledge of key issues in sports e.g. sportsmanship, sports values, governing bodies. What can I do with this course in the future? Students who have enjoyed Physical Education may want to continue with the subject to study Level 3 courses in the Sixth Form at St John Fisher School. Employment opportunities where the skills acquired will be particularly valued include: the sport and leisure industry - sports attendants, supervisors/managers, professional sportsmen/women, personal trainers, fitness instructors, roles in the media, coaches in specific areas; travel and tourism – travel representatives, adventure holiday work, teaching, sports injury specialists, sports psychologists. BTEC Level 1/2 Travel and Tourism (EDEXCEL) What does the course involve? Travel and Tourism is an exciting course packed with a mixture of concepts and practical applications preparing you for employment particularly in real life businesses such as Easyjet, Thomas Cook and Travelodge Hotels. You will develop your basic skills in ICT, literacy, numeracy, team work, creative thinking, self management, reflective learning and effective participation. This is a guided course based on students independently completing a variety of short tasks. Close guidance and support is provided in all lessons by the teachers and teaching assistants from both the EAL and SEN departments. This course is particularly suited to students at an early stage of English language acquisition and literacy development. What will I study? In common with all BTEC qualifications, Travel and Tourism involves work on four units. Three units are coursework based and a fourth unit has an examination: * The UK Travel and Tourism Sector * UK Travel and Tourism destinations * The Travel and Tourism Customer Experience * Factors affecting Worldwide Travel and Tourism How is the course assessed? BTEC Travel and Tourism is mainly coursework based. After you have been taught how to complete the assignments, you will be guided through the completion of drafts of all of your work. All coursework is assessed by your teachers. Is this the right course for me? What can I do with this course in the future? The BTEC Travel and Tourism attracts all sorts of students. * Ambitious students, keen to study more GCSEs or A Levels can use this course to improve the basic literacy and language skills that they will need in the future. * Alternatively, pupils keen to get straight into the world of work after school, for example on a training programme with a large retailer, benefit greatly not only from the employability skills they have learnt, but also the customer service and marketing skills. * There is also a clear progression from this to other courses, such as BTEC Level 3 St John Fisher Catholic High School, Park Lane, Peterborough, PE1 5JN Tel: 01733 343646 Website: www.stjohnfisherschool.org.uk	<urn:uuid:799a2df6-04ef-47f4-b1d5-9016a0e08c7d>	CC-MAIN-2021-39	https://www.stjohnfisherschool.org.uk/wp-content/uploads/2021/03/KS4-Booklet-2020-Main.pdf	2021-09-17T09:41:23+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00062.warc.gz	1,024,685,524	10,673	eng_Latn	eng_Latn	0.963249	eng_Latn	0.998085	[ "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn",...	false	docling	[ 6, 979, 1172, 2140, 4416, 5879, 6450, 7469, 9233, 11927, 14071, 15632, 16801, 17899, 19900, 22068, 24321, 26619, 29548, 31297, 33911, 36239, 38154, 39586, 41552, 44302, 46073, 47891, 50621, 52696, 52824 ]	[ 1.890625, 2.453125 ]	2	2
Skills Matter! Apply the S.T.A.R.[R] Technique Preparing Your Soft and Hard Skills Content Opportunities to develop your skills occur as you work on class projects, complete an internship experience, fill leadership roles or actively engage in other activities. Instructors often align assignments and capstone projects to specific skill competencies (perhaps outlined in the course syllabus). In the following steps we will demonstrate how your might adapt the S.T.A.R.[R] technique to the SKILL content type found in myeFolio. Our goal is to assist you in preparing evidence that potential employers and colleagues will want to find in your site and strengthen how you tell your story. You can adjust the process to fit your preferred style. While a search for information about S.T.A.R.[R] online will result in many info links, we've provided a few resources you might check out and a reminder of what S.T.A.R.[R] represents. (Some suggest that the second "R" is optional.) * Answering Tough Interview Questions Situation – when/where; set the scene * The Careers Blog by Guardian Task – the goal, aim or challenge Action – what you did; your role Result – the outcome Reflection – what you learned * Star Method (eBook) Find and Open the Skill Content Form The "Skill" content type is found in the Personal, Education or Work categories when you display "New Content" options. * Click "New Content" Note: If you wanted to edit a skill that was previously created, you would open it from the "My Content" panel. * Click to open the category you prefer to use" * Click on "Skill * Click "Create" from the action bar The form to create a new skill item will open to your screen. During this "step thru" we will be using only the "Skill Title" and "Full Text" fields. The reason for this is that we plan to use our skill item as part of another object later. The form does present several fields that can be helpful when using it to create a standalone skill posting for your site pages. Add Content to the Skill Form * Identify your skill using the "Skill Title" field You could prepare your text using other software. * Use "Full Text" to add the details Enter or paste in the narrative text that addresses each segment of S.T.A.R.[R] to the "Full Text" field: * Be sure to "Save" the completed form Note: Our example is based on a real experience, but some details have been modified to honor the source. Locate Your recently-saved Skill Content Item Content items (once saved) are added to the content collection called "My Content" and will be listed in sections that are organized by type (i.e., Skill). You will notice from the screen capture at the right that the "Skill Title" is used to list the items alphabetically and makes it easier for you to locate it when you're ready to edit it or post it to a page of your site. Revision Example: You might decide to change the way your skill is named in the Title field or modify your narrative in the Full Text field. Your content listing will also display the date and time that the item was last saved. Post Skill Content to a Selected Site Page * Drag the SKILL item from "My Content" to the site page and location where you want it to be displayed. * When in Preview, your content will look something like this * The image shows a preview "as displayed" to a mobile device. * The STARR format allows a viewer to easily locate significant elements. Some questions to ponder: * Do you want to post one skill per site page? * Do you want to combine several skill items on one page? * Do you want to separate soft skills from hard skills within your eFolio site? How you answer these questions will impact your final layout. There is no incorrect approach. Simply be consistent! If you follow our blog entries at the "myeFolio Spotlight" you'll find more ideas about how the S.T.A.R.[R] technique can be applied to content and additional ways to make your site stand out.	<urn:uuid:0ceb1be3-c668-4c07-990a-6f6435b9dd4b>	CC-MAIN-2021-39	https://myefoliofeatures.myefolio.com/Uploads/SkillSetSTARRstories.pdf	2021-09-17T10:47:48+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00064.warc.gz	477,761,779	895	eng_Latn	eng_Latn	0.998091	eng_Latn	0.998081	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2009, 3094, 3970 ]	[ 2.390625 ]	2	0
Lashmar Conservation Park About A favourite for beach lovers, Lashmar Conservation Park adjoins the long sandy beach at Antechamber Bay. The park is an ideal location for swimming, fishing and birdwatching and is just a short drive from Cape Willoughby lightstation (https://www.parks.sa.gov.au/parks/cape-willoughby-conservation-park). Explore the park further by canoeing your way along the tranquil Chapman River which flows through the park and into the sea at Antechamber Bay. A scenic picnic area and campground are also available within the park. Opening hours Open daily. Closures and safety This park is closed on days of Catastrophic Fire Danger and may also be closed on days of Extreme Fire Danger. You can determine the current fire danger rating by checking the Fire Ban District map (https://www.cfs.sa.gov.au/site/bans_and_ratings.jsp) on the CFS website. Check the CFS website (https://www.cfs.sa.gov.au/site/home.jsp) or call the CFS Bushfire Information Hotline 1800 362 361 for: Information on fire bans and current fire conditions (https://www.cfs.sa.gov.au/site/bans_and_ratings.jsp) Current CFS warnings and incidents (https://www.cfs.sa.gov.au/site/warnings_and_incidents.jsp) Information on what to do in the event of a fire (https://www.cfs.sa.gov.au/site/prepare_for_a_fire.jsp). Listen to your local area radio station (https://www.cfs.sa.gov.au/public/download.jsp?id=104478) for the latest updates and information on fire safety. Contact details Visitor information, bookings and park management: National Parks Wildlife Service South Australia Kangaroo Island office Phone: (+61 8) 8553 4444 Email: (mailto:email@example.com) (mailto:firstname.lastname@example.org) email@example.com (mailto:firstname.lastname@example.org) Emergency contacts: Medical, fire (including bushfire) and police emergency situations Phone: Triple Zero - 000 Police Assistance Phone: 131 444 for non-urgent police assistance National Parks and Wildlife Service SA – After-hours duty officer Phone: 0477 334 898 Injured wildlife: Within the park Please contact National Parks Wildlife Service South Australia Kangaroo Island office on (08) 8553 4444 or the afterhours duty officer on 0477 334 898. Outside of the park Please contact a local wildlife rescue group Marine mammals If you find a sick or stranded marine mammal (including whales, seals, sea lions and dolphins), please contact National Parks Wildlife Service South Australia Kangaroo Island office on (08) 8553 4444 or the after-hours duty officer on 0477 334 898. Getting there Lashmar Conservation Park is located 40km south east of Penneshaw, on Kangaroo Island. Access is via Hog Bay Road. Park map (#maps) You can get to Kangaroo Island from mainland South Australia on the SeaLink ferry. This vehicle and passenger ferry operates daily (except Christmas Day) between Cape Jervis (two hours south of Adelaide) and Penneshaw, Kangaroo Island. The journey takes 45 minutes for the 16km crossing. Visit the SeaLink website (https://www.sealink.com.au/) for more information and bookings. Dogs allowed (on lead in designated areas) Dogs are permitted on the south side of the Chapman River only. Please ensure you: Keep your dog under control and on a lead no more than two metres in length. Stick to designated walking trails. Bring disposable bags to clean up your dog's faeces (please be aware there are no bins in national parks). Dogs are not permitted in other areas of the park. Discover other parks you can walk your dog in on our find a park (https://www.parks.sa.gov.au/find-a-park) tool or read 12 dog-friendly walks in Adelaide Parks (http://www.environment.sa.gov.au/goodliving/posts/2017/12/dogs-part2) by Good Living for inspiration. Assistance dogs Assistance dogs are permitted in most public places and are therefore welcome in South Australia's parks and reserves. Assistance dogs must be appropriately restrained on a lead and remain under your effective control at all times while in a park or reserve. As per the dogs in parks and reserves policy, if the dog is not an accredited assistance dog, they must be trained to assist a person with a disability to alleviate that disability and meet standards of hygiene and behaviour appropriate for a dog in a public place. However, refusal may be given if the person with the disability is unable to produce evidence the dog is an assistance dog with the appropriate training. Before taking your assistance dog into a park that does not normally allow dogs, it is highly recommended that you contact us so we can provide you with the latest information on any potential hazards within specific parks that may affect your dog. Please contact the park via the contact details provided under the contact tab or contact the visitor service centre via email (https://www.parks.sa.gov.au/contact-us/get-in-touch-online) or on Facebook (https://www.facebook.com/NPWSSA), or you can live chat with a customer service representative on the website Monday to Friday from 9am to 5pm. Facilities There are picnic facilities, BBQs, toilets and camp grounds available for use within this park. Plants and animals Flora and fauna species lists To download flora (plants) and fauna (animals) species lists for this park, use the 'Create Simple Species List' tab under 'Flora Tools' or 'Fauna Tools' in NatureMaps (https://data.environment.sa.gov.au/NatureMaps/Pages/default.aspx). Useful information Parks of Kangaroo Island Guide (https://cdn.environment.sa.gov.au/parks/docs/baudin-conservationpark/NPWSSA-Parks-Of-KI-Summary-Booklet-May-2021.pdf) Kangaroo Island Wilderness Trail website (https://www.kangarooislandwildernesstrail.sa.gov.au/home) Parks management plans (https://www.environment.sa.gov.au/topics/park-management/state-wide-parkstrategies/park-management-plans) Trails SA (http://www.southaustraliantrails.com/) SA Marine Parks (https://www.environment.sa.gov.au/marineparks/home) Important: Collection of firewood within National Parks is prohibited. Dead wood plays a vital role in providing shelter for animals and adding nutrients to the soil. Traditional owners Aboriginal peoples have occupied, enjoyed and managed the lands and waters of this State for thousands of generations. For Aboriginal first nations, creation ancestors laid down the laws of the Country and bestowed a range of customary rights and obligations to the many Aboriginal Nations across our state. There are many places across the State that have great spiritual significance to Aboriginal first nations. At some of these places Aboriginal cultural protocols, such as restricted access, are promoted and visitors are asked to respect the wishes of Traditional Owners. In places where protocols are not promoted visitors are asked to show respect by not touching or removing anything, and make sure you take all your rubbish with you when you leave. Aboriginal peoples continue to play an active role in caring for their Country, including in parks across South Australia. DEW Park management (https://www.parks.sa.gov.au/park-management) DEW Aboriginal partnerships (https://www.parks.sa.gov.au/park-management/co-management-of-parks) See and do Bushwalking There is currently no bushwalking information available for this park, please contact the park office for more information. Camping Make the most of the park's spectacular beaches and spend the night at one of the Antechamber Bay campgrounds. Camping fees apply and must be booked and paid for online (/booking/#Lashmar%20Conservation%20Park) before arrival. Antechamber Bay North Campground Suitable for: caravans, camper trailers and tents Facilities: toilets and picnic tables Located on the northern side of the Chapman River, this campground consists of 11 camp sites with nearby walking trails providing access to the beach and the river. Campfires are not permitted at all times in this campground. Antechamber Bay South Campground Suitable for: caravans, camper trailers and tents Facilities: fire pits, picnic shelter and gas BBQs. Toilets are available in the Antechamber Bay North Campground, which is accessible by car only Located on the southern and eastern side of the Chapman River, this campground consists of 12 campsites dotted along the banks of the Chapman River. Wood fires and solid fuel fires are permitted within designated fire pits, other than on days of total fire ban (excluding fire danger season). Mountain biking There are no designated mountain biking trails in this park. Which parks can you ride in? (https://www.parks.sa.gov.au/know-before-you-go/mountain-biking) Fishing Fishing is actively managed in South Australia by the Department of Primary Industries and Resources SA. (http://www.pir.sa.gov.au/fishing) Check out these useful links before embarking on your fishing adventure: Recreational fishing regulations (http://www.pir.sa.gov.au/fishing/recreational_fishing) SA recreational fishing guide app (http://www.pir.sa.gov.au/fishing/recfishingapp) Aquatic reserves (http://www.pir.sa.gov.au/fishing/closures_and_aquatic_reserves/aquatic_reserves) Wildlife Here are some of the animals you may also encounter on Kangaroo Island: Kangaroo Island kangaroo This kangaroo is smaller, darker and longer furred than its closest mainland relative. During the day they often rest under vegetation, coming out to graze in the early morning and late afternoon. Spot one in this park or at these alternative locations: At Black Swamp at Flinders Chase National Park (https://www.parks.sa.gov.au/parks/flinders-chase-nationalpark) . At Grassdale in Kelly Hill Conservation Park (https://www.parks.sa.gov.au/parks/kelly-hill-conservation-park) Park at the gate on the South Coast Road and follow the 2 km track to an open area near an old cottage. Lathami Conservation Park (https://www.parks.sa.gov.au/parks/lathami-conservation-park) and surrounding paddocks. Enter the park through the double gates around 3 km south east of the Stokes Bay Café along the North Coast Road. On the Hog Bay Road from Prospect Hill to Baudin Beach. Take care when parking. Ensure your car is completely off the road when parked. Tammar wallaby These wallabies are nocturnal and are best seen at dawn and dusk. During the day Tammar wallabies rest in dense, low vegetation. They move through tunnels in the vegetation from their daytime shelters to grassed areas to feed in the evening. Spot one in this park or at these alternative locations: At Grassdale in Flinders Chase National Park (https://www.parks.sa.gov.au/parks/flinders-chase-national-park) . Park at the gate on the South Coast Road and follow the 2 km track to an open area near an old cottage. Around the campsites and down towards the jetty at Vivonne Bay. Along the D'Estrees Bay Road up to Wheatons Beach in Cape Gantheaume Conservation Park (https://www.parks.sa.gov.au/parks/cape-gantheaume-conservation-park-and-wilderness-protection-area). In the township at Nepean Bay, via Western Cove Road. In Baudin Conservation Park (https://www.parks.sa.gov.au/parks/baudin-conservation-park). Access to the carpark is along Frenchmans Terrace and south along Binneys Track. Short-beaked echidna Echidnas are found across Kangaroo Island in all types of habitat. Short-beaked echidnas are generally solitary, but during the breeding season from May–September male echidnas form trains behind females. Echidnas can be seen throughout Kangaroo Island, across all types of habitat. Australian sea-lion The Australian sea-lion is one of the rarest seals in the world. Seal Bay Conservation Park is home to the world's third largest breeding colony. Spot one in this park or at these alternative locations: Seal Bay Conservation Park (https://www.environment.sa.gov.au /se alb ay/h om e) on a guided tour. Long-nosed fur seals Long-nosed fur seals live along rocky shores around Kangaroo Island where they rest and breed in colonies. Spot one in this park or at these alternative locations: Admirals Arch in Flinders Chase National Park (https://www.parks.sa.gov.au/parks/flinders-chase-national-park). Glossy black-cockatoo Glossy black-cockatoos feed during the day returning to their nests at dusk. Spot one in this park or at these alternative locations: Lathami Conservation Park (https://www.parks.sa.gov.au/parks/lathami-conservation-park). Enter the park from North Coast Road, approximately 1.5 km from Stokes Bay. Baudin Conservation Park (https://www.parks.sa.gov.au/parks/baudin-conservation-park). Access to the carpark is along Frenchmans Terrace and south along Binneys Track. Koala Koalas were not on Kangaroo Island at the time of European settlement. In the 1920s conservationists released 18 koalas in Flinders Chase National Park to save their declining mainland population. The population quickly established and their numbers rapidly increased and koalas moved across the island. Koalas spends most of the day resting in a tree fork, usually climbing into the canopy around dusk to feed. Look for their ball-shape high in the canopy, or as they move between branches. Spot one in this park or at these alternative locations: Grassdale inKelly Hill Conservation Park (https://www.parks.sa.gov.au/parks/kelly-hill-conservation-park). Park at the gate on the South Coast Road and follow the 2 km track to an open area near an old cottage. The Heritage Walk that starts at the Flinders Chase National Park (https://www.parks.sa.gov.au/parks/flinderschase-national-park) Visitor Centre. The scenic walking trail along Cygnet River at Duck Lagoon, accessed via Kookaburra Road. Heath goanna Heath goannas are active during the day and are often seen basking in the sun. Spot one here or at these alternative locations Along any walk in Flinders Chase National Park (https://www.parks.sa.gov.au/parks/flinders-chase-nationalpark). Park staff at the Flinders Chase Visitor Centre can help select the right walk for you. On the Hanson Bay Hike in Kelly Hill Conservation Park (https://www.parks.sa.gov.au/parks/kelly-hillconservation-park). This 18 km return hike passes through Grassdale Lagoon to Hanson Bay. At Bales Bay in Seal Bay Conservation Park (https://www.environment.sa.gov.au/sealbay/home). Cape Barren goose Cape Barren geese can be seen on Kangaroo Island from autumn through to early spring. Spot one in this park or at these alternative locations: The grassy areas near the entrance of Flinders Chase National Park, where they breed. Volunteering Want to help? To find out how you can help in this park or nearby, please visit Natural Resources Kangaroo Island – Volunteering. (https://www.landscape.sa.gov.au/ki/get-involved/volunteering) Want to join others and become a Park Friend? To find out more about Friends of Parks groups please visit Friends of Parks South Australia. (http://www.friendsofparkssa.org.au/members-list) You could join others to help look after a park. You can take part in working bees, training and other events. Become a Campground Host Combine your love of camping with doing a good deed by becoming a volunteer campground host in this park. A campground host is a volunteer who stays at the park either for a specific peak period, like the Easter break or a long weekend, or an extended period of time (up to a few months) to support park rangers. If you are passionate about the environment, a keen camper, like to meet people from all around the world, and are a happy to help, then hosting could be right up your alley. SA's Campground Hosts Program (https://www.parks.sa.gov.au/volunteer/campground-hosts-program) Safety Bushwalking The international Trail Users Code of Conduct is to show respect and courtesy towards other trail users at all times. Ensure that you: when hiking, wear sturdy shoes, a hat and sunscreen be aware of weather conditions and avoid walking during the hottest part of the day make sure you have appropriate weather proof clothing carry enough water to be self-sufficient please be respectful of other users at all times stay on the designated trails and connector tracks for your own safety, and prevent the spread of declared weeds to other areas in the park ensure someone knows your approximate location and expected time of return take appropriate maps. Walk, hike or trek - what's the difference? (https://www.parks.sa.gov.au/know-before-you-go/bushwalking) Camping When camping in a National Park, it's important to remember the following: Always let someone responsible know your travel plans, especially when travelling in remote areas. It's a good idea to let them know when you expect to return. Check the weather forecast before you leave, including overnight temperatures on the Bureau of Meteorology (http://www.bom.gov.au/sa/). Even during very mild weather, the nights can get very cold. The quality and quantity of water cannot be guaranteed within parks. Please bring plenty of water and food to be self-sufficient. Always camp in designated sites (where applicable) - do not camp beneath trees with overhanging branches, as they can drop without warning. It's also a good idea to check that there are no insect nests nearby. Check to make sure you're not camping in a natural waterway, flash floods can happen anytime. If camp fires are permitted, you must bring your own firewood, as the collection of firewood within National Parks is prohibited. Extinguish your camp fire with water (not sand or dirt) until the hissing sound stops. Ensure that you are familiar with the fire restrictions (https://www.parks.sa.gov.au/know-before-you-go/fires-andbbqs) for this park. Driving on Kangaroo Island If you plan to drive on Kangaroo Island roads: Be aware that the condition of gravel and dirt roads is unpredictable. Slow down. Avoid driving from sunset to sunrise to avoid collisions with our wildlife. You must stop your car off the road before you take photos. If you are visiting from overseas, remember we drive on the left in Australia! To learn more, check out 'Expect the Unexpected' (http://kangarooisland.sa.gov.au/expecttheunexpected) safety video courtesy of Kangaroo Island Council and the Department of Planning, Transport and Infrastructure. The video shows you what to expect on Kangaroo Island roads and how to drive safely while visiting. The video is available in English, Italian, Chinese, French, German, Hindi and Indonesian languages. Fire Can I have a fire or barbecue? Within designated fire pits at the Antechamber Bay South campground and picnic area, wood fires and solid fuel fires are permitted, other than on days of total fire ban (except from 1 December 2020 to 30 April 2021 inclusive). You must bring your own firewood, as the collection of firewood within National Parks is prohibited. Wood fires and solid fuel fires are prohibited within the Antechamber Bay North campground. Gas fires and liquid fuel fires are permitted, other than on days of total fire ban. Ensure you are familiar with the fire restrictions (https://cdn.environment.sa.gov.au/parks/docs/dew_park_fire_restrictions_2020_to_2021.pdf) for this park. Closures and safety This park is closed on days of Catastrophic Fire Danger and may also be closed on days of Extreme Fire Danger. You can determine the current fire danger rating by checking the Fire Ban District map (https://www.cfs.sa.gov.au/site/bans_and_ratings.jsp) on the CFS website. Check the CFS website (https://www.cfs.sa.gov.au/site/home.jsp) or call the CFS Bushfire Information Hotline 1800 362 361 for: Information on fire bans and current fire conditions (https://www.cfs.sa.gov.au/site/bans_and_ratings.jsp) Current CFS warnings and incidents (https://www.cfs.sa.gov.au/site/warnings_and_incidents.jsp) Information on what to do in the event of a fire (https://www.cfs.sa.gov.au/site/prepare_for_a_fire.jsp) . Listen to your local area radio station (https://www.cfs.sa.gov.au/public/download.jsp?id=104478) for the latest updates and information on fire safety. Fauna Follow these tips to optimise the experience for yourself and our precious wildlife. Observe don't interact Always put the animals' welfare first. Move slowly and quietly and keep at least 20 m away. Turn off your mobile phone. Use binoculars for that close-up view. Observe the animals without interacting; do not try to touch them, play with them or pursue them. If the animal' change their behaviour while you are watching them you are probably too close; retreat slowly and give them more space. When photographing wildlife turn your flash off and use natural light instead to protect their eyes. Drive safely Wildlife is active at night. Animals are blinded by bright lights, so slow down, dip your lights and take time to observe the wildlife. During the day watch out for goannas and snakes basking on warm roads and birds and echidnas foraging along road edges. Keep wildlife wild Human foods can cause illness and death to wildlife so please do not feed them. Feeding wildlife also interrupts their natural patterns of behaviour, which are essential for their survival in the bush. Snake safety Snakes live all over South Australia and many of the world's most venomous snakes are found in Australia. If you see a snake in the wild, always assume it is venomous and leave it alone. Snakes are not likely to chase you, so it's best to leave them be. When walking in national parks and reserves, stick to the trails and make a bit of noise when you walk. For more information, visit our blog 'What to do if you see a snake in the wild' (http://www.environment.sa.gov.au/goodliving/posts/2017/12/Avoid-snakes). Injured wildlife To report injured wildlife phone Natural Resources Kangaroo Island on (08) 8553 4444 or notify parks staff. Know before you go Every national park is different, each has its own unique environment, it is important to be responsible while enjoying all the park has to offer. Please ensure that you: leave your pets at home do not feed birds or other animals, it promotes aggressive behaviour and an unbalanced ecology do not bring generators (except where permitted), chainsaws or firearms into the park leave the park as you found it - there are no bins in national parks, please come prepared to take your rubbish with you. abide by the road rules (maintain the speed limit) respect geological and heritage sites do not remove native plants are considerate of other park users. Important: Collection of firewood within National Parks is prohibited. Dead wood plays a vital role in providing shelter for animals and adding nutrients to the soil. Dogs Why does my dog need to be on a lead? If your dog is off lead, it is more likely to impact on native wildlife and other visitors in a park and be at risk itself. Risks to wildlife: Dogs off tracks will leave a scent in the bush that will keep wildlife away. Uncontrolled dogs may frighten wildlife and disrupt their natural behaviour. Some dogs will kill or injure wildlife. Risks to other park visitors Dogs may be aggressive to other park visitors. Even friendly dogs can knock people over causing injury. Some people want to enjoy parks without dogs. Risks to your dog Poison baits may be laid to control foxes. Baits can be fatal to dogs. Even if your dog is friendly, other dogs may not be. Your dog can catch parasites (such as fleas and ticks) from wildlife. Snake bites are a real risk in natural areas such as parks. Wildlife such as kangaroos and koalas will defend themselves if threatened by a dog and can cause significant injury to or the death of your dog. Maps Park maps Lashmar Conservation Park map (https://cdn.environment.sa.gov.au/parks/docs/lashmar-conservationpark/lashmar-conservation-park-map.pdf) Campground maps Lashmar Conservation Park - Antechamber Bay North campground map (https://cdn.environment.sa.gov.au/parks/docs/lashmar-conservationpark/lashmar_cp_antechamber_bay_north_campground.pdf) (https://cdn.environment.sa.g ov.au /p ar k s/d oc s /lashmar-conservation- park/lashmar_cp_antechambe r _b ay_sou Antechamber Bay South camp gr ou (https://cdn.environment.sa.g th_c ndm ap ov.au park/lashmar_cp_antechambe /p ar ks/d r _b ay_sou oc th_c ampground_optimised.pdf)Lashmar Conservation Park - s/lashmar-conservation- ampground_optimised.pdf) Maps on your mobile If you have a smartphone or tablet you can download the freeAvenza Map app (https://www.avenzamaps.com/maps/how-it-works.html) and have interactive national park maps on hand when you need them. The app uses your device's built-in GPS to plot your real-time location within the park onto a map. The app can be used without a network connection and without roaming charges. You can also measure area and distance, plot photos and drop placemark pins. How to get it working on your device: 1. Download the Avenza Maps app from the app store (iOS (https://apps.apple.com/au/app/avenzamaps/id388424049)/Android (https://play.google.com/store/apps/details?id=com.Avenza&hl=en_AU)) whilst you are still in range (its free!). 2. Open up the app and click the shopping cart icon. 3. Click 'Find' and type the name of the national park or reserve you are looking for. 4. Click on the map you are after and install it (all our maps are free). 5. You will now find a list of your installed maps on the home page of the Avenza Maps app. 6. Use our maps through the Avenza Mapa app while in the park and never take a wrong turn again. Fees Entry fees Vehicle entry to this park is free, however fees apply for camping and must be booked and paid for online before arrival. Camping and accommodation Campsites need to be booked prior to arrival. Click through to the online booking page for more details about individual campgrounds and fees. Book Online Book online (/booking#Lashmar%20Conservation%20Park) to reserve your campsite up to 12 months in advance. FAQs about booking online (https://www.parks.sa.gov.au/book-and-pay/frequently-asked-questions) Book and pay in person If you are unable to book and pay online you can do so, in person, at these booking agents (https://www.parks.sa.gov.au/book-and-pay/where-can-i-book) across the state. 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\| Autumn 1 \| Autumn 2 \| Spring 1 \| Spring 2 \| Summer 1 \| \|---\|---\|---\|---\|---\| \| Humanities ROCK THROUGH THE AGES \| \| Arts WORLD WAR 2 \| \| \| \| Subject: History Enquiry Question: How has early man shaped the way we live today? Concepts: change, adversity, failure End outcome: Museum charting the changes from the stone age to the iron age. \| Subject: Geography Enquiry Question: What secrets are hidden beneath different parts of the UK? Concepts: beauty, identity, truth End outcome: Create a giant map of the UK and plot where artefacts (stone age to iron age) have been discovered. (Give each child a different section of the UK). Each county is a piece of the jigsaw. \| Subject: D & T Enquiry Question: How would you survive the Blitz? Concepts: Conflict, fear, loyalty, strength, power, peace, perseverance, resilience End outcome: Create an Anderson shelter that can withstand a particular weight. \| Subject: Art Enquiry Question: Propaganda: To print or not to print? Concepts: Freedom, value, free will, choice, passion, media, individuality End outcome: Create and distribute posters to raise awareness about the local Anderson shelters in Halstead and how some are potentially going to be demolished. \| Subject: PSHE (Local) Enquiry Question: What secrets and treasures are hidden in our rivers that we need to protect? Concepts: Stewardship, peace, pride, duty, diversity End outcome: Field guide of Blackwater River incorporating river habitat, species and pollution issues. Include a persuasive video to go with the Field Guide in the form of QR code \| ENGLISH \| Fiction narrative: Stone Age Boy Fiction: Diary in role Non-fiction: Non-chronological reports Letter writing \| Fiction narrative: The Secret of Black Rock Non-fiction: Persuasive writing about healthy eating \| Fiction narrative: Three Little Pigs Non-Fiction: Newspaper report Postcard Explanation text \| Fiction narrative: Wolves in the Wall Non-fiction: Instructional writing Letter writing Explanation text \| Fiction narrative: Flood Non-fiction: Field guide Explanation text Persuasive texts Poetry \| \|---\|---\|---\|---\|---\| \| UNIT 1 and 2 - Place value Addition and subtraction - concepts Multiplication and division - concepts TIME \| UNIT 4 – Addition and subtraction up to 3- digits UNIT 5 – Length and perimeter Plotting miles and distances. Co-ordinates TIME \| UNIT 6 – Multiplication and division UNIT 7 – using tens and hundreds to multiply and divide with larger numbers Symmetry Perimeter and measure 2D shapes TIME \| UNIT 9 – Fractions UNIT 10 – Angles and shape Shapes (2D and 3D) Measure and angles TIME \| UNIT 3 - Data Handling Local survey about the distribution of litter. Analyse data. MONEY Problem-solving – application of addition, subtraction, multiplication and division. TIME \| weight and volume Science Computing Art Design and Technology \| Bones and Skeletons Muscles Healthy Eating \| Rocks and soils Fossils \| Light and Shadows Materials \| Forces and magnets Planting in the school allotment (link to Dig for Victory). \| Plants: classification and identification \| \|---\|---\|---\|---\|---\| \| We are co-authors Microsoft Office: Word \| We are programmers Hour of Code \| We are designers TinkerCAD / SketchUp \| We are artists Microsoft Office: Word Word and Publisher \| We are video editors Video and photo editing software \| \| Sketching using line, tone, texture, and shading Chalk Collage and sculpture Famous artist study: Andy Goldsworthy \| Sketching using line, tone, texture, and shading Draw lines of different sizes and thicknesses. Colour neatly following the lines. \| 2D Painting Colour mixing Colour neatly following the lines. \| 2D painting Colour mixing Printing \| Sketching using line, tone, texture, and shading. Colour neatly following the lines. \| \| Food technology: Stone age and Celtic diet Design and make a model hill fort to understand the Iron Age. Celtic day – sword design and weaving to explore Iron Age arts and crafts. \| Technical drawings with labels Understand the design process Select appropriate tools \| Understand the design process Select appropriate tools \| Food technology: Rationing Textiles – sewing bunting Technical drawings with labels \| Food technology: healthy living \| We are networking assist with different History French Music P.E P.S.H.E R.E Local history – river \| Stone age to Iron age \| \| World War II \| \| Local history: John Ray Courtauld Family \| \|---\|---\|---\|---\|---\| \| Study of France Greetings Numbers to 10 Family and their ages \| Classroom objects Colours Pets/animals \| Age Numbers to 31 Days and Months \| Food \| Dates Songs and Games Body parts/appearance \| \| Analysing music and understanding rhythm \| \| Listening and analysing songs from an era \| \| \| \| OAA + Team building games (Indoor/outdoors) Games Unit 1 Ball skills invasion focus \| Gymnastics Unit L Stretching, Curling and Arching Games Unit 2 Creative Games Making Cross-country practice Orienteering for archaeological dig \| Gymnastics Unit M Symmetry and Asymmetry Games Unit 3 Net/court/wall games Orienteering for archaeological dig \| Dance LCP Planning During the Blitz Games Unit 4 Striking and Fielding Games \| Gymnastics (Pathways N/travelling with a change of direction O) Games Unit 4 Striking and Fielding Games Games Unit 3 Net/court/wall games \| \| Being Me in My World \| Celebrating Differences \| Dreams and Goals \| Healthy Me \| Relationships \| \| Places of worship \| \| The Bible \| \| \|	<urn:uuid:4d2a5eb5-e28d-4ef8-9652-665d561369a8>	CC-MAIN-2021-39	https://www.gtbradfordsjuniorschool.org.uk/index.php/curriculum/year-3/519-year-3-curriculum-map-2020-21/file	2021-09-17T10:20:21+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00062.warc.gz	826,719,686	1,251	eng_Latn	eng_Latn	0.978824	eng_Latn	0.905388	[ "unknown", "unknown", "eng_Latn", "unknown" ]	false	docling	[ 1568, 2802, 4265, 5447 ]	[ 3.109375 ]	1	0
Contacts: Isabel Morales, Museum of Science and Industry, (773) 947-6003 Amy Patti, Museum of Science and Industry, (773) 947-6005 LIFE ON BOARD U-505 U-boats were designed with little concern for the comfort of their crews. The subs were first and foremost weapons platforms with one goal: delivering their torpedoes to Allied targets as efficiently as possible. To maximize the number of torpedoes a U-boat could hold, and to ensure they were easy to access and load, crew space was kept to an absolute minimum—making conditions extremely cramped, claustrophobic and uncomfortable for these young sailors. More than 60 sailors could pack into U-505 for patrols that lasted 100 days or more. Inside the overcrowded sub, daily life for many was filled with laborious and monotonous chores. The long, dreary days spent waiting for orders or signs of the enemy were broken up only by terrifying moments of being in battle. Ironically, the shared hardships on board a U-boat often led to strong bonds among crew members, making for high morale during the war. In the Atlantic Ocean, the physical discomforts of a U-boat intensified dramatically during the winter. Turbulent waters tossed the subs around on the surface and produced bone-chilling temperatures on board. Whenever possible, the crew members attempted to warm themselves in the engine room. But the noise inside could be deafening and in the warmer months, the temperature in this room might exceed 100 degrees Fahrenheit. In addition, sleeping proved difficult in the crew quarters, which were packed with equipment and spare parts for the sub. Only 35 bunks were on board, so most of the sailors had to "hot bunk," or take turns sleeping in bunks still warm from the use of a fellow crewmember. Officers, however, were fortunate enough to have their own private bunks. The fore and aft torpedo rooms doubled as crew quarters as well, which meant that sailors snug in their beds were lying alongside highly explosive torpedoes. To make matters worse, because of the diesel engines that propelled the vessel on the surface of the sea, the odor of diesel fuel permeated the U-boat. It was accompanied by the stench of unwashed bodies, dirty clothes and unsanitary toilet facilities. As the war progressed, fewer and fewer opportunities arose for crew members to go to the bridge for fresh air—some did not go outside for as long as three months. The food typically tasted like diesel fuel as well. Typical rations included preserved and tinned meats, cheese, eggs, dried potatoes, bread, rice and noodles, beer and coffee. The small galley, or kitchen, was only big enough for one person to stand. Cooks had to maintain an accurate count of every pound of food and kitchen supplies consumed—and their exact storage location within the boat—in order to help the diving officer keep the boat in balance. Seventy percent of the young men who served in the U-boats in World War II never returned home. Ironically, by capturing the men of the U-505, Captain Gallery probably saved their lives.	<urn:uuid:378cc3a3-8733-424c-97f1-a465b58d8216>	CC-MAIN-2021-39	https://www.msichicago.org/fileadmin/assets/press/u505_press_kit/U-505_Life_on_Board.pdf	2021-09-17T09:53:47+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00066.warc.gz	930,198,772	647	eng_Latn	eng_Latn	0.998968	eng_Latn	0.998968	[ "eng_Latn" ]	false	docling	[ 3057 ]	[ 2.453125 ]	1	1
VOLUME 2 What I Use in My Classroom Introduction What I Use in My Classroom is a teacher-authored collection of resource reviews for free online tools and materials. The recommended resources are accompanied by teachers' reflections on the product's strengths and weaknesses, as well as how they've used it effectively within their own local settings. All of the teacher reviewers are experienced educators who are members of Student Achievement Partners' Core Advocate Network, and are familiar with the requirements of today's college- and career-ready standards. Learn more about the Core Advocates and how you can join here: www.achievethecore.org/core-advocates. To learn more about Student Achievement Partners, visit achievethecore.org. Recommendations from: Jana Bryant \| Daviess County Public Schools, K-12 Math Instructional Coach Dr. Bryan R. Drost \| Director of Curriculum and Instruction at Summit County ESC Trey Ferguson \| Leesville Road High School, 9th-12th Grade Math Teacher Angie Gunter \| Green River Regional Educational Cooperative, Literacy Specialist Amy Holbrook \| Mad River Middle and Spinning Hills Middle Schools, Grades 5–8 (instructional coach) Loryn Lenartowicz \| School District of Palm Beach County, K-5 Teacher Katherine Linnehan \| Pleasant Valley School, 4th and 5th Grade Teacher Jessica Moore \| South Valley Middle School, Middle School Language Arts Teacher Karen K. Parrino \| North Live Oak Elementary, Kindergarten Teacher Lauren E. Trahan \| Erath High School, 10th Grade Teacher Resource How it Works How I've Used This Tool Caveats / Concerns Time I've Seen Success Scenarios in Use Achieve the Core Text Sets www. achievethecore. org/ category/411/ ela-literacylessons?filter_ cat=1112 From Katherine Linnehan ReadWorks www.digital. readworks.org/ From Jessica Moore Bookworms https://sites. google. com/a/udel. edu/revisedbookwormslessons/generalinformation From Karen K. Parrino * Whole group instruction * Small group instruction * Independent student work * Instruction aligned to college and career readiness standards * Supporting students below grade level * Small group instruction • Independent student * Supporting students below grade level * Small group instruction * Supporting students below grade level 2 ELA / Literacy Resource Vermont Writing Collaborative www. vermontwriting collaborative.org From Lauren E. Trahan Expeditionary Learning www. eleducation.org/ From Gunter \| Resources for educators to implement the Writing For Understanding: Using Backward Design to Help All Students Write Efefctively model for writing instruction. \| I use this resource in my classroom to take students from conceptual knowledge to producing a piece of writing that is clearly focused, well-developed, and insightful. \| While applicable for grades K-12, student exemplars are limited to elementary and middle school grade bands. Teachers should also take into account that materials may require adjusting language to fit classroom culture. Lastly, in my experience, strategies seem to reach full potential when students have a basic understanding of grammar, know the process of building out a standard paragraph/essay, and are able to comprehend grade-level texts. \| While writing on the topic “Who is ultimately responsible for the tragedy of Macbeth?” I had to first identify what I wanted my students to know and understand about the play. I centered the focusing question around the complex characters and, using this resource, identified the reading strategies and writing skills students would need to demonstrate in order to complete the assignment. I really desired for my students to understand Macbeth and Lady Macbeth, and I set about scafoflding meaningful interaction with these characters both in the play, and with historical content knowledge about the culture of Shakespeare’s era. We researched vocabulary that would describe the characters and built language lessons around “because, but, so” conjunctions using the descriptions of the complex characters. We looked at similarities in ambitious leaders, uncovered the details of internal and external conflicts, and discussed healthy and unhealthy relationships. This resource has shown me the extent of understanding that my students need in order to produce insightful and coherent writing. \| \|---\|---\|---\|---\| \| Expeditionary Learning ofefrs free, open educational resources (OER) including:Year-long college- and career-ready standards-aligned ELA curricula for grades 3–8, Models of excellence showcasing high quality P-12 student work, Videos of exemplary classrooms and teaching Professional learning tools for use in PLCs \| I have used the ELA modules as examples for curricular design with my pre-service teachers because they (1) are anchored to challenging texts, (2) provide a blend of genres to help students make connections, and (3) present important topics that interest students and foster upper-level thinking. I have also drawn from the modules in my high school classroom, using the design as a template for my own unit planning and adapting student resources for high school students. The modules are well-designed and easily implemented. Student directions and handouts are downloadable, and all lessons are accompanied with detailed instructions for teachers. \| Currently only ELA modules for grades 3–8 and Social Studies modules for grades 6 and 9 are available. \| I’ve seen much success in use and adaptation of the curriculum modules provided by EL. My pre- service teachers have reported that using the EL modules as models for curricular design was one of the most practical experiences in their coursework, and some are using the EL modules and their own modules in their classrooms now. In one of the elementary schools in our region, the 5th grade team began using the modules in their reading classes. I saw the students engaging in learning, analyzing, and facilitating discussion among their peers after reading the Universal Declaration of Human Rights document. I was struck with the pride students exhibited in getting to know “big” words and with their understanding of the complex ideas related to the document. I know some of the texts may seem out of reach for some students, but I have seen many teachers challenge students with complex texts and ideas, and with the support and pacing provided by Expeditionary Learning, I’ve \| * Small group instruction * Independent student work * Instruction aligned to college and career readiness standards * Supporting students * Peer mentoring and review to college and career * Supporting students below grade level 3 witnessed those students rising to the challenge. Mathematics Resource NCTM Illuminations www. org/ eleducation. From Ferguson Mathematics Assessment Project – Formative Assessment for High School and Middle School - Classroom Challenges www.map. lessons.php mathshell.org/ From Bryant Illustrative Mathematics www. mathematics. illustrative org From Holbrook \| This website is an easy-to-search, standards-aligned resource with a wealth of ready-to-implement lessons and activities. \| I have used NCTM Illuminations as a tool to find activities pertaining to my course (both digital and paper- based). I predominately use the online applets for group explorations and/or demonstrations to introduce or explore a new mathematical concept. \| Each activity/resource comes with a lesson plan that includes detailed instructions for implementation. These instructions are not necessary to use the resource, but are useful for those needing additional help. Some of the digital resources are not mobile-friendly (iPhone/iPads). \| I always introduce the concept of equality using NCTM’s pan balance and balancing shapes activities. These applets are an easy (and mobile- friendly) digital exploration for students to figure out the weights of various shapes, and an excellent lead-in to equation solving or systems of equations. \| \|---\|---\|---\|---\| \| Classroom Challenges are free lessons that support teachers in formative assessment. There are 100 lessons in total, 20 at each grade from 6 to 8 and 40 for ‘Career and College Readiness’ at High School Grades 9 and above. There are two types of lessons: Concept Development and Problem Solving. \| Concept Development lessons are recommended for use about two- thirds of the way into a unit of study. This allows teachers and students to evaluate their learning, yet leaves time to work on concepts that students are still struggling with, as well as time to build on the lesson’s idea during the rest of the unit. These formative assessment lessons can also be used at the start of a new school year or unit, focused on that concept, to help determine students’ level of understanding and identify gaps, allowing a teacher to be more focused in their instruction at the start of the new unit. Problem Solving lessons are recommended for use every month or two throughout the year. They ofefr teachers the opportunity to develop students’ proficiencies in the Standards for Mathematical Practice and math concepts through deepening their understanding of and consolidating concepts, as well as building new connections. \| Teachers will want to download A Brief Guide for Teachers and Administrators for more details on how to implement a lesson. The Math Design Collaborative (MDC) Classroom Challenges Video Library is also available. The Kentucky Department of Education website contains field-tested Elementary Formative Assessment Lessons. \| Each time I embed one of these formative assessment lessons within my instruction, I am able to learn so much information about my students’ math strengths and weaknesses. These lessons allow me to give students more detailed feedback about their work. Enacting these lessons revealed that homogenous pairings can have enormous positive consequences for learning. These lessons are great for student engagement. My students like the hands-on collaborative activities — the card-sorts are their favorite! These lessons help me understand more clearly what instruction and assessment aligned to college- and career-ready standards should look like. They’ve also helped me facilitate richer mathematical discussions with students by providing sample guiding questions to ask. \| 4 * Small group instruction • Independent student * Independent student Resource Digital Resources How it Works How I've Used This Tool Caveats / Concerns Time I've Seen Success Scenarios in Use PBS Learning Media www. pbslearning media.org/ From Angie Gunter Colorin Colorado www.colorin colorado.org/ From Karen K. Parrino EdReports www. edreports.org From Loryn Lenartowicz \| PBS LearningMedia™️ provides access to more than 100,000 videos, images, lesson plans, and articles organized by grade level, content, and standards. \| In my junior and senior English classes, I utilized PBS LearningMedia’s Video Production: Behind the Scenes with the Pros. My students were assigned extended research projects in which they would choose a local business or person they thought was worthy of memorializing and create a short video that would include their own research and interviews of those connected to their subjects. PBS provides accessible tutorials on the pre-production of videos, interview techniques, audio suggestions, and editing instructions. \| There is a paid version called PBS LearningMedia Custom that ofefrs state-specific connection to standards, reporting analytics and tools, content management system features, and an enhanced content library. \| Although I used the site to ofefr students access to documentaries as well as resources to analyze them, for my classes the most beneficial aspects of the site were the resources regarding video production, particularly the clips with interview advice. The short, easily accessible videos ofefr important strategies for students to consider as they are preparing to interview people. Practical procedures such as asking open-ended questions, coming to the interview prepared to listen and potentially veer off in other directions, and allowing the conversation to happen organically rather than simply reading off a list of pre-prepared questions were all very helpful strategies for my students. These speaking and listening techniques sometimes take a back seat to the reading and writing demands of an ELA course, but these skills are ones students recognize they’ll need to use on a daily basis in various aspects of their lives, and therefore are important ones to master. Since the clips are divided into specific skills, it was easy for me to difefrentiate, and assign particular sections of the site to groups that needed those instructions. Since the instructional videos are posted online, students could watch and rewatch them as many times as they needed to. \| \|---\|---\|---\|---\| \| ¡Colorín Colorado! is a great resource for supporting and serving educators and parents of bilingual students. \| As a kindergarten teacher, I have explored the section that focuses on the early education of young English language learners (ELLs). Resources include a webcast, classroom strategies, parent tips, research and policy recommendations, and recommended books and websites. Additional resources are provided for elementary, middle, and high school ELL students. The videos on the site are very helpful. Examples of topics include answering guiding questions with middle school ELL students, making connections, instruction of key academic vocabulary with high school ELL students, and ELL parent engagement in middle school. \| Educators should be aware that policies can difefr state to state and educators can choose their state from a map to refer to their state’s specific policies. \| I used the literacy calendar that provides opportunities to celebrate difefrent cultures, events, and holidays with books. Making connections with ELL families in my classroom and within my larger school community has enhanced my ability to create a welcoming and respectful classroom and school environment. The site contains links to statewide agencies, resources, and organizations focused on English language learners (ELLs). A great addition to this site is the link to help English language learners successfully meet the Common Core State Standards. The resource section ofefrs ideas and materials including classroom videos, teacher interviews, and bilingual parent tips. You can get more great information and ideas on the site’s Common Core and ELLs blog. \| \| The website provides independent, evidence-based reviews on the standards alignment and quality of many popular textbooks and series. \| This resource helps me understand what chapters and lessons of my adopted textbook are not aligned to college- and career-ready standards. This helps me make instructional decisions about which resources to use in my classroom. \| The website does not provide chapter-by- chapter commentary, rather it provides a big picture view of standards alignment and quality of each instructional material reviewed. \| I have used the grade level-specific review of one of the textbooks to work with teachers to both more deeply understand our state’s standards and to illustrate that just because a topic is included in a textbook does not necessarily mean it should be taught. In one particular case, my grade-level team decided that a few lessons from a chapter should not be taught because, like the review stated, the content of those lessons did not match the standards for our particular grade level. As such, both our assessment and our scope and sequence changed to reflect this. \| * Small group instruction * Independent student work * Instruction aligned to college and career readiness standards * Supporting students below grade level * Supporting English language learners * Instruction aligned to college and career readiness standards 5 Digital Resources * Small group instruction * Independent student work * Instruction aligned to college and career readiness standards 6	<urn:uuid:c8f017f9-926b-4c75-9c72-49e5973b43e7>	CC-MAIN-2021-39	https://achievethecore.org/content/upload/SAP_CA-Resource-Doc_06-WhatIUseInMyClassroomVolume2.pdf	2021-09-17T10:27:08+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00065.warc.gz	140,725,371	3,177	eng_Latn	eng_Latn	0.91026	eng_Latn	0.958644	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1533, 2295, 6723, 10440, 15988, 16128 ]	[ 2.890625 ]	1	3
TRAINING ACTIVITY 7 SHOW MUST GO ON. PREMIERE DAY 2 Description of the activity Whether a musical show is staged or not at the end of this training, it is paramount to get feedback from the participants. The main idea of this training is to improve socialization of PwAD and to motivate PwAD, relatives and professionals, about the importance of CATs for Quality of Life and to inform them on how to use DTs for supporting the implementation of CATs, include the participation of relatives and professionals. Objectives: * Encourage extroversion * Improve social abilities * Realisation of a smooth show * To improve interpersonal relationships and help create bonds * To increase joy of life for PwD and their families * To give PwD and their families a purpose and expectations Participants: * People with Mild-Moderate Alzheimer * Relatives * Professionals who work with PwAD Competences to be trained (relatives and professionals): * different channels of communication * concentration * social skills * collaboration * fine motor functions * perception of sound, colour, shape, space, proportion, rhythm Competences to be trained (PwD): * to improve a wide range of cognitive skills including attention, episodic memory and executive function * to more sustained attention * to support non-verbal communication * increase in contentment and relaxation in groups and eagerness to socialize Training contents: * Preparing the stage and altering the costumes * Selecting roles for relatives and professionals in the show * Warming up: o Checking and repeating the script and the characters. o putting on the costumes o "Setting in" the roles of the show adjusted to PwAD capabilities and likes o Relaxation before starting * The show * Closure (and after "party"?) Estimated duration: * F2F: 4 hours. * Online: 1 hour Implementation Timing: 15 minutes - Fliptop/Board - Laptop/computer Training Materials and resources:. Step 3. Studying Scenario and reviewing the rehearsals: o Evaluate the elements of the script such as people, event or situation, place, time, actors, director, audience: - People: The event, which is the subject of the scenario, happens to a person or a group. - Event or Situation: The plot/theme and the resulting feelings such as liking, desire, longing, passion, anger, fear, etc. - Location: the location the plot takes place. - Time: the time zone the plot takes place. - Actors: the roles/characters in the script, related makeup, costumes, accessories suitable for these roles. - Director: It is the person (preferably a CA therapist or a professional) who supervises the actors and ensures that the link between events is not broken. Timing: 30 minutes - Fliptop/Board Training Materials and resources: . - Laptop/computer - A digital copy of the selected show to present Step 4. Selecting PwAD roles in the show adjusted to their capabilities and likes. Timing: 15 minutes - Fliptop/Board Training Materials and resources:. - Laptop/computer - A digital copy of the selected show to present Step 5. Selecting roles for relatives and professionals in the show adjusted to their capabilities and likes Timing: 15 minutes - Fliptop/Board Training Materials and resources:. - Laptop/computer - A digital copy of the selected show to present Step 6. - Discussing the details of the costumes used in the show Analysis of the costumes and makeup needed for each character in the show - Discussing the makeup required. Timing: 15 minutes - Laptop/computer/tablet, etc. Training Materials and resources: - A digital copy of the selected show to present Step 7. - Rehearsing the music involved. Recall the songs, tunes, melodies related to each character in the show Timing: 30 minutes - Laptop/computer/tablet, etc. Training Materials and resources: - A digital copy of the selected show to present Step 8. - Practising the dances involved. Brush up the dances related to each character in the show Timing: 30 minutes - Laptop/computer/tablet, etc. Training Materials and resources: - A digital copy of the selected show to present Step 9. Preparation of the stage: - Prepare the stage and add things that can help the participants. - Put all the elements selected on the stage. - Prepare the place and limit the stage. EA. A final open show for the Community is represented. ICTs or Apps that can help to develop the Show. - If it is necessary, indicate with stickers where the users should be - An assistant to help users with the microphone or to give it to them when it is necessary in order to help them to remember the order. - A spot with a microphone where all should stand and talk. - Assign a prompter or prepare papers with the scripts. - Papers with the lyrics of the song. - A big screen with the video of the selected dance. Explanation (what to do) Step 1. Relaxation before starting: Participants will be in the place 45 minutes before the show starts. When they arrive there everything should be done. - Activities that can help them feel confident and relaxed. - Singing several songs of the show. - Breathing exercises. - Telling them that the professional is going to stay there indicating what they have to do. Step 2. - Open Show - The presenter can do a brief explanation to the audience of some key parts of the show. - The show is presented to the audience. Step 3. - takes place, actors come into the stage. The Show: - the presenter coordinates the show and assists PwAD in performing their roles. - Sheets of paper - Training Materials and Resources o PPT to project images, a landscape or photos (if applicable or needed) Timing: 2 hours (preparation by the facilitator). 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MACH Junior High Class Descriptions and Book Lists 2021-2022 7 th & 8 th Grade Earth Science Teacher: Betsy Osman Earth science will be taught from a Biblical, creationist perspective, emphasizing God's handiwork in the world around us. Using God's Design Curriculum from Answers in Genesis, the goal is to strengthen your student's faith by showing how science consistently supports the Bible's written record. Students learn to think critically and logically examine arguments presented by all sides in the d/evolution debate. Also, we will look at articles that examine the lives of scientists throughout history who have contributed to the subject. Topics covered will be rocks, volcanoes, earthquakes, glaciers, how the Great Flood changed the surface of the earth, why fossils support what the Bible says, the study of nebula, start, comets, meteors, the planets, the space program, weather, and God's hand in the design of our oceans and the effect on the weather. There will be weekly assignments with questions, projects, and a paper. Tests and quizzes will be given. There is a possibility of a field trip during the school year to help the student better understand the material being studied. At the pace of 3 lessons a week (approximately 30-45 minutes for each), we will cover a three-book series. God's Design for Heaven and Earth, three- book series, 4 th edition, by Richard Lawrence and Debbie Lawrence * Our Universe ISBN 978-1-62691-436-0 * Our Planet Earth ISBN 978-1-62691-442-1 * Our Weather & Water ISBN 978-1-62691-448-3 7 th & 8 th Grade Writing & Literature Teacher: Wendy Jarkowsky Students will learn the fundamentals of the writing process and literary analysis. In the fall semester, we will read approximately 3 books, as our basis for literary analysis. Short essay writing will also be included. In the spring semester, we will cover descriptive, narrative, expository and research paper writing. All writing will be graded using a rubric for the students to see their writing strengths and weaknesses. Students will learn speech skills and practice some informal presentations. Students will also give one graded formal oral presentation. Homework will be graded. Required Books: (It is very important that the student's book be the ISBN of those listed) * Black Beauty by Anna Sewell ISBN 1-56960-211-5 * Roll of Thunder Hear My Cry by Mildred Taylor ISBN 978-0-14-240112-9 * Red Wall by Brian Jacques ISBN 978-0-14-230237-8 * IEW Student Writing Intensive Level B (Notebook & Packet) 7 th -9 th Grade Early World History (with an emphasis on the Renaissance and Reformation) Teacher: Kim Groff Students will study the lives of 34 men who lived in Europe from 1300-1600 and get a sense of the events that shaped the Christian church. They will also learn of the courage of the men and women who died as martyrs for our Christian faith during this time period. Maps will be used to understand the basic geography of Europe. Tests and quizzes will be given in class. Students will take a mid-term and final test. The class will include projects, reading assignments, comprehension questions, and analyzing the lives and decisions of the people of the time period. Ninth grade students participating in the class will be given extra assignments to help fulfill a high school credit. Required Book: * The Story of the Renaissance and Reformation by Christine Miller - Published by Nothing New Press * Famous Men of the Renaissance and Reformation by Robert G. Shearer ISBN 9781882514106 * The Green Leaf Guide to the Famous Men of the Renaissance & Reformation by Cynthia and Robert Shearer ISBN 9781882514113 * Additional books for reading may be required Woodworking/Cooking Class (2 nd -9 th grade) (Fall semester only) This class will cover general woodworking skills such as sanding, supervised cutting, drilling, hammering, nailing, and/or painting and staining. The final decision for the woodworking project has not yet been determined. Simpler woodworking options will be provided for the younger ages, and more advanced options will be available for the older students. Options discussed are a bookshelf or clock. During the cooking portion of this class, students will learn skills such as chopping, dicing, frying, and browning. Each student will prep and assemble their own 9x13 dish. Final cooking or baking will be finished at home. Possible meal choices include a casserole/layered dish, a salad meal, Stromboli, spaghetti and meatballs, and a crockpot meal. A list of supplies for this class will be provided closer to the time. There will be an approximate supply fee of about $30. Volleyball (7-12 th grades) Skills and Drills will be practiced during the first half of the class, followed by play of the game. Volleyball will not be held on the last day of the Spring semester, and for any other circumstances beyond our control (e.g. times the church may not allow us to use the gym, because of other church functions). Choir/Musical (2 nd -9 th grade) (Spring semester only) Teacher: Jamie Gerlach Cost: Approximate cost is $50/student but is dependent on the number of participants. A $10 discount will be given per student if a family has more than 2 participating. This class will provide instructions of musical elements including rhythm, singing with healthy technique, reading music, and performing. A drama component may also possibly be added. Spanish 1 (grades 8+) Teacher: Jennifer Dizon This Spanish 1 course will cover pronunciation and the use of words in greetings, questions, and answers, and in daily conversation related to days, numbers, places, time, weather, months, action, food, etc. Each week, students will have daily independent tasks and exercises to reinforce the lessons. There will also be a weekly Spanish Bible verse. Tests will cover three chapters at a time. Required Text: Abeka Spanish 1A Por todo el mundo by Steven A. Guemann Abeka Por todo el mundo Spanish Year 1 Vocabulary Manual by Steven A. Guemann (Used copies can be found online. Please note--these books are gray in color with various world flags pictured on them. Also note--a Spanish 1B book may come sold in a set with book 1A. 1B will be used the following year in our Spanish 2 course.)	<urn:uuid:f099074e-11d9-4211-95fb-997655a671dc>	CC-MAIN-2021-39	https://www.homeschool-life.com/pa/mach/2021-22%20MACH%20Junior%20High%20Class%20Descriptions%20and%20Book%20Lists.pdf	2021-09-17T10:58:52+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00067.warc.gz	829,380,756	1,422	eng_Latn	eng_Latn	0.996613	eng_Latn	0.996999	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2545, 6316 ]	[ 2.8125 ]	1	0
All 50 states are at some risk of EARTHQUAKES Large earthquakes in Arizona are rare, but not unheard of. Since 1850, Arizona has had more than 20 earthquakes with magnitudes of 5.0 or higher. The U.S. Geological Survey reports that the largest earthquake on record in Arizona measured 5.6 in July 1959. Maricopa County rarely has earthquakes, but they do happen. Often earthquakes in other counties are felt here, like the 2015 earthquake in Yavapai County near Black Canyon City. Three earthquakes from magnitudes 3.2 to 4.1 were felt 45 miles away in Phoenix. Magnitude The amount of energy released during an earthquake. The Earthquake Scale ranges from 1 to 9. A magnitude of 7.0 indicates an extremely strong earthquake. Each whole number on the scale represents an increase of about 30 times more energy released than the previous whole number. Information Zone Follow these agencies on social media: * Maricopa County Department of Emergency Management * Arizona Emergency Information Network * Arizona Geological Survey 5630 E. McDowell Road Phoenix, AZ 85008 602-273-1411 ready.maricopa.gov Publication made possible by a grant from The Secure Rural Schools and Community Self-Determination Act of 2000, Title III Funds under 2009 Forestry Fees with the Forest Service, U.S. Department of Agriculture. 2 0 1 7 ARE YOU READY? EARTHQUAKES Maricopa County Emergency Management Preparedness Starts with You! Be Informed. Be Ready. Take Action. * Monitor your television, portable radio, or cell phone for information and instructions. Before & During Any Disaster or Large-Scale Emergency * If you have been told to EVACUATE or SHELTER in your home, DO SO IMMEDIATELY. Secure your home. Remember your pets. Check on neighbors who may need special assistance. Follow all evacuation or shelter orders given by local authorities. * Return home only when authorities say it's safe. Before During Know Your Risk & Be Informed * Visit www.azgs.az.gov to view an interactive map of faults in Arizona. Prepare Yourself & Your Family * Develop and practice a Disaster Plan with your family to prepare for what to do, where to go, and how to communicate during any disaster. * Prepare to evacuate by creating a Go Bag for each individual and pet. Consider including one in your vehicle and one at work. * Prepare to stay in your home for up to 3 days (without electricity or running water) by creating an Emergency Kit. * Visit ready.maricopa.gov and ein.az.gov to learn more about how to prepare for disasters. Prepare Your Home * Fasten shelves and heavy items to walls away from where people sit or sleep. * Add latches to cabinets and store heavy items, breakable items, and flammable materials on bottom shelves. Take Action Indoors * Do not try to go outside. DROP to the floor. Take COVER under a sturdy desk/table or cover your head and neck with your arms next to an interior wall away from windows. HOLD ON. Stay there until the shaking stops. * If you are using a walker or wheelchair: LOCK it. COVER your head and neck with your arms. HOLD ON. Stay there until the shaking stops. * If you are in bed, cover your head and neck with a pillow. Stay there until the shaking stops. Take Action Outdoors * Do not try to go inside. Stay away from buildings, trees, utility wires, and gas lines. DROP to the ground. COVER your head and neck with your arms. Stay there until the shaking stops. Take Action in a Vehicle * Pull over as quickly and safely as possible. Avoid buildings, trees, overpasses, and utility wires. Do not get out of the vehicle. Stay there until the shaking stops. After Stay Safe, Healthy & Alert * Expect aftershocks. When the shaking stops, determine if it is safe to move. Stay away from damaged areas. * Help injured or trapped persons. If you are trapped, do not light a match or kick up dust. Cover your mouth and tap on a pipe or wall. Shout only as a last resort. * Drive with caution. Anticipate traffic light outages and obstacles in the road. Report broken utility lines and damaged roadways/ railways to appropriate authorities as soon as possible. * Use extreme caution when entering buildings; there may be hidden damage, particularly in foundations. * Check your home for evidence of damage to utilities. If you suspect any damage or leaks, turn them off. If there is a gas leak, leave the area. * Use the telephone only for emergency calls. * Look for and extinguish small fires. * Open cabinets cautiously. * Clean up any spills. * If your home or property is damaged, take photos/videos of damage, list all damaged items, and contact your insurance agent to discuss claims.	<urn:uuid:9c0e81c4-c05b-4b24-b111-7a52d3622695>	CC-MAIN-2021-39	https://www.maricopa.gov/DocumentCenter/View/32610/Earthquake-Brochure?bidId=	2021-09-17T10:29:43+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00068.warc.gz	915,687,937	1,037	eng_Latn	eng_Latn	0.995963	eng_Latn	0.99822	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1424, 4646 ]	[ 3.140625 ]	1	4
THE WISHFORD SCHOOLS' BEREAVEMENT POLICY Contents: ANNEX A – Suggested Reading 1. Introduction Every year 23,600 children under the age of 18 years will be bereaved of a parent and many more will experience the death of someone else special in their life. In addition to these individual pupils, schools may also experience the death of a child at the school or a staff member. It is almost inevitable therefore, that at some time all schools will have to deal with a death that affects the school community. As children spend the vast majority of their time at school, teachers and staff members will be the primary source of care and support. Bereaved children will see our school as a safe haven away from the turmoil of emotions at home and will look to trusted staff members for help. Death is something that most people choose not to think about so when faced with it we often find ourselves ill prepared. Last review: 25 November 19 The purpose of this Bereavement Policy is to help everyone involved at a time when there may be shock, upset and confusion, ensuring that there is as little disruption as possible, effective communication takes place and each member of the school community is supported to help them through a very difficult time. In the past, people have sometimes underestimated the impact of death upon young children. While it is true that their understanding of death develops over a prolonged period of time, it is clear that young children can suffer deeply as a result of the death of a member of their family. This suffering is more intense when they do not have opportunities to talk or to grieve openly, and do not feel that those close to them recognise their feelings - even though they themselves may not yet have the words to express them. Reactions to bereavement can include withdrawal, open distress, tears, panic, aggression, anxiety, fear or other signs of stress. Bereaved children may act out this stress in unexpected ways, such as nervous giggling, stoical bravery, untypical aggression, becoming the class clown, or total denial - all these are normal grief reactions. They may also become extremely tired, to the point of exhaustion, as so much emotional energy goes into dealing with the loss and the stress of the changes in the family. For some children, there may be additional terrors; if the death has been referred to as 'falling asleep' or 'being taken', then it is sometimes the case that children become afraid of going to bed or to sleep. Words like 'loss' or 'lost' can put fear into a young child's mind, too. In addition the death of a terminally ill pupil or member of staff can be planned for with full support being given before the actual event. Often pupils will want to create a memory board to allow their emotions to be shared with others and a book of condolence where they feel that they are writing a message to the deceased person all help. Open discussion and realistic language are often the best way to deal with issues that arise. Once the pupil or member of staff dies then it is important that all emotional support is given and the need to mourn is recognised. If it is possible over a prolonged illness, it can help to have a message from the member of staff which is about living life to the full and an opportunity to raise funds for that member of staff's favourite cause. 2. The death of a pet The School should also be aware of the emotional impact the death of a family pet might have on a pupil or a member of staff. Emotional support can be offered through the normal channels of teachers, form teachers, HoYs, the Head and peers and again discussion and honesty are vital. Terminology is again important as children may associate 'falling asleep' etc with the death. Again pupils and staff should be encouraged to be honest with their emotions and talk about their memories of their pets. Whilst much of the Bereavement Policy deals with the death of people we should not underestimate how important the death of a pet to pupils and staff can be. 3. The death of a grandparent or other When a pupil who is attending the school, experiences bereavement the following issues should be considered: 1. The pupil's family should be asked how much and what the child already knows and how they have been involved. 2. The relevant member(s) of staff should maintain strong channels of communication with the family to ensure that the child may be best supported when at school. 3. The importance of both school and the pupil's parents or carers in reporting changes in behaviour. (Eating and sleeping patterns may change or behaviour in school may deteriorate or the pupil may become withdrawn.) 4. If necessary outside agencies may need to be contacted as appropriate. It is important to stress the importance of communication between school and home. Without it ultimately both parties will fail the child. When a child who has suffered bereavement returns to school, it will probably be necessary for the relevant member of staff to reassure them you know what has happened. The following are a useful set of guidelines for handling a bereaved and grieving child: * Explain you know 'what has happened' and that 'you are there' if they need you or want to talk. * Provide a special place for time alone in case they need it. * When they want to talk – find time to listen. * Watch for changes in behaviour – never be cross. * Listen, show you care and encourage them. * Always be honest – don't be afraid of saying 'I don't know'. * Be ready – there are always questions. * Don't say: 'You'll feel better soon' (changing the subject will only make things worse.) * Show them that when someone they loved has died it is good to keep all the happy memories alive by talking about them. * Explain 'I care how you feel and we don't understand why they had to die, we only know that they loved you and that you'll never ever forget them' It will take time and compassion – often with steps backwards and hurdles to jump- but only then can the healing begin. 1. Discussion should take place with the family and their wishes taken into account before decisions are taken on how and what to tell the children in school. When the school is informed of the death of a child or member of staff, the following action should be considered; 2. Counselling should be available if necessary e.g. in cases of sudden or violent death (outside agencies should be involved with this). 3. Staff and children should be supported throughout the grieving period; anyone displaying signs of stress should be offered appropriate support. Resources It often helps to raise difficult concepts with the children through stories. Suitable books for younger children are listed in Appendix 1. 4. Information Sharing Pathway following expected or unexpected death of Head of School Information Sharing Pathway following expected or unexpected death of a staff member Death of adult/staff member Head of school Proprietor/ Sam Antrobus School staff members School community Identified staff to carry out individual roles and responsibilities Identified media person to liaise with press. Information Sharing Pathway following expected or unexpected death of pupil members Last review: 25 November 19 Information Sharing Pathway following expected or unexpected death of close family member of school pupil Information Sharing Pathway following unexpected death of child in school Collapse of child Ring the parents to come to school or as directed to by the police Ring 999 (Ambulance and police) Head of Wishford School Proprietor/Sam Antrobus School staff members School community Identified staff to carry out individual roles and responsibilities Head or Head’s immediate replacement to implement crisis management plan. Follow advice for dealing with police, pupils, parents, teachers and media as in this policy Information Sharing Pathway following major incidents 5. Immediate Response to an Emergency If a child dies at school or on a school trip the Crisis Management Plan should be put into operation immediately. All staff should be aware of the key aspects of this plan. On discovery of a possible death, the member of staff should: 1) Call the emergency services at once, including paramedics and police. 2) Summon Medical Centre staff (if on site) and Head/Deputy (to activate Crisis Management Plan) 3) Secure scene and remain with the body until help arrives At School * In responding to an emergency during normal school activities it will be the responsibility of the Head to nominate as appropriate to ensure that: * The building, if appropriate, has been evacuated. * The necessary Emergency Services have been summoned. * A roll call has been taken to ascertain that all pupils, staff and any visitors are safe. Off-Site Activity It is the responsibility of the Teacher in Charge of the Group, or, where necessary, by delegation to another Member of Staff or Responsible Adult, to: * Make sure that all members of the party are accounted for and that they are safe. * If there are injuries immediately establish their extent and administer appropriate first aid. * Call emergency services if required. * Ensure that the remainder of the party is adequately supervised throughout and make arrangements for their return to base, either School or Field Trip Base. * Arrange for at least one adult to remain at the incident site to liaise with the emergency services and to ensure that all the staff and pupils are accounted for. * Control access to telephones until contact is made with the Head . emergency contact point or designated senior member of staff and until he/she has had time to contact any parent whose children are directly involved. 4) It will be the job of the DSL to ensure that school records are updated and any other authorities informed. Last review: 25 November 19 6. Specific advice following a death for working with police, parents, children at school, teachers and media Working with the police Very soon after the death is announced the police should visit as they have to carry out an investigation into the circumstances. You will need to clear rooms or spaces for them to work in. They may want to collect evidence. The police will normally tell the child's next of kin and will want to speak at once to the usually very upset teacher who will need someone with them and will probably need to stay at school. The police will almost certainly tell you that you must not speculate on the cause of death. But remember that the media are under no such restriction. Telling pupils Where a pupil collapses during the school day when other pupils are present, is rushed to hospital and subsequently dies, those pupils will need to know what has happened before they leave at the end of the school day. We will consult with the family regarding their wishes in sharing the information with the School community. It is important to agree with the police the timing and content of the information that you give to pupils so as to meet the needs of the pupils whilst not impeding any police investigation. Are there any siblings, close relatives, or boy/girl friend who needs to know first? Advise them first, but only when parents are ready to collect them. Gather the whole year group together with 20 minutes to go before the final bell. Timing is everything. The pupils will listen intently until you tell them that the pupil has died. Then they stop hearing. If the pupil has died as the result of an accident you may want to ask them not to speculate about the causes of the accident and not to spread rumours. Getting them to hear this is very difficult. Allow them ten minutes to just be together as a year group. They will need to cry. Expect that some pupils will contact the local press. If you want teachers to tell other pupils, you should have a statement ready for them to read out before you advise them. Telling teachers This may have to be after you have told the key pupils. You will need to tell the teachers who were nearest to what happened first. Depending on who that teacher is, they will probably need someone with them. If you want teachers to tell other pupils for you, have a statement ready for them to read out before you advise them. Telling parents The police will tell the parents of the child. Getting a letter to other parents, which both expresses sympathy and gives factual information about the death, is very important. It saves the rumours, which can be intensely hurtful to other pupils, parents and teachers. Dealing with the media The nominated press officer should field enquiries. You may well need intense help. A press officer may be required for the whole day. The press and local TV channels may contact the parents and they together with the press may speculate about the cause of death. This is a very hard thing to deal with, especially if a TV crew has filmed this speculation by distraught parents. You may find you have no time to prepare interviews but aim to filter statements through the Head and Kate Ross. Keep expressing your sympathy for the parents so that editors will find it hard to cut this part of your statement. Last review: 25 November 19 If there is a post-mortem, this may happen very quickly, possibly within 24 hours of the death. Ensure you are advised of the results of any post-mortem as soon as possible. The best way to stop media speculation is to give them facts. Main DFE Press Office number and General Enquiries: 0370 000 2288 Last review: 25 November 19 <Address/Date> Dear Parents Your child's class teacher/form tutor/head of year had the sad task of informing the children of the tragic death of <Name> who has been a teacher at this school for a number of years. Our thoughts are with <Name …….'s> family at this time and in an effort to try to respond to his/her death in a positive way, all the children have been informed. When someone dies it is normal for family and friends to experience many different feelings like sadness, anger and confusion, and children are likely to ask questions about the death that need to be answered honestly and factually in terms that they will understand. The children have been told that their teachers are willing to try and answer their questions at school but if there is anything else you or your child needs to know, please do not hesitate to ring the school office and we will be more than happy to help you. Yours sincerely Last review: 25 November 19 Next review: June 2021 Template of a letter informing parents of the death of a member of staff Template of a letter informing parents of the death of a pupil Before sending a letter home to parents about the death of a pupil, permission must be gained from the child's parents. The contents of the letter and the distribution list must be agreed by the parents and school. <Address/Date> Dear Parents Your child's class teacher/form tutor/had the sad task of informing the children of the death of <Name>, a pupil in <Year>. <Name> died from the illness we know as cancer. As you may be aware, many children who have cancer get better but sadly <Name> had been ill for a long time and died peacefully at home yesterday. He/She was a very popular member of the class and will be missed by everyone who knew him/her. When someone dies it is normal for their friends and family to experience lots of different feelings like sadness, anger and confusion. The children have been told that their teachers are willing to try to answer their questions at school but if there is anything more that you or your child needs to know, please do not hesitate to ring the school office and we would be more than happy to help you. We will be arranging a memorial service in the school in the next few months as a means of celebrating <Name's> life. Yours sincerely Last review: 25 November 19 Guidelines for breaking news about a death to staff and Governors * Arrange a staff meeting which should take place as soon as possible. * Impart factual information. Never make assumptions or repeat what has been said by rumour. * Give news sensitively and empathetically, being aware that people may react in different ways. Be cognisant of the relationships staff may have had with the person who has died. * Ensure that there is someone responsible for telling people who are unable to attend the staff meeting i.e. part time staff, peripatetic staff, lunch time supervisors. Consider the best way of imparting the information to those absent e.g. by doing home visit, by telephone, text or e-mail etc. * Identify individual members of staff who feel able to: a) support members of staff b) support groups of children The most appropriate person to support the children should be well known to them and trusted. * Identify a member of staff who will liaise with the individual's family, to deal with staff condolences and any funeral arrangements (if necessary). * Identify an appropriate member of staff who will take 'phone calls and/or direct them as appropriate. Try to establish a "protected" telephone line to ensure free flow of accurate information. Telephone line providers may provide an additional line if the situation requires one. * Identify a member of staff who will provide a newsletter for parents (see examples of letter templates) which should be sent the same day. * Arrange a staff meeting at the end of the day to ensure staff are coping with the situation. Identify any unresolved problems or ongoing issues. Ensure that those staff that live alone have contact numbers of friends in case of need. * Identify sources of advice and support to access for help in coming to terms with the bereavement (see bereavement toolkit). Last review: 25 November 19 Guidelines for breaking news of the death to the children/young people * Inform the children/young people as soon as possible about the death. * Where possible, the pupils should be informed in small groups i.e. class or tutor groups. Identify those children who had a long term and/or close relationship with the person who has died so they can be told separately. If appropriate, a special assembly could be held at a later time in the day to remember the person who has died. * Allow the children/young people to ask questions and answer them honestly and factually in terms that they will understand. * Allow the children/young people to verbalise their feelings. * Allow the children/young people to discuss the situation and share their experiences of death. * Be honest about your own feelings and talk about your relationship with the person. * Avoid using euphemisms. * Those children/young people who have had more involvement with the person should be given the opportunity to share their feelings and experiences either within the group or on a one-to-one situation. * Ensure the children/young people understand that the death is nothing to do with anything they have said or done. It is in no way their fault. * Reassure them that not all people who are ill or have had an accident will die and that many people get better. * Put an appropriate time limit on the discussion. It is preferable to resume normal school activities as soon as possible thus ensuring minimal disruption within the school. * Conclude the discussion with a prayer or special poem to remember the person who has died and their family. * Be available for any child/young person who needs additional help and support. * Refer to the bereavement toolkit for further guidance. Last review: 25 November 19 Things to consider in the days following the news of the death * It is important to consider any cultural or religious implications and seek advice if necessary. * Ensure nominated staff with responsibilities for supporting staff and children, are available to do so. * It may be necessary temporarily to provide staff cover for their normal activities. * Identify an allocated quiet place where children, young people and staff can go if necessary.. * It is preferable for there to be minimum disruption to the timetable but some flexibility may be required. * Try to engender an awareness of when people need help and support, particularly those who worked closely with the person who has died and secretaries/administrative staff who are taking telephone calls, dealing with parents etc. * Through the nominated staff member who has responsibilities for liaising with the individual's family, ascertain their wishes about the school's involvement in the funeral, if any. Consider practical issues like:- o Remembrance book for children to sign and place for outward display of remembrance (flowers, toys etc.) o Putting an obituary in the paper, sending flowers to the home or to the funeral, making a collection etc. o Who will attend the funeral, making a collection etc. o Cover for any staff that may be going to the funeral. o Transport to and from the funeral. o Informing the parents of those pupils who will be involved. o Possible closure of the school. If this is the case remember to tell appropriate staff in advance. Last review: 25 November 19 Bereavement Toolkit The Bereavement in School Toolkit is a resource to be used at The Wishford Schools offering guidance, examples and possible solutions to problems encountered on a day to day basis when trying to help bereaved children. It also includes a list of resources and useful contact details when looking for help and support. How the school can help * Make sure that the right people are informed It is essential that all staff, including ancillary staff, know about the bereavement, so that they can respond sensitively. * Make sure that children are given an opportunity to discuss their feelings of bereavement with an adult that feels confident in this area and is able to give each child space for their different and normal feelings. When the report of the death first comes to school, it may be appropriate for the form teacher (of each bereaved sibling), to talk to the class, to create opportunities for them to ask questions and discuss how they can help their bereaved classmate. On the child's return to school, even close friends may need encouragement to voice difficult feelings, to say, "I'm sorry your brother died". One of the key 'hurts' which bereaved children recall is the feeling that few people, if any, acknowledged their loss. Most children welcome the opportunity to talk privately to an adult about their loss. Even if the child cannot verbalise his or her feelings, it is helpful for a trusted teacher to show sympathy (without saying "I know how you feel"), and to use words like sad, lonely, upset, afraid, so that the child realises the school knows about the death. The family may be so overwhelmed by the trauma that little individual acknowledgement is given to the child's feelings when they are at home. Some children need a retreat when grief overtakes them, and it helps if the school accepts a pupil's need to express their grief, providing a 'safe place' and a trusted adult to be with them. Once the bereaved child returns to school routine, it is helpful to share concerns with parents so that they know how he or she is coping in school. Most families appreciate some sort of direct communication from the school, especially if the child who has died was a former pupil. Be prepared to create exceptional circumstances for particular children who need particular help. Set up clear boundaries and make it clear that you have allowed certain behaviours to happen. When the child is ready you can reverse these arrangements. A bereaved child for example may well need to be allowed to behave in a special way according to how they are dealing with the situation. The key is to try to create a normal environment for them by asking what they want to do. Drawing is a very common form of expression. It is always best to talk this through and share ideas the relevant pastoral team or the Safeguarding Officer. They will help you to decide what to share with other children. Notes in italics from Jane Addis of Suffolk County * Seek creative, but sensitive ways of constructively moving the child forwards Books, stories, music and art can be very helpful in exploring loss, both with the class and with the bereaved child. There are many excellent books written on bereavement for different ages of children, both in the fact and fiction sections, now available from shops, libraries or the web, and many school libraries have a selection of such recommended publications. Sensitivity is needed so that deep grief is not triggered at an inappropriate time. For example, a school assembly using the book Badger's Parting Gifts might help the school to explore grief and loss, but not when a newly-bereaved child is present. The Scholastic book '100 Assemblies' contains some good ideas on assemblies dealing with loss and change (p.66 – 80). * Be aware that this is likely to take a long while and be prepared to allow for anniversaries and gestures over time Last review: 25 November 19 The grief caused by the death will be long-lasting, and schools need to recognise that anniversaries and celebrations will be difficult – especially the first birthday and Christmas or other religious festivals. It will help if key dates and times are noted and passed on to the next class teacher or next school, along with other records and information. As children mature, the death is felt and questioned at new levels, both emotionally and intellectually, often causing renewed grief and distress. Classmates, especially close friends of the bereaved boy or girl, or of the child who has died, will suffer varying grief reactions. Their teachers will probably need the support of colleagues at this time; they might need to be reassured that their ideas for giving comfort to the children are wise, and that they will be of benefit to those in their care. Many younger teachers themselves may not have experienced bereavement, especially of this kind, before. If the dead child was a pupil at your school, you might feel it appropriate to send a representative to the child's funeral or a Memorial or Thanksgiving service – if the family are in agreement with this idea. Also, in these circumstances, the child's books and work should be kept carefully and returned to the family by a teacher at a suitable time. Helping the school recover This is a long-term issue. You can help a school recover through a memorial service or assembly and through the use of counsellors. Recognise that those who go to counsellors may well not be those whose need is greatest. A brother or sister may well have intense needs that appear later. It is very difficult for the school to know when to stop making allowances. Annex A Suggested Reading Pre-Prep/Years 3 + 4 Am I still a sister? Alicia Sims Big A & Co, 1986. ISBN 0-9618995-0-6 Badger's parting gifts Susan Varley HarperCollins, 1992. ISBN 000 664 3175 Remembering my brother Ginny Perkins A&C Black, 1996ISBN 0-7136-4541-5 Waterbugs and dragonflies Doris Stickney Mowbray, 1997. ISBN 0 264 66904 5 Muddles, Puddles and Sunshine Diana Crossley Hawthorn Press (2 Oct. 2000) ISBN 1869890582 Last review: 25 November 19 Years 3 – 8 Charlotte's web E. B. White Penguin, 1993. ISBN 014 036 4498 My brother Joey died Gloria Houston TCF (USA), 1982. ISBN 0-671-42401-7 When someone dies: help for young people coping with grief Dwaine Steffes Cruse Bereavement Care, 1997 (student edition). ISBN 0 900 321 113 Your friend, Rebecca Linda Hoy Heinemann Educational, 1992. ISBN 043 512 3882 The Scar Charlotte Moundlic Walker (7 Feb. 2013) ISBN 140634415X Year 7 and 8 pupils –– Vicky Angel by Jacqueline Wilson (for the loss of a friend) Year 5 and 6 pupils – The Heart and the Bottle by Oliver Jeffers Teachers Forgotten mourners, The: Susan Smith guidelines for working with bereaved children Jessica Kingsley, 1999 (2 nd edition). ISBN 1 85302 758 8 Good Grief – No. 2: Over 11s and adults Barbara Ward Jessica Kingsley, 1995 (2 nd edition). ISBN 1 85302 340 X Homemade books to help kids cope: Robert Ziegler an easy to learn technique for parents and professionals Magination Press (USA), 1992. ISBN 0-945354-50-9 Talking with children and young people about death and dying Mary Turner Jessica Kingsley, 1999. ISBN 1 85302 563 1 Last review: 25 November 19 When someone dies: how schools can help bereaved students Dwaine Steffes Cruse Bereavement Care, 1997 (teachers' edition). ISBN 0 900321 10 5 Supporting Bereaved Students in Primary and Secondary Schools — practical advice for staff is a booklet that has been developed by King's College London and the National Council for Hospice and Specialist Palliative Care Services, now the National Council for Palliative Care (NCPC). It offers advice and support to school staff and includes tips from teachers who have had experience with bereaved children. An extensive resource list is included for those who wish to look further into the issues explored or enlist further support. The booklet can be ordered from NCPC by contacting Nick Hayes by email firstname.lastname@example.org or by telephone 020 7697 1520. winstonswish.org is the UK's childhood bereavement charity that supports children and their families on the death of a child. They offer support to parents and schools as well and have a variety of publications to support. Monitoring and evaluation When an individual case arises, the policy is adhered to and therefore is monitored through this process and adjusted as required. The policy is evaluated in accordance with the policy monitoring and evaluation cycle and the date of renewal is stated on the header of this policy. SAFEGUARDING STATEMENT The Wishford Schools are committed to maintaining a safe and secure environment for all pupils and a 'culture of vigilance' to safeguard and protect all in its care, and to all aspects of its Safeguarding Policy. EQUAL OPPORTUNITIES STATEMENT The aims of The Wishford Schools and the principles of excellent pastoral care will be applied to all children irrespective of differences in ethnic background, culture, language, religion, sexual orientation, gender and disabilities, so long as in the last matter the student is able to involve himself or herself in the activity concerned; equally these differences will be recognised and respected, and the School will aim to provide a positive culture of tolerance, equality and mutual respect, recognising liberty, the rule of law and different faiths and cultures. 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What are Personal Boundaries? Personal boundaries are the limits and rules we set for ourselves within relationships. A person with healthy boundaries can say "no" to others when they want to, but they are also comfortable opening themselves up to intimacy and close relationships. A person who always keeps others at a distance (whether emotionally, physically, or otherwise) is said to have rigid boundaries. Alternatively, someone who tends to get too involved with others has porous boundaries. Most people have a mix of different boundary types. For example, someone could have healthy boundaries at work, porous boundaries in romantic relationships, and a mix of all three types with their family. One size does not fit all! The appropriateness of boundaries depends heavily on setting. What's appropriate to say when you're out with friends might not be appropriate when you're at work. Some cultures have very different expectations when it comes to boundaries. For example, in some cultures it's considered wildly inappropriate to express emotions publicly. In other cultures, emotional expression is encouraged. What are Personal Boundaries? Types of Boundaries Physical boundaries refer to personal space and physical touch. Healthy physical boundaries include an awareness of what's appropriate, and what's not, in various settings and types of relationships (hug, shake hands, or kiss?). Physical boundaries may be violated if someone touches you when you don't want them to, or when they invade your personal space (for example, rummaging through your bedroom). Intellectual boundaries refer to thoughts and ideas. Healthy intellectual boundaries include respect for others' ideas, and an awareness of appropriate discussion (should we talk about the weather, or politics?). Intellectual boundaries are violated when someone dismisses or belittles another person's thoughts or ideas. Emotional boundaries refer to a person's feelings. Healthy emotional boundaries include limitations on when to share, and when not to share, personal information. For example, gradually sharing personal information during the development of a relationship, as opposed to revealing everything to everyone. Emotional boundaries are violated when someone criticizes, belittles, or invalidates another person's feelings. Sexual boundaries refer to the emotional, intellectual, and physical aspects of sexuality. Healthy sexual boundaries involve mutual understanding and respect of limitations and desires between sexual partners. Sexual boundaries can be violated with unwanted sexual touch, pressure to engage in sexual acts, leering, or sexual comments. Material boundaries refer to money and possessions. Healthy material boundaries involve setting limits on what you will share, and with whom. For example, it may be appropriate to lend a car to a family member, but probably not to someone you met this morning. Material boundaries are violated when someone steals or damages another person's possessions, or when they pressure them to give or lend them their possessions. Time boundaries refer to how a person uses their time. To have healthy time boundaries, a person must set aside enough time for various facets of their lives such as work, relationships, and hobbies. Time boundaries are violated when another person demands too much of another's time.	<urn:uuid:c262920f-aa21-486a-87c4-13abe986badd>	CC-MAIN-2021-21	https://d10k7k7mywg42z.cloudfront.net/assets/588ec316a0b5dd08a90b9823/boundaries_psychoeducation_printout.pdf	2021-05-09T16:31:45+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00458.warc.gz	223,273,733	608	eng_Latn	eng_Latn	0.996715	eng_Latn	0.996577	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1126, 3370 ]	[ 3.25 ]	7	2
Overview of students' perceptions of skills from the practice of creative writing (from written survey) \| Creative Writing has a positive impact on: \| \| Strongly agree \| \| agree \| \| disagree \| \| Strongly \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| \| \| \| disagree \| \| \| Confidence in writing \| \| 9 \| \| 22 \| \| 7 \| \| \| \| Comfort with others viewing own \| 10 \| 10 \| 19 \| 19 \| 9 \| 9 \| \| \| \| writing \| \| \| \| \| \| \| \| \| \| Grammar and punctuation skills \| \| 5 \| \| 24 \| \| 9 \| \| \| \| Formal essay writing skills \| \| 1 \| \| 16 \| \| 21 \| \| \| \| Critical reading of literature \| \| 7 \| \| 21 \| \| 9 \| 1 \| \| \| Vocabulary and form \| \| 11 \| \| 21 \| \| 6 \| \| \| \| Expressiveness of writing \| \| 14 \| \| 20 \| \| 3 \| 1 \| What are the most valuable skills you have learned from creative writing? Responses: Drafting and Editing: "Drafting and editing process/ receiving feedback, then working in other projects incorporating the feedback given, which is very helpful indeed." "Expression and editing. Being able to listen to critical feedback." "I have learnt to express my ideas more clearly and feel more confident writing and exploring different forms of writing." "The ability to share my work and understand the editing process." "I have found that I have more knowledge on what key features to look for when analysing certain types of work." "To use certain skills and techniques when writing prose. When drafting and editing, being able to spot and remove unneeded sentences. To keep re-drafting until a piece of work is done." "Constructive criticism – accepting and giving it. The ability to edit redraft more effectively." "Changed my way of looking at writing in every sphere." "Editing, punctuation, feedback, honesty, be positive when editing. How to look at how other published writers have written what they wrote about and their views – how to find my own voice, learning that I can do it. And how to look at other literature. Essay skills have improved" "Seeing the thought processes behind writing, and not just focusing on the finished product as tho' they come out of the ether. Tighter writing."	<urn:uuid:0a71df89-52df-4fe2-8961-f12329178d78>	CC-MAIN-2021-21	https://english.heacademy.ac.uk/wp-content/uploads/2016/01/comments_skills-overview.pdf	2021-05-09T17:14:03+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00460.warc.gz	254,711,727	567	eng_Latn	eng_Latn	0.99931	eng_Latn	0.999524	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 746, 2150 ]	[ 3 ]	2	0
TERM 5 OVERVIEW YEAR 1 – Maths Links to future learning Character/Wider Development ('50 things', cultural capital, skills) How is multiplication and counting in groups used in people's daily lives? How can we use fractions to think about how much food we eat? Healthy Bodies & Healthy Minds: Can position and direction be used to create a workout or circuit course to keep ourselves active? Do all cultures use multiplication and division in the same way as we do? Culture: Technology in Action: How have navigation technologies affected our use of position and direction skills? The skills taught this half term will be applied and built upon throughout the year. Children will be introduced to 'bigger' numbers as the year progresses until they are ready for Year 2 and able to use any number within 100. Relate and use this knowledge and understanding in real-life contexts in and outside of school and make these relevant and purposeful links when: sorting and grouping objects during learning and play; identifying numbers in the environment; counting during play or exercise; handling money in real life situations, for example shopping or buying tickets; and if weighing and measuring, for example when baking or growing plants. Thematic Questions: Do you think it's possible to know how many people there are in the world? The World Beyond Us: What are the smallest and largest fractions? How is multiplication and division used every day? The World Around Us: How are fractions used every day? Modern Britain: How does maths help people in their jobs and daily lives? What do we have to help us now that people did not have 100 years ago? How can we use maths when keeping fit? What can we do if we are finding maths hard or it is making us feel sad/angry? Healthy Bodies & Healthy Minds: Culture: Does multiplication and division work in the same way around the world? Does everyone from around the world count in the same language and use the same numbers? Do you think it would be better if we did? Why? Technology in Action: Why would position and direction skills be important for a crane operator building a structure? How can fractions help with the design and creation of buildings? OVERVIEW OF TEACHING SEQUENCE \| \| Learning \| Learning Outcomes (NC) \| Key Words/ Vocabulary \| Greater Depth/SEND \| Misconceptions \| \|---\|---\|---\|---\|---\|---\| \| \| Focus or \| \| \| \| \| \| \| Key \| \| \| \| \| \| \| Question \| \| \| \| \| \| To count in 10s. To make equal groups. To add equal groups. To make arrays. To make doubles. To make equal groups by grouping. To make equal groups by sharing. \| \| Count in multiples of twos, fives and tens. Solve one step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. \| Tens Sequence Total Group Groups of Equal Arrays Columns Rows Double Share Sharing Left over \| GD: Children are introduced to bigger numbers when applicable. But it is important that the GD focus is on mastery of the skills rather than moving onto the next stage of learning quicker. Children are introduced to problem solving and reasoning questions which require sentence responses. Children are taught how to ‘prove it’ and use the word ‘because’. SEND: Pre-teaching is used as an intervention to build upon EYFS skills in preparation for Year 1 content. Activities are made more ‘concrete’ when appropriate and \| Confusion between pronunciation of tens and teen numbers (for example, Forty – Fourteen) Confusion with pronunciation of some tens numbers (for example, children may find numbers such as twenty, thirty and fifty trickier than forty, sixty and seventy – ‘twoty’ ‘threety’ etc.) Assumptions that all quantities can be shared into equal groups. Inconsistencies in drawing arrays with clear columns and rows. \| \| \| \| \| additional resources are used to support visual and kinaesthetic learning. Children complete a majority of fluency style questions and are introduced to problem solving as an oral group activity. Adults model how to verbally use the word ‘because’. \| \| \|---\|---\|---\|---\|---\| \| To find a half (1). To find a half (2). To find a quarter (1). To find a quarter (2). \| Recognise, find and name a half as one of two equal parts of an object, shape or quantity. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. Compare, describe and solve practical problems for lengths and heights (for example, double/half). \| Whole Half Quarter Split Parts Equal Non-equal \| GD: Children can be challenged to work with higher quantities, more complex shapes and objects with non-equal parts. SEND: Children could be supported by using concrete resources and ensuring that the objects or quantities they are finding fractions of are already split into equal parts. Children introduced to problem solving as an oral group activity. Adults model how to verbally use the word ‘because’. \| Misconceptions between the terminology of ‘half’ and ‘quarter’. Children may associate anything less than a whole as a half - e.g. if something is not full it is ‘half full’. Misconceptions surrounding the importance of equal parts. Assumptions that all objects and quantities can be split into equal halves or quarters. Assumption that halves are always greater or more than quarters. \| \| \| Compare, describe and solve practical problems for mass/weight (for example, half, half full, quarter). \| \| \| \| \|---\|---\|---\|---\|---\| \| To describe turns. To describe position (1). To describe position (2). \| Describe position, direction and movement, including whole, half, quarter and three quarter turns. \| Direction Turns Full turn Half turn Quarter turn Three- quarter turn Position Left Right Forwards Backwards Between Above Below \| GD: Children are introduced to problem solving and reasoning questions which require sentence responses. Children are taught how to ‘prove it’ and use the word ‘because’. SEND: Activities are made more ‘concrete’ when appropriate and additional resources are used to support visual and kinaesthetic learning. Verbal discussions with adults using key vocabulary to support children’s understanding and model correct use of language. Children complete a majority of fluency style questions and are introduced to problem solving as an oral group activity. Adults model \| Inconsistencies in applying knowledge of fractions to turns. Unfamiliarity with correct use of positional language. Children may have difficulty remembering starting points. Children may confuse left and right. \| \| how to verbally use the word ‘because’. \| \|---\| Mathematics is an important, creative discipline that helps us to understand and change the world. We want all of our children within the Pontefract Academies Trust to experience all that mathematics has to offer and to develop a sense of curiosity about the subject with a clear understanding. When they leave our schools, we want them to continue their love of maths and use it continuously and positively in their future lives. Context (big picture learning) We foster a positive 'growth mind-set' attitude and we promote the fact that we believe that all children can achieve in mathematics. We teach for secure and deep understanding of mathematical concepts through manageable, bespoke steps and cross fertilize at every opportunity. VIPs (Very Important Points) are implemented in every lesson to ensure knowledge and skills are revisited and retained over time. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated reasoning and problem-solving activities. At our school, the majority of children will be taught the content from their year group only. They will spend time becoming true masters of content, applying and being creative with new knowledge in multiple ways. Multiplication and division are key skills which children will use throughout their lives, providing children with the main tool for many aspects of Maths later in their school lives and beyond. Fractions allows comparison skills to be developed, introducing children to the notion of comparing quantities, shapes and sizes and the understanding that other amounts exist that are not 'whole'. Position and direction supports the development of children's decision making and spatial awareness, helping children to gain a deeper understanding of their surroundings and where objects and places are in relation to their location. 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Numeracy Challenge - Produce a Great Tasting Smoothie! The challenge: The class will be split into 2 groups and you will be competing against each other to produce a delicious, medium-thickness smoothie with the ingredients supplied by your tutor. Each group must produce a recipe list showing the actual amounts (in grams and millilitres) of each ingredient used. You must also choose a suitable name for the recipe. Your tutor will be blindfolded and take part in a tasting session to decide which group is the overall winner. Marks will be awarded for the suitability of the name given, taste and consistency of the smoothie. In addition to this you will receive marks for how well the recipe is explained and set out. NOTE: please do not taste / touch the nuts or drink the smoothie if you have a NUT ALLERGY. Ingredients you must use: Equipment available to you: * Apple juice * Banana * Measuring jug * Natural yogurt * Milk * Ground nuts / seeds * Accurate electronic scales * Measuring spoons * Glasses /cups * Blender So to summarise have you: * Produced a nice tasting smoothie of medium thickness? * Named your creation? * Written out the recipe you have used (in grams and millilitres)? Numeracy Challenge - Produce a Great Tasting Smoothie! Ingredients ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ Special equipment ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ Instructions _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________ _________________________________ _ (Optional writing frame) \| Marking Criteria \| Range of marks possible \| \|---\|---\| \| Taste \| 1 (horrible!) - 10 (very tasty) \| \| Consistency \| 1 (very thin) - 5 (very thick) \| \| Suitable name given \| 1 (very unsuitable) - 5 (very suitable) \| \| Recipe \| 1 (poorly produced) - 10 (well produced) \| \| Marking Criteria \| Range of marks possible \| \|---\|---\| \| Taste \| 1 (horrible!) - 10 (very tasty) \| \| Consistency \| 1 (very thin) -5 (very thick) \| \| Suitable name given \| 1 (very unsuitable) - 5 (very suitable) \| \| Recipe \| 1 (poorly produced) - 10 (well produced) \| \| TOTAL MARKS (out of max 30 marks) \| \| \| Marking Criteria \| Range of marks possible \| \|---\|---\| \| Taste \| 1 (horrible!) - 10 (very tasty) \| \| Consistency \| 1 (very thin) -5 (very thick) \| \| Suitable name given \| 1 (very unsuitable) - 5 (very suitable) \| \| Recipe \| 1 (poorly produced) - 10 (well produced) \|	<urn:uuid:4ccbff34-160b-4343-a05c-ac30d0606bc2>	CC-MAIN-2021-21	https://files.schudio.com/valley-college/files/documents/home-learning/smoothle.pdf	2021-05-09T17:40:57+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00461.warc.gz	280,416,267	663	eng_Latn	eng_Latn	0.998938	eng_Latn	0.954963	[ "eng_Latn", "unknown", "unknown" ]	false	docling	[ 1210, 2467, 3319 ]	[ 3.5 ]	2	0
PRIMARY SOURCE WORKSHEET EXCERPT FROM THEODORE ROOSEVELTʼS INAUGURAL ADDRESS, WASHINGTON, DC, MARCH 4, 1905. Much has been given us, and much will rightfully be expected from us. We have duties to others and duties to ourselves; and we can shirk neither. We have become a great nation, forced by the fact of its greatness into relations with the other nations of the earth, and we must behave as beseems a people with such responsibilities. Toward all other nations, large and small, our attitude must be one of cordial and sincere friendship. We must show not only in our words, but in our deeds, that we are earnestly desirous of securing their goodwill by acting toward them in a spirit of just and generous recognition of all their rights. But justice and generosity in a nation, as in an individual, count most when shown not by the weak but by the strong. While ever careful to refrain from wronging others, we must be no less insistent that we are not wronged ourselves. We wish peace, but we wish the peace of justice, the peace of righteousness. We wish it because we think it is right and not because we are afraid. No weak nation that acts manfully and justly should ever have cause to fear us, and no strong power should ever be able to single us out as a subject for insolent aggression. Our relations with the other powers of the world are important; but still more important are our relations among ourselves. Such growth in wealth, in population, and in power as this nation has seen during the century and a quarter of its national life is inevitably accompanied by a like growth in the problems which are ever before every nation that rises to greatness. Power invariably means both responsibility and danger. Our forefathers faced certain perils which we have outgrown. We now face other perils, the very existence of which it was impossible that they should foresee. Modern life is both complex and intense, and the tremendous changes wrought by the extraordinary industrial development of the last half-century are felt in every fiber of our social and political being. Never before have men tried so vast and formidable an experiment as that of administering the affairs of a continent under the forms of a Democratic republic. The conditions which have told for our marvelous material well-being, which have developed to a very high degree our energy, self reliance, and individual initiative, have also brought the care and anxiety inseparable from the accumulation of great wealth in industrial centers. Upon the success of our experiment much depends, not only as regards our own welfare, but as regards the welfare of mankind. If we fail, the cause of free self-government throughout the world will rock to its foundations, and therefore our responsibility is heavy, to ourselves, to the world as it is to-day, and to the generations yet unborn. There is no good reason why we should fear the future, but there is every reason why we should face it seriously, neither hiding from ourselves the gravity of the problems before us nor fearing to approach these problems with the rebinding, unflinching purpose to solve them aright. QUESTIONS Answer the following questions on a separate sheet of paper. 1. What was the occasion of Roosevelt's speech? 2. How did Roosevelt feel the U.S. should treat foreign nations? How does this compare to what you read on the poster about Roosevelt's foreign policy? 3. According to Roosevelt, what responsibilities does the United States have because of its great wealth? 4. What is the difference, according to Roosevelt, between "peace" and the "peace of justice . . . and righteousness"? 5. By 1905, what perils had the U.S. "outgrown"? What "new perils" do you think Roosevelt refers to in the last paragraph? 6. What aspects of life in 1905 would Americans have viewed as especially "complex and intense"? 7. Why did Roosevelt believe that the success of the U.S. is important for the idea of democracy around the world? ACTIVITIES Use your textbook and other print and online resources to complete the following activities. 1. Roosevelt said, "Power means invariably both responsibility and danger." List a few examples of the dangers the U.S. faced and the responsibilities it assumed during Roosevelt's presidency. 2. Imagine that you are an American in 1905 who attended Roosevelt's inauguration and listened to his address. Write a letter to your parents describing Roosevelt's message and how it made you feel.	<urn:uuid:867a5d65-3b4d-4a4f-8566-48fa2eca1ecb>	CC-MAIN-2021-21	https://www.humanitiestexas.org/sites/default/files/TRInaugural1905_0.pdf	2021-05-09T15:49:28+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00459.warc.gz	841,810,133	929	eng_Latn	eng_Latn	0.997911	eng_Latn	0.998116	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3158, 4491 ]	[ 4.03125 ]	1	0
#STEM4Parents Transportation Congestion These activities and questions are designed for you to have engaging discussions with your student about the STEM jobs they are encountering in their Learning Blade schoolwork. Here is an overview of what is included. Table Talk: These are questions you can ask your student without having any background knowledge in STEM. These will be easy conversation starters. Dig Deeper: These are questions with suggested links to learn more about different STEM careers to explore with your student. Home Lab: This is an easy, hands-on activity to do with your STEM student. What Has Your Student Been Learning? In this mission, goal is to research transportation options and come up with a plan that would save your family time on the road. And less time on the road would mean more time at home. Along the journey, students will need to determine what tools (i.e. trains, planes, automobiles, hybrid cars, and public transportation) and teammates/experts (i.e. transportation engineer, mechanic, automotive engineer and technician, transportation planner and logistics engineer) are needed to assist in finding a solution to the congestion problems before frustrations grow out of control TABLE TALK Starter Question: Have you ever been trying to get somewhere and all of the sudden hit traffic? Traffic can be frustrating when you are trying to get somewhere. Driverless cars (sometimes called a self-driving car, an automated car or an autonomous vehicle) have the promise of reducing transportation congestion because they will be better at merging and handling intersections because cars will be able to communicate with each other. Are you comfortable allowing a computer or robot to drive your car? Do you think this will help traffic in a city? What happens when only half the cars on the road are autonomous vehicles? DIG DEEPER Resources for More Information: In this section, we provide a series of links and associated questions to DIG DEEPER on individual careers addressed in the Transportation Congestion Mission. Feel free to explore these with your STEM student as you model curiosity and lifelong learning. To cut down on traffic, what incentives have you seen to try to get people to use a different form of transportation other than cars? Do they work? Now if you were the Transportation Planner for your city, what new tactic would you implement to cut down on the amount of cars driving? Watch the TED talk below to see the effects of a small driving fee. https://www.ted.com/talks/jonas_eliasson_how_to_solve_traffic_jams In densely populated cities, transportation is huge concern. The world population is expected to increase by 2 billion by the year 2050, with many people moving to urban areas. This poses a huge problem for transportation congestion in cities of the future. To help solve this problem, come up with a new form of public transportation that can alleviate traffic in cities. Watch the video below to see a proposed idea to reduce traffic congestion in China. https://www.youtube.com/watch?v=80Z4xnSNAHs Hybrid Cars have become increasingly popular. What pros do hybrid cars have? Are there any cons? Read this short article at the link below to learn interesting facts about hybrid cars. Then go to the second link to see how Prius Hybrid car works. Interesting Hybrid Car Facts: http://www.gogreenacademy.com/some-interesting-facts-abouthybrid-cars/ Prius Hybrid Car: https://www.youtube.com/watch?v=E_xCssR8qQI #STEM4Parents Transportation Congestion #STEM4Parents Transportation Congestion In this section, we will explore applications of what your student has been learning in Transportation Congestion Mission. In this Home Lab, we will be looking at an online resource that will help build problemsolving skills and relate it to solving transportation problems. Materials: * Stopwatch * Pen and Paper * Map of your town Directions 1. Take your map of your town. Draw out the route you normally take to school and back. 2. Discuss if this is the fastest way to get there or not. If it is not, come up with a faster route. 3. Test your routes! 4. Next time you go to school or come home from school, time how long it takes. 5. Test different routes. 6. Keep track of your travel times so you can compare your results. 7. Where is the most traffic? 8. During the rush hours of schools, traffic can get crazy. Many schools have traffic guards to help relieve traffic build up. 9. Identify on your map where the most traffic occurs around your school. 10. Do you have any traffic guards? What could be done to help relieve more traffic? Copyright©2017 by Thinking Media. Learning Blade is a registered trademark of SAI Interactive, Inc. d/b/a Thinking Media. #STEM4Parents Transportation Congestion Dear Parent/Guardian, I kindly ask that you fill out and sign this piece of paper so I can provide your student with a completed grade for this #STEM4Parents homework assignment. I discussed with _________________________ the Transportation Congestion Mission in Learning Blade. (student name) _______________________________ ________________________________________ Student Signature Parent/Guardian Name (print) _______________________________ ________________________________________ Date Parent/Guardian Signature -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------	<urn:uuid:c5c635ba-32eb-4835-a55d-51e6b9608a14>	CC-MAIN-2021-21	http://learningblade.com/images/uploads/subpage/STEM4Parents-Transportation_Congestion.pdf	2021-05-09T17:24:41+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00464.warc.gz	33,983,245	1,080	eng_Latn	eng_Latn	0.993162	eng_Latn	0.99918	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1872, 3552, 4766, 5519 ]	[ 3.984375 ]	1	0
TERM 2 OVERVIEW YEAR 2 – Maths \| White Rose end of unit assessments Teacher judgements Fortnightly arithmetic tests \| \|---\| \| Addition/Subtraction The children will have also learnt to represent and use number bonds and related subtraction facts within 20. Read, write and interpret mathematical statements involving addition (+), subtraction (−) and equals (=) signs. Add and subtract one- digit and two-digit numbers to 20, including zero. Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ꙱ – 9. Money The children be able to recognise different coins and will have learnt the value of different coins. The children will have some knowledge of place value to match coins with equivalent values e.g. 10 1p coins is the same as 1 10p coin. Multiplication/Division The children will have learnt to count in steps of 2, 5 and 10 in Year 1. The children will have some basic knowledge of multiplication and division. \| \| Links to PE will be made through Active Maths (AM) activities and/or using counting 0-100 within warm ups (counting in 2,3,5 and 10s while doing star jumps, lunges, addition/subtraction Hero’s in AM) and games (keeping track/score). \| Links to future learning Character/Wider Development ('50 things', cultural capital, skills) Links to science and geography will be made through counting in 1s, 2s, 3s, 5s and 10s in tally charts, block/ bar graphs to collect and input data clearly. The skills taught this half term will be applied to other units throughout the year. Children will be counting in 2s, 5s and 10s and will be introduced to counting in 3s – these basic skills will be needed when multiplying/dividing, problem solving and fraction work. Thematic Questions: The World Beyond Us: Do you think it's possible to know how many people there are in the world? How do you think people could find this out? The World Around Us: How do you use your maths skills when you go into Pontefract? There are numbers everywhere. Can you think of some examples of where you might see numbers when out and about? Modern Britain: Can you think of how addition/subtraction/ multiplication/division helps people in their jobs and daily lives? What do we have to help us with maths now that people did not have 100 years ago? Healthy Bodies & Healthy Minds: How can we use maths when keeping fit? What can we do if we are finding maths hard or it is making us feel sad/angry? Culture: Does everyone from around the world count in the same language and use the same numbers? Do you think it would be better if we did? Why? Technology in Action: How is knowledge of maths used in computer games? Can - When you divide the biggest number always goes first. - When you divide the number gets smaller. - Division is the inverse (opposite) of multiplication. - The symbols used for division are ÷ and =. - Even numbers can be shared into 2 equal groups, odd numbers cannot. Fat Questions: Addition/Subtraction - Can you have two different values on either side of an equals sign? Explain your answer... - Why do we need to learn to add? - Can a smaller number be added to a bigger number successfully? - Can a bigger number be taken away from a smaller number successfully? Do you know what that might look like? Money - Why do different countries have different currencies? - Which is the richest country in the world? Explain your answer. - If you could create a new coin what would it look like and what amount would it be for? Explain your answer. - Why do we need money? - What is money used for? Multiplication/Division - Why do we need to learn to multiply and divide? - When might you use your times tables facts in everyday life? - Can you share an odd number? Explain your answer. OVERVIEW OF TEACHING SEQUENCE \| \| Learning \| Learning Outcomes (NC) \| Key Words/ Vocabulary \| Greater Depth/SEND \| Misconceptions \| \|---\|---\|---\|---\|---\|---\| \| \| Focus or \| \| \| \| \| \| \| Key \| \| \| \| \| \| \| Question \| \| \| \| \| \| Subtract a 2-digit number – not crossing ten. Subtract a 2-digit number – crossing ten – subtract ones and tens. Bonds to 100 (tens and ones). Add three 1- digit numbers. \| \| Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100. Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two- digit number and ones; a two-digit number and tens; two two-digit numbers; adding three one-digit numbers. Show that addition of two numbers can be done in any order \| Add Addition Subtract Subtraction Equals How many Left Altogether Plus Minus Digit Number \| GD: Children are introduced to larger numbers when applicable. But it is important that the GD focus is on mastery of the skills rather than moving onto the next stage of learning quicker. Children are introduced to problem solving and reasoning questions which require sentence responses. Children are taught how to ‘prove it’ and use the word ‘because’. \| Children may not ‘careful count’. Children may not recognise some 2 digit numbers. Children may get confused between the ‘tens’ and ‘ones’. Children may get confused between addition and subtraction. Children may forget to start with the largest number when subtracting. Children may get confused when subtracting and crossing ten. \| \| \| \| \| Children focus on 1 pence and counting in 1’s to make amounts. Children complete a majority of fluency style questions and are introduced to problem solving as an oral group activity. Adults model how to verbally use the word ‘because’. \| \| \|---\|---\|---\|---\|---\| \| Recognise equal groups Make equal groups Add equal groups Multiplicati on sentences using the x symbol Multiplicati on sentences \| Recall and use multiplication and division facts for the 2, 5 and 10 times-tables, including recognising odd and even numbers. Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) sign. \| Equal Same Groups Multiply Multiplication Lots of Divide Division Array Times \| GD: Children are introduced to larger values / amounts when applicable. But it is important that the GD focus is on mastery of the skills rather than moving onto the next stage of learning quicker. Children are introduced to problem solving and reasoning questions which require sentence responses. \| Children may get confused when counting in steps of 2, 5 and 10. Children may get confused between multiplication and division. Children may think they can do division in any order, like multiplication. Children may confuse multiplication for addition – x / + \| Context (big picture learning) Mathematics is an important, creative discipline that helps us to understand and change the world. We want all of our children within the Pontefract Academies Trust to experience all that mathematics has to offer and to develop a sense of curiosity about the subject with a clear understanding. When they leave us we want them to continue their love of maths and use it continuously and positively in their future lives. We foster a positive 'growth mind-set' attitude and we promote the fact that we believe that all children can achieve in mathematics. We teach for secure and deep understanding of mathematical concepts through manageable, bespoke steps and cross fertilize at every opportunity. VIPs (Very Important Points) are implemented in every lesson to ensure knowledge and skills are revisited and retained over time. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated reasoning and problem solving activities. At our school, the majority of children will be taught the content from their year group only. They will spend time becoming true masters of content, applying and being creative with new knowledge in multiple ways. Place Value teaches the children the meaning of numbers. Children consolidate their understanding that the position of a digit within a number, shows its value. They also work towards partitioning numbers, firstly within 100 and then beyond as the children progress through Key Stage Two. Children need to have a thorough understanding of comparing and sequencing numbers that they are confident with (within 100) so they are able to apply these skills as they learn to tackle bigger numbers. Children need to consolidate the basic concept of addition and subtraction (within as well as crossing 10s to move on to 100s (KS2)) and the related maths symbols. They will then apply these skills across future units and cross-fertilise these skills in other subjects. As they grow up they will use these skills in their everyday life. For example: when shopping and handling money and wages; when writing cheques; working out test scores; measuring and weighing within the workplace… Resources Trust shares > Primaries > Departments > KS1 > Planning Cycle B > Autumn 2 > Maths > Year 2 Links to resource folders: White Rose Classroom Secrets Third Space Year 2 Skeleton Slides Complete resources:	<urn:uuid:06e8b13c-219b-46bc-be00-51d01f854d94>	CC-MAIN-2021-21	https://www.pontefractacademiestrust.org.uk/wp-content/uploads/2020/12/Maths-Year-2.pdf	2021-05-09T17:41:15+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00462.warc.gz	1,011,521,941	1,984	eng_Latn	eng_Latn	0.998009	eng_Latn	0.998349	[ "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn" ]	false	docling	[ 1261, 3828, 5412, 6771, 9214 ]	[ 4.3125 ]	1	0
Federal Offices President Serves as the head of state and Commander in Chief of the Armed Forces. They also have veto power on proposed bills. Vice President Supports the President in their duties and serves as the head of the Senate. U.S. Senator Responsible for the creation and implementation of laws. They also approve appointments made by the president, sign treaties, and try impeachment cases. U.S. House Responsible for the creation and implementation of laws. All bills that raise money are required to start here. They also have the power to impeach (formally charge) someone who holds public office. State Offices Minnesota State Senate A senator makes, debates, and votes on legislation in order to pass new laws or modify those that already exist. This includes passing the states biennial (two-year) budget. Minnesota State House A representative's duties include to write, debate, and pass laws for the entire state. They also establish a state budget that includes the lowering or raising of taxes. Ballot Question At the local level: cities, townships, and school districts can have questions on the ballot for voters to respond to. The responses are either "yes" or "no" and a question only passes with a majority. What's on the ballot? County Offices County Commissioner They are responsible for overseeing the county's management and administration, representing county interests at the state and federal level, participating in long-range planning, and managing the county budget and interests. Park Commissioner of the Three Rivers Park District The Park Commissioners develop park policies and enact laws concerning the use of neighborhood parks, beaches, and lakes. City Offices Mayor and City Council Members The City Council creates and passes legislation/ordinances. A city council member can represent a city district/ward and some cities have "at-large" members that represent the whole city. The Mayor manages the city's budget and oversees the police force. School Board Members School Board members are responsible for hiring a superintendent as well as developing and adopting policies, curriculums, and the school's budget. Judicial Offices Supreme Court The MN Supreme Court receives cases not resolved in the Court of Appeals. Court of Appeals The Court of Appeals reviews all final decisions of trial courts, state agencies, and local governments, including the Fourth Judicial District court. District Court Fourth Judicial District The Fourth Judicial District only includes Hennepin County and it hears all felony criminal cases, equity cases, domestic relations cases, and civil cases involving more than $150,000. To see your sample ballot and find out where your polling place is located visit: MNVotes.org Contact Hennepin County Elections Office: 612-348-5151 firstname.lastname@example.org hennepin.us/elections	<urn:uuid:fae90aa0-8905-4a35-9a12-eae3ffa44eba>	CC-MAIN-2021-21	https://www.hennepin.us/-/media/hennepinus/residents/elections/documents/Offices_on_the_ballot_2020.pdf	2021-05-09T17:23:30+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00461.warc.gz	840,823,127	574	eng_Latn	eng_Latn	0.998041	eng_Latn	0.998773	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1270, 2884 ]	[ 2.109375 ]	1	0
Course Outline – IELTS Preparation Welcome to the Upper-Intermediate Level! Important Information \| Class hours per day: \| 5 \| 3 Levels: \| \|---\|---\|---\| \| Classes are on: \| Monday - Thursday \| \| \| Assessments per week: \| 2 \| \| \| Midweek Assessment: \| Tuesday \| \| \| End of Week Assessment: \| Thursday \| \| IELTS Preparation course summary The IELTS course is for students from Intermediate to Advanced levels. It focuses on academic skills, with the goal of preparing students to successfully sit the IELTS test. During the course, you will be engaged with different, exciting topics and practice speaking, listening, grammar, reading and writing. Course schedule This course timetable has scheduled classes for 20 hours per week. You are expected to take additional hours out of class contact hours to complete homework and practice your English skills. Assessment Every week, you will study a new unit, which will be on a different topic. During each week, you will have 2 assessments. One short assessment in the middle of the week, and one long assessment at the end of the week. You will be given a result for your assessments, with feedback regarding areas you should aim to improve. Upper-Intermediate IELTS Preparation Level learning outcomes At this level, you will improve your ability to: Reading * Identify topic sentences * Interpret main ideas of paragraphs * Understand main ideas and overall meaning to match headings with paragraphs * Differentiate paragraph headings according to content * Comprehend text details to perform sentence completion tasks * Extract key points from academic texts * Identify antonyms and synonyms in written text * Differentiate between similar answers in multiple choice questions * Recognise phrases with similar meanings * Employ skimming techniques to find important information quickly * Employ strategies to deal with unknown vocabulary * Interpret written texts to identify and match detailed information * Understand main ideas and overall meaning of texts to complete diagrams * Understand main ideas of paragraphs and match to paragraph summaries Listening * Listen to identify similarity and difference * Listen for details to match ideas * Identify key information to complete notes * Distinguish between different speakers * Effectively employ techniques to identify topics in part 3 task type questions * Identify correct word forms in listening section 4 summaries * Predict types of words needed to fill gaps in short answer questions * Identify key words in aural text to signpost answers * Identify relevant details in a listening to discern correct answer among multiple choices * Listen to identify specific information needed to complete a flow chart * Identify relevant details in a listening to follow a process * Discern key points in a lecture to chronologically arrange stages in a process * Listen and identify specific information needed to complete gaps in sentences Writing * Structure a paragraph recognising standard organisation conventions * Combine and organise paragraphs to respond to a Task 2 opinion essay task type * Recognise individual sentence purpose in a paragraph * Identify signposting language * Connect ideas using linking language * Structure an introduction for task 2 cause and effect essay * Employ cause and effect language to connect ideas * Formulate a clear thesis statement * Employ complex connectors to link cause and effect clauses * Identify main features of a diagram * Complete a Task 1 description a map * Compare and contrast diagrams appropriately in a Task 1 type essay * Write a paragraph plan under time restraints * Self-assess own writing for grammatical mistakes Speaking * Talk about feelings and emotions * Explain and justify answers * Explain answers & respond to Part 2 task questions * Generate succinct notes to aid in speaking tests * Organise ideas appropriately to respond to Part 2 task type questions * Discuss different views to present arguments * Structure an argument according to common conventions * Discuss hobbies and interests in depth * Compare and contrast children's toys and games * Recognise different accents and adequately replicate accents * Use a range of spoken grammatical structures in Part 2 of the speaking paper * Use common expressions to start an answer and introduce new ideas * Describe a person in a speaking part 2 task * Identify signal words in lectures to predict when key information is coming * Answer follow-up questions from the examiner using a variety of language structures * Expand on answers by giving reasons and/or examples NOTE: Student Visa holders must attend at least 80% of classes to fulfil student visa requirements.	<urn:uuid:23f80f2f-7b84-4b04-af31-55e985bb0b1e>	CC-MAIN-2021-21	https://www.bluelotus.edu.au/wp-content/uploads/2019/10/IELTS-Course-Outlines_Upper-Intermediate.pdf	2021-05-09T17:19:26+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00461.warc.gz	695,613,100	939	eng_Latn	eng_Latn	0.993942	eng_Latn	0.993686	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1201, 4721 ]	[ 2.640625 ]	1	0
TERM 2 OVERVIEW YEAR 1 – Maths \| White Rose end of unit assessments Teacher judgements Fortnightly arithmetic tests \| \|---\| \| Addition and Subtraction In EYFS the children will have learnt to solve simple addition and subtraction problems using objects. Shape In EYFS the children will have learnt 2D and 3D shape names. Place Value In EYFS the children will have learnt to count reliably with numbers from 1 – 20, place them in order and say which number is one more or one less than a given number. The children have been introduced to place value within 10 during half term 1. \| \| Links to PE will be made through active maths activities and/or using counting within warm ups (20 star jumps, 10 lunges etc) and games (keeping track/score). Links to science when handling data and measuring values. Children will be taught ordering and sequencing skills as well as ordinal numbers in maths. They will then apply these skills in science (sequencing life cycles) and reading (sequencing stories). \| Links to future learning Character/Wider Development ('50 things', cultural capital, skills) The skills taught this half term will be applied and built upon throughout the year. Children will be introduced to bigger numbers as the year progresses until they are ready for Year 2 and able to use any number within 100. Relate and use this knowledge and understanding in real-life contexts in and outside of school and make these relevant and purposeful links when: sorting and grouping objects during learning and play; identifying numbers in the environment; counting during play or exercise; handling money in real life situations, for example shopping or buying tickets; and if weighing and measuring, for example when baking or growing plants. Thematic Questions: The World Beyond Us: Do you think it's possible to know how many people there are in the world? What shapes might you see in space? The World Around Us: How do you use your maths skills when you go into Pontefract? There are numbers everywhere. Can you think of some examples of where you might see numbers when out and about? Modern Britain: How does maths help people in their jobs and daily lives? What do we have to help us now that people did not have 100 years ago? Healthy Bodies & Healthy Minds: How can we use maths when keeping fit? What can we do if we are finding maths hard or it is making us feel sad/angry? Culture: Does everyone from around the world count in the same language and use the same numbers? Do you think it would be better if we did? Why? Technology in Action: How is maths used in computer games? Can you think of a game where you need to count or add? Do any computer games add or take away points or lives? Fat Questions: Addition and subtraction - Can you have two different things on either side of an equals sign? - Why do we need to learn to add and subtract? Shape - What is an iregular shape? - What is a regular shape? - Why are shapes important? - What shapes can you see in your classroom / school / local environment? - What shapes might you see in space? Number: Place Value - How many aliens does Bob meet while he's on the moon? - What is the difference between the amount of aliens Bob meets and the amount of tourist spaceships that come to the moon? - Do different countries count in the same way that we do? OVERVIEW OF TEACHING SEQUENCE \| \| Learning \| Learning Outcomes (NC) \| Key Words/ Vocabulary \| Greater Depth/SEND \| Misconceptions \| \|---\|---\|---\|---\|---\|---\| \| \| Focus or \| \| \| \| \| \| \| Key \| \| \| \| \| \| \| Question \| \| \| \| \| \| Addition – adding more Finding a part Subtraction – taking away, how many left? Crossing out. Subtraction - taking away, how many left? Introducing the subtraction symbol. Subtraction – finding a part, breaking apart. Fact families – the 8 facts. \| \| Represent and use number bonds and related subtraction facts within 10. Read, write and interpret mathematical statements involving addition, subtraction and equals signs. Add and subtract one digit numbers to 10, including zero. Solve one step problems that involve addition and subtraction, using concrete objects and \| whole amount part symbol add plus more number bonds fact families equals altogether \| GD: Children are introduced to bigger numbers when applicable. But it is important that the GD focus is on mastery of the skills rather than moving onto the next stage of learning quicker. Children are introduced to problem solving and reasoning questions which require sentence responses. SEND: Activities are made more ‘concrete’ when appropriate and additional resources are used to support visual and kinaesthetic learning. \| If students do not master basic addition and subtraction, they will struggle with most maths and calculations throughout their lives. It is important to recap learning from the EYFS and build upon this. It is crucial that misconceptions are identified and corrected as soon as possible (before they become ‘habit’). Part-whole model misconceptions when laid out differently. Confusion if = does not come at end of calculation. Incorrect answers though not counting and checking properly Subtraction using a number line: \| \| Subtraction – counting back. \| pictorial representations and missing number problems. \| \| Children focus on numbers 1-5 where appropriate and given support when using numbers to 10. Children complete a majority of fluency style questions and are introduced to problem solving as an oral group activity. Adults model how to verbally use the word ‘because’. \| Counting up when subtracting or down when adding. \| \|---\|---\|---\|---\|---\| \| Recognise and name 3-D shapes. Sort 3-D shapes. Recognise and name 2-D shapes. Sort 2-D shapes. Patterns with 3-D and 2-D shapes. \| Recognise and name common 2-D shapes, including: (for example, rectangle (including square), circles and triangles). Recognise and name common 3-D shapes including: (for example, cuboids (including cubes), pyramids and spheres). \| Pyramid Cube Cylinder Cuboid Cone Sphere Circle Square Rectangle Triangle Rhombus Hexagon Pentagon Edges Vertices Surface/faces 2D shape 3D shape Regular Irregular \| GD: Children introduced to describing the properties of 2D and 3D shapes. Children are introduced to problem solving and reasoning questions which require sentence responses. Children are taught how to ‘prove it’ and use the word ‘because’. SEND: \| There may be some confusion between shapes with a larger number of sides e.g. hexagon / pentagon. When describing 3D shapes there may be some confusion between edges and faces. There may be some confusion between what makes a 2D shape and what makes a 3D shape. \| \| \| \| \| \| Activities are made \| \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| more ‘concrete \| \| \| \| \| \| \| when appropriate \| \| \| \| \| \| \| and additiona \| \| \| \| \| \| \| resources are used \| \| \| \| \| \| \| to support visual \| \| \| \| \| \| \| and kinaesthetic \| \| \| \| \| \| \| learning. \| \| \| Count forwards and backwards and write numbers to 20 in numerals and words Number from 11 to 20. Tens and ones. Count one more and one less Compare numbers Order groups of objects Order numbers \| Count to twenty, forwards and backwards, beginning with 0 or 1, from any given number. Count, read and write numbers to 20 in numerals and words. Given a number, identify one more or one less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: \| number digit equal to more than less than fewer most least order sequence compare \| GD: Children are introduced to bigger numbers when applicable. But it is important that the GD focus is on mastery of the skills rather than moving onto the next stage of learning quicker. Children are introduced to problem solving and reasoning questions which require sentence responses. Children are taught how to ‘prove it’ and use the word ‘because’. SEND: Pre-teaching is used as an intervention to build upon EYFS skills in \| GD: \| If students do not master basic place value, they will struggle with most maths and calculations throughout their lives. It is important to recap learning from the EYFS and build upon this. It is crucial that misconceptions are identified and corrected as soon as possible (before they become ‘habit’). For example: Incorrect rote counting – missing numbers. Miscounting objects – not lining up, missing objects out, incorrect use of 1-1 correspondence. Incorrect number formation. Confusion between < and > \| \| equal to, more than, less than (fewer), most, least. \| preparation for Year 1 content. Activities are made more ‘concrete’ when appropriate and additional resources are used to support visual and kinaesthetic learning. Children focus on numbers 1-5 where appropriate and given support when using numbers to 10. Children complete a majority of fluency style questions and are introduced to problem solving as an oral group activity. Adults model how to verbally use the word ‘because’. \| \|---\|---\| Context (big picture learning) Mathematics is an important, creative discipline that helps us to understand and change the world. We want all of our children within the Pontefract Academies Trust to experience all that mathematics has to offer and to develop a sense of curiosity about the subject with a clear understanding. When they leave us we want them to continue their love of maths and use it continuously and positively in their future lives. We foster a positive 'growth mind-set' attitude and we promote the fact that we believe that all children can achieve in mathematics. We teach for secure and deep understanding of mathematical concepts through manageable, bespoke steps and cross fertilize at every opportunity. VIPs (Very Important Points) are implemented in every lesson to ensure knowledge and skills are revisited and retained over time. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated reasoning and problem solving activities. At our school, the majority of children will be taught the content from their year group only. They will spend time becoming true masters of content, applying and being creative with new knowledge in multiple ways. Place Value teaches the children the meaning of numbers. Children work towards understanding that the position of a digit within a number, shows its value. They also work towards partitioning numbers, firstly within 100 and then beyond as the children progress through Key Stage Two. Children need to have a thorough understanding of comparing and sequencing numbers that they are confident with (within 10) so they are able to apply these skills as they learn to tackle bigger numbers. Children need to be introduced to the basic concept of addition and subtraction and the related maths symbols. They will then apply these skills across future units and cross-fertilise these skills in other subjects. As they grow up they will use these skills in their everyday life. For example: when shopping and handling money and wages; when writing cheques; working out test scores; measuring and weighing within the workplace; and lots more. Resources Trust shares > Primaries > Departments > KS1 > Planning Cycle B > Autumn 2 > Maths > Year 1 Links to resource folders: White Rose Classroom Secrets Third Space Year 1 skeleton slides	<urn:uuid:35b80595-a387-4263-8c82-c7ea293ddf30>	CC-MAIN-2021-21	https://www.pontefractacademiestrust.org.uk/wp-content/uploads/2020/12/Maths-Year-1.pdf	2021-05-09T16:35:55+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00461.warc.gz	1,004,171,167	2,494	eng_Latn	eng_Latn	0.99818	eng_Latn	0.998428	[ "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "eng_Latn" ]	false	docling	[ 999, 3349, 5203, 6683, 8545, 9045, 11423 ]	[ 4.1875 ]	1	0
Learning Project – Week 12 Changes – Year 6 Weekly Maths Tasks Please complete at least 3 per week Weekly Reading Tasks Please complete at least 3 per week Learning Project – Week 12 Changes – Year 6 Learning Project (To be done over the week) This theme for this week's project is changes. As the school year comes to an end, we can use this as an opportunity to reflect on the changes throughout the year, the changes due to the Covid-19 pandemic, and the changes that you'll be making as you transition to Year 7. Some of your work will also be based around changes in history and in nature. History The Aztecs were famous for creating massive stone statues (or idols) of their Gods, which represented things that were essential to their lives (such as corn, rivers and fire) or that they respected or feared (including storms, snakes and darkness). I have included an example (a statue of Coatlicue from the British Museum). 1) What do you think Coatlicue represents? Make a mind map around the picture. 2) Imagine you are creating a new idol that is relevant to your life today. Draw your idol and explain why you have chosen to design it in this way. Geography Research what the area that you live in was like 50, 100 or 500 years ago – you could research all three if you want a challenge! Create a presentation (in any way you like) about how the area has changed, what has caused the changes, and the similarities and differences to the modern day. Art The most famous example of metamorphosis is the transformation of a caterpillar into a butterfly. Create a piece of symmetrical art inspired by the patterns of a butterfly's wings. You may want to research the colours and patterns of butterflies around the world – some of them look very strange! Science Your reading task this week was about metamorphosis – a kind of change. Research any animal that undergoes the process of metamorphosis – either partial or complete. Present the life cycle of this animal in as interesting a way as you can – this could include artwork, models, photographs, etc. You might even want to create audio or video. You could even demonstrate the changes through drama or dance! Make sure you include an explanation for the reader / viewer. Try to use as much scientific vocabulary as possible. Remember to read every day. Remember that we would love to see some of your fantastic work! Learning Project – Week 12 Changes – Year 6 A metamorphosis is a great change in form during the life cycle of an animal or insect. A wonderful example of metamorphosis is a caterpillar turning into a butterfly. The two even exist in different habitats after the change. The two forms look totally different. Like many other insects, butterflies have four stages in their life cycle. The mother butterfly lays tiny eggs somewhere on a plant. The plant must be just the right type because once the caterpillars hatch, they must have the right food to eat. A larva comes out of the egg. In the case of a butterfly, the larva is called a caterpillar. The caterpillar starts eating right away and gets very big. It must shed its skin five or six times. This process is molting. Between the molting times are periods called instars. The caterpillar gets ready for a transformation or metamorphosis (a change) within a few weeks. It spins a little pad of silk and attaches himself to it upside down. When it sheds its skin again, a pupa is revealed. The pupa of a butterfly is a chrysalis. The outside of the chrysalis hardens to protect the pupa. Inside the pupa, the caterpillar is eating some of its own body. Little parts of the future butterfly have been inside the caterpillar's body. A hormone gives the signal, and they grow into wings, legs, antennae, and proboscis. When the adult butterfly comes out, it weighs about one-half of the weight of the original caterpillar. Other insects go through the four-stage life cycle also: the egg, larva, pupa, and adult. Each one has different ways of doing this. After a queen bee lays an egg in each cell, adult honeybees feed the larvae inside the hive. Five days after the egg hatches, the larvae are ready to experience a metamorphosis or be changed. The adults seal the larvae into cells. The larvae spin cocoons by turning somersaults inside the cell. After thirteen days, the adult honeybees chew their way out of the cells. Twelve percent of all insects have a three-stage life cycle: egg, nymph, and adult. They go through simple metamorphosis. They have no resting stage. The nymph hatches out of the egg looking something like the adult. As it molts, it looks more and more like the adult. Dragonflies go through a three-stage metamorphosis of egg, nymph, and adult. This metamorphosis is very dramatic. When the eggs hatch, they look like tiny beetles. However, they can breathe underwater because they have gills. The nymph may molt eight-fifteen times in the water. For its last molt, the nymph drags itself out of the water onto a plant. It starts pumping a liquid substance into its little wing buds and soon the wings emerge and allow the insect to fly away. Sometimes the molting stage of an insect may be triggered by temperature or a change in season. All the nymphs of one type of insect may be transformed on the same day in the same pond. Frogs have a three-stage life cycle which is a little different. It is egg, larva, and adult. The mother frog lays the eggs in a pond or body of water. When they hatch, little tadpoles appear which can swim. Soon, legs and lungs form, and the tail shrinks. Its mouth gets wider. The adult frog jumps out of the water and can live on land. Its new legs can leap great distances. Jellyfish are just little planulae (free-swimming larvae with flattened bodies) swimming around in the water. They change into a cup-shaped polyp which has a mouth and tentacles. The polyp sits around trapping food until a change in the temperature of the water causes it to start shooting off little discs of new jellyfish. This is called 'budding off.' The discs grow into adults. The adult form is called a Medusa because it looks like the head of the Gorgon Medusa in Greek mythology who had snakes for hair. 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Transition Policy At Kids Play Childcare we recognise that young children will experience many transitions in their early years; some of these planned and some unplanned. We are sensitive to the impact of such changes to children and this policy sets out the ways in which we support children going through these transitions. Wherever possible transitions should be a positive experience. A key part of transition is to ensure children are feeling secure, and comfortable; reducing their anxiety will help them to settle quickly and continue to make progress. Some examples of transitions that young children and babies may experience are: * Starting nursery * Moving between different rooms within the nursery * Starting school or moving nurseries * Family breakdowns * New siblings * Moving home * Death of a family member or close friend * Death of a family pet. We ensure that our staff have strong attachments with all children and in particular their key children so they are able to be sensitive to any changes in their behaviour and personality. We respectfully ask that parents inform us of any changes in the home environment that may impact on their child so staff can be aware of the reasons behind any potential changes in the child's behaviour. There are many ways in which practitioners can support children and their families in making these transitions and to ensure they happen as smoothly as possible. Starting nursery We recognise that starting nursery may be difficult for some children and their families. Each child is individual and will settle differently .We will support all our children and families when starting the nursery by: * Providing a warm welcome from all staff but in particular the child's key person. * Ensuring that all staff photos are on display. * Present an environment, which helps parents and carers from all cultures feel welcome, for example, use photos, signs and a range of languages. * Choose a quiet area where parents and key persons can speak freely. * Set time aside to discuss the child and complete the 'all about me' booklet together. * Arrange regular short settle sessions on the lead up to starting the nursery. * Use information booklets and displays to relate important information about the setting – its ethos, policies, routines and structure. * Take the time to explain to the parents the importance of their involvement in their child's education. * Have information about the Early Years Foundation Stage available. Moving rooms procedure When a child is ready to move to a different room in the nursery, we follow the process set out below and work with the parents to ensure this is a seamless process in which the child is fully supported at all stages. This may include a handover meeting between the existing key person, new key person and parents. * The child will spend short sessions in their new room prior to the permanent move to enable them to feel comfortable in their new surroundings * The child's key person will go with the child on these initial visits to enable a familiar person to be present at all times * Wherever possible groups of friends will be moved together to enable these friendships to be kept intact and support the children with the peers they know * Parents will be kept informed of all visits and the outcomes of these sessions e.g. through photographs, discussions or diary entries on the Interactive Learning Diary (ILD) * Only when the child has settled in through these taster sessions will the permanent room move take place. If a child requires more support this will be discussed between the key person, parent, manager and room leader of the new room to agree how and when this will happen. * A transition/Room move form will be completed and discussed between the key Persons. Children will settle more easily if they know what to expect, and if there is some familiarity. * Wherever possible practitioners will make time to visit each other's rooms to observe. Finding common ground such as routines, language used, behaviour strategies, and activities in the learning environment will help the children settle more easily. * Planning to make both environments more similar can also help. There may be activities and resources that are familiar to the children such as sand and water, construction bricks - and these could be put out in the early days. Other resources could be loaned or borrowed * Children will be given the opportunity to visit the room informally. * When practitioners meet again, after children have moved, it can be helpful to share thoughts on what went well, and any general difficulties that were apparent and may be addressed at some future time. * Joint activities and shared experiences can be planned for settings that are located nearby or who have children who transfer between them regularly. This might be a shared outing, or picnic in the summer. Starting school or moving childcare providers Starting school is an important transition and some children may feel anxious or distressed. We will do all we can to facilitate a smooth move and minimise any potential stresses. This following process relates to children going to school. However wherever possible, we will adapt this process to support children moving to another childcare provider e.g. childminder or another nursery. * We provide a variety of resources that relate to the school, e.g. uniform to dress up in, a role play area set up as a school classroom, photographs of all the schools the children may attend. This will help the children to become familiar with this new concept and will aid the transition * We invite school representatives into the nursery to introduce them to the children * We produce a comprehensive report on every child starting school to enable teachers to have a good understanding of every child received. This will include their interests, strengths and level of understanding and development in key areas. This will support continuity of care and early learning. * We request form the school as to how our children are progressing by asking for a copy of the child's assessment at the end of their Reception year. This enables us to reflect on our practices. Other early year's providers Where children are attending other early year's settings or are cared for by a childminder we will work with them to share relevant information about children's development. Where a child is brought to nursery or collected from nursery by a childminder we will ensure that key information is being provided to the child's parent by providing the information directly to the parent via our Interactive Learning Diary (ILD), emails or the telephone. Family breakdowns We recognise that when parents separate it can be a difficult situation for all concerned. We will work with our families who are going though these times. Moving home and new siblings We recognise that both these events may have an impact on a child. Normally, parents will have advance notice of these changes and we ask parents to let us know about these events so we can support the child to be prepared. The key person will spend time talking to the child and providing activities that may help the child to act out any worries they have, e.g. through role play, stories and discussions. Bereavement We recognise that this may be a very difficult time for children and their families and have a separate policy on bereavement which we follow to help us offer support to all concerned should this be required. If parents feel that their child requires additional support because of any changes in their life, we ask that you speak to the nursery manager and the key person to enable this support to be put into place.	<urn:uuid:4d4b9703-c59c-4a63-87d1-b6bdb31495c5>	CC-MAIN-2021-21	https://www.kidsplaychildcare.co.uk/nurseries/wp-content/uploads/sites/3/2019/01/Transition-Policy.pdf	2021-05-09T15:46:31+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00464.warc.gz	911,553,102	1,468	eng_Latn	eng_Latn	0.998746	eng_Latn	0.998866	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2320, 4912, 7541, 7750 ]	[ 2.734375 ]	1	0
Why implement a water bylaw? Water is a limited resource. Due to Edmonton's growth and other environmental challenges, there is increasing demand on the city's long‑term water supply. As part of the City of Edmonton's commitment to the environment, this bylaw will help us all to manage water wisely. What is a water efficient fixture? Faucets, showerheads and toilets are just a few examples of the fixtures available in water efficient models. Although water efficient fixtures use less water, they provide the same or even improved level of performance compared to non-efficient models. As an added bonus, they also help lower monthly water and sewer bills. When must water efficient fixtures be installed? * In all new construction, residential and commercial * In any existing building or home undergoing renovations that require a plumbing permit What type of fixtures must now be used? Toilets (bowl and tank) — No greater than 6 litres (1.6 US gallons) per flush. Urinals — No greater than 3.8 litres (1.0 US gallons) per flush. Water Efficient Fixtures Bylaw On January 1, 2008, the City of Edmonton's Water Efficient Fixtures Bylaw takes effect. It requires water efficient fixtures (toilets, showerheads, faucets) to be installed in all new development and major renovations that require plumbing permits. Faucets and Showerheads — * New or renovated homes — showerheads no greater than 9.5 litres per minute and faucets no greater than 8.3 litres per minute. * Commercial restrooms — faucets no greater than 1.9 litres (0.5 US gallons) per minute. Cooling Systems — (typically used in commercial buildings for air conditioning) Once-through cooling systems (that do not recycle water) are no longer allowed to be installed, except as emergency or back-up cooling systems. Note: All fixtures must comply with the National Plumbing Code (approved or certified by the Canadian Standards Association (CSA) or an equivalent agency). Do I have to replace my current fixtures? No. This bylaw is not retroactive, but choosing water efficient fixtures will save you money. It's also something positive you can do to conserve water. More information Permitting and Licensing Call: 496-3100 Fax: 496-6054 Visit: 5th Floor, 10250 – 101 Street NW Edmonton Hours of operation: 8:00 a.m. – 4:30 p.m. Monday through Friday Parkade Parking 1 hour free parking is offered at these parkades: * Edmonton City Centre East * Edmonton City Centre West * 102 Street Parkade * Oxford Bell Tower When you visit our downtown office, bring your parking time slip so that staff can stamp it for you. Find out about the City of Edmonton's other permit requirements, such as building and plumbing permits at www.edmonton.ca/pdd/brochures. The Water Efficient Fixtures Bylaw is available at www.edmonton.ca/bylaws/14571.doc Wise Water Use Water Efficient Fixtures Bylaw What you need to know Water Efficient Fixtures: The facts Are water efficient fixtures expensive? Water efficient fixtures can be slightly more costly than older fixtures. But when you add the savings on your monthly bill, money saved far outweighs any additional dollars spent on the actual fixture. Will a water efficient toilet installed in my basement clog the sewerline? How will water efficient fixtures affect the performance of my shower or faucet? Good quality water efficient fixtures are designed to provide a quality spray using significantly less water. This saves you money on your water bill and it can also potentially reduce the natural gas costs related to heating water. \| Scenario \| Plumbing Permit Required \| \|---\|---\| \| Adding new bathroom to building or home \| Yes* \| \| Replacing an existing toilet \| No \| \| Renovating an existing kitchen \| Yes, if piping is being changed \| \| Renovating washroom(s) (commercial, restaurant or school location) \| Yes* \| \| Renovating multi-family apartments \| Yes* \| \| Replacing cooling systems \| Yes, if piping is being changed \| Do I have to flush the toilet more than once? No. The newly designed water efficient toilets do not rely on large volumes of water to remove waste. What should I look for in a water efficient toilet? Not all water efficient toilets perform the same. Look for a reputable brand name and consult with a hardware or plumbing representative when making your purchase. Avoid toilets that: * use flappers with adjustable floats, * use rubber flapper chains, * use float-arm fill valves (ballcock), and * have fill valves affected by changes in water pressure. No. This should not be a problem if your water efficient toilet is properly installed to code. Water drained from your bathtub, dishwasher and washing machine provide plenty of water flow through to the sewer drainage system. Can waterless urinal systems be used? Yes, this is an option. Do any other cities have a bylaw like this one? Yes. Calgary, County of Strathcona, Airdrie, Okotoks and Cochrane have water efficient fixture bylaws. Water efficient fixtures are also required in Ontario's Plumbing Code and in British Columbia's Capital Regional District. Where can I find more tips on using water wisely? Visit www.epcor.ca and type in "water efficiency" into the search engine. Where can I find more information on water efficient toilets? Go to the Canadian Water and Wastewater Association's web site at www.cwwa.ca. * Building permit also required. Water Efficient Toilet Cost Savings \| Toilet Size \| Annual Water Use (Edmonton average household of 2.7 people)* \| Annual Costs (including GST)** \| \|---\|---\|---\| \| 20 L toilet \| 98 cubic metres \| $242 \| \| 13 L toilet \| 64 cubic metre \| $148 \| \| 6 L toilet \| 30 cubic metres \| $74 \| * All figures are estimates based on the Canadian average of five flushes per person per day. ** Costs based on current EPCOR water and sewer rates as of September 2007 (metered single family dwelling – $1.3819/ cubic metre (m3) for the first 60 m3 and $1.4284/ m3 over the 60 m3 limit. 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Maths Department Guide to Marking and Feedback \| \| Key Stage 3 and 4 \| \|---\|---\| \| \| a) How often is work formally marked and what grades are given? \| \| \| For years 7, 8, 9 and 10 work is formally marked once per half term. \| \| \| For students in year 11, work is formally marked twice per half term. \| \| \| Year 7 and 8 students are awarded grades based on the progression \| \| \| statements (foundation, secure and mastery) \| \| \| Year 9, 10 and 11 students are awarded levels (1 to 9) \| \| b) How is feedback given to students after the marking of key pieces? Students will be given a series of questions on key areas of weakness. \| \| \| d) How are students guided in lessons to ensure they all complete quality feedback tasks? Class teacher scaffolds answers to key questions that have caused the class to have problems and students re-do incorrect work with model solutions. Students are then directed to attempt a series of questions on the same key topics to check whether understanding has improved. \| \| \| e) What happens when a student misses an assessment or is absent for key learning? The student must complete the assessment once they are back in school, where possible the feedback lesson will be delayed until all class members have completed the test. \| \| e) How do teachers monitor work quality, presentation and check for understanding in between key assessments? Students complete mini assessments at the end of each topic area, which are peer assessed. Correct solutions are discussed at the end of the test and modelled by the class teacher. Students are encouraged to support each other to work out where mistakes have been made. Dirt tasks are then completed targeting the areas that mistakes were made. The class teacher takes the books at this point to look at the data from the mini assessment and complete a book check (this will occur roughly once a fortnight). f) How is homework checked and assessed? Mymaths tasks are set once a week using tasks that will consolidate work completed in lessons. Teachers are responsible for checking that these tasks have been completed and will monitor any areas of weakness. d) How do teachers monitor work quality, presentation and check for understanding in between key assessments? Mini assessments are completed every 2/3 weeks which will allow teachers to keep a record of which topic areas students are struggling with. Book checks will be completed at this point. e) How is homework checked and assessed? Independent learning tasks are set each week. Students are directed to particular exercises on the VLE and exam questions on specified websites. Students must complete and mark these in their independent learning books. Teachers then check independent learning books on a weekly basis. Year 7 and 8 – Example of mini assessment and dirt task: Year 9 Example of follow up question and prompts: Level 5 Challenge Question x = 3 2 × 5 y= 2 × 5 2 a) Find the lowest common multiple of x and y. a) Find the highest common factor of x and y. Prompts: - You could work out what x and y are - You could draw a Venn diagram Level 6 Challenge Question There are 18 boys and 15 girls in David’s class. David is going to pick three different students from his class and write their names in a list in order. The order will be boy, girl, girl How many different lists can David write? ..................... Prompts: - Remember, this is a product rule question (product = multiply) Level 7 Challenge Question A padlock has a four-digit code. The first 2 digits can be either 1,2,3 or x where x is an even number The third and fourth digit are both odd numbers from the list above. For example, one possible combination could be x 2 1 3 Work out the total number of combinations for the padlock b)If x is squared and then doubled, the answer given would be 72, prove algebraically that x must be 6 Prompts: - a) Remember, this is a product rule question (product = multiply) - b) try and set up an equation to solve	<urn:uuid:2cf550e6-96e5-45dc-9367-23ea630000c1>	CC-MAIN-2021-21	https://files.schudio.com/guiseley-school/files/documents/Maths_marking_and_feedback_guide.pdf	2021-05-09T15:56:46+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00466.warc.gz	288,847,963	898	eng_Latn	eng_Latn	0.998386	eng_Latn	0.999205	[ "unknown", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 1275, 2772, 2830, 4016 ]	[ 4.1875 ]	1	0
Description Attacking 2 v 2/3 v 3 individual skill to beat a defender. Recognize pressure, identify support and logical angles of support. Warm Up Organization 15 x 15 Yard square Players in two's with one ball per pair Player with the ball, moving around inside the square Competencies - Head up - Bend knees, low center of gravity - Look for space - Small controlled touches - Use both feet - Use various parts of both feet - Lots of changes of direction and speed - Drag backs - Scissors - Cruyff turns - Drag and Tap Players without the ball perform a variety of dynamic movements around the outside of the square travelling in any direction - Side steps - Karaoke - Hign Knees - Open and Close the Gates - Thigh and Hamstring Stretching On the coaches command the player with the ball must find his/her partner with a pass and change positions 2 v 2/ 3 v 3 Attacking Organization Create a field 20 x 20 with 2 end zones 2v2 - Defender passes the ball to either of the 2 attackers Player receiving the ball attempts to attack 1v1 but must identify defensive pressure and when to use 2nd attacker support Attackers score by dibbling the ball into the defenders end zone or passing to an attacker in the end zone, coming from an onside position If the defenders win the ball they can score by moving the ball into the attackers end zone Add a 3rd player to create 3v3 Competencies - Identify distance from defender to maximise success (too near vs too far) - Be creative with movement - Add imagination and disguise - Identify attacking support - Creative angles of support - Distance of support - Communication - Once the defenders are beat, accelerate 2 v 2/ 3 v 3 Attacking To Goal Organization 3 v 3 - The defending team passes the ball out and apply pressure once the attacker has had his/her first touch Rotate attacking team and keep score Competencies - Identify distance from defender to maximise success (too near vs too far) - Be creative with movement - Add imagination and disguise - Identify attacking support - Creative angles of support - Distance of support - Communication - Once the defenders are beat, accelerate Small Sided Game Organization 4 v 4 or 5 v 5 with GK's Encourage players to attack 1 v 1 but must identify defensive pressure and when to use 2nd or 3rd attacker support - Identify support - Creative angles of support - Distance of support - Communication	<urn:uuid:bbc177d4-e8cb-4116-8cb7-4a8d1e544572>	CC-MAIN-2021-17	https://cdn1.sportngin.com/attachments/document/0135/6458/16._Attacking_Principles_-_2_v_2___3_v_3.pdf	2021-04-17T14:53:04+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00211.warc.gz	285,699,765	572	eng_Latn	eng_Latn	0.993226	eng_Latn	0.994333	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1677, 2423 ]	[ 3.515625 ]	1	0
Level 2: Hurricane Irene's Impacts on the Hudson River Written by Carmen Glenn (New Rochelle HS) & Tom Tokarski (Woodlands HS) Track of Hurricane Irene, August 20 through 29, 2011 (Source: National Hurricane Center) *Note: Data and Metadata referenced in this file are from "Hudson River Environmental Conditions Observing System". 2011. Various stations. Accessed August 18th, 2017.http://www.hrecos.org/. ❖ Background Information: Hurricane Irene caused extensive flood and wind damage as it traveled across the Caribbean and up the East coast of the United States. The Hurricane made landfall in the United States near Cape Lookout, North Carolina on August 27th, 2011 and was downgraded to a Tropical Storm by the time it hit the New York City region on Sunday, August 28th, 2011. While the damage in the New York City area was much less than what the government predicted and prepared for, the amount of rainfall in the Northeast was excessive and caused significant flooding. The Hudson River Valley received some of the highest rainfall levels associated with Hurricane Irene. Some of this rainfall entered the ground as groundwater, and much of it ran off into local tributaries that carried this water into the Hudson River. In the Hudson Valley, buildings flooded and roads were washed out. Using data from the Hudson River Environmental Conditions Observation System (HRECOS) you can track the storm and its effect on the river. HRECOS uses automated sensors to record real-time data on Hudson River conditions (temperature, dissolved oxygen, etc) and weather (rainfall, wind speed, etc.) You may want to compare this dataset to our related dataset on Hurricane Sandy to examine how hurricanes can affect the river differently through oceanic storm surge or watershed flooding. ❖ Dataset Variables: Date - Day and time of sampling. Depth (feet) - A measure of water depth above sensor, which is an indication of tide and rainfall. Rainfall Daily Accumulation (inches) – The amount of rain that cumulatively fell over a 24 hourperiod. The data points you see in this dataset show the daily total up to that hour of the day. The count resets every day at 1:00 AM EST. DO (ppm) – The amount of oxygen dissolved in the water measured in parts per million. DO Saturation (%) – The amount of oxygen dissolved in the water compared to the amount it could hold when it is at equilibrium with the atmosphere. This is dependent on temperature. Turbidity (NTU) - The amount of suspended particulates in the water measured in nephelometric turbidity units. This helps us to see how cloudy the water was. ❖ Dataset Timeframe: This dataset contains data collected at 15 minute intervals by the Hudson River Conditions Observing System (HRECOS) from 8/25/2011 until 9/5/2011. ❖ Data Collection Methods: The Hudson River Conditions Observing System (HRECOS) operates a number of hydrological and meteorological monitoring stations in and near the Hudson River. The monitoring stations use multi-probe sondes to collect continuous data every 15 minutes for many variables, such as water temperature, dissolved oxygen, turbidity, and salinity. ❖ Locations: From North to South, this dataset includes results from the Port of Albany, Norrie Point and Piermont. The meteorological monitoring station at Port of Albany. Source: HRECOS Monitoring Stations: Port of Albany NY 42.61954 N, 73.75890 W The Albany HRECOS station is mounted on the concrete piling on the western shoreline of the Hudson River at the Port of Albany, just to the south of the Cargill Grainery. The channel depth at this location is 32 feet. Norrie Point NY 41.831876 N, 73.941606 W Norrie Point Hydrological Station is located at the headquarters of the Hudson River National Estuarine Research Reserve within the Margaret Lewis Norrie State Park, operated by the Taconic Region of New York State Office of Parks, Recreation, and Historic Preservation. Piermont Pier NY 41.043 N, 73.896 W Piermont station is located on the end of Piermont Pier, which is owned and operated by the village of Piermont. The pier stretches one mile out into the Hudson River and is regularly used by the public for recreation. The pier is located just north of the tidal Piermont salt marsh. Note: The Piermont hydrological station was offline for repairs during Hurricane Irene so we only have data from the meteorological station (rainfall). ❖ Source of Datasets: Hudson River Environmental Conditions Observing System (HRECOS) http://hudson.dl.stevens-tech.edu/hrecos/d/index.shtml ❖ Inquiry Idea Starters: Here are some sample questions you could ask using these data. These are just suggestions and we hope you'll come up with many interesting questions of your own. The questions are organized into categories with variables listed for each. Additional data and graphs can be obtained through HRECOS and the teacher materials associated with this dataset. Evidence of storm (Rainfall and Depth) [x] How do rainfall levels vary over the days before, during and after the storm? [x] How does water depth vary over the days before, during and after the storm? Impact of storm (D.O. and Turbidity) [x] Do dissolved oxygen and turbidity correlate at sites along the river? [x] At which locations do dissolved oxygen and/or turbidity change the most during the storm? Recovery after storm (D.O. over time) [x] Do D.O. levels from years before and after the storm show evidence of Submerged Aquatic Vegetation (SAV) being washed away during Hurricane Irene? [x] Can D.O. levels demonstrate recovery of SAV over time? How does this extreme weather event compare to other extreme weather events? If students want to compare Hurricane Irene to Hurricane Sandy, there is an additional dataset and background information sheet for Hurricane Sandy. ❖ Additional Resources: Hurricane Irene Graphics Archive from NOAA's Hurricane Center (animations of the Hurricane track) [x] http://www.nhc.noaa.gov/archive/2011/graphics/al09/loop_S.shtml An interactive graphic showing flooding, power failures, rainfall and damage from Irene [x] http://www.nytimes.com/interactive/2011/08/27/us/preparations-for-hurricaneirene-and-reports-of-damage.html?mcubz=0 Watch an animation of Irene and the impact on storm surge on the Hudson River. Pay close attention to the amount of water flowing south after the hurricane passes. [x] https://vimeo.com/48249903 Watch an animation of the cross-section from the Troy Dam to The Verrazano Bridge showing the river velocity and salinity. [x] https://vimeo.com/48250992 Here's a blog post from Dennis Suszkowski of the Hudson River Foundation about impacts of Hurricane Irene and Lee that were observed through HRECOS. It includes some interesting graphs of river conditions. [x] http://bit.ly/2iCJea5 Download archived or real-time hydrological and meteorological data from the Hudson River through HRECOS (Hudson River Environmental Conditions Observing Systems) [x] http://www.hrecos.org/index.php ❖ References: US Department of Commerce, NOAA, National Weather Service. "Hurricane Irene August 26- 27, 2011." National Weather Service, NOAA's National Weather Service, 12 Jan. 2016, www.weather.gov/mhx/Aug272011EventReview. "Recovery Is Slower in New York Suburbs." 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Anxiety Disorders Most people experience feelings of anxiety before an important event such as a big exam, business presentation, or first date. Anxiety disorders, however, are illnesses that fill people's lives with overwhelming anxiety and fear that are chronic, unremitting, and can grow progressively worse. Tormented by panic attacks, obsessive thoughts, flashbacks of traumatic events, nightmares, or countless frightening physical symptoms, some people with anxiety disorders even become housebound. Fortunately, through research supported by the National Institute of Mental Health (NIMH), there are effective treatments that can help. How Common Are Anxiety Disorders? Anxiety disorders, as a group, are the most common mental illness in America. More than 19 million American adults are affected by these debilitating illnesses each year. Children and adolescents can also develop anxiety disorders. What Are the Different Kinds of Anxiety Disorders? I Obsessive Compulsive Disorder— Repeated, unwanted thoughts or compulsive behaviors that seem impossible to stop or control. I Post-Traumatic Stress Disorder— Persistent symptoms that occur after experiencing or witnessing a traumatic event such as rape or other criminal assault, war, child abuse, natural or human-caused disasters, or crashes. Nightmares, flashbacks, numbing of emotions, depression, and feeling angry, irritable or distracted and being easily startled are common. Family members of victims can also develop this disorder. I Phobias—Two major types of phobias are social phobia and specific phobia. People with social phobia have an overwhelming and disabling fear of scrutiny, embarrassment, or humiliation in social situations, which leads to avoidance of many potentially pleasurable and meaningful activities. People with specific phobia experience extreme, disabling, and irrational fear of something that poses little or no actual danger; the fear leads to avoidance of objects or situations and can cause people to limit their lives unnecessarily. I Panic Disorder—Repeated episodes of intense fear that strike often and without warning. Physical symptoms include chest pain, heart palpitations, shortness of breath, dizziness, abdominal distress, feelings of unreality, and fear of dying. I General Anxiety Disorder—Constant, exaggerated worrisome thoughts and tension about everyday routine life events and activities, lasting at least six months. Almost always anticipating the worst even though there is little reason to expect it; accompanied by physical symptoms, such as fatigue, trembling, muscle tension, headache, or nausea. DEPARTMENT OF HEA LT H A N D H U M A N S E R V I C E S • P U B L I C H E A LT H S E R V I C E • N AT I O N A L I N S T I T U T E S O F H E A LT H What Are Effective Treatments for Anxiety Disorders? Treatments have been largely developed through research conducted by NIMH and other research institutions. They help many people with anxiety disorders and often combine medication and specific types of psychotherapy. A number of medications that were orginally approved for treating depression have been found to be effective for anxiety disorders as well. Some of the newest of these antidepressants are called selective serotonin reuptake inhibitors (SSRIs). Other anti-anxiety medications include groups of drugs called benzodiazepines and betablockers. If one medication is not effective, others can be tried. New medications are currently under development to treat anxiety symptoms. Two clinically-proven effective forms of psychotherapy used to treat anxiety disorders are behavioral therapy and cognitive-behavioral therapy. Behavioral therapy focuses on changing specific actions and uses several techniques to stop unwanted behaviors. In addition to the behavioral therapy techniques, cognitivebehavioral therapy teaches patients to understand and change their thinking patterns so they can react differently to the situations that cause them anxiety. Do Anxiety Disorders Co-Exist with Other Physical or Mental Disorders? It is common for an anxiety disorder to accompany depression, eating disorders, substance abuse, or another anxiety disorder. Anxiety disorders can also co-exist with ilnesses such as cancer or heart disease. In such instances, the accompanying disorders will also need to be treated. Before beginning any treatment, however, it is important to have a thorough medical examination to rule out other possible causes of symptoms. For more information about anxiety disorders, contact: National Institute of Mental Health Office of Communications and Public Liasion 6001 Executive Blvd. Room 8184, MSC 9663 Bethesda, MD 20892-9663 Toll-Free: 1-88-88-ANXIETY (1-888-826-9438) Phone: 301-443-4513 FAX: 301-443-4279 Mental Health FAX 4U: 301-443-5158 TTY: 301-443-8431 Email: firstname.lastname@example.org NIMH Web site: http://www.nimh.nih.gov Anxiety Disorders One-Year Prevalence (Adults) * Based on 7/1/98 U.S. Census resident population estimate of 143.3 million, age 18-54 How Much Do You Know About Anxiety Disorders? Fear and anxiety are a necessary part of life. Whether it's a feeling of anxiety before taking a test or a feeling of fear as you walk down a dark street, normal anxiety can be protective and stimulating. Unfortunately, more than 19 million Americans with anxiety disorders face much more than just "normal" anxiety. Instead, their lives are filled with overwhelming anxiety and fear that can be intense and crippling. Although anxiety disorders can be disabling, research supported and conducted by the National Institute of Mental Health (NIMH) has provided insight into their causes and has resulted in many effective treatments. 1. Which of the following are disorders of the brain? I a. Stroke, epilepsy, multiple sclerosis I b. Anxiety disorders, schizophrenia, depression, alcohol addiction I c. Autism, anorexia, learning disabilities, dyslexia, migraines I d. Alzheimer's, Tourette syndrome, Parkinson's, brain tumor I e. All of the above 2. True or False? Post-Traumatic stress disorder, once referred to as shell shock or battle fatigue, is a condition that only affects war veterans. I True I False 3. True or False? Someone who feels compelled to spend a great deal of time doing things over and over again such as washing their hands, checking things, or counting things has an anxiety disorder. I True I False 4. What is the most common mental health problem in the United States? Ia. Depression I b. Schizophrenia I c. Anxiety disorders 5. Which of the following diseases/ disorders are real medical illnesses? I a. Anxiety disorders I b. Diabetes I c. High blood pressure I d. All of the above 6. Which of the following are symptoms of an anxiety disorder known as panic disorder? I a. Chest pains I b. Dizziness I c. Nausea or stomach problems I d. Fear of dying I e. All of the above 7. True or False? Anxiety disorders often occur with other illnesses. I True I False 8. True or False? Most people successfully take control of the symptoms of anxiety disorders by sheer willpower and personal strength. I True I False O M - 0 2 - 4 1 5 2 Revised 1. Which of the following are disorders of the brain? Answer: e. All of the above. Brain research demonstrates that disorders as different as stroke, anxiety disorders, alcohol addiction, anorexia, learning disabilities, and Alzheimer's all have their roots in the brain. Every American will be affected at some point in his or her life, either personally or by a family member's struggle, with a brain disorder. 2. Post-traumatic stress disorder, once referred to as shell shock or battle fatigue, is a condition that only affects war veterans. Answer: False. Individuals who have experienced or witnessed a traumatic event or ordeal, such as a terrorist attack, a tornado, a rape or mugging, or a car accident, can be at risk for developing posttraumatic stress disorder (PTSD). Many people with this anxiety disorder repeatedly relive the trauma in the form of nightmares and disturbing recollections during the day. They may also experience sleep problems, depression, feeling detached or numb, or being easily startled. 3. Someone who feels compelled to spend a great deal of time doing things over and over again such as washing their hands, checking things, or counting things has an anxiety disorder. Answer: True. A person plagued by the urgent need to engage in certain rituals, or tormented by unwelcome thoughts or images, may be suffering from an anxiety disorder called obsessive-compulsive disorder (OCD). Most healthy people can identify with having some of the symptoms of OCD, such as checking the stove several times before leaving the house. But the disorder is diagnosed only when such activities consume at least an hour a day, are very distressing, and interfere with daily life. OCD affects men and women equally. It can appear in childhood, adolescence, or adulthood, but on the average, it first shows up in the teens or early adulthood. 4. What is the most common mental health problem in the United States? Answer: c. Anxiety Disorders. Anxiety disorders are the most common mental health problem in America. More than 19 million Americans suffer from anxiety disorders, which include panic disorder, obsessive-compulsive disorder, posttraumatic stress disorder, phobias, and generalized anxiety disorders. 5. Which of the following diseases/disorders are real medical illnesses? Answer: d. All of the above. Anxiety disorders, diabetes, and high blood pressure are all real medical illnesses. Brain scientists have shown that anxiety disorders are often related to the biological makeup and life experiences of the individual, and they frequently run in families. Unfortunately, misconceptions about mental illnesses like anxiety disorders still exist. Because many people believe mental illness is a sign of personal weakness, the condition is often trivialized and is left untreated. The good news is that effective treatments are available for anxiety disorders. 6. Which of the following are symptoms of an anxiety disorder known as panic disorder? Answer: e. All of the above. Panic disorder is characterized by unexpected and repeated episodes of intense fear accompanied by physical symptoms that may include chest pain, heart palpitations, shortness of breath, dizziness, or abdominal distress. These sensations often mimic symptoms of a heart attack or other lifethreatening medical conditions. Left untreated, people with panic disorder can develop so many phobias about places or situations where panic attacks have occurred that they become housebound. 7. Anxiety disorders often occur with other illnesses. Answer: True. It is common for an anxiety disorder to accompany depression, eating disorders, substance abuse, or another anxiety disorder. Anxiety disorders can also co-exist with illnesses such as heart disease, high blood pressure, irritable bowel syndrome, thyroid conditions, and migraine headaches. In such instances, the accompanying disorders will also need to be treated. So, it is important, before beginning any treatment, to have a thorough medical examination to determine the causes of symptoms. 8. Most people successfully take control of the symptoms of anxiety disorders by sheer willpower and personal strength. Answer: False. Many people misunderstand anxiety disorders and other mental illnesses and think individuals should be able to overcome the symptoms by sheer willpower. Wishing the symptoms away does not work—but there are treatments that can help. Treatment for anxiety disorders often involves medication, specific forms of psychotherapy, or a combination of the two. O C T O B E R 2 0 0 1 This is the electronic version of a National Institute of Mental Health (NIMH) publication, available from http://www.nimh.nih.gov/publicat/index.cfm. To order a print copy, call the NIMH Information Center at 301-443-4513 or 1-866-615-6464 (toll-free). Visit the NIMH Web site (http://www.nimh.nih.gov) for information that supplements this publication. To learn more about NIMH programs and publications, contact the following: Web address: http://www.nimh.nih.gov E-mail: email@example.com Phone numbers: 301-443-4513 (local) 1-866-615-6464 (toll-free) 301-443-8431 (TTY) 1-866-415-8051 (TTY toll-free) Street address: National Institute of Mental Health Ofﬁce of Communications Room 8184, MSC 9663 6001 Executive Boulevard Bethesda, Maryland 20892-9663 USA __________________________________________________________________________ This information is in the public domain and can be copied or reproduced without permission from NIMH. To reference this material, we suggest the following format: National Institute of Mental Health. Title. Bethesda (MD): National Institute of Mental Health, National Institutes of Health, US Department of Health and Human Services; Year of Publication/Printing [Date of Update/Revision; Date of Citation]. Extent. (NIH Publication No XXX XXXX). Availability. A speciﬁc example is: National Institute of Mental Health. Childhood-Onset Schizophrenia: An Update from the National Institute of Mental Health. Bethesda (MD): National Institute of Mental Health, National Institutes of Health, US Department of Health and Human Services; 2003 [cited 2004 February 24]. (NIH Publication Number: NIH 5124). 4 pages. Available from: http://www.nimh.nih.gov/publicat/schizkids.cfm Fax numbers: 301-443-4279 301-443-5158 (FAX 4U)	<urn:uuid:1ec347e8-df0e-4731-a07b-514582144800>	CC-MAIN-2021-21	https://personalevolutionllc.com/wp-content/uploads/2021/03/Facts-About-Anxiety-Disorders.pdf	2021-05-09T16:32:10+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00467.warc.gz	492,743,944	2,872	eng_Latn	eng_Latn	0.969156	eng_Latn	0.996224	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2790, 5054, 7169, 11776, 13555 ]	[ 2.25 ]	8	7
SOUTHERN AFRICA – TROPICAL CYCLONE ELOISE Flash Update No.7 As of 24 January 2021 HIGHLIGHTS * In Mozambique, where Tropical Cyclone Eloise made landfall on 23 January, preliminary reports indicate that nearly 7,000 people have been displaced and more than 5,000 houses have been destroyed, damaged or flooded, mainly in Buzi, Dondo, Nhamatanda and Beira City, according to the preliminary data from the Government. These numbers could rise in the days ahead as the full extent of the damage becomes known. * Since its landfall, the Eloise weather system has weakened into an overland depression and moved towards South Africa, bringing heavy rainfall to the far north of the country, as well as to southern Zimbabwe and eastern Botswana. SITUATION OVERVIEW After making landfall in central Mozambique, Tropical Cyclone Eloise weakened into an overland tropical depression and crossed Mozambique on 23 January, causing heavy rainfall in its path. The weather system moved through southern Zimbabwe into the extreme northern parts of Limpopo Province, South Africa, on 24 January, according to the South African Weather Service (SAWS), and it is expected to reach parts of eastern Botswana in the coming days. In Mozambique, Tropical Cyclone Eloise has caused damage and flooding and left roads impassable in parts of Sofala, Zambezia, Inhambane and Manica provinces. As of 23 January, at least 163,283 people had been affected, including 6,859 displaced, according preliminary information from the National Institute for Disaster Management and Risk Reduction (INGD). Sofala province has been hardest hit, especially in Buzi, Dondo and Nhamatanda districts and Beira City, according to INGD. The cyclone left more than 5,000 houses destroyed (1,069), damaged (3,343) or flooded (1,500) and destroyed or damaged dozens of classrooms. At least 11 health centres have been damaged and electricity was affected in some areas. Almost 137,000 hectares of crops have been flooded. All of these number are, however, preliminary and could rise in the days ahead as further information becomes available on the full extent of the damage caused by Eloise. Many of the areas hit by Eloise were devastated by Tropical Cyclone Idai less than two years ago. With many people still recovering from the losses and trauma caused by Idai, psychosocial support will be critical during the response to Eloise. In Zimbabwe, heavy rains have caused flooding, mudslides and destruction of infrastructure in Manicaland, Mashonaland East and Central, Matabeleland South and Masvingo provinces since 23 January, according to the Government's Meteorological Services Department (MSD). In Manicaland, at least three people reportedly died in Chipinge District, after they were swept away by floodwater that destroyed about 15 houses in Gumiro Village. The heavy rains also caused a mudslide in Chipinge and Tanganda, with large boulders blocking some roads, and damages to at least three schools across the province. The Watershed, Bangazzan and Mutakura dams are at their alert levels and could spill and cause flooding downstream. In Masivingo Province, damages to roads are hampering access to nearly 170 people waiting to be evacuated in Ward 34 of Village 21, Masvingo District. Some are already living in the open, in urgent need of shelter assistance. Tokwe Mukosi Dam has reached its full capacity and begun to spill, which could lead to floods in the province, according to Zimbabwe National Water Authority. In Zimbabwe's capital, Harare, 34 families have been evacuated to two high schools in Budiriro and are in need of food, hygiene kits, blankets, and other non-food items. In South Africa, SAWS issued a red alert for disruptive rains over the escarpment and Lowveld areas of Limpopo and Mpumalanga provinces, as well as the eastern Highveld areas until tomorrow 25 January. The weather service warned that heavy rainfall will add to already saturated grounds and could cause flooding, mudslides and rockfalls in eastern and northern parts of Limpopo, eastern parts of Mpumalanga and northern KwaZulu-Natal. This is likely to drive displacement and disrupt essential services, including water, sanitation, electricity and communication in the region, according to the Government's SAWS. The heavy rainfall in South Africa will raise water levels of rivers that flow into Mozambique, which could lead to more flooding in Mozambique, in the days ahead. In Botswana, the Government's Meteorological Services issued today a warning for heavy rains, strong winds and localized flooding in Southern-Central District over the next 24 hours, and rainfall in most of the country. On 22 January, the Department of Meteorological Services informed that the tropical depression caused by Eloise is expected to drive widespread rainfall, with occasional heavy falls, strong winds and lightning over most parts of the country during the week, advising the population to take necessary precautions. HUMANITARIAN PREPAREDNESS AND RESPONSE In Mozambique, the Government's INGD and humanitarian partners are working to assess the situation while responding to the most immediate needs of affected people. More than 5,000 people have been evacuated in the last 72 hours and, according to the Mozambique Red Cross, half of the population affected in Buzi has been relocated to safer areas through the use of all boats available in the district, including private vessels. The Government has established 28 accommodation centres—2 in Manica and 26 in Sofala—that are accommodating 8,363 people (8,149 in Sofala and 214 in Manica). The accommodation centres at ENFAPA and Samora Machel have received food for 24 hours and INGD has requested that delivery of food parcels be prioritized. However, further action is also required to ensure that health and sanitation conditions at the evacuation centres are adequate, as well as to ensure that families who lost everything receive life-sustaining supplies, such as kitchen sets. UNFPA, UNHCR and protection partners have joined efforts led by the Government of Mozambique to support a coordinated, rapid response that meets the unique needs of women, girls, and young people and to ensure that the safety, health, and protection of women and girls remain at the fore. UNFAP is also on standby to distribute 500 dignity kits containing essential items for vulnerable women and girls impacted by disasters. The specific needs of older persons and people with disabilities are also being taken into consideration in the response. The Mozambique humanitarian community's feedback hotline—Linha Verde 1458—has supported the National Emergency Operations Centre (CENOE) in raising awareness before, during and after Eloise's landfall. The hotline, which is hosted by WFP, has received 312 calls and sent 2 bulk messages to 13,795 contacts in affected provinces. The International Federation of the Red Cross has released 359,689 Swiss francs (US$ 406,000) from the Disaster Relief Emergency Fund (DREF) to the national Mozambique Red Cross to provide immediate relief and life-saving assistance during three months to 500 families (about 2,500 people) that are affected by Cyclone Eloise. In Zimbabwe, the Department of Civil Protection is continuing to coordinate evacuations where needed, although logistical difficulties—including impassable roads—are making the task challenging. The District Civil Protection Committees from the affected provinces, with support from humanitarian partners, are assessing the extent of damage and needs of the affected people. In Chimanimani District of Manicaland Province, 40 plastic jerry cans, 20 units of 20 litre buckets with taps and 50 bars of soap donated by Mercy Corps were distributed to the four evacuation centres. IOM supported with tarpaulins for construction of temporary cooking areas for all four centres and the Red Cross distributed one 750ml liquid soap container per household, one face mask per person and one tarpaulin per evacuation centre. In South Africa, all three affected provinces (Limpopo, Mpumalanga and KwaZulu-Natal) are preparing for an extreme weather event and are receiving support from National Government, according to the National Disaster Management Centre. The authorities have commenced public communication on possible hazards within the identified municipalities and have mobilized resources and established local preparedness plans. All institutional structures across the three spheres of Government (national, provincial and local) have been activated, including the Inter-Governmental Committee on Disaster Management comprising Ministers and Members of the Executive Council (MECs). Stop Sexual Exploitation and Abuse / Pare a exploração e abuso sexual Moçambique: A ajuda humanitária é gratuita! Se alguém lhe pedir para pagar, fazer algo impróprio ou realizar qualquer favor ou ação sexual em troca de ajuda, diga não e ligue para a Linha Verde das Nações Unidas no telefone 1458. A ligação é gratuita e também pode ser utilizada para pedir informação, fazer sugestões ou para reportar quaisquer outras irregularidades relacionadas a assistência humanitária. Zimbabwe: Humanitarian assistance is free. If someone demands that you pay, do something inappropriate, or perform any favour or sexual action in return for assistance, please say no and write to email@example.com. Your communication/complaint will be treated with all due sensitivity and respect for your confidentiality. For more information, please contact OCHA Regional Office for Southern and Eastern Africa: Guiomar Pau Sole,firstname.lastname@example.org+254 786 633 633 Saviano Abreu,email@example.com+254 780 530 141	<urn:uuid:7bb336ea-591e-427c-a434-726820b747f0>	CC-MAIN-2021-17	https://reliefweb.int/sites/reliefweb.int/files/resources/ROSEA_20210122_TropicalStormEloise_FlashUpdate%235_def_0.pdf	2021-04-17T13:28:59+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00211.warc.gz	584,030,484	2,046	eng_Latn	eng_Latn	0.992994	eng_Latn	0.994082	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4262, 9694 ]	[ 2.296875 ]	1	0
Tide pool Transect Activity Materials: tide pool transect activity boxes, activity sheet Transect boxes can be made with any materials you have at home. Use up to 5 boxes, fill with dirt, sand or other material then place items within the box to be your species. Items can be things like buttons, shells, marbles, pens, etc. Activity: This is a great activity to learn about biodiversity and how scientists measure biodiversity in a given area. Each ecosystem (box) has a unique set of animals (items) and thus unique biodiversity. In this activity, we will be isolating the tide pool ecosystem while explaining how scientists study different habitats and ecosystems! If you use your own box, be sure to use the blank lab sheet and fill in what you expect to find in your boxes. Discussion: Scientists like to study the biodiversity of given areas. Bio – means life. Diversity – means difference. Biodiversity is the measure of "different life forms." Do you think an ecosystem is healthy if everything were the same or different? If everything was the same and a disease came and wiped everything out, there would be nothing left! Having lots of species is important. Activity: We will be using what is called a Transect in order to show how scientists track biodiversity in an ecosystem. We will be: collecting, sorting, and counting the species (just like scientists!) Scenario: We just went to the beach and collected 5 samples of tide pool transects. One at -2', -1', 0', +1', and +2'. These are the corresponding tide heights to collection time. The students will use their Transect Lab Sheet and Species Identification cards to sort and count the species along the 5 Transects. How to fill in your chart: 1. Determine what Transect Location you are at. 2. Find that column on your chart. 3. Sort your species using the Species Identification Card. 4. Determine which species you want to count. 5. Insert the total number collected into the matching box. 6. Complete this for all species observed. If the species is not present, leave the box blank. 7. At the end, you can sum up the number of total animals found, to the Right of the Table. 8. At the end, you can sum up the number of different species found by counting how many boxes are filled in going down the column. Enter this number at the Bottom of the Table. Tide Pool Transect Lab Scientist: _____________________ \| Species \| -2.0 Feet \| -1.0 Feet \| Sea Level \| 1.0 Feet \| \|---\|---\|---\|---\|---\| \| Abalone \| \| \| \| \| \| Bean Clam \| \| \| \| \| \| Chestnut Cowrie \| \| \| \| \| \| Horn Snail \| \| \| \| \| \| Keyhole Limpet \| \| \| \| \| \| Oyster \| \| \| \| \| \| Sand Dollar \| \| \| \| \| \| Sea Star \| \| \| \| \| \| Whelk \| \| \| \| \| \| Etc. \| \| \| \| \| Animal Totals: Tide Pool Transect Lab Scientist: _____________________ \| Species \| -2.0 Feet \| -1.0 Feet \| Sea Level \| 1.0 Feet \| \|---\|---\|---\|---\|---\| Animal Totals: Species Totals:	<urn:uuid:f6901bda-bd67-4a84-9ef7-7067096f0e27>	CC-MAIN-2021-21	https://www.thelivingcoast.org/wp-content/uploads/2020/07/Tide-Pool-Transect-Activity.pdf	2021-05-09T16:58:37+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00466.warc.gz	1,097,750,532	755	eng_Latn	eng_Latn	0.997933	eng_Latn	0.99764	[ "eng_Latn", "unknown", "unknown", "unknown" ]	false	docling	[ 2333, 2749, 2906, 2923 ]	[ 4.4375 ]	1	0
South Harringay School Relationship, Sex and Health Education Policy Member of staff responsible: Ayse Thomas Date approved by Governing Body: February 2021 Date to be reviewed: September 2023 We have based the school's Sex and Relationship Education Policy on the DfES guidance document Relationships Education, Relationships and Sex Education (RSE) and Health Education DfE 2019. In this document, RSE is defined as learning about physical, moral and emotional development. It is about stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality, and sexual health. However, care needs to be taken to ensure that there is no stigmatisation of children based on their home circumstances. Sex and relationships education is part of the Personal, Social and Health Education (PSHE) curriculum in our school. While we use sex and relationships education to inform children about sexual issues, we do this with regard to matters of morality and individual responsibility, and in a way that allows children to ask and explore moral questions. We do not use sex and relationships education as a means of promoting any sexual orientation. In compliance with the Equality Act 2010, we do teach pupils about LGBT and mixed race/religion relationships, appropriate to pupils age and ensure that this content is fully integrated into their programmes of study for this area of the curriculum rather than delivered as a stand-alone unit or lesson. Context We teach RSE in the belief that: * Relationship, sex and health education should be taught in the context of family life; * Relationship, sex and health education is part of a wider social, personal, spiritual and moral education process; * Children should be taught to have respect for their own bodies; * Children should learn about their responsibilities to others; * It is important to build positive relationships with others, involving trust and respect; * Children need to learn the importance of permission seeking and giving and concept of personal privacy and boundaries. * Children know how to keep themselves safe and others, both physically and mentally, and how to seek support from appropriate sources. What and How we Teach RSE is taught through the PSHE curriculum using 'The Christopher Winter Project: Teaching SRE with Confidence in Primary Schools' for EYFS, KS1 and KS2. RSE is taught discreetly in PSHE lessons and links are made to other areas of the curriculum where relevant. RSE teaches children about the emotional, social and physical aspects of growing up and relationships in order to equip them with the information, skills and values to have safe fulfilling relationships and take responsibility for their own health and wellbeing. We teach children about the differences between boys and girls, naming body parts, babies and changing as we grow up and friends and family. We also teach what areas of the body are private and should not be touched and who they can talk to if they are worried. IN EYFS we teach children: * What does my body look like? * How has my body changed and grown? * What can my body do? * What differences and similarities are there between our bodies? * How can I look after my body and keep it clean? * How am I learning to take care of myself and what do I still need help with? * Who are the trusted members of my family and trusted people who look after me? * How do I feel about growing up? In year 1 we teach children: * The importance of and how to maintain personal hygiene * About the process of growing from young to old and how people's needs change * The names of the main parts of the body (including external genitalia) the similarities and differences between boys and girls * About people who look after them, their family networks, who to go to if they are worried and how to attract their attention, ways that pupils can help these people to look after them * What constitutes a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health * That household products, including medicines, can be harmful if not used properly In year 2 we teach children: * About the process of growing from young to old and how people's needs change * The names of the main parts of the body (including external genitalia) the similarities and differences between boys and girls * The concept of male and female and gender stereotypes * That animals including humans, have offspring which grow into adults * Rules for keeping physically and emotionally safe (including safety in the environment) * That household products, including medicines, can be harmful if not used properly In year 3 we teach children: * The names for the main parts of the body (including external genitalia) the similarities and differences between boys and girls * When and how to ask for help and use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious or that they believe to be wrong * About different types of relationship, including those between friends and families, civil partnerships and marriage * What kind of physical contact is acceptable or unacceptable and how to respond * That FGM can have a negative effect on emotional well-being and physical health * That FGM is not a religious obligation * The difference between rites of passage and FGM * Which, why and how commonly available substances and drugs (including tobacco) could damage immediate and future health and safety * What positively and negatively affects their physical, mental and emotional health In year 4 we teach children: * How their body will, and emotions may, change as they approach and move through puberty * That they may experience conflicting emotions and when they might need to listen to their emotions or overcome them * About human reproduction in relation to life cycles * describe the changes as humans develop to old age * That FGM is not a religious obligation * That FGM can have a negative effect on emotional well-being and physical health. * Understand FGM in the context of gender inequality * Which, why and how commonly available substances and drugs (including alcohol) could damage immediate and future health and safety * What positively and negatively affects their physical, mental and emotional health In year 5 we teach children: * About puberty - How the body changes at each stage of development and emotional changes * To locate and name the parts of the body, including the internal and external sex organs * To make clean choices – personal hygiene * About growing up – menstruation (coping with periods, sanitary protection) and wet dreams (same sex lessons) * That FGM is not a religious obligation * That FGM can have a negative effect on emotional well-being and * physical health * The difference between culture and religion * Which, why and how commonly available substances and drugs (including legal and illegal drugs) could damage immediate and future health and safety * To differentiate between the terms 'risk', 'danger' and 'hazard' * That pressure to behave in an unacceptable unhealthy or risky way can from a variety of sources, including people they know and the media Resource: Channel 4 - Living and Growing Unit 2 In year 6 we teach children: * About love and Marriage – family, friends and perspectives on marriage * About the emotional and physical changes during puberty * To identifying internal and external body parts * To look at different relationships between adults * About conception and pregnancy * About the influence of the media on relationships * That FGM is not a religious obligation * That FGM can have a negative effect on emotional well-being and physical health * To understand FGM in the context of body image. Which, why and how commonly available substances and drugs (including cannabis and volatile substances) could damage immediate and future health and safety * Differentiate between the terms 'risk', 'danger' and 'hazard' * That pressure to behave in an unacceptable unhealthy or risky way can from a variety of sources, including people they know and the media Resource: Channel 4 - Living and Growing Unit 3 Assessment: Teachers integrate effective assessment for leaning strategies in all curriculum areas. Each class keeps a record of their PSHE work in a 'Special Book' (KS1) and in a PSHE folder (KS2) and work is also evidenced in displays in classrooms and around school. Safeguarding RSE lessons are a time when teachers will have an opportunity to directly address issues that help keep children safe. Lessons in each year group will support children in understanding what denotes appropriate and inappropriate touching by others. We will seek to empower children to be clear about the boundaries of physical contact with others, whether the 'other' is a stranger or someone known to the child. Children will be reminded about who they can talk to if they are concerned that someone has crossed these boundaries, and be encouraged to report any incident, regardless of whom the individual is. The protocols of our RSE policy make it explicit that no personal remarks or information should be made in public. Any private or personal issues can be discussed with a teacher but information disclosed must not be kept confidential if the child's safety is at risk. The Role of parents/carers The school is well aware that the primary role in children's RSE lies with parents and carers. We wish to build a positive and supporting relationship with the parents of children at our school through mutual understanding, trust and co-operation. In promoting this objective we: * Inform parents/carers about the school's sex and relationships education policy and practice; * Answer any questions that parents/carers may have about the sex and relationships education of their child; * Take seriously any issues that parents/carers raise with teachers or governors about this policy or the arrangements for sex and relationships education in the school. Parents/carers have the right to withdraw their child from part of their sex and relationships education, but not that part which is delivered in the science curriculum. If a parent wishes their child to be withdrawn from sex education lessons, they should discuss this with the headteacher, and make it clear which aspects of the program they do not wish their child to participate in. The school always complies with the wishes of parents/ carers in this regard. The Role of other members of the community We encourage other valued members of the community to work with us to provide advice and support to the children with regard to health education. In particular, members of the Primary Care Trust, such as the school nurse and other health professionals, give us valuable support with our sex and relationships education program. Confidentiality Teachers conduct all lessons in a sensitive manner. However, if a child makes a reference to being involved, or likely to be involved in sexual activity, then the teacher will take the matter seriously and deal with it as a matter of child protection. Teachers will respond in a similar way if a child indicates that they may have been a victim of abuse. In these circumstances the teacher will talk to the child as a matter of urgency. If the teacher has concerns, they will draw their concerns to the attention of the headteacher. The headteacher will then deal with the matter in consultation with health care professionals and social services. The role of the headteacher It is the responsibility of the headteacher to ensure that both staff and parents/carers are informed about sex and relationships policy, and that the policy is implemented effectively. It is also the headteacher's responsibility to ensure that members of staff are given sufficient training, so that they can teach effectively and handle any difficult issues with sensitivity. The headteacher monitors this policy on a regular basis and reports to governors, when requested, on the effectiveness of the policy. Monitoring and review The governing body monitors our sex and relationships policy on an annual basis. This committee reports its findings and recommendations to the full governing body, as necessary, if the policy needs modification. 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CCBOE Student, Teacher & Parent Guide January, 2013 From the Superintendent... Calhoun County School System is committed to moving students and staff forward in a 21 st century learning environment. That's why we have committed to allowing students to POWER UP during the school day by allowing them to Bring Their Own Digital Device (BYOD). Our POWER UP BYOD LEARNING INITIATIVE allows students to bring their own digital devices to school to encourage achievement, engagement and developing 21st Century Learners. Calhoun County School System is preparing for your child's future by implementing this BYOD initiative. We have committed funding for network upgrades and professional development for teachers and staff to begin to incorporate these digital tools into their daily instruction. With this initiative, and under the direction of classroom teachers, students will be allowed to access our wireless network using their own mobile devices during the school day. Beginning January, 2013, our POWER UP BYOD LEARNING INITIATIVE will be implemented across the district. This initiative will start with five (5) SITE schools: Ohatchee High School, White Plains High School, White Plains Middle School, Weaver Elementary School, and Saks Elementary School. During the Spring, 2013, all other schools, termed VISITING schools, will receive training in preparation for full implementation during the 2013-2014 school year. Please know that our first priority of this initiative is to provide a safe and secure environment for your child. This handbook is designed to provide our educational community with guidelines and information to make our POWER UP BYOD LEARNING INITIATIVE successful. In closing, we look forward to continued success for our children as we strive to produce productive citizens that will make a difference in our society. Joe Dyar Superintendent Calhoun County School System BYOD Definition Calhoun County Schools defines BYOD as a privately-owned, Internet capable electronic mobile device (see handbook for specific devices that can be brought to school) that can be used during the school day to increase student engagement and facilitate learning. Under teacher supervision, students may use their own device in the classroom to enhance student learning. Connectivity & Safety Calhoun County School System believes that Internet Safety is of utmost importance. As such, all students who bring devices to school to use as part of the POWER UP BYOD LEARNING INITIATIVE should connect to the CCSPOD network. Teachers and administrators will provide students with the password for this network. By using the CCSPOD network, this will ensure that BYOD devices have appropriate network filters and comply with the Child Internet Protection Act (CIPA). Students will only use the CCSPOD network in school. Any attempt to bypass the network by using 3G or 4G cellular data network will be considered a policy violation resulting in loss of BYOD privileges. Students and parents should be aware that data is being recorded as to sites visited by each device. Additionally, as part of this initiative, teachers will incorporate digital citizenship as part of their instruction. Security and Damages Calhoun County School System is not liable for any device that is stolen or damaged. Ultimately, the responsibility to keep the device secure rests with the individual owner. However, if a device is stolen or damaged, it will be handled through the administrative office similar to other personal artifacts that are impacted in similar situations. Devices will need to be labeled with personal markings to physically identify your child's device from others. Additionally, a protective case for the device is suggested. Teachers' Role Teachers are facilitators of instruction in their classrooms. Therefore, they will not spend time fixing technical difficulties with students' personal devices in the classroom. They will educate and provide guidance on how to use a device and troubleshoot simple issues, but they will not provide technical support. This responsibility will reside at home with parents/guardians. Teachers will regularly communicate information regarding educational applications and suggest appropriate tools that can be downloaded to personal devices at home. Parents will need to assist their children with downloads if they wish to follow teachers' suggestions. No applications should be downloaded at school without express instruction from teacher. Teachers will present the rules and procedures to the students. Teachers will monitor students to ensure appropriate usage of technology in the classrooms. All activities involving technology will be based upon and support the College and Career Standards. Calhoun County School System understands that not every student has his/her own electronic device. To ensure equal accessibility to technology resources, teachers will provide students with technology available within each school. All rules, policies, and procedures will still apply. Use of Devices Devices cannot be used, unless directed by school personnel. Students must immediately comply with teachers' requests to shut down devices or close the screen. Students must put away DEVICES when directed by teachers. Students should not use devices in bathrooms or locker rooms. Students Will... * bring their devices to school fully charged. * only use headphones and earphones when directed by school personnel * not use any technology to harass, threaten, demean, humiliate, intimidate, embarrass or annoy fellow students or others in their community. This unacceptable student behavior, known as cyber bullying, will not be tolerated. and will be subject to disciplinary action. * store their personal devices in appropriate areas (book bags, lockers, etc.) Parental Permission Students and parents must both sign the Parent/Student Contract at the end of this document in order for a student to bring his/her personal device to school. If parents choose not to allow their student to bring their device, please be aware that it is the responsibility of the parent to make sure that the student does not bring a device to school. Student Frequently Asked Questions: I have my laptop with me in class. How do I get on the Internet now? Answer: Most laptops or other personal devices (smart phones), will detect a wireless connection when you are near one. Most of the time your technology tool will ask you if you would like to join the network. When prompted, choose CCS POD from the list. Your teacher will have the password. Read this carefully, so that you know what should be expected. My laptop is not prompting me to choose a wireless network. Is there another way to connect? Answer: In the settings menu of your device, there is usually an icon for a network, go to this icon and choose the CCS POD from the list or prompt your computer to look for wireless networks in range. Always consult your tool's owner's manual for exact directions for accessing a wireless network. I brought my iPad to school to use in the classroom, but my teacher said I couldn't use it in her classroom. Can I still use it? Answer: The teacher in the classroom is the final say on procedures in the classroom. If he or she asks you not to use your technology tool, then you should follow those directions. Access is only available, not guaranteed for each classroom situation. I just can't get my laptop to connect to the network. Can I get some help from someone? Answer: Resources may be available to help you connect to the CCS POD on your campus; however, you will need to consult with a campus administrator for these resources. It is not the responsibility of your teachers or other CCBOE staff to troubleshoot individual devices during the school day. Check your owner's manual for issues concerning connectivity. I need to save my work in my CCBOE shared folder. Why can't I access this resource? Answer: You are on the POD Network. It is not the same as the network you would normally access from a campus computer. You will not see your shared folder, so you will need to save your work in another place. Some options include a flash drive, your own hard drive, or your digital internet based storage. I need to print the spreadsheet I just created, why is there no printer listed when I try this? Answer: Like the shared folders, printers are networked differently on the campus and will not be available when you login to the POD network. Some printing solutions include, emailing the document to your teacher to print, save it to a flash drive and print it from home or another campus computer. Keep in mind that using campus printers in the classroom or other learning spaces is at the discretion of the teacher or campus administrator. My laptop was stolen when I brought it to school. Who should I contact about this? Answer: Bringing your own technology tools to school can be useful, however some risks are involved as well. It is always a good idea to record the device's serial number to have in case of theft. CCBOE is not responsible for the theft of a device nor are we responsible for any damage done to the device while at school. Any time a theft occurs, you should contact a school administrator to make him/her aware of the offense. Why am I filtered on my own computer? Shouldn't I be able to see what I want to on my own device? Answer: Student filtering is a requirement of all public schools. The Children's Internet Protection Act (CIPA) requires all network access to be filtered, regardless of the device you use to access it while in a public school. Your laptop or phone is the device, the network you are using while at school belongs to CCBOE and will be filtered. Am I still held accountable for the Acceptable Use Policy I signed at the beginning of the school year even though this is my own personal computer? Answer: Yes. The Acceptable Use Policy for CCBOE remains in effect even when you are using your own laptop, smart phone, iPad etc. Each time you attempt to access the network at school you will be prompted to accept the terms of service which include the AUP. Violating the terms of the AUP would be a student code of conduct violation and would be dealt with on the campus with a campus administrator. The AUP is part of the Student Code of Conduct. Why can't my little brother bring his laptop to school? He is in the 1st grade? Answer: This semester, we are limiting this privilege to selected SITE schools and grade levels. Your participation in this initiative will help us determine the best way to carry out this plan on other campuses. We will learn from you and your usage and issues so that next year we will be able to make the needed changes and add to the program for other users. Staff Frequently Asked Questions: Some of my students cannot access the network on their laptops or phones. I don't have time in a class period to help them with this. Should I put in a help request or call the help desk? Answer: No. Students who cannot access the CCS POD network or who may have technical issues with their technology tool need to take care of this issue by working with their user's manual that came with the device out of the classroom. These are not CCBOE devices and the district is not allocating resources at this time to troubleshoot issues. You are welcome to help if you choose, but it is not a staff member's responsibility to ensure that student owned technology is functioning properly. Contact your local school administrator to determine if you need additional Internet bandwidth/wireless connectivity. I have students on my campus who are accessing the Internet using their provider's data plan (AT&T, Sprint, Verizon etc.) on their smart phones or laptops, hence bypassing the filter. Is this a violation of the student AUP? Answer: This is not an AUP violation because the student is not bypassing the filter on the CCS network, but instead using a provider's data plan. However, as part of this initiative, we are requiring students to use the CCSPOD network while on school campus. Using their own personal data plan on campus can result in loss of privileges of the BYOD initiative. I have my own laptop and a smart phone. I would like to utilize these tools at work. Does this new plan include campus staff? Answer: Yes. Campus staff can also access the CCSPOD network. Keep in mind that the CCSPOD network is filtered at the student level for everyone accessing it. Campus printers will not be accessible with your own devices as well. One of my students was using his laptop to bully another student on campus. Should I call the technology office concerning this problem? Answer: No. Any disciplinary infractions that occur from using technology tools should be referred to a school administrator. This would be Student Code of Conduct issue. Will students have access to any common software packages via the CCSPOD network access? Answer: Possibility, under teacher guidance…example, APEX, ACCESS, Success Maker, Google apps, etc... Should I call central office if one of my student's laptops is damaged or stolen? Answer: No. Any theft issues should be handled as you normally would on your campus. CCBOE is not responsible for any damage or theft of student owned technology tools. It would be good to remind students to keep a record of the device's serial number just in case a theft occurs. Parent/Student Contract *THIS FORM MUST BE SIGNED AND RETURNED IN ORDER FOR THE STUDENT TO B.Y.O.D AND ACCESS SCHOOL TECHNOLOGY. My parents and I have read and discussed the BYOD HANDBOOK and I, [print student’s name]__________________________________ ,agree that when using my personal device or the school’s technology: I will only use the technology under school personnel direction. * I know that misuse of the technology could lead to disciplinary action. * I will not share any personal information over the Internet. * I am responsible for my own device. * School staff is not responsible for any device lost, stolen, or damaged. * I will adhere to the policies and procedures stated in the Calhoun County School System Code of Conduct and any local school policies and procedures. I, [print parent’s name] ________________________________________, the parent/guardian of the above student, agree to accept all legal and financial obligations which may result from my son/daughter’s use of Calhoun County School District’s technology and Internet. I understand that school and district personnel are not responsible for personal devices that are lost, stolen, or damaged. I will not hold the school system responsible for inappropriate materials acquired through the Internet. Further, I accept responsibility for the actions of my child. By signing below, we understand that the use of personal devices to support educational experiences is not a necessity but a privilege. With respect of the rules, this privilege will benefit the learning environment as a whole. When rules are abused, privileges will be taken away. ________________________________ ___________________ Student's signature Date ________________________________ ___________________ Parent's signature Date **Please select from the list below the devices that your child may bring for BYOD (MAXIMUM OF 2 DEVICES). Kindle (Standard Kindle has very limited internet access) Kindle Fire Nintendo dsi Android Smart Phone iPhone Nook Wireless Capable Mini-Laptop Wireless Capable Laptop iPad iPod Touch Other Tablets School Specific Information GOES HERE	<urn:uuid:b25ec3d9-120e-4b8a-93bf-967caff07e6e>	CC-MAIN-2021-21	https://images.pcmac.org/SiSFiles/Schools/AL/CalhounCounty/WalterWellborn/Uploads/News/Documents/Calhoun%20Guidelines-2013%20WWHS.pdf	2021-05-09T16:48:53+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00467.warc.gz	348,682,935	3,099	eng_Latn	eng_Latn	0.963426	eng_Latn	0.999268	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 52, 2299, 4530, 6238, 8859, 10865, 13154, 13519, 15437, 15685 ]	[ 2.125 ]	2	0
A close up look at how bacteria make ice 25 April 2016, by Bob Yirka Ice crystals: Max Planck researchers discovered that certain bacteria can affect the ordering and the dynamics of water molecules in water droplets. Thus, ice crystals develop already at zero degrees Celsius or just below, and not at minus 37 degrees Celsius as in pure water. Protein molecules at the surface of the bacteria are responsible for this process. Credit: R. Eckl (Phys.org)—A combined team of researchers from Germany and the U.S. has taken a closer look at a type of bacteria that is able to cause ice to form, sometimes even under conditions above the normal freezing point. In their paper published in the journal Science Advances, the team describes the technique they used that allowed them to watch very closely what occurs as the bacteria promote ice formation and their discovery of the means by which the bacteria cause it to come about. Scientists have known for some time that some bacteria can promote the growth of ice crystals (they have been used to help create snow for ski resorts, as one example), but until now, the exact mechanism has not been closely studied. In this new effort, the researchers used a device called a sum frequency generation spectrometer to get a better look—it allows for a very close up view of a process as it takes place. In this instance, they watched as samples of Pseudomonas syringae went to work on both airborne water droplets and those that were on a surface. In so doing, they discovered that the bacteria use two different techniques to promote ice formation. The first technique involved a layer of proteins that surrounded the body of the bacteria—some were hydrophobic and others were hydrophilic—the opposing forces allowed the bacteria to shuttle water molecules around like a tiny tugboat, coaxing them into formations that were conductive to crystal growth. The second technique involved using vibrational energy to actually remove heat from the area surrounding the molecules that they had lined up, leaving them colder, which resulted in ice crystal formation at temperatures that were above freezing. The researchers note that the bacteria also have antifreeze proteins in their bodies to keep themselves from freezing. They add that their findings may have implications for Earth scientists, as ice causing bacteria play a major role in the creation of ice crystals in the atmosphere, and in frost formation on plants. More research into the process could also lead to the development of icing, or even de-icing products. More information: R. Pandey et al. Icenucleating bacteria control the order and dynamics of interfacial water, Science Advances (2016). DOI: 10.1126/sciadv.1501630 Abstract Ice-nucleating organisms play important roles in the environment. With their ability to induce ice formation at temperatures just below the ice melting point, bacteria such as Pseudomonas syringae attack plants through frost damage using specialized ice-nucleating proteins. Besides the impact on agriculture and microbial ecology, 1 / 2 Powered by TCPDF (www.tcpdf.org) airborne P. syringae can affect atmospheric glaciation processes, with consequences for cloud evolution, precipitation, and climate. Biogenic ice nucleation is also relevant for artificial snow production and for biomimetic materials for controlled interfacial freezing. We use interfacespecific sum frequency generation (SFG) spectroscopy to show that hydrogen bonding at the water-bacteria contact imposes structural ordering on the adjacent water network. Experimental SFG data and molecular dynamics simulations demonstrate that ice-active sites within P. syringae feature unique hydrophilic-hydrophobic patterns to enhance ice nucleation. The freezing transition is further facilitated by the highly effective removal of latent heat from the nucleation site, as apparent from time-resolved SFG spectroscopy. Read press release © 2016 Phys.org APA citation: A close up look at how bacteria make ice (2016, April 25) retrieved 17 April 2021 from https://phys.org/news/2016-04-bacteria-ice.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. 2 / 2	<urn:uuid:222c7ab7-d657-4dfd-8967-0df7d1460d38>	CC-MAIN-2021-17	https://phys.org/pdf380785547.pdf	2021-04-17T15:36:11+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00216.warc.gz	558,347,359	874	eng_Latn	eng_Latn	0.991267	eng_Latn	0.996926	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3090, 4359 ]	[ 2.375 ]	1	0
Find a wealth of stories set in stone along Sturt Street's grand boulevard. Here stands an open-air gallery of priceless sculptures and monuments, honouring heroes and icons, royalty, poets and goldfields pioneers. As you wander Sturt Street, consider that for over 80 years it pulsed with the rumble of trams. A crowd of 5000, a brass band and local radio station staff turned up to farewell tramcar 40's last journey in 1971, fully loaded with 200 passengers as it rolled up Sturt Street. Although the trams are now long-gone there are still many icons to be discovered as you tour this great street. "At the going down of the sun and in the morning we will remember them" STURT STREET 1. The elegant Petersen Fountain, 1922, is named for its benefactor, C Petersen, a Dane who called Ballarat home in the early 1900s. Look out for its bronze bird and frogs, and its marble drinking fountains. 2. Mother Earth, 1952, is a moving tribute to nature's gifts of mining and agriculture. Local resident Frank Pinkerton commissioned sculptor George Allan to make the work from Hawkesbury freestone and granite. 3. The Gordon Memorial's steadfast bronze horse, 1969, is a fitting tribute to celebrated Australian poet Adam Gordon Lindsay. He was also a legendary horseman and record-holding steeplechaser at Flemington. His memorial recognises the 958,600 horses and mules killed in World War I. 4. Ballarat families dug deep to honour their own with the city's Cenotaph, 1949. It was made possible through donations, bolstered by an ANZAC Day radio plea. The sandstone and granite monument recognises the ultimate sacrifices with the words "Our Glorious Dead". "Ballarat families dug deep to honour their own with the city's Cenotaph" 5. Eternal Flame, 1995, commemorates World War II's 50th anniversary. Its single gold side faces the setting sun, bringing to mind those poignant words, "At the going down of the sun … we will remember them". The Ballarat Returned Serviceman's League commissioned local sculptor Peter Blizzard to create this moving work. 6. The bronze statue of Eureka hero Peter Lalor, 1892, depicts the famous stockade and features the names of those who lost their lives on December 3, 1854. Lalor's friend James Oddie paid for the work, however many of the men's contemporaries avoided its unveiling. It's believed they preferred to remember Lalor as a rabble rouser, and not the robed parliamentarian he became. 7. Rosemary, the plant of remembrance, frames the Korean, Borneo, Malayan & Vietnam Memorial, 2000. The sawn bluestone cross powerfully commemorates the South East Asian wars. 8. Leading surgeon and academic Sir Albert Coates (1895 – 1977) is one of Ballarat's most celebrated sons. A medical orderly during WWI, he returned home to become a pioneering neurosurgeon. He enlisted again during WWII and saved hundreds of lives in a Burma-Siam Railway POW camp. As unpretentious as he was honourable, the contemporary statue beautifully captures his character. 9. Look closely at the heritage-listed Queen Alexandra Bandstand, 1908, to find music motifs throughout its fine wrought iron. 10. Once a student of Ballarat College, now known as Ballarat & Clarendon College, Harold Pompey Elliot is best known as Commander of the 15th Brigade in Gallipoli, then later a Victorian Senator. Louise Laumen's remarkable 2011 statue captures his full military authority. 11. Read the story of William Dunstan, Ballarat resident and Victoria Cross winner, awarded after the battle of Lone Pine at Gallipoli. His tale is told here within pink marble and Greystone, 1995. Following the war Dunstan made more history as manager and director of the Herald and Weekly Times. "As you wander Sturt Street, consider that for over 80 years it pulsed with the rumble of trams." 12. The bronze King George V Monument, 1938, commemorated the King's 25th year on the throne. Sculptor Victor Greenhalgh's work is set on bluestone, with a granite backdrop. 13 & 14. Hebe, Greek Goddess of Youth and the biblical figure Ruth, 1899, were the gift of wealthy local benefactor John Permewan, who owned carrier firm Permewan & Wright. He commissioned Charles Summers to sculpt the iconic women figures. 15. Irish poet and balladeer Thomas Moore was found worthy "Australia's first monument to poetry is a beauty... Scottish poet Robert Burns and his dog, 1987" of memorial by Ballarat sculptor George Grant in 1889. Moore is best-known for penning The Minstrel Boy and The Last Rose of Summer. 16. Queen Victoria continues to reign over Sturt Street through the work of Sir Bertram MacKennal. The statue features four bronze scenes from her remarkable life; accession to the throne, her coronation, diamond jubilee and signing the Australian constitution. 17. Ballarat's Women's Christian Temperance Union paid tribute with the Queen Victoria Fountain, 1902. This much-loved fountain, with its marble children on a polished granite, was restored in 1976. 18. Bravery and mateship are beautifully captured in the bronze Boer War Memorial, 1906. Sculptor James White's work is taken straight from the battlegrounds and is today a muchphotographed homage. 19. Ballarat son Robert O'Hara Burke and his good mate William John Wills are commemorated in the Burke & Wills Fountain, 1867. This memorial to the famous explorers also features the names of those who assisted their ill-fated crossing of Australia. The fountain was once lit with gas and stocked with goldfish and tortoises. 20. Australia's first monument to poetry is a beauty. This statue of Scottish poet Robert Burns and his dog, 1897, was carved from marble in Italy by sculptor John Undy. It is inscribed with quotes from the writer himself and features beautiful patterned tiles at its base. 21. A year after the Titanic sunk, Ballarat sought to honour the bandsmen who lost their lives in the shipwreck. The Titanic Memorial Bandstand, 1913, commemorates the men who, legend states, continued to play for terrified guests as the ship went down. Look for the unusual weathervane on the terracotta roof. 22. Point to the Sky, 2002, is a fine example of old meets new. This modern statue by Akio Makigawa links Ballarat's gold history with its future plans and dreams. 23. This traditional depiction of Greek hero Perseus by J. Cranari, circa 1880s, was a prestigious gift of the National Gallery of Victoria in 1943. 24. The Pioneer Miners' Monument marks the first glint of gold found at Poverty Point in 1851. The quartz structure features a replica of the 62.8kg Welcome Nugget – the world's largest at the time, found in Ballarat in 1858. The original was once displayed, and local mothers would sit their babies on top for luck. 25. The quartz and bluestone James Galloway Monument, 1880, pays tribute to the eight-hour day system that the trade union official founded for Victoria. The system was widely celebrated as a world first and Australia became known as a 'workingman's paradise'.	<urn:uuid:e90ac27a-9d78-4991-9000-55e9da707e3d>	CC-MAIN-2021-17	https://cms.visitballarat.com.au/app/uploads/2019/05/Ballarats-historic-Statues-walking-tour.pdf	2021-04-17T13:44:00+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00218.warc.gz	284,357,087	1,613	eng_Latn	eng_Latn	0.997956	eng_Latn	0.997943	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2997, 6978 ]	[ 2.234375 ]	2	1
1 of 24 District Menu Page \| Reports \| Federal/State Budgets \| School Completion Status \| FAQ \| Feedback \| Logout 2008-2009 ARCHIVE School Plan Print Version SALEM ELEMENTARY SCHOOL Arkansas Comprehensive School Improvement Plan 2008-2009 Approved: It is the mission of the Salem Elementary School to educate all students in a safe environment. Our school will provide a challenging curriculum promoting higher-order thinking skills, technology skills, and problem-solving abilities through relevant and engaging activities. We will work with the community to provide the experiences necessary for all students to become responsible citizens, and ensure each child fairness, equality, and access. Grade Span: K-6 Title I: Title I Schoolwide School Improvement: Table of Contents Priority 1: Literacy Goal: All students will improve in literacy skills, especially in all three strands of Reading (Literary, Content, and Practical), in both strands of Writing (Content and Style), and in Reading Comprehension. Priority 2: Mathematics Goal: All students will improve mathematic skills in the area of Measurement, on both multiple-choice and open-response items; all students will improve skills in problem solving in all areas of mathematics. Priority 3: Wellness Goal: The district will provide educational opportunities for students in making healthy lifestyle choices by implementing activities to aid in decreasing the average BMI on the annual student screening. Priority 1: All students will improve literacy skills. Supporting Data: In 2006, 64% of the combined population of 3rd grade students scored proficient or advanced on the literacy portion of the Benchmark exams. 51% of the low socioeconomic students, 0% of the students with disabilities, and 64% of the Caucasian students scored proficient or advanced. There were no measurable subgroups for any ethnic group or for any LEP students. The lowest identified areas for the combined population were the Content & Style areas of the Writing section, the Literary & Content multiple-choice and open-response questions of the Reading section. The lowest areas for the students with disabilities were the Content & Style areas of the Writing section, the multiple-choice questions of the Literary area of the Reading section, and the open-response questions of the Content area of the Reading section. In 2007, 75% of the combined population of 3rd grade students scored proficient or advanced on the literacy portion of the Benchmark exams. 74% of the economically disadvantaged students, 0% of the students with disabilities, and 75% of the Caucasian students scored proficient or advanced. There were no other measurable subgroups. The lowest areas for the combined population were the ReadingContent passages multiple-choice and open-response items. Writing-Content and Writing-Style domains were the lowest areas in writing for the combined population. The lowest areas of the students with disabilities were the Reading-Content passages multiple-choice and open-response items. Writing-Content and Writing-Style domains were the lowest areas in writing for the students with disabilities. In 2008, 78% of the combined population of grade students scored proficient or advanced on the literacy portion of the Benchmarks. 67% of the economically disadvantaged students, 50% of the students with disabilities, and 80% of the Caucasian 1. 2 of 24 students scored proficient or advanced. There were no other meausurable subgroups. The lowest areas in reading for the combined population were the Reading-Content multiple-choice items and the Reading-Content open-response items. In writing, the lowest area for the combined population was the Writing-Style domain. The lowest areas in reading for the students with disabilities were the Reading-Content multiple-choice items and the Reading-Content open-response items. In writing, the lowest area for the students with disabilities was the Writing-Style domain. In 2006, 83% of the combined population of 4th grade students scored proficient or advanced on the literacy portion of the Benchmark exams. 81% of the low socioeconomic students, 33% of the students with disabilities, and 83% of the Caucasian students scored proficient or advanced. There were no measurable subgroups for any ethnic group or for any LEP students. The lowest identified areas for the combined population were the multiple-choice in the Writing section and the open-response of the Reading Content section. The lowest identified areas for the students with disabilities were the Writing multiple-choice questions and the Reading Content open-response questions. In 2007, 73% of the combined population of 4th grade students scored proficient or advanced on the literacy portion of the Benchmark exams. 65% of the economically disadvantaged students, 0% of the students with disabilities, and 74% of the Caucasian students scored proficient or advanced. There were no other measurable subgroups. The lowest areas for the combined population were the Reading-Content passages multiple-choice and open-response items. Writing-Content and Writing-Style domains were the lowest areas in writing for the combined population. The lowest areas for the students with disabilities were the ReadingContent passages multiple-choice and open-response items. The multiple-choice items in Writing and Writing-Style domain were areas of concern, also. In 2008, 68% of the combined population of 4th grade students scored proficient or advanced on the literacy portion of the Benchmarks. 68% of the economically disadvantaged students, 13% of the students with disabilities, and 67% of the Caucasian students scored proficient or advanced. There were no other meausurable subgroups. The lowest areas in reading for the combined population were the Reading-Content multiple-choice items and the Reading-Content open-response items. In writing, the lowest area for the combined population was the Style domain. The lowest areas in reading for the students with disabilities were the Reading-Content multiple-choice items and the Reading-Content open-response items. In writing, the lowest area for the students with disabilities was the Content domain. 2. In 2006, 89% of the combined population of 5th grade students scored proficient or advanced on the literacy portion of the Benchmark exams. 80% of the low socioeconomic students, 33% of the students with disabilities, and 89% of the Caucasian students scored proficient or advanced. There were no measurable subgroups for any ethnic group or for any LEP students. The lowest identified areas for the combined population were the multiple-choice questions on the Writing section, and the open-response questions in the Practical area of the Reading section. In 2007, 85% of the combined population of 5th grade students scored proficient or advanced on the literacy portion of the Benchmark exams. 77% of the economically disadvantaged students, 0% of the students with disabilities, and 84% of the Caucasian students scored proficient or advanced. There were no other measurable subgroups. The lowest areas for the combined population were the Reading-Content passages multiple-choice and open-response items. Writing-Content and Writing-Style domains were equally low. The lowest areas for the students with disabilities were the Reading-Content passages multiple-choice and open-response items, plus Writing multiplechoice items. In 2008, 84% of the combined population of 5th grade students scored proficient or advanced on the literacy portion of the Benchmarks. 78% of the economically disadvantaged students, 50% of the students with disabilities, and 83% of the Caucasian students scored proficient or advanced. There were no other meausurable subgroups. The lowest areas in reading for the combined population were the Reading-Content multiple-choice items and the ReadingContent open-response items. In writing, the lowest area for the combined population was the Content domain. The lowest areas in reading for the students with disabilities were the ReadingContent multiple-choice items and the Reading-Literary open-response items. In writing, the lowest area for the students with disabilities was the Writing multiple-choice items. 3. In 2006, 68% of the combined population of the 6th grade students scored proficient or advanced on the literacy portion of the Benchmark exams. 65% of the low socioeconomic students, 20% of the students with disabilities, and 74% of the Caucasian students scored proficient or advanced. There were no measurable subgroups for any ethnic group of for any LEP students. The lowest identified areas for the combined population were the Writing multiple-choice and the open-response of the Literary section of the reading. The lowest identified areas for the students with disabilities were the multiple- choice items of the Literary and Content sections of the Reading and the Writing multiple-choice. In 2007, 72% of the combined population of 6th grade students scored proficient or advanced on the literacy portion of the Benchmark exams. 58% of the economically disadvantaged students, 0% of the students with disabilities, and 74% of the Caucasian students scored proficient or advanced. There were no other measurable subgroups. The lowest areas for the combined population were the Reading-Literacy passages multiple-choice and open-response items. The Writing-content and writing-style domains were equally low. The lowest areas for the students with disabilities were the Reading-Literary passages multiple-choice and open-response items, plus the Writing multiple-choice items. In 2008, 84% of the combined population of 6th grade students scored proficient or advanced on the literacy portion of the 4. 3 of 24 Benchmarks. 79% of the economically disadvantaged students, 17% of the students with disabilities, and 85% of the Caucasian students scored proficient or advanced. There were no other meausurable subgroups. The lowest areas in reading for the combined population were the Reading-Practical multiple-choice items and the Reading-Content open-response items. In writing, the lowest area for the combined population was the Style domain. The lowest areas in reading for the students with disabilities were the Reading-Practical multiple-choice items and the Reading-Practical open-response items. In writing, the lowest area for the students with disabilities was the Content domain. In 2006, the combined population of the kindergarten students scored in the 53rd percentile on the Reading Vocabulary section of the ITBS. The low socioeconomic students scored in the 46th percentile, the students with disabilities scored in the 21st percentile, and the Caucasian students scored in the 55th percentile. In 2007, 78% of the combined population of kindergarten students scored at/above the 50th percentile in Reading Vocabulary. 79% of the Caucasian population, 77% of the economically disadvantaged students, and 57% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Phonological Awareness and Decoding skill within the Word Analysis section. 2008 data not available due to the mix up at the state level. The Mat 8 will be given in the fall. In 2006, the combined population of the kindergarten students scored in the 69th percentile in Total Language. The low socioeconomic students scored in the 66th percentile, the students with disabilities scored in the 38th percentile, and the Caucasian students scored in the 69th percentile. In 2007, 79% of the combined population of kindergarten students scored at/above the 50th percentile in Language. 80% of the Caucasian population, 69% of the economically disadvantaged students, and 57% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Comparative and Superlative Adjectives skill within the Language section. 2008 data not available due to the mix up at the state level. The Mat 8 will be given in the fall. 5. In 2006, the combined population of the 1st grade student scored in the 77th percentile on the Total Reading section of the ITBS. The low socioeconomic students scored in the 73rd percentile, the students with disabilities scored in the 51st percentile, and the Caucasian students scored in the 77th percentile. In 2007, 80% of the combined population of 1st grade students scored at/above the 50th percentile in Total Reading. 79% of the Caucasian students, 77% of the economically disadvantaged students, and 67% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Vocabulary skill within the Reading section. In 2008, 59% of the combined population of 1st grade students scored at/above the 50th percentile in Reading Comprehension. 59% of the Caucasian students, 50% of the free/reduced students, and 38% of the students with IEP's scored at/above the 50th percentile. In 2006, the combined population of the 1st grade students scored in the 81st percentile on the Total Language section of the ITBS. The low socioeconomic students scored in the 75th percentile, the students with disabilities scored in the 59th percentile, and the Caucasian students scored in the 82nd percentile. In 2007, 75% of the combined population of the 1st grade students scored at/above the 50th percentile in Total Language. 75% of the Caucasian students, 73% of the economically disadvantaged students, and 67% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Capitalization in Context skill within the Language section. 6. In 2006, the combined population of the 2nd grade students scored in the 72nd percentile on the Total Reading section of the ITBS. The low socioeconomic students scored in the 68th percentile, the students with disabilities scored in the 36th percentile, and the Caucasian students scored in the 73rd percentile. In 2007, 77% of the combined population of 2nd grade students scored at/above the 50th percentile in Total Reading. 80% of the Caucasian students, 69% of the economically disadvantaged students, and 39% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Identify and Analyze Words skill within the Word Analysis section. In 2008, 52% of the combined population of 2nd grade students scored at/above the 50th percentile in Reading Comprehension. 52% of the Caucasian students, 40% of the free/reduced students, and 43% of the students with IEP's scored at/above the 50th percentile. In 2006, the combined population of the 2nd grade students scored in the 74th percentile on the Total Language section of the ITBS. The low socioeconomic students scored in the 72nd percentile, the students with disabilities scored in the 45th percentile, and the Caucasian students scored in the 74th percentile. In 2007, 68% of the combined population of the 2nd grade students scored at/above the 50th percentile in Total Language. 71% of the Caucasian students, 59% of the economically disadvantaged students, and 23% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Usage and Expressions skill within the Language section. 7. In 2006, the combined population of the 3rd grade students scored in the 63rd percentile on the Total Reading section of the ITBS. The low socioeconomic students scored in the 53rd percentile, the students with disabilities scored in the 24th percentile, and the Caucasian students scored in the 64th percentile. In 2007, 82% of the combined population of the 3rd grade students scored at/above the 50th percentile in Total Reading. 82% of the Caucasian students, 80% of the economically disadvantaged students, and 13% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Inference and Interpretation skill within the Reading Comprehension section. In 2008, the combined populatin of 3rd grade students scored at the 57th percentile in Reading Comprehension. The students with IEP's scored at the 36th percentile. In 2006, the combined population of the 3rd grade students scored in the 69th percentile on the 8. 4 of 24 Total Language section of the ITBS. The low socioeconomic students scored in the 57th percentile, the students with disabilities scored in the 30th percentile, and the Caucasian students scored in the 71st percentile. In 2007, 75% of the combined population of the 3rd grade students scored at/above the 50th percentile in Total Language. 75% of the Caucasian students, 69% of the economically disadavantaged students, and 13% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Apostrophe/Quotes skill within the Punctuation section. In 2008, the combined population of 3rd grade students scored at the 48 percentile in Comprehensive Language. The students with IEP's scored at the 29th percentile. In 2006, the combined population of the 4th grade students scored in the 81st percentile on the Total Reading section of the ITBS. The low socioeconomic students scored in the 77th percentile, the students with disabilities scored in the 37th percentile, and the Caucasian students scored in the 81st percentile. In 2007, 71% of the combined population of 4th grade students scored at/above the 50th percentile in Total Reading. 73% of the Caucasian population, 59% of the economically disadvantaged students, and 20% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Inference and Interpretation skill within the Reading Comprehension section. In 2008, the combined population of 4th grade students scored in the 65th percentile in Reading Comprehension. The students with IEP's scored in the 33rd percentile. In 2006, the combined population of the 4th grade students scored in the 77th percentile on the Total Language section of the ITBS. The low socioeconomic students scored in the 72nd percentile, the students with disabilities scored in the 50th percentile, and the Caucasian students scored in the 77th percentile. In 2007, 77% of the combined population of 4th grade students scored at/above the 50th percentile in Total Language.78% of the Caucasian students, 72% of the economically disadvantaged students, and 40% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Apostrophe/Quotes skill within the Punctuation section. In 2008, the combined population of 4th grade students scored in the 39th percentile in Comprehensive Language, and the students with IEP's scored in the 14th percentile. 9. In 2006, the combined population of the 5th grade students scored in the 77th percentile on the Total Reading section of the ITBS. The low socioeconomic students scored in the 73rd percentile, the students with disabilities scored in the 36th percentile, and the Caucasian students scored in the 77th percentile. In 2007, 85% of the combined population of 5th grade students scored at/above the 50th percentile in Total Reading. 85% of the Caucasian students, 81% of the economically disadvantaged students, and 0% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Analysis and Generalization skill within the Reading Comprehension section. In 2008, the combined population of 5th grade students scored in the 71st percentile in Reading Comprehension, and the students with IEP's scored in the 38th percentile. In 2006, the combined population of the 5th grade students scored in the 70th percentile on the Total Language section of the ITBS. The low socioeconomic students scored in the 63rd percentile, the students with disabilities scored in the 43rd percentile, and the Caucasian students scored in the 70th percentile. In 2007, 85% of the combined population of the 5th grade students scored at/above the 50th percentile in Total Language. 85% of the Caucasian students, 81% of the economically disadvantaged students, and 0% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Names, Titles, Dates, & Holidays skill within the Capitalization section. In 2008, the combined population of 5th grade students scored in the 49th percentile in Comprehensive Language, and the students with IEP's scored in the 42nd percentile. 10. In 2006, the combined population of the 6th grade students scored in the 58th percentile on the Total Reading section of the ITBS. The low socioeconomic students scored in the 53rd percentile, the students with disabilities scored in the 32nd percentile, and the Caucasian students scored in the 59th percentile. In 2007, 74% of the combined population of the 6th grade students scored at/above the 50th percentile in Total Reading. 75% of the Caucasian students, 67% of the economically disadvantaged students, and 33% of the students with disabilities scored at/above the 50th percentile. The lowest area was Vocabulary. In 2008, the combined population of 6th grade students scored in the 62nd percentile in Reading Comprehension, and the students with IEP's scored in the 27th percentile. In 2006, the combined population of the 6th grade students scored in the 45th percentile on the Total Language section of the ITBS. The low socioeconomic students scored in the 40th percentile, the students with disabilities scored in the 19th percentile, and the Caucasian students scored in the 46th percentile. In 2007, 69% of the combined population of 6th grade students scored at/above the 50th percentile in Total Language. 69% of the Caucasian students, 53% of the economically disadvantaged students, and 33% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Names, Title, Dates, & Holidays skill within the Capitalization section. In 2008, the combined population of 6th grade students scored in the 57th percentile in Comprehensive Language, and the students with IEP's scored in the 29th percentile. 11. The 2006 Arkansas Adequate Yearly Progress Report identifies our attendance rate to meet the attendance goal identified by the 2006 School Improvement Report. The 2007 Arkansas Adequate Yearly Progress Report identifies our attendance rate to meet the attendance goal identified by the 2007 School Improvement Report. The 2008 Arkansas Adequate Yearly Progress Report identifies our attendance rate to meet the attendance goal identified by the 2008 School Improvement Report. 12. 5 of 24 Goal All students will improve in literacy skills, especially in all three strands of Reading (Literary, Content, and Practical), in both strands of Writing (Content and Style), and in Reading Comprehension. Benchmark To meet the state AYP requirement annually with a goal of a 1/2% increase in the total number of proficient/advanced students. 2004-2007 Combined Population: 77.6 African-American: NA Hispanic: NA Caucasian: 78.1 Econ. Dis.: 71.1 LEP: NA Stu. w. Dis.: NA 2005-2008 Combined Population: 78.3 African-American: NA Hispanic: NA Caucasian: 78.7 Econ. Dis.: 72.3 LEP: NA Stu. w. Dis.: NA \| Intervention: ALIGNMENT of the literacy curriculum to the Arkansas Frameworks. \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\| \| Scientific Based Research: Heidi Hayes Jacobs (2004). Getting Results with Curriculum Mapping, 1-181. Heidi Hayes Jacobs (1997). Mapping the Big Picture, 1-5. \| \| \| \| \| \| \| Actions \| Person Responsible \| \| Timeline \| Resources \| Source of Funds \| \| Teachers will be provided opportunities for staff development on the mapping and alignment process. Action Type: Professional Development \| David Turnbough \| \| Start: 08/21/2008 End: 05/21/2009 \| Outside Consultants Teachers \| ACTION $ BUDGET: \| \| Each classroom teacher will identify the skills being taught in his/her literacy curriculum throughout the school year. Action Type: Alignment \| David Turnbough \| \| Start: 08/21/2008 End: 05/21/2009 \| Computers Outside Consultants Teachers \| ACTION $ BUDGET: \| \| Special education teachers and regular classroom teachers will work together to align literacy curriculum for appropriate modifications in the special education classroom. Action Type: Special Education Action Type: Title I Schoolwide \| Patty Neal and Judy Rose \| \| Start: 08/21/2008 End: 05/21/2009 \| Teachers \| ACTION $ BUDGET: \| \| Teachers will have grade level meetings (horizontal meetings) to compare and contrast the mapping process, looking at the timeline of instruction and the methods being employed by each teacher to cover the skills. Action Type: Alignment Action Type: Collaboration Action Type: Title I Schoolwide \| David Turnbough \| \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Computers Teachers \| ACTION $ BUDGET: \| \| The staff will participate in vertical meetings to discuss the mapping process across grade levels. Timeline of covering standards and methods being used will be the priorities of these meetings. Action Type: Alignment Action Type: Collaboration Action Type: Title I Schoolwide \| David Turnbough \| \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Computers Teachers \| ACTION $ BUDGET: \| \| Each year, the status of the alignment process will be evaluated by the administration to determine the next course of action for each building. The Benchmark scores and SAT 10 scores will also be processed each year to identify areas of weakness. Common planning periods make it possible for teachers to monitor and adjust on a daily basis. Action Type: Program Evaluation \| David Turnbough \| \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff District Staff Teachers \| ACTION $ BUDGET: \| \| Total Budget: \| \| \| \| \| $0 \| \| Intervention: Continued support and implementation of Effective Literacy. \| \| \| \| \| \| \| Scientific Based Research: Carol A. Lyons and Gay Su Pinnell (2001). System for Change in Literacy Education: A Guide to Professional Development, 11-21. Richard Allington (1996). Schools That Work, 148-172. \| \| \| \| \| \| \| Actions \| \| Person Responsible \| Timeline \| Resources \| Source of Funds \| 6 of 24 \| \| \| \| Teachers \| \| \|---\|---\|---\|---\|---\| \| Appropriate grade level teachers will implement Effective Literacy in the classroom in order to determine the literacy skills of the students and identify any one who might need remediation in literacy. Action Type: AIP/IRI \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Teachers \| ACTION $ BUDGET: \| \| Teachers will regularly evaluate the impact of the Effective Literacy program on the development of literacy skills. SAT 10 scores from the 2nd, 3rd and 4th grades will be looked at each year in addition to the percent of teachers currently using those stratagies to determine the effectiveness of instruction at that level. This will be a baseline year for that data. Currently, 1 new staff member will begin training during the 2008-2009 school year. Classroom observations in coordination with the edcuational cooperative will be done to ensure the trainee is using the strategies of effective literacy. Action Type: Program Evaluation \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff Teachers \| ACTION $ BUDGET: \| \| Total Budget: \| \| \| \| $0 \| \| Scientific Based Research: Renaissance Learning Inc. (2002, March). Summary of Research, 1-56. \| \| \| \| \| \|---\|---\|---\|---\|---\| \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \| COORDINATION OF FUNDS Teachers will use the Accelerated Reader Program, which uses computer-based testing of library books, to improve literacy skills. Approximately 1 computer, 1 printer, 9 projectors with mounting hardware, and 9 projector screens will be purchased and installed to support the program. Students take AR tests on the computers. The printers provide feedback for students, teachers, and parents. The projectors and screens will be used for demonstration of proper use in the computer lab and library, as well as other reading projects. Tech support for software related to the program will also be purchased each year - Athena and Star Reading. Action Type: Technology Inclusion \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Central Office School Library Teachers \| Title VI State - $3735.00 Purchased Services: Title VI State - $16172.00 Materials & Supplies: Title V - Materials & $837.00 Supplies: Title I - Purchased $2500.00 Services: Title I - Materials & $1500.00 Supplies: NSLA (State-281) $682.75 - Materials & Supplies: ACTION $25426.75 BUDGET: \| \| Teachers will give a pretest and a posttest using Star Reading to assess reading levels of all students. This data will also be shared with parents during Parent/Teacher Conferences to chart student growth. Pretests will be administered during September for grades 2-6. K-1 will administer the pretest in January. Posttests will be given during the month of April. Action Type: Equity Action Type: Parental Engagement Action Type: Technology Inclusion \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Computers School Library Teachers \| ACTION BUDGET: $ \| 7 of 24 All students will use the AR program and David Start: will take assessments on the books they \| The AR program will be evaluated by the literacy committee for effectiveness each year to determine how to maximize its use in each grade level. Test score data will also be examined each year to look at growth of literacy skills. Student growth will be measured by comparing the pre- and post- STAR tests. In the 2004-2005 school year, our students gained an average of .9 in grade equivalency and an average of 8.7 percentile per class on the Star Reading tests. In the 2005-2006 school year, our students gained an average of 1.0 in grade equivalency and an average of 11 percentile per class on the Star Reading tests. During the 2006-2007 school year, our students gained an average of .99 in grade equivalency and an average of 14 percentile per class on the Star Reading tests. During the 2005-2006 school year, our students passed 36,683 quizzes out of 38,125. The average percent correct on a quiz was 88.1%, and our students earned 33,372.4 points. In 2006-2007, our students passed approximately 38,000 quizzes. During the 2007-2008 school year, our students passed 55,632 quizzes and averaged 86.8% on each quiz. Students gained an average of 1.0 in grade equivalency and 11 percentile points according to Star Reading results. 100% of our classroom teachers are using the program, including the two resource classrooms. Action Type: Program Evaluation \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff District Staff Teachers \| ACTION BUDGET: $ \| \|---\|---\|---\|---\|---\| \| Parent volunteers will be encouraged to assist any students having difficulties in reading the AR books and assist them on the computer assessments. Action Type: Collaboration Action Type: Parental Engagement \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Computers Teachers \| ACTION BUDGET: $ \| \| A list of AR books and levels of books will be provided to the local public library to support and encourage reading during the summer. Action Type: Collaboration \| Vicki Ragan \| Start: 08/21/2008 End: 05/21/2009 \| Public Library School Library \| ACTION BUDGET: $ \| \| Total Budget: \| \| \| \| $25426.75 \| \| Intervention: Classroom Size Reduction. \| \| \| \| \| Turnbough 08/21/2008 Administrative 8 of 24 Scientific Based Research: American Educational Research Association (Fall, 2003). Class Size: Counting Students Can Count, 1-4. Glen E. Robinson (1990, April). Synthesis of Research on the Effects of Class Size. Educational Leadership, 80-90. \| Intervention: To implement open-response questions in literacy for all students in every grade level. \| \| \| \| \| \|---\|---\|---\|---\|---\| \| Scientific Based Research: Doug Reeves (2004). Accountability in Action, 185-208. Doug Reeves (1998). Making Standards Work, 33-40. \| \| \| \| \| \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \| PROFESSIONAL DEVELOPMENT Teachers will receive training in open-response question development and scoring. Specialists from the educational service center will provide training opportunites each year. Professional development related to six hours of technology, two hours of Arkansas History, and two hours of Physical Fitness will also be provided by the educational service center or by the school. The building principal will also receive the additional professional development for administrators as \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff District Staff Outside Consultants Teachers \| ACTION $ BUDGET: \| \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \|---\|---\|---\|---\|---\| \| The impact of CSR on literacy skills in the elementary school will be closely monitored by the teachers and administration. Test scores and retention rates will be two of the indicators that will be assessed each year. K MAT 8, 1-2 SAT 10, and 3-6 Benchmark scores will be the test data analyzed each year, depending upon the placement of the teachers. This will be a baseline year for the data. Action Type: Program Evaluation \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff Central Office Teachers \| ACTION BUDGET: $ \| \| COORDINATION OF FUNDS Students will be placed in smaller classes in grades K-6 in order to improve instruction in literacy. 4 teachers' salaries (4 FTE's) will be paid in 2008-2009. Efforts will be made to make sure that classes are equitable when being divided into groups and that all students are treated equally and fairly at Salem Elementary School in order to prevent any kind of discrimination. Action Type: Equity \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff Teachers \| Title II-A - Employee $46500.00 Salaries: Title II-A - Employee $6607.00 Benefits: Title I - Employee $135000.00 Salaries: Title I - Employee $40498.88 Benefits: ACTION $228605.88 BUDGET: \| \| The grade level placement of CSR teachers will be based upon enrollment at the end of the school year. Teacher input and data from several sources will be used to divide the students up into equitable classes. Action Type: Equity \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff Teachers \| ACTION BUDGET: $ \| \| HIGHLY QUALIFIED TEACHERS All teachers on staff will be highly qualified and certified in the fields in which they are teaching. Newspapers and online postings will be used to fill any vacancies with highly qualified applicants. Action Type: Title I Schoolwide \| Ken Rich \| Start: 08/21/2008 End: 05/12/2009 \| Administrative Staff Central Office \| ACTION BUDGET: $ \| \| Total Budget: \| \| \| \| $228605.88 \| 9 of 24 mandated by the ADE. Action Type: Professional Development Action Type: Technology Inclusion Action Type: Title I Schoolwide Action Type: Title I Schoolwide Parent Involvement Meetings for \| A newsletter (Little Hound Herald) will be sent home on a monthly basis to keep parents informed about student events, student performance, and other essential information parents will need to know throughout the year. Extra copies will be available at the Parent Center. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff \| \|---\|---\|---\|---\| \| COLLABORATION Parents and community members will be encouraged to participate in school activities. Reading to students and participating in art/music activities are just a few examples of volunteer actions. Volunteer applications are available in the parent center. Members of the community will also be encouraged to participate in school activities. For example: inviting local policemen, military personnel, or businessmen in to do presentations for the students. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide \| David Turnbough \| Start: 08/15/2008 End: 05/21/2009 \| Administrative Staff Community Leaders District Staff Teachers \| \| A parent center will be set up the elementary office which shall provide informational packets, as well as numerous other materials to be available to parents and community members as required by Act 307 of 2007. The following are examples of some of the items: magazines and informative materials related to parenting skills; tips for parents concerning success for their children at school; volunteer applications; and copies of the latest newsletters. The Parent/Volunteer Resource Book and Log will also be located in the office. An area in the library has been provided for parent book selections. The parent center will be maintained by the facilitator, David Turnbough. The parent facilitator will assist and support the developemnt of any parent organization, such as PTA/PTO. Action Type: Parental Engagement \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff \| \| The local newspaper and cable tv company will be used as information sources for the public concerning school events and achievements. Action Type: Collaboration Action Type: Parental Engagement \| Ken Rich \| Start: 07/01/2008 End: 06/30/2009 \| Administrative Staff Central Office \| David Start: A Grandparent's Breakfast will be held Vicky Start: each year. Grandparents, parents, and \| There will be two parent/teacher conferences held each school year - one at the end of the 1st quarter and one at the end of the 3rd quarter. Parents that do not attend will be contacted by letter or phone. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide \| Ken Rich \| Start: 10/21/2008 End: 03/19/0200 \| Administrative Staff District Staff Teachers \| ACTION BUDGET: $ \| \|---\|---\|---\|---\|---\| \| At the end of each quarter, a Renaissance Award Program will be held for parents and family members. It will be held during school hours so that all students will be able to participate. Students will be recognized for their academic achievements during the quarter. Action Type: Parental Engagement Action Type: Title I Schoolwide \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff District Staff Teachers \| ACTION BUDGET: $ \| \| At the end of each school year, the kindergarten teachers and students will host a Parent Appreciation Breakfast. Action Type: Collaboration Action Type: Parental Engagement \| Vicky Rossitto \| Start: 05/07/2009 End: 05/12/2009 \| District Staff Teachers \| NSLA (State-281) - $400.00 Materials & Supplies: ACTION $400 BUDGET: \| \| All parents who attend the parent/teacher conferences will be recognized in the local newspaper at the end of the school year for their contributions to their child's success in school. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide \| Ken Rich \| Start: 07/01/2008 End: 07/31/2009 \| Administrative Staff Central Office \| ACTION BUDGET: $ \| \| NEEDS ASSESSMENT Each school year, the teachers and administration will assess the success of the parental involvement program and make any changes necessary to encourage future participation. Random parent surveys will be sent home each year to gather data from the parent perspective. Results will be tabulated and distributed to the staff members at the beginning of each school year. 2007-2008 survey results were shared with teachers during the summer inservice. Results were very positive. An area of concern was communication frequency, and our goal for 2008-2009 is to improve communication with parents. Parent/Teahcer Conference attendance rates will also be monitored this year and future years. Action Type: Program Evaluation Action Type: Title I Schoolwide \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff Central Office Community Leaders Teachers \| ACTION BUDGET: $ \| Rossitto 10/06/2008 Administrative A Parent/Student/Teacher/Principal David Start: Compact will be distributed in the Turnbough 08/21/2008 Administrative student handbooks each year. A list of ACTION BUDGET: $ \| The school purchased GradeQuick for all teachers to keep electronic grades. Grades will be sent to EDline, so parents will be able to check on their child's progress at any time on-line. A computer is available for parent use in the parent center for parents who do not have a computer at home. Yearly tech support fees will paid for the program. Also, homework folders were purchased for each grade level. Action Type: Parental Engagement Action Type: Technology Inclusion \| Ken Rich \| Start: 08/21/2008 End: 05/21/2009 \| Computers District Staff Teachers \| NSLA (State-281) $3750.00 - Purchased Services: NSLA (State-281) $600.00 - Materials & Supplies: ACTION $4350 BUDGET: \| \|---\|---\|---\|---\|---\| \| TRANSITION Each year, Salem Elementary will conduct a kindergarten registration and screening. The following agencies will be included in the transition process in addition to school personnel: NAESC, Salem Wee Care, Early Horizons, and Salem Head Start. Parents will be encouraged to attend the meetings and will be given kits by the kindergarten teachers to help the children and parents prepare for starting kindergarten. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide \| David Turnbough \| Start: 03/01/2009 End: 05/21/2009 \| \| ACTION BUDGET: $ \| \| The school will provide at least two hours of PROFESSIONAL DEVELOPMENT each year related to parental involvement by providing meaningful training to encourage and develop relationships with parents. Action Type: Parental Engagement Action Type: Professional Development \| David Turnbough \| Start: 08/14/2008 End: 09/19/2009 \| Administrative Staff Teachers \| ACTION BUDGET: $ \| \| Total Budget: \| \| \| \| $4750 \| \| Intervention: REMEDIATION Afterschool Tutoring Program. \| \| \| \| \| \| Scientific Based Research: Gil G. Norm (2004). Afterschool Education: A New Ally for Education Reform, 1-3. \| \| \| \| \| \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \| An afterschool tutoring program will be offered to eligible students on Tuesday of each week. Students will receive small group instruction in various areas of literacy based upon teacher recommendation and/or remediation plan. \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Teachers \| ACTION BUDGET: $ \| \| The instruction provided to the student will include interactions with the teacher and with computer software. Action Type: Technology Inclusion \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Teachers \| ACTION BUDGET: $ \| End: Staff \| At the end of each school year, the tutoring program will be evaluated by the staff to determine strengths and weaknesses, and to recommend any changes. Remediation rates, as well as, students repeating remediation will be looked at each year. Benchmark scores will be used to see if any growth occured for those participating in the tutoring program. In 2005-2006, students participating in the tutoring program increased their raw scores by an average of 14.5 points in literacy. In 2006-2007, students participating in the afterschool tutoring program increased their raw scores by an average of 133.36 points in literacy and 34%(11) of those students scored proficient/advanced. In 2007-2008, students tutoring students on average increased their scale scores by 37 points. Action Type: Program Evaluation \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff Central Office District Staff Public Library \| ACTION BUDGET: $ \| \|---\|---\|---\|---\|---\| \| Afterschool tutoring will be offered to all students at the beginning of school year, especially targeting new students who may be behing or struggling with the new curriculum. Participating teachers will be paid $30 per hour. \| David Turnbough \| Start: 08/20/2008 End: 05/23/2009 \| Teachers \| NSLA (State-281) $3792.88 - Employee Benefits: NSLA (State-281) $14500.00 - Employee Salaries: ACTION $18292.88 BUDGET: \| \| REMEDIATION sessions will be conducted each week among all students in all grade levels. At a minimum of one session a week, students will be receiving intruction based upon previos test data and AIP's. Action Type: AIP/IRI \| David Turnbough \| Start: 08/20/2008 End: 05/23/2009 \| Teachers \| ACTION BUDGET: $ \| \| Total Budget: \| \| \| \| $18292.88 \| \| Intervention: The Orchard software will be used in grades K-6. \| \| \| \| \| \|---\|---\|---\|---\|---\| \| Scientific Based Research: Effect of Computer-Assisted Instruction (CAI) on Reading Achievement: A Meta-Analysis. Soe, K., Koki, S., and Chang, J.M. June, 2000. \| \| \| \| \| \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \| Orchard software will be used to facilitate literacy instruction in grades K-6. Action Type: Technology Inclusion \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Computers District Staff Teachers \| ACTION $ BUDGET: \| \| Classroom teachers will be able to generate individual literacy assignments for students on the computers. The program will be installed on every computer for all students to have access. Touchscreens were added in the special education classrooms to enable any student with physical problems to use the program. Action Type: Equity Action Type: Special Education Action Type: Technology Inclusion \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Teachers \| ACTION $ BUDGET: \| \| The software will also be used to tutor students requiring remediation in literacy skills. Action Type: Technology Inclusion \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Teachers \| ACTION $ BUDGET: \| \|---\|---\|---\|---\|---\| \| Each year, the program will be evaluated to determine any necessary changes to be made. Condsideration of additional learning trees will also be made at that time. Action Type: Program Evaluation Action Type: Technology Inclusion \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff District Staff Teachers \| ACTION $ BUDGET: \| \| Each year, the program will be evaluated to determine any necessary changes to be made. Condsideration of additional learning trees will also be made at that time. Pre and posttest data will be used to determine student growth. Pre and post data from the Orchard program indicates a average growth of 5% in language arts in 04-05. In 2005-2006, the average increase between pre and post tests was 14.5% in language arts. The posttest data for 2006-2008 was lost due to a error during an upload of new Orchard trees. Pretest and posttest data will again be used in the 2008-2009 school year. Action Type: Program Evaluation \| David Turnbough \| Start: 05/07/2009 End: 05/21/2009 \| Administrative Staff District Staff Teachers \| ACTION $ BUDGET: \| \| Total Budget: \| \| \| \| $0 \| Intervention: Study Island will be purchased and used in grades K-6. Scientific Based Research: Magnolia Consulting, July 15, 2008. Study Island Scientific Research Base, pp. 1-17. Educational Leadership, Vol. 63, Num. 3, pp. 19-24, November, 2005. Classroom Assessment: Minute by Minute, Day by Day. \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \|---\|---\|---\|---\|---\| \| Study Island will be purchased for grades 3-6 to provide supplemental instruction in literacy during classroom instruction and after school tutoring. Action Type: Technology Inclusion \| David Turnbough \| Start: 08/18/2008 End: 01/01/2011 \| Computers \| Title VI State - $3806.67 Materials & Supplies: ACTION $3806.67 BUDGET: \| \| A version of Study Island for grades k-2 will be purchased during the fall semester (1,658.70). It will also be used for remediation and tutoring. Action Type: Technology Inclusion \| David Turnbough \| Start: 08/14/2008 End: 01/01/2011 \| Computers Teachers \| ACTION BUDGET: $ \| \| The effectiveness of the Study Island software will be based upon the amount of growth students experience using pre and posttests provided by the program itself. The program will also be measured by the amount of growth experienced by students in after school tutoring who are using Study Island. This growth will be based upon Benchmark and SAT 10 scale scores. This is the first year of use for Study Island, so this will be a baseline year for data. Action Type: Program Evaluation \| David Turnbough \| Start: 08/14/2008 End: 05/19/2009 \| Administrative Staff District Staff Teachers \| ACTION BUDGET: $ \| Priority 2: All students will improve math skills. Supporting Data: In 2006, 80% of the 3rd grade students scored proficient or advanced on the Benchmark exams. 75% of the low socioeconomic students, 40% of the students with disabilities, and 72% of the Caucasian students scored proficient or advanced. There are no measurable subgroups for any other ethnic group or for any LEP students. The lowest identified areas for the combined 1. population were the open-response and multiple-choice questions of the Data Analysis and Probability strand. The lowest identified areas for the students with disabilities were the open-response questions of the DAP strand and the multiple-choice questions of the Geometry strand. In 2007, 87% of the combined population of 3rd grade students scored proficient/advanced on the mathematics portion of the Benchmark exams. 87% of the economically disadvantaged students, 43% of the students with disabilities, and 87% of the Caucasian students scored proficient/advanced. There were no other measurable subgroups. The lowest identified areas for the combined population were the multiple-choice items from the Measurement strand and the open-response items from the DAP strand. The lowest identified areas for the students with disabilities were the multiple-choice items from the Measurement strand, and the open-response items from the DAP & Algebra strands. In 2008, 90% of the combined population of 3rd grade students scored proficient or advanced on the mathematics portion of the Benchmark exams. 87% of the low socioeconomic students, 91% of the Caucasian students, and 66% of the students with disabilities scored proficient or advanced. There were no other measurable subgroups. The lowest identified areas for the combined population were the Measurement multiple-choice and the Measurement open-response. The lowest areas for the students with disabilities were the Measurement multiple-choice and the Measurement open-response. In 2006, 87% of the combined population of 4th grade students scored proficient or advanced on the mathematics portion of the Benchmark exams. 81% of the low socioeconomic students, 33% of the students with disabilities, and 87% of the Caucasian students scored proficient or advanced. There were no measurable subgroups for any other ethnic group or for any LEP students. The lowest identified areas for the combined population were the Geometry open-response questions and the NPO multiple-choice questions. The lowest identified areas for the IEP students were the Algebra open-reponse and multiple-choice questions. In 2007, 77% of the combined population of 4th grade students scored proficient/advanced on the mathematics portion of the Benchmark exams. 69% of the economically disadvantaged students, 40% of the students with disabilities, and 78% of the Caucasian students scored proficient/advanced. There were no other measurable subgroups. The lowest identified areas for the combined population were the multiple-choice items of the Geometry strand and the open-response items of the Measurement strand. The lowest areas for the students with disabilities were the multiple-choice and open-response items in the Measurement strand. In 2008, 80% of the combined population of 4th grade students scored proficient or advanced on the mathematics portion of the Benchmark exams. 79% of the low socioeconomic students, 79% of the Caucasian students, and 13% of the students with disabilities scored proficient or advanced. There were no other measurable subgroups. The lowest identified areas for the combined population were the Geometry multiple-choice and the Data Analysis and Probability open-response. The lowest areas for the students with disabilities were the Geometry multiple-choice and the Geometry open-response. 2. In 2006, 86% of the 5th grade students scored proficient or advanced on the Benchmark exams. 84% of the low socioeconomic students, 66% of the students with disabilities, and 86% of the Caucasian students scored proficient or advanced. There are no measurable subgroups for any other ethnic group or for any LEP students. The lowest identified areas for the combined population were the open-response and the multiple-choice questions of the Data Analysis and Probability strand. The lowest identified areas for the students with disabilities were the open-response and the multiple-choice questions of the Algebra strand. In 2007, 89% of the combined population of 5th grade students scored proficient/advanced on the mathematics portion of the Benchmark exams. 84% of the economically disadvantaged students, 33% of the students with disabilities, and 89% of the Caucasian students scored proficient/advanced. There were no other measurable subgroups. The lowest identified areas for the combined population were in the multiple-choice items in the Measurement strand and the open-response items in the Geometry strand. The lowest areas for the students with disabilities were the multiple-choice and open-response items of the NPO strand. In 2008, 88% of the combined population of 5th grade students scored proficient or advanced on the mathematics portion of the Benchmark exams. 78% of the low socioeconomic students, 90% of the Caucasian students, and 50% of the students with disabilities scored proficient or advanced. There were no other measurable subgroups. The lowest identified areas for the combined population were the Measurement multiple-choice and the Algebra open-response. The lowest areas for the students with disabilities were the Numbers and Operations multiple-choice and the Algebra open-response. 3. In 2006, 75% of the combined population of 6th grade students scored proficient or advanced on the mathematics portion of the Benchmark exams. 76% of the low socioeconomis students, 20% of the students with disabilities, and 75% of the Caucasian students scored proficient or advanced. There were no measurable subgroups for any other ethnic group or for any LEP students. The lowest identified areas for the combined population were the NPO open-response questions and the Algebra multiple-choice questions. The lowest identified areas for the students with disabilities were the NPO & Algebra open-response questions and the Algebra multiplechoice questions. In 2007, 88% of the combined population of 6th grade students scored proficient/advanced on the mathematics portion of the Benchmark exams. 81% of the economically disadvantaged students, 43% of the students with disabilities, and 88% of the Caucasian students scored proficient/advanced. The lowest identified areas for the combined 4. population were the multiple-choice and open-response items of the Geometry strand. The lowest identified areas for the students with disabilities were the multiple-choice and open-response itmes of the DAP strand. In 2008, 94% of the combined population of 6th grade students scored proficient or advanced on the mathematics portion of the Benchmark exams. 91% of the low socioeconomic students, 94% of the Caucasian students, and 50% of the students with disabilities scored proficient or advanced. There were no other measurable subgroups. The lowest identified areas for the combined population were the Numbers and Operations multiple-choice and the Geometry open-response. The lowest areas for the students with disabilities were the Measurement multiple-choice and the Algebra and Geometry open-response. In 2005, the combined population of kindergarten students scored in the 67th percentile on the Total Mathematics section of the Iowa Test of Basic Skills. The low socioeconomic students scored in the 57th percentile, and the students with disabilities scored in the 46th percentile. In 2006, the combined population of the kindergarten students scored in the 73rd percentile on the Total Mathematics section of the ITBS. The low socioeconomic students scored in the 68th percentile, the students with disabilities scored in the 33rd percentile, and the Caucasian students scored in the 73rd percentile. In 2007, 76% of the combined population of kindergarten students scored at/above the 50th percentile in Total Math. 77% of the Caucasian students, 60% of the economically disadvantaged students, and 29% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Number Properties and Operations skill. There is no data for kindergarten for the Spring of 2008. 5. In 2006, the combined population of the 1st grade students scored in the 84th percentile on the Total Mathematics section of the ITBS. The low socioeconomic students scored in the 81st percentile, the students with disabilities scored in the 69th percentile, and the Caucasian students scored in the 84th percentile. In 2007, 79% of the combined population of 1st grade students scored at/above the 50th percentile in Total Math. 79% of the Caucasian students, 77% of the economically disadvantaged students, and 67% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Read Amounts skill within the Math Problems section. In 2008, 80% of the combined population of 1st grade students scored at/above the 50th percentile in Math Problem Solving on the SAT 10. 81% of the Caucasian students, 62% of the students with IEP's, and 75% of the Free/Reduced students scored at/above the 50th percentile. 6. In 2006, the combined population of 2nd grade students scored in the 69 percentile on the Total Mathematics section of the ITBS. The low socioeconomic students scored in the 69th percentile, the students with disabilities scored in the 37th percentile, and the Caucasian students scored in the 69th percentile. In 2007, 81% of the combined population of 2nd grade students scored at/above the 50th percentile in Total Math. 82% of the Caucasian students, 77% of the economically disadvantaged students, and 62% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Multiple-Step Problem Solving skill within the Math Problems section. In 2008, 77% of the combined population of 2nd grade students scored at/above the 50th percentile in Math Problem Solving on the SAT 10. 78% of the Caucasian students, 57% of the students with IEP's, and 70% of the Free/Reduced students scored at/above the 50th percentile. 7. In 2006, the combined population of 3rd grade students scored in the 68th percentile on the Total Mathematics section of the ITBS. The low socioeconomic students scored in the 61st percentile, the students with disabilities scored in the 27th percentile, and the Caucasian students scored in the 70th percentile. In 2007, 77% of the combined population of 3rd grade students scored at/above the 50th percentile in Total Math. 77% of the Caucasian students, 72% of the economically disadvantaged students, and 13% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Probability and Statistics skill within the Concepts and Estimation section. In 2008, the combined population of 3rd grade students scored in the 68th percentile in Math Problem Solving on the SAT 10. The students with IEP's scored in the 52nd percentile. 8. In 2006, the combined population of 4th grade students scored in the 92nd percentile on the Total Mathematics section of the ITBS. The low socioeconomic students scored in the 90th percentile, the students with disabilities scored in the 66th percentile, and the Caucasian students scored in the 92nd percentile. In 2007, 89% of the combined population of 4th grade students scored at/above the 50th percentile in Total Math. 90% of the Caucasian students, 90% of the economically disadvantages students, and 40% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Problem Solving skill within the Problem Solving and Data Interpretation section. In 2008, the combined population of 4th grade students scored in the 68th percentile in Math Problem Solving on the SAT 10. The students with IEP's scored in the 22nd percentile. 9. In 2006, the combined population of the 5th grade students scored in the 85th percentile on the Total Mathematics section of the ITBS. The low socioeconomic students scored in the 82nd percentile, the students with disabilities scored in the 66th percentile, and the Caucasian students scored in the 85th percentile. In 2007, 89% of the combined population of 5th grade students scored at/above the 50th percentile in Total Math. 89% of the Caucasian students, 88% of the economically disadvantaged students, and 17% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Measurement skill within the Concepts and Estimation section. In 2008, the combined population of 5th grade students scored in the 79th 10. percentile in Math Problem Solving on the SAT 10. The students with IEP's scored in the 72nd percentile. In 2006, the combined population of the 6th grade students scored in the 69th percentile on the Total Mathematics section of the ITBS. The low socioeconomic students scored in the 63rd percentile, the students with disabilities scored in the 44th percentile, and the Caucasian students scored in the 70th percentile. In 2007, 84% of the combined population of 6th grade students scored at/above the 50th percentile in Total Math. 83% of the Caucasian students, 73% of the economically disadvantaged students, and 33% of the students with disabilities scored at/above the 50th percentile. The lowest area was the Divide with Whole Numbers skill within the Math Computations section. In 2008, the combined population of 6th grade students scored in the 82nd percentile in Math Problem Solving on the SAT 10. The students with IEP's scored in the 33rd percentile. 11. Goal All students will improve mathematic skills in the area of Measurement, on both multiple-choice and open-response items; all students will improve skills in problem solving in all areas of mathematics. Benchmark To meet the state AYP requirement annually as required by the state with a goal to increase the total number of students scoring proficient/advanced by 1/2%. 2004-2007 Combined Population: 86.8 African American: NA Hispanic: NA Caucasian: 87 Econ. Dis.: 83 LEP: NA Stud. Dis.: NA 2005-2008 Combined Population: 86.7 African American: NA Hispanic: NA Caucasian: 87.2 Econ. Dis.: 83.5 LEP: NA Stud. Dis.: NA \| Intervention: ALIGNMENT Align math curriculum to the Arkansas Frameworks. \| \| \| \| \| \|---\|---\|---\|---\|---\| \| Scientific Based Research: Heidi Hayes Jacobs (2004). Getting Results with Curriculum Mapping, 1-181. Heidi Hayes Jacobs (1997). Mapping the Big Picture, 1-5. \| \| \| \| \| \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \| Teachers will be provided opportunities to receive staff development in the mapping and alignment process. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Outside Consultants \| ACTION $ BUDGET: \| \| Each teacher will develop a curriculum map for mathematics. Skills being taught throughout the school year will be identified and recorded on the disc provided. Teachers will work together during grade level meetings (horizontal meetings) to compare methods and the timeline. Action Type: Alignment Action Type: Collaboration Action Type: Title I Schoolwide \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Teachers \| ACTION $ BUDGET: \| \| Special Education teachers and regular classroom teachers will work together to align math curriculum for appropriate modifications in the special education classroom. Action Type: Collaboration Action Type: Special Education Action Type: Title I Schoolwide \| Patty Neal and Judy Rose \| Start: 08/21/2008 End: 05/21/2009 \| Teachers \| ACTION $ BUDGET: \| \| Vertical meetings will be held that include all teachers to discuss the mapping process, methods and materials being used to teach skills, and the timeline the skills are being taught. Action Type: Alignment Action Type: Collaboration Action Type: Special Education Action Type: Title I Schoolwide \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Teachers \| ACTION $ BUDGET: \| \| Each year, the progress of the alignment process will be assessed by the administration. Future actions will be based upon that assessment. Test score data from the Benchmarks and the SAT 10 tests will also be examined each year to identify weaknesses in the curricululm. Common planning periods will also allow grade levels to monitor and adjust curriculum on a daily basis. Action Type: Program Evaluation \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff District Staff Teachers \| ACTION $ BUDGET: \| \| Total Budget: \| \| \| \| $0 \| \| Intervention: Star Math. \| \| \| \| \| \|---\|---\|---\|---\|---\| \| Scientific Based Research: Renaissance Learning, Inc. (2002). Differentiating Math Instruction, 1-29. \| \| \| \| \| \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \| Tests will be administered during the school year to identify student growth in mathematics using the Star Math program. A pretest will be given during the first quarter. A posttest will be given in April. Action Type: Technology Inclusion \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Computers District Staff Teachers \| ACTION $ BUDGET: \| \| Teachers will evaluate the usefulness and effectiveness of frequent Star Math assessments in determining student growth in mathematics. Pre and posttests will be given each year. Math data from the Benchmarks and the SAT 10 tests will also be used to compare results. Tech support will be purchased each year for Star Math. According to Star Math data for the 2004-2005 school year, students gained 13 percentile points and 1.63 in grade equivalency during the school year. In 2005-2006, our students gained an average of 16.3 percentile points and 2.5 in grade equivalency. In 2006-2007, our students gained an average of 9.3 percentile points and 1.4 in grade equivalency. In 2007-2008, our students gained an average of 22 percentile points and 2.4 in grade equivalency. 93% of the staff reported data by using Star Math. 100% of the classroom teachers in grades 3-6 use the Star Math for an assessment instrument, including the two resource classrooms. Action Type: Program Evaluation \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff District Staff Teachers \| ACTION $ BUDGET: \| \| During parent/teacher conferences, the test data will be shared with parents to chart student growth in mathematics. Action Type: Parental Engagement Action Type: Technology Inclusion \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Computers Teachers \| ACTION $ BUDGET: \| \| Total Budget: \| \| \| \| $0 \| Intervention: Classroom Size Reduction. Scientific Based Research: American Educational Research Association (Fall, 2003). Class Size: Counting Students Can Count, 1-4. Glen E. Robinson (1990, April). Synthesis of Research on Effects of Class Size. Educational Leadership, 80-90. \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \|---\|---\|---\|---\|---\| \| The impact of CSR on mathematics skills in the elementary school will be closely monitored by the teachers and administration. Test scores and retention rates will be two of the indicators that will be assessed each year. K MAT 8, 1-2 SAT 10, and 3-6 Benchmark scores will be the test data analyzed each year, depending upon the placement of the teachers. This will be a baseline year for the data. Action Type: Program Evaluation \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff District Staff Teachers \| ACTION $ BUDGET: \| \| Students will be placed in smaller class sizes in grades K-6 in order to improve instruction in mathematics. \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff \| ACTION $ BUDGET: \| \| The grade level placement of the CSR teacher/teachers will depend upon the enrollment at the end of the school year. Every effort will be made to use data from various sources to divide classrooms fairly. Action Type: Equity \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff Teachers \| ACTION $ BUDGET: \| \| HIGHLY QUALIFIED All teachers hired and on staff will be highly qualified and certified in the fields in which they are teaching. Newspapers and online postings will be used to fill vacancies with highly qualified applicants. Action Type: Title I Schoolwide \| Ken Rich \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Central Office \| ACTION $ BUDGET: \| \|---\|---\|---\|---\|---\| \| Total Budget: \| \| \| \| $0 \| \| Intervention: To implement open-response questions in math for all students. \| \| \| \| \| \|---\|---\|---\|---\|---\| \| Scientific Based Research: Doug Reeves (2004). Accountability in Action, 185-208. Doug Reeves (1998). Making Standards Work, 33-40. \| \| \| \| \| \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \| Teachers will receive training at the educational service center regarding Benchmark scoring, rubric development and development of math questions. The six hours of professional development in technology will also be provided by the educational service center. Action Type: Professional Development \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Outside Consultants Teachers \| ACTION $ BUDGET: \| \| The entire plan to improve mathematics skills will be reviewed and revised on an annual basis, based on the data from all of the student population. This evaluation will be used to determine the best use of the next school year's federal, state, and local funds in order to maximize increased student achievement and improvement of instruction. The effectiveness of open-response instruction will also be evalutated each year based upon student achievement on open-response items on the Benchmark exams. In 2008, 3rd grade students earned 45% of the possible points, 4th grade earned 56%, 5th grade earned 68%, and 6th grade earned 60% on the open-response questions of the Benchmark exam. These percentages will be compared to the 2009 results to measure the growth of the grade levels. Action Type: Program Evaluation Action Type: Title I Schoolwide \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff District Staff Teachers \| ACTION $ BUDGET: \| \| Parents will be informed about instruction methods and testing procedures during the annual public meeting, parent/teacher conferences, Grandparent's Breakfast/Open House, and newsletters Action Type: Collaboration Action Type: Parental Engagement \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Teachers \| ACTION $ BUDGET: \| \| REMEDIATION Students identified to be below grade level in mathematics will receive remediation by the regular classroom teachers at appropriate times. Special Education teachers will provide input for their students who need remediation. Remediation plans will be written annually by the classroom teachers, and they will be based upon the most current data available. Action Type: AIP/IRI Action Type: Special Education Action Type: Title I Schoolwide \| David Turnbough \| Start: 08/15/2008 End: 05/21/2009 \| Teachers \| ACTION $ BUDGET: \| \| Teachers will regularly collect and assess student work, evaluate progress, and adjust instruction as needed. Action Type: Program Evaluation \| David Turnbough \| Start: 08/15/2008 End: 05/21/2009 \| Teachers \| ACTION $ BUDGET: \| \| All classroom teachers and special education teachers will use open ended questions in math instruction and assessments, evaluate progress, and adjust instruction throughout the school year. Calculators will be purchased to ensure that all classrooms will have complete sets in preparation for the Benchmark exams. \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Teachers \| ACTION $ BUDGET: \| \| Action Type: Technology Inclusion \| \| \| \| \| \|---\|---\|---\|---\|---\| \| 7 sets of calculators will be purchased to prepare students for the calculator portion of the Benchmark exam. (450) Action Type: Technology Inclusion \| David Turnbough \| Start: 08/14/2008 End: 05/19/2009 \| Teachers \| ACTION $ BUDGET: \| \| Total Budget: \| \| \| \| $0 \| \| Intervention: REMEDIATION Afterschool Tutoring Program. \| \| \| \| \| \|---\|---\|---\|---\|---\| \| Scientific Based Research: Gil G. Norm (2004). Afterschool Educaton: A New Ally for Education Reform, 1-3. \| \| \| \| \| \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \| An afterschool tutoring program will be offered to eligible students on Tuesday of each week. Students will receive small group instruction in various areas of mathematics based upon teacher recommendations and/or remediation plans. \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Computers Teachers \| ACTION $ BUDGET: \| \| The instruction provided to the student will include interactions with the teacher, as well as with computer software (Orchard or Study Island). Action Type: Technology Inclusion \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Computers Teachers \| ACTION $ BUDGET: \| \| At the end of each school year, the tutoring program will be evaluated by the staff to determine strengths and weaknesses. Recommendations for changes will be made at that time. Data from Benchmark results will be analyzed each year to determine growth of students involved in the program. In 2005-2006, students who participated in the after-school tutoring program increased their raw scores by an average of 10.3 on the Benchmark exam. In 2006-2007, students who participated in the after- school tutoring program increased their raw scores by an average of 75.67 on the Benchmark exam and 60%(15) scored proficient/advanced. In 2007-2008, students participating in the after school program increased the average math scale score by 40 points. Action Type: Program Evaluation \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff District Staff Teachers \| ACTION $ BUDGET: \| \| Tutoring will be offered to all students each week, especially targeting new students struggling with the curriculum. \| David Turnbough \| Start: 08/20/2008 End: 05/23/2009 \| Teachers \| ACTION $ BUDGET: \| \| REMEDIATION Remediation sessions will occur every week in all grade levels. Grade level teachers will work together and use test score data and AIP's to direct instruction. Action Type: AIP/IRI \| David Turnbough \| Start: 08/20/2008 End: 05/23/2009 \| Teachers \| ACTION $ BUDGET: \| \| Intervention: Orchard software will be used K-6 to facilitate math instruction. \| \| \| \| \| \|---\|---\|---\|---\|---\| \| Scientific Based Research: Improving Mastery of Basic Mathematics Facts in Elementary School Through Various Learning Techniques. Haught, L., Kunce, C., Pratt, P., Werneske, R., and Zemel, S. 2002. \| \| \| \| \| \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \| Orchard software will be implementd K-6 in the elementary school. \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Computers District Staff Teachers \| ACTION $ BUDGET: \| \| Classroom teachers will be able to generate individual math assignments for students on the computers. The program will be installed on every computer for all students to have access. Touchscreens were added to the special education classrooms to enable students with pysical problems to use the program. Action Type: Equity Action Type: Special Education Action Type: Technology Inclusion \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Computers Teachers \| ACTION $ BUDGET: \| \|---\|---\|---\|---\|---\| \| The software will also be used to tutor students requiring remediation in mathematics. Action Type: Technology Inclusion \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Computers Teachers \| ACTION $ BUDGET: \| \| Each year, the program will be evaluated to determine any necessary changes to be made. Consideration of additional learning trees will also be made. Pre and posttest data will be used to determine student growth. These results will also be compared to Benchmark and Iowa results. The pre and post data indicated a growth of 8% in mathematics for the 2004-2005 school year. In 2005-2006, the pre and post data indicated a growth of 18.75% increase in mathematics. The posttest data for 2006-2008 was lost during an upload of new trees. Pre and posttest data will again be used during the 2008-2009 school year. Action Type: Program Evaluation \| David Turnbough \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff District Staff Teachers \| ACTION $ BUDGET: \| \| Science trees will be added to support and supplement math instruction. Action Type: Technology Inclusion \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Computers Teachers \| ACTION $ BUDGET: \| \| Total Budget: \| \| \| \| $0 \| Intervention: Study Island will be purchased and used in grades K-6. Scientific Based Research: Magnolia Consulting, July 15, 2008. Study Island Scientific Research Base, pp. 1-17. Educational Leadership, Vol. 63, Num. 3, pp. 19-24, November, 2005. Classroom Assessment: Minute by Minute, Day by Day. Priority 3: It is a priority of the Salem Elementary School to provide an education to all students concerning healthy lifestyle choices. \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \|---\|---\|---\|---\|---\| \| Study Island will be purchased to provide supplemental insturction in mathematics during classroom instruction and after school tutoring. \| David Turnbough \| Start: 08/18/2008 End: 01/01/2011 \| \| ACTION $ BUDGET: \| \| A version of Study Island for grades k-2 will be purchased during the fall semester. It will also be used for remediation and tutoring. Action Type: Technology Inclusion \| David Turnbough \| Start: 08/14/2008 End: 01/01/2011 \| Computers Teachers \| ACTION $ BUDGET: \| \| The effectiveness of the Study Island software will be based upon the amount of growth students experience using pre and posttests provided by the program itself. The program will also be measured by the amount of growth experienced by students in after school tutoring who are using Study Island. This growth will be based upon Benchmark and SAT 10 scale scores. This is the first year of use for Study Island, so this will be a baseline year for data. Action Type: Program Evaluation \| David Turnbough \| Start: 08/14/2008 End: 05/19/2009 \| Administrative Staff District Staff Teachers \| ACTION $ BUDGET: \| \| Total Budget: \| \| \| \| $0 \| Supporting Data: Goal In 2003-2004,640 students had their BMI's assessed. Of the students assessed, the following represents the percent of students at risk of being overweight or overweight: District: Males45.25% Females-42.1%; Elementary: Males-40.5% Females-41.4%; High School: Males-50% Females-42.8%; In 2004-2005, 676 students had their BMI's assessed. Of the students assessed, the following represents the precent of students at risk of being overweight or overweight: District: Males-47.5% Females-41.65% Elementary: Males-46% Females-35.5% High School: Males-49% Females-47.8% In 2005-2006, 621 students had their BMI's assessed. Of the students assessed, the following represents the percent of students at risk of being overweight or overweight: District: Males-49.2% Females-40.95% Elementary: Males-45.1% Females-34.2% High School: Males-53.3% Females-47.7% In 2006-2007, 632 students had their BMI's assessed. Of the students assessed, the following represents the percent of students at risk of being overweight or overweight: District: Males-42.6% Females-36.5% Elementary: Males-37.5% Females-28.9% High School: Males-50% Females-48.3% In 2007-2008, students had their BMI's assessed. Of the students assessed the following represents the percent of students at risk of being overweight or overweight. District: Males-43% Females-40% Elementary: Males-33% Females-31% High School: Males-53% Females-48% 1. 2005-2006 School Health Index Elementary: High School: Module 1- 93% Module 1-93% Module 2- 86% Module 2-97% Module 3- 97% Module 3-87% Module 4- 98% Module 4-92% Module 872% Module 8-55% 2006-2007 School Health Index Elementary: Module 1-97% Module 2-88% Module 3-100% Module 4-95% Module 8-67% 2008 School Health Index Elementary: Module 1-96% Module 2-97% Module 3-92% Module 4-95% Module 8-72% 2. Free and Reduced Price Meal Eligibility SY 08-09 District- 40% paid, 10% reduced, 51% free; Elementary- 37% paid, 10% reduced, 53% free; High School- 42% paid, 10% reduced, 48% free. Migrant-2 Homeless-0 Free and Reduced Price Meal Eligibility SY 07-08 District- 44% paid, 9% reduced, 47% free; Elementary- 37% paid, 9% reduced, 54% free; High School- 51% paid, 9% reduced, 40% free. Migrant-11 Homeless-3 Free and Reduced Price Meal Eligibility SY 06-07: District- 43% paid, 11.5% reduced, 45.5% free; Elementary- 37% paid, 11% reduced, 52% free; High School- 49% paid, 12% reduced, 39% free. Migrant 06-07: 2 Homeless 06-07: 1 Free and Reduced Price Meal Eligibility SY 05-06: District- 45.5% paid, 7% reduced, 47.5% free; Elementary- 54% paid, 8% reduced, 38% free; High- 53% paid, 6% reduced, 41% free. Migrant 05-06: 8 Homeless 05-06: 7 Free and Reduced Price Meal Eligibility SY 04-05: District- 45% paid, 11.5% reduced, 43.5% free; Elementary- 39% paid, 10% reduced, 51% free; High- 51% paid, 13% reduced, 36% free. Migrant 04-05: 0 Homeless 04-05: 0 3. 2005-2006 Youth Risk Behavior Survey: According to the 2005 Arkansas Prevention Needs Assessment Student Survey, Salem 6th grade students exceed the state average in exposure to alcohol, cigarettes, and chewing tobacco. 2006-2007 Youth Risk Behavior Survey: According to the 2006 data, Salem 6th grade students exceed the state averages in alcohol, cigarettes, and chewing tobacco. 2007-2008 Youth Risk Behavior Survey: Data for the 2007 school year indicates 20% of Salem 6th grade students used Alcohol, which is a decrease from 23.7% for the 2006 school year. 12.2% used cigarettes, which is a decrease from 15.8% for the 2006 school year. 10% used chewing tobacco, which is a decrease from 28.9% for the 2006 school year. 4. The district will provide educational opportunities for students in making healthy lifestyle choices by implementing activities to aid in decreasing the average BMI on the annual student screening. Benchmark By the 2009-2010 school year, there will be a decrease of the average BMI for students in the Salem School District by 1/4% as evaluated by the 2008-2009 results of the annual BMI screening. Intervention: Salem Elementary School will provide opportunities for students to practice healthy behaviors at school and encourage them to make healthy food choices and educate them concerning life-long physical activities which will result in higher academic achievement and a healthier life. Scientific Based Research: Pediatrics, Vol. 117 No. 5, pp. 1834-1842. 2006. Active Healthy Living: Prevention of Childhood Obesity Through Increased Physical Activity. Council on Sports Medicine and Fitness & Council on School Health. \| Actions \| Person Responsible \| Timeline \| Resources \| Source of Funds \| \|---\|---\|---\|---\|---\| \| Salem Elementary School will facilitate the alignment and implementation of the Arkansas Nutrition and Physical Education and Physical Activity Standards and Arkansas Curriculum Frameworks. Opportunities for grade level meetings and curriculum meetings will be given to review framework changes and any changes in the health curriculum. Action Type: Alignment Action Type: Title I Schoolwide Action Type: Wellness \| David Turnbough \| Start: 08/16/2008 End: 05/21/2009 \| Administrative Staff Teachers \| ACTION $ BUDGET: \| \| Staff development regarding physical fitness and nutrition will be held for all elementary teachers. Action Type: Professional Development Action Type: Wellness \| Melinda Coffman \| Start: 08/16/2008 End: 08/16/2008 \| District Staff Teachers \| ACTION $ BUDGET: \| \|---\|---\|---\|---\|---\| \| The Nutrition and Physical Activity Committee will regulary monitor the goals of the wellness plan and evaluate the effectiveness of the elementary activities in place by reviewing data results from the School Health Index, the BMI, and the Youth Risk Survey. For 2008, results of the School Health Index were relatively the same as previous years. BMI percentages were down for boys by 4% and up 2% for the girls. Youth Risk Survey results were down in all three categories. Action Type: Program Evaluation Action Type: Wellness \| Ken Rich \| Start: 05/01/2009 End: 05/21/2009 \| Administrative Staff Community Leaders Teachers \| ACTION $ BUDGET: \| \| The elementary school will participate in the Body Walk on a two-year cycle. 2009-2010 will be the next school year. Students will walk through a tent structure that resembles the organ systems of the human body. Community members provide brief talks at each body organ station. Action Type: Collaboration Action Type: Wellness \| Melinda Coffman \| Start: 04/23/2009 End: 04/24/2009 \| Community Leaders \| ACTION $ BUDGET: \| \| All grade levels in the elementary school will have the opportunity to implement the Take 10 health curriculum. Teachers and students will dedicate 10 minutes a day to physical activity and health activities. A survey will be sent home at the end of the semester to parents to assess the program's effectiveness. Action Type: Parental Engagement Action Type: Wellness \| Melinda Coffman \| Start: 08/21/2008 End: 05/21/2009 \| Teachers \| ACTION $ BUDGET: \| \| Salem Elementary School will exceed the PE and physical activity requirements by providing recess, PE classes, and numerous activities to all students throughout the school day. Action Type: Wellness \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Teachers \| ACTION $ BUDGET: \| \| Salem Elementary will support physical fitness activities outside of the school day by providing parents with information and by providing host sites for activities to occur. These activities include: intramural and pee wee basketball, mighty-mite football, summer baseball, cheerleading, 4-H, and scouting activities. Action Type: Collaboration Action Type: Parental Engagement Action Type: Wellness \| David Turnbough \| Start: 08/21/2008 End: 05/21/2009 \| Administrative Staff Community Leaders \| ACTION $ BUDGET: \| \| Elementary students, K-6, will be participating in PE activities related to the Presidential Fitness standards. Action Type: Wellness \| Lisa Hurtt \| Start: 08/20/2008 End: 05/23/2009 \| Teachers \| ACTION $ BUDGET: \| \| Total Budget: \| \| \| \| $0 \| Planning Team \| \| Gaye Passmore \| Teachers Aide \| \|---\|---\|---\| \| \| Miranda Hurtt \| 1st Grade Teacher \| \| Business Representative \| Mike Falco \| Parent \| \| Classroom Teacher \| Amy Sanders \| 5th Grade Teacher \| \| Classroom Teacher \| Andrea Walling \| 1st Grade Teacher \| \| Classroom Teacher \| Annette Henley \| Mathematics Chairperson \|	<urn:uuid:2ecabb6d-8a3f-4f48-a161-de8e794a0223>	CC-MAIN-2021-17	https://salemschools.net/images/pdfs/ACSIP_08-09_Elem.pdf	2021-04-17T15:13:51+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00217.warc.gz	586,029,116	20,525	eng_Latn	eng_Latn	0.914793	eng_Latn	0.993679	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 3421, 9808, 16239, 22546, 26139, 29190, 31537, 34901, 35039, 37450, 40102, 42831, 45644, 49071, 55274, 61475, 65519, 69032, 72748, 76031, 79454, 84627, 87860 ]	[ 2.5, 1.8125 ]	1	0
Nano Science, Technology and Industry Scoreboard NUS Engineers Create 'Smart' Aerogel That Turns Air Into Drinking Water Some say future wars will be fought over water, and a billion people around the world are already struggling to ﬁnd enough water to live. Now, researchers at the National University of Singapore (NUS) are coming to the rescue. They have created a substance that extracts water from air without any external power source. In the earth's atmosphere, there is water that can ﬁll almost half a trillion Olympic swimming pools. But it has long been overlooked as a source for potable water. To extract water from this underutilised source, a team led by Professor Ho Ghim Wei from the NUS Department of Electrical and Computer Engineering created a type of aerogel, a solid material that weighs almost nothing. Under the microscope, it looks like a sponge, but it does not have to be squeezed to release the water it absorbs from the air. It also does not need a battery. In a humid environment, one kilogramme of it will produce 17 litres of water a day. Samples of the new aerogel absorb water vapour from the air, and turn it into water without any external power source. The plastic sample tubes contain raw ingredients that give the aerogel its special properties. The trick is in the long, snakelike molecules, known as polymers, building up the aerogel. The special long-chain polymer consists of a sophisticated chemical structure that can 1 continuously switch between attracting water and repelling water. The 'smart' aerogel autonomously gathers water molecules from the air, condenses them into a liquid and releases the water. When there is sunshine, the smart structure can further boost the water release by transitioning to a complete water-hating state. And it is very good at that. 95 per cent of the water vapour that goes into the aerogel comes out as water. In laboratory tests, the aerogel gave water non-stop for months. The researchers tested the water and found that it met World Health Organization's standards for drinking water. Other scientists have previously devised ways to extract water from air, but their designs had to be powered by sunlight or electricity, and had moving parts that had to be opened and closed. The NUS researchers published their creation in the journal Science Advances on 16 October 2020. They are now looking for industry partners to scale it up for domestic or industrial use. Maybe it could even ﬁnd a place in endurance sports or survival kits, for example. "Given that atmospheric water is continuously replenished by the global hydrological cycle, our invention oﬀers a promising solution for achieving sustainable freshwater production in a variety of climatic conditions, at minimal energy cost," shared Prof Ho. Read the original article on National University of Singapore (NUS). 2	<urn:uuid:e1a8ba23-a0b3-4079-a4c6-b9f9ecdff545>	CC-MAIN-2021-17	https://statnano.com/index.php?ctrl=news&action=news_pdf&id=68587&lang=2	2021-04-17T15:07:12+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00216.warc.gz	648,997,714	595	eng_Latn	eng_Latn	0.998917	eng_Latn	0.998948	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1473, 2885 ]	[ 3.390625 ]	1	0
STRATEGIC PLAN 2017–2020 YOUR VOICE FOR NATURE Nature urgently needs our help. In Canada, we are fortunate to retain an incredible wealth and diversity of nature both in our wilderness regions and in the neighbourhoods where we live. Nature Canada's role is to protect this rich biodiversity in the face of unprecedented threats such as climate change, habitat destruction and an increasing separation from nature in our everyday lives. Raising our voice with government, celebrating nature while introducing the next generation to its wonders, and promoting individual actions to protect nature – these have been at the heart of Nature Canada's success since our beginnings in 1939. Nature Canada takes a science-based, non-partisan advocacy approach, working with partners and in coalitions wherever possible. Our members are enthusiastic, optimistic, knowledgeable, inspiring and trustworthy nature lovers. We proudly reflect their values in our work and this approach makes us highly effective in creating change. Thanks to valuable input from members and stakeholders, Nature Canada has developed a focused and ambitious plan for our work in 2017–2020. Our strategic directions continue our proud legacy as your voice for nature, they reflect the increasing urbanization and multiculturalism of Canada, and the urgent challenges that climate change is bringing to nature in Canada. From 2017–2020 Nature Canada will promote and advocate for nature as a key part of the Canadian identity, especially in our urban environments, and promote the health benefits of spending time in nature. We will maintain our proud legacy protecting birds and their habitats throughout Canada, and ask individual Canadians to take action in their everyday lives to protect birds where they live. We recognize the leadership of indigenous communities in protecting their traditional lands and waters and will work with them on common goals. We will engage our 50,000 members and supporters in protecting, conserving and celebrating species and habitats, and reach out to new members, especially new Canadians. Together, we will speak up and stand up to protect the nature we love. Bob Peart Chair, Board of Directors Eleanor Fast Executive Director Nature Canada is a community of over 50,000 nature lovers. Together, we raise our voices and take action to protect and celebrate species and habitats across Canada. Our Mission: Nature Canada's mission is to protect and conserve nature in Canada by engaging Canadians and by advocating on behalf of nature. Our Vision: Nature Canada's vision is a Canada where threatened species and their habitats are protected, common species remain common, the integrity of ecosystems is maintained, and Canadians embrace a culture of conservation in their everyday lives. Nature Canada's work in 2017–2020 will be focused in three strategic directions. We will: * Protect species and habitats by speaking up as the national voice for nature * Promote nature as part of the Canadian identity by engaging Canadians in celebrating and protecting nature * Strengthen our roots by growing Nature Canada's community of nature lovers Protect species and habitats by speaking up as the national voice for nature conservation issues of national interest in a collaborative yet determined way to demand government action to protect species and the habitats they depend on. As a non-partisan charity, Nature Canada has had many advocacy successes over the decades. Continuing to serve as your voice for nature on national and federal issues will be a major focus of our activities from 2017 to 2020. Nature needs a hopeful voice. Canada needs an organization that engages with the federal government on Outcomes: Improved legal protection for Important Bird Areas Nature integrated into Canada's approach to climate change To 2020 Nature Canada will: * Advocate for nature with the federal government, influencing laws and policies. * Work with Green Budget Coalition partners to ensure sufficient federal funds are devoted to nature conservation. * Intervene officially in federal review processes, such as National Energy Board hearings on pipeline and tanker projects, to ensure nature conservation is a top priority in decision-making. * Promote the importance of nature to climate change adaptation and mitigation, and the need to apply climate science in species protection efforts. * Support bird conservation initiatives of indigenous communities on their traditional lands, focusing on protection of Important Bird Areas, and creation of a Western Hemisphere Shorebird Reserve Network site on James Bay. * Focus advocacy efforts on National Wildlife Areas, Migratory Bird Sanctuaries, and grasslands as habitats at risk. Stronger Increased Stronger Canada exceeds environmental laws funding for nature conservation its commitment to protect 17% land by 2020 protection of species at risk Promote nature as part of the Canadian identity by engaging Canadians in celebrating and protecting nature Nature is a central part of the Canadian identity, and the health and prosperity of all Canadians depends on nature and the ecological services and resources it provides. Canadians consistently rank the natural environment as a major concern in opinion polls. At the same time, fewer and fewer Canadians have a personal connection to nature, particularly among the increasing numbers of urban youth and families. Nature deficit disorder is a major challenge, but can be overcome. All of us need time in nature, and there are ample opportunities to connect with nature, even in the middle of Canada's biggest cities. Through the first three years of our NatureHood program we have connected thousands of children with nature in their neighbourhoods. As we expand NatureHood to 2020 we will have an even greater impact and increase opportunities for Canadians to engage with nature, including through a major national annual event – such as a Canadian Bird Walk, taking place around International Migratory Bird Day. Nature conservation begins in the neighbourhood too. Through our Save Bird Lives program we will focus on individual actions people can take to collectively save millions of bird lives each year, including Nature Canada's signature Keep Cats Safe and Save Bird Lives initiative which aims to protect some of the estimated 200 million birds that are predated by cats each year in Canada by encouraging cat owners to keep their cats safe from the dangers of unsupervised roaming. Outcomes: Greater appreciation and stronger protection of nature Increased time spent in nature by children Decreased predation of birds by cats To 2020 Nature Canada will: * Grow and steward the NatureHood program to 15 sites across Canada by 2020, engaging 50,000 children and their families. * Engage 10,000 Canadians in individual actions to save bird lives, particularly through keeping cats safe from unsupervised roaming. * By 2020 partner with local nature groups on setting up a major national annual event – such as a Canadian Bird Walk around International Migratory Bird Day — in 25 communities across Canada. Increased appreciation of local birds and how individual actions can protect them Strengthen our roots by growing Nature Canada's community of nature lovers Nature Canada is a member-based registered federal charity. We are honoured to have over 50,000 members and supporters involved in our work. In 2017– 2020 we will diversify and expand our membership so that we can continue to conserve species and their habitats for another 75 years. We will reach out to new communities, especially new Canadians and youth. We will also engage local nature groups more deeply in the work of Nature Canada through an expanded Nature Network. voices of Canadian women with vision — women of influence who choose to demonstrate their passion for nature and pass their values on to others to drive change. Over the next 3 years we will mature the network with 150 active members and provide opportunities for Women for Nature to shine. The Women for Nature initiative is a success story for Nature Canada, and over the past 4 years we have developed a network of women leaders from diverse sectors of society. Women for Nature is the collaborative To 2020 Nature Canada will: * Integrate the engagement and stewardship of members and supporters throughout Nature Canada's programs. * Communicate our work to new audiences through multiple media, increasing our social media reach by 100% on Facebook and 50% on Twitter, and actively engage these individuals in Nature Canada's work. * Mature the philanthropic Women for Nature initiative as an active, sustainable, and prestigious 150 woman-strong group. Women for Nature will have two signature projects by 2020. * Renew and expand partnerships and strengthen the Nature Network – the Canada-wide network of naturalists — particularly through a focus on the Important Bird Area / Key Biodiversity Area program. * Continue to treat every donation with care to ensure Nature Canada's long-term financial health, and grow our annual budget to $2.5 million by 2020. Outcomes: Increased awareness of Nature Canada and our conservation work Long-term sustainable partnerships An even stronger voice for nature with more members and supporters Increased funding for conservation work Strong and energized volunteers, staff and board ACHIEVING OUR GOALS Nature Canada's Strategic Goals will be achieved by organization-wide commitment that will include: * Focusing on Canadian and international partnerships in all our work. These valued partners will include industry, government, academia and other ENGOs. * Recognizing the leadership of indigenous peoples in conservation of their traditional land. * Developing and implementing a communications strategy to raise the public profile of our work and to engage in conversations with our members. * Developing and implementing a membership diversity strategy to ensure Nature Canada's strength and relevance for the next 75 years. * Continuing to treat every donation with care to protect and conserve nature today and to ensure Nature Canada's long-term financial health. * Strengthening and nurturing our professional staff, our Board and our invaluable diverse volunteers who support all aspects of our work.	<urn:uuid:49be1229-f3cd-438b-b9c9-59746ca063be>	CC-MAIN-2021-17	https://naturecanada.ca/wp-content/uploads/2014/02/NC-Strategic-Plan-20172020_web.pdf	2021-04-17T14:30:30+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00214.warc.gz	518,736,241	2,006	eng_Latn	eng_Latn	0.995594	eng_Latn	0.996408	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 24, 3166, 4951, 7268, 9467, 10402 ]	[ 2.0625 ]	1	5
AMS FILL-IN LESSON PLANNING OUTLINE FORMING DISCIPLES FOR THE NEW EVANGELIZATION ii LESSON PLAN OUTLINE: PREPARING TO TEACH THE LESSON iii Sunday Gospel iv : Matthew 21:33-43 Topic: Produce Fruits Methodology v : Service Grade Level: 6 State the Standard vi : Standard 14 Missionary Vocation: Demonstrate an appreciation for Catholic missionary and evangelization efforts through our Catholic faith community, its culture, worship, sacramental life, and service. State the Indicator from the Standard Chosen: vii 6.14.04 State how the universal call to holiness is linked to the universal call to mission. State the name of the textbook and the pages: Faith First 165-172 Background Reading for Catechist/Facilitator: Faith First 165-172 CCC 820-829, 866-867 Baltimore catechism 64-70, 96-99 Environment: The desks will be placed in a U shape to facilitate discussion. A small sacred area will be set up with a crucifix, bible, and rosary. Materials: Bibles, Baltimore Catechism, textbooks, paper writing utensils, dry erase markers, Corporal and spiritual works handouts, fruit, 3 virtues symbol (heart, cross, anchor), 7 gifts of the Holy Spirit LESSON PLAN OUTLINE: TEACHING THE LESSON i Welcome: Good morning everyone! Let's think about all of the wonderful gifts that God has given us this week. What are you grateful for? How is God working in your life? Prayer: Invitation to Prayer: Ask students for what gifts are they thankful this week. "Thank you God for all the ways you work in our lives. Thank you for the gifts that you give to us, the seen and unseen. Help us to use your gifts in ways that are pleasing to you. We praise you and ask that you hear our special intentions and answer our prayers in accordance with Your will." Our Father, Hail Mary, Glory Be. Amen. Review: * What do you remember about redemption and salvation? And where did you all put your crucifix to remind you of how Jesus has redeemed us? * Does anyone remember what we talked about last week? That's right, Redemption and Salvation. Preview: * Open your bibles to Matthew 21:33-43. Select someone to read aloud. * It's a bit confusing with some beatings and killings but in the end we hear Jesus say that those tenants need to be replaced with ones who will produce good fruits. What do you think that means? * Let us talk about what happened in today's Gospel. * How do you think we can produce good fruits? Presentation: * First we need Sanctifying Grace. What do we need to do to receive Sanctifying Grace? Where is the best place to receive this? Sacraments. What Sacrament should we be receiving as much as possible? Eucharist. But first we need to make sure we are in a state of grace. (Confession) Let's see what we can find in the confessional. * I think that having the ability to produce good fruits for Jesus is a journey that begins with the Holy Spirit. Let's do a little scavenger hunt to find these fruits that we are going to produce. * In there I will have placed something that represents the 3 Theological virtues. We will discuss each briefly. * But along with strengthening our virtues Grace also gives us 7 Gifts from the Holy Spirit. I bet we can find that with the Eucharist. Where do we usually receive the Eucharist. Let's go find out what the Holy Spirit wants to give us there. ___________ * I'll have something there to represent each of the gifts. We will talk about each briefly, but I'll explain that all together they make us more alert to discern and ready to do God's will. * Alright now that we have these fruits, lets head back to the classroom to figure out how to use them. * Now we have received the gifts of the Holy Spirit, what effects do those have on us? Fruits! We are now producing fruits! Where do you usually find fruit in your house? Kitchen. Let's head to the kitchen to see what fruit we can find. (I'll have a variety of fruits to represent the fruits of the spirit.) When we get to the kitchen we will discuss each fruit. We might eat them... * Back in the Classroom I'll have a list of the corporal and spiritual works of mercy. We will go over each briefly. Evaluation/Response: * We will each share our responses and discuss them and their practicality. Suggest some revisions if necessary. I'm sure to get some interesting ones. * Each student picks 1 corporal and 1 spiritual work of mercy and thinks of a few things that they could do for to fulfill that work. Assignment (A new platform to support family faith to be launched in early September 2020): * You can discuss with your parents which ones would be most practical for you. * Your assignment for next week will be to choose 1 corporal and 1 spiritual work of mercy from your list to complete this week. * I will also be doing them too. * I look forward to hearing about your experience and to sharing mine with you. Announcements: Closing Prayer: Invite to prayer asking for whom shall we pray this week? Sign of the Cross: Thank you God for loving us and sending your Holy Spirit to give us grace. Help us to produce good fruits for you and to always do your will as we engage in acts of love. Sign of the Cross Evaluation of the Lesson (Note: done in prayer after teaching the lesson): _4 October 2020___________ i The language used in this Lesson Planning Outline is geared to work with children and teenagers. When using it with adults, you may want to substitute the word "session" for "lesson," and the word "participant" for "student." iii ii The AMS Archdiocesan Religion Curriculum Guide, Grades Pre-K to 12. iv Pray with the Scripture passage to identify the topic using the steps of Lectio Divina: 1) Lectio/Reading 2) Meditatio/Meditation 3) Oratio/Prayer 4) Contemplatio/Contemplation 5) Actio/Action. Keep it simple: Start by choosing one topic, one methodology, one standard and one indicator. v The Catechetical Methodologies are the person of the catechist, service, art and environment, storytelling, and critical thinking. vii Indicators are measurable or observable objectives of the lesson. These are correlated with the standards and are specified for each grade level. Please see page 18 of the Curriculum Guide for an explanation of how to read the Curriculum Guide for your grade level. If you are teaching young adults, use the indicators for 8 th grade level. vi Forming Disciples for the New Evangelization is structured around 14 Standards derived from the 4 pillars of the Catechism of the Catholic Church and the 6 Key Elements of Catholic Life outlined in the National Directory for Catechesis, no 20. The 14 Standards are: 1) Creed, 2) Sacred Scripture, 3) Sacraments, 4) Liturgy, 5) Conscience, 6) Christian Living, 7) Prayer, 8) Catholic Church, 9) Ecumenism, 10) Catholic Principles and Relationships, 11) Vocation, 12) Catholic Social Teaching, 13) Inter-Religious Dialogue, and 14) Missionary Vocation. 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