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Cuckoo! by Benjamin Britten – a Friday Afternoons song
Listen and Appraise
Cuckoo! by Benjamin Britten
Background Information to the Song
About the song
In 1934 Benjamin Britten wrote a series of 12 songs for the school in Wales where his brother was a teacher. These songs, called Friday Afternoons (that was when pupils had their singing practice), started a long process of writing music for schools and Britten's lifelong interest in music for young people and in music education. Britten set to music text by many different poets and authors. The music always illustrates beautifully the mood of the text. All the songs are accompanied by the piano.
* Cuckoo! is one of the Friday Afternoons songs. The text is by Jane Taylor, a poet and novelist (1783-1824), who wrote the words for Twinkle, Twinkle Little Star in 1806. Cuckoo! was taken from an anthology called Tom Tiddler's Ground, edited by Walter de la Mare. Walter de la Mare (1873-1956) was a well-known English poet and writer who wrote many works for children.
* In the 1920s and early 30s, children sang mostly nursery rhymes and playground chants, and folk songs with simple accompaniments. When Britten composed these songs, they would have felt very contemporary to the children, just as it does when we sing the latest pop songs at school today.
Listen
* Play Cuckoo! by Benjamin Britten. Click on "The Words" tab to follow the words of the song on the screen.
* If you'd like to hear children perform the song, listen to the Naxos recording of The New London Children's Choir.
Appraise
Use this opportunity to familiarise the children with musical vocabulary and encourage them to use it. Discuss the song and what you can hear in it.
The following questions can be seen on-screen; answers are below.
"Do you like the song?"
There is no correct answer to this: either individuals do, or they don't. Ask for reasons: all sensible answers are valid.
© Copyright 2013 Charanga Ltd www.charanga.com
Page 1 of 4
"What can you hear?"
* The vocal line: how many singers? Male/female? (Two female singers. This is a song for two parts).
* The backing/accompaniment: how many instruments? Which ones? (Piano).
* The texture: is it thick/thin or inbetween? Are there many layers of sound, or just one/two? Are there many voices singing/instruments playing or just one/two? (The song consists of two parts: voice 1 sings the tune and voice 2 sings a melodic ostinato (a repeated pattern): Cuckoo! On the repeat, singers can swap between melody and ostinato. The accompaniment and the ostinato support the text by mimicking the cuckoo. The texture stays the same throughout).
* The tempo: is it fast or slow or inbetween? (Slow).
* The dynamics: is the music loud/quiet or inbetween? Is it the same throughout or does it vary? (The dynamics change to support the text as it tells the story. The song starts very quietly, building to to the climax when the bird flies off, and tailing off again at the end).
"What is the story told in this song?"
This song was written for children to sing in the 1930s. How many years ago was that? The song describes the life of a cuckoo from April to August, when the bird flies far away to begin its migration.
"What is the mood of the song?"
Music can evoke many different moods:
* Gentle
* Flowing
* Reflective
* Menacing
* Spooky
* Scary
* Grim
* Lighthearted
* Stirring
* Loving
* Calm
* Cheeky
* Rough
* Passionate
* Sad
* Spikey
* Depressing
* Fun
There are many more. Can you think of some?
© Copyright 2013 Charanga Ltd www.charanga.com
Page 2 of 4
"What is the mood of this song?"
* Gentle
* Flowing
* Reflective
* Sad
"How does the music make the story more interesting?"
After a beautiful, quiet introduction where both vocal parts and piano set up the ostinato (repeated pattern) Cuckoo!, the melody line asks the question: "What do you do?" The cuckoo replies:
```
"In April I open my bill; In May I sing night and day; In June I change my tune; In July far far I fly; In August away I must."
```
The music enhances the words in the following ways:
* The dynamics follow the storyline. They range from very quiet to loud, and back to quiet as the bird flies away.
* Cuckoo! is sung by the second vocal part to mimic the call of the bird. The word and melody are repeated throughout the song to create an ostinato. On the repeat, singers can swap between melody and ostinato.
* The piano accompaniment also mimics the bird's call.
* The song ends very quietly using the ostinato phrase. The piano accompanies this phrase with quiet chords to illustrate the bird's departure.
* The feel of the song is pastoral; it makes us think about the countryside, open air, the passing of seasons. The gentle chords in the piano part are evocative of a peaceful scene from nature.
The Words
Cuckoo!
Cuckoo, Cuckoo, What do you do? "In April I open my bill; In May I sing night and day; In June I change my tune; In July Far far I fly; In August away I must." Cuckoo, Cuckoo, Cuckoo!
© Copyright 2013 Charanga Ltd
Page 3 of 4
About Britten
Benjamin Britten was a British composer, born in 1913 and died in 1976. Many composers in the twentieth century wrote music that was very complicated to listen to and required many highlyskilled musicians to play and sing it. Benjamin Britten wrote music for everyone, and he even said so himself. He wanted his 'music to be of use to people, to please them, to enhance their lives'. People enjoy his music so much that he is now the most-performed British composer in the world.
He wrote music of all kinds and travelled all around the world performing it as a pianist and conductor. He was so famous that the BBC devoted a whole programme to him for his 50th birthday and he was the first musician in history to be made a Lord by the Queen. When he died he left behind more than a thousand pieces of extraordinary music and the fascinating story of a journey from Suffolk schoolboy to great composer.
For more information about Benjamin Britten and his music look at the Extension Activities document in this unit.
To listen to more of Britten's works as part of these Listen and Appraise activities, go to the Britten100 website http://www.britten100.org/new-to-britten/the-music
This site was launched to provide a focus for the centenary of Britten's birth in 2013. Here you can explore many more of his works. There are seven search criteria on the site:
* Mood
* Genre
* Instrument
* Writers
* Speed
* Date
* Popularity
You could start your journey by clicking on 'popularity' and listening to works that young people have voted as their favourite. Choose from any of the other options as you progress through the 6 units.
For more information about the Friday Afternoons songs have a look here: http://www.fridayafternoonsmusic.co.uk/the_project.
There are more Units of Work around many other styles of music at www.charanga.com.
© Copyright 2013 Charanga Ltd www.charanga.com
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RTC CUP Rulebook
1. General aspects
1.1. At the "RTC Cup" competitions the participants are presented with a test area. The test area consist of sites of varying complexity from rough terrain to the consequences of disasters (earthquake, tsunami, collapses, mud gatherings and the like).
The purpose of the competition is to inspire children and students to create robots that can work in extreme situations and completely replace a person or act as a helper.
1.2. In the RTC Cup competition the robot can pass as many test area cells as possible for the given time and perform different tasks.
2. Test area
2.1. The test area is a reconfigurable maze consisting of cells. An example of a test area configuration is shown in Figure 1.
2.2. Test area cell is a section, bounded around the perimeter with a black profile.
2.3. A detailed description of the test area (types of obstacles and tasks which it contains and their technical characteristics) can be found in Appendix No.1 "RTC Cup Test Area".
2.4. The configuration of the Test area changes every competition and is not inform to the participants in previously.
2.5. The list of obstacles and points awarded for them are known at least one week before the start of the competition. Possibly add any sections immediately before the competition.
3. Categories
3.1. Competition are divided into two categories:
3.1.1. "Scout" - in this category operator can watch his robot going through test area, by his own eyes. Operator control the robot remotely and partially autonomically. Operator can use the data he receive from robot's sensors and camera.
Age limit: from 11 to 14 years inclusive. Performance of at least one manipulation or autonomous task is required.
3.1.2. "Extreme" - in this category the robot is out of sight of the operator (participant). Operator control the robot remotely by teleoperation and partially autonomically. Operator can use the data he receive from robot's sensors and camera.
Age limit:
- from 11 to 16 years inclusive. Performance of at least one manipulation or autonomous task is required.
- from 17 years and older. Performance of at least one autonomous task is required.
4. Requirements for Teams
4.1. There is allowed to be no more than two people in the team (not counting the mentor) - this rule only applies to Robofinist, RoboFest and Final competition. In all other situations there is no limit to the number of team members.
4.2. The robot can be operated by only one person.
4.3. It is allowed to change the operator between attempts.
4.4. The team can participate with only one robot in only one category.
4.5. It is forbidden to break and contaminate the Test area.
5. Requirements for Robot
5.1. There is no restrictions and limitations concerning of which elements robot can be build.
5.2. The recommended overall dimensions of the robot: no more than 350mm in height, no more than 400mm in length and no more than 400mm in width. After the start of the attempt, the robot can change dimensions.
5.3. The mass of the robot should not exceed 10 kg.
5.4. The robot should have an on-board wireless power source.
5.5. Communication with the robot should be conducted wirelessly. The minimum distance between operator and robot is approximately 10m.
Therefore, robots controlled from IR-remote control devices are not allowed for using during the competition.
5.6. Participants are allowed to use Wi-Fi networks to communicate with the robot during the attempt.
5.7. Before the beginning of competitive attempts, training sessions of robots are held, during which participants can explore the testing ground and check what tests their robot is able to overcome.
5.8. For the qualifying round (if there is to be any) it is allowed to use cables and wires to communicate with the robot (only in the category "Extreme"). This rule is made to reduce the possibility of communication problems which happens for reasons that do not depend on the participants.
5.9. Constructive bans
5.9.1. It is forbidden to use liquid, powder and gas substances, including as a weapon against a rival robot.
5.9.2. Do not use flammable substances.
5.9.3. Interference with electronic equipment is prohibited. Frequency of exposure is more than 100 kHz and radiated power is more than 10 mW, with the exception of standard radio and video communications.
5.9.4. Robots that violate the above prohibitions are removed from the competition.
6. Competitions process
6.1. The competitions consist of two rounds: the first day - the qualifying round, the second day - the final round.
6.2. The robot should cross the test area under operator control, passing the tests and performing the tasks. There are beacons of different colors on the test area sites. The robot can collect beacons and place them in the corresponding color zones. Also, the test area contains a block of tasks for checking the characteristics of the robotic arm. There are a number of white fields with black line which can be passed only autonomously.
6.3. The robot does not have to go through each cell of the Test area. The operator can decide how to build his own route.
6.4. A group training session will be conducted before the start of attempts in each of the two rounds.
6.5. «Pass/fail» conditions for attempts
6.5.1. Mandatory availability and use:
- In categories "Extreme" and "Scout" the robot must use sensors (autonomy, semi-autonomy) or robotic arm to pass the attempt.
- In category "Extreme Pro" the robot must use sensors (autonomy, semi-autonomy) to pass the attempt.
6.5.2. Conditions for «pass/fail» in rounds:
- In the qualifying round the robot must meet conditions laid above during one or more attempts. In this case, all attempts will be counted as the «pass».
- In the final round each attempt will be evaluated separately. The robot must meet these conditions during at least one attempt.
6.6. First day: qualifying round
6.6.1. The test area is divided into 4 sections. Each team chooses 2 any sections. Thus, each team has 2 main attempts in the qualifying round.
6.6.2. One section contains 6 to 9 cells of the test area.
6.6.3. Also there is an additional 5th section containing a task (line following) presuming only autonomy operations. The white beacons are placed at intersections (black cross on the white field). Any team can choose to perform one additional attempt on this section.
6.6.4. Time for one attempt is 5 minutes. The break between attempts last 5 minutes.
6.6.5. During the qualifying round, it is not allowed to remove the functional parts (sensors, camera, robotic arm, levers, wheels, tracks, motors, flipper arms) from the robot. It is allowed to make small changes (add and remove clamps, tape, bands, screws and the like) and change details and modules to the same as was used. Changes must be announced to the judge before the attempt.
6.6.6. The schedule of qualifying round attempts would be set up in the morning during the training. Teams would be assembled to draw lots to choose the sections at the beginning of the day.
6.6.7. Forming a list of teams for the final round
6.6.8. The best 15-18 teams from all categories qualify for the finals.
6.7. The second day: the final round
6.7.1. Competitions consist of 2 attempts for each categories. The Test area is presented as a whole, undivided maze.
6.7.2. The attempt lasts 10 minutes.
6.7.3. The best of the 2 attempts passes into results table.
6.7.4. In the category "Scout" two robots start at the test area, in parallel.
6.7.5. In the categories "Extreme" and "Extreme Pro" one robot starts at the test area.
6.8. 30 minutes before the start of their attempt, team goes to the training area. 10 minutes before the start of the attempt, operator with robot must be in the competition area, be ready for the start, and notify the referees at the registration table that they are ready.
6.9. Rescheduling the attempt in case a team is not ready, is possible not later than one attempt before the rescheduling attempt presuming to start. Otherwise, a team would be disqualified.
6.10. Rescheduling the attempt entails a penalty to the future result of the attempt (see Appendix No. 2 "Scoring system" of the current document).
6.11. You can reschedule the attempt only once.
6.12. Start is located in front of the entrance to the Labyrinth. In the case when there are two entrances, team randomly assigned to one of them (green or red) before start. In the second attempt, assignment is reversed. The robot must start its movement from the "start" field indicated by the judge, and move through the maze before it finds any other exit. It is not allowed to go back through the "start" gates to enter from another side of the maze. If the robot left the maze through any other exit, then in the future it has the right to enter and exit through any cells its choosing.
6.13. Robot does not score points for re-passing the cell.
6.14. For "Scout" attempt only the robot operator is allowed to be in the Test area, the rest of the team members and mentor are bound to be behind the barrier.
6.15. For "Extreme" attempt only operator is allowed to be in the booth; the rest of the team members and mentor are bound to be behind the barrier. For talking to the operator without permission of the judge the team could be disqualified.
6.16. Intervention for repairing or relocating the robot can be carried out both by the operator or any member of the team. After the intervention, all participants (except operator) must leave the Test area.
7. Score system
7.1. Results are shown in the number of points scored during attempt. The best attempt is taken into account.
7.2. A cell is considered as passed if the robot entered in it entirely and left through the other end (except for dead-end cells).
7.3. If two teams have the same number of points in the end, the team that ended the attempt in shorter time wins. If the time is equal too, the team with the highest total score in two attempts wins.
8. Beacons (cans) collection
8.1. General rules for collecting beacons (cans)
8.1.1. To get points for capturing a can — capturing and lifting must be made to a height of at least 20 mm for at least 1 second long. However, this is not a mandatory rule for getting delivery points, the beacon can be pushed or dragged into the according color field.
8.1.2. A beacon can be successfully captured and delivered only once.
8.1.3. A beacon is considered as delivered if it touches according field, even if it rolls out after.
8.2. Special beacons
8.3. Mini-tower is a stand for a can. The task is to capture a beacon by the robot arm and lift it. It is allowed to drop the beacon from the stand and capture it after, but then points will be awarded as for a standard beacon.
8.4. The location and number of beacons is determined by the judges before the start of the competition.
9. Autonomy and manipulation
9.1. Before starting, you must notify the judges about what actions the robot will perform automatically. Also during the attempt, the participant should loudly announce the beginning and end of the autonomous mode of the robot.
9.2. Automatically mode is counted only after confirmation from the judges.
9.3. Under the autonomous action means the passage of the site without the operator controlling action, necessarily using any sensors.
9.4. Movement on encoders or timer (just "motors forward") is not considered an autonomous mode.
9.5. The on / off autonomy must be carried out remotely, the participant should not touch the robot. In this case, the number of automatic mode starts is unlimited.
9.6. In the course of an attempt, one test can be performed both autonomously and in manual mode, but points are counted in this case only for autonomous passing.
9.7. The elements of autonomy include:
- Line following with a light sensor or vision systems on flat tiles, slopes and bridges.
- Movement inside the maze - only in areas consisting of 3 cubes, and forming a turn around the corner. Autonomy is counted if the movement along the walls of the corner cube is made without interruption. Ways of performance: movement along a wall on a range finder, or by means of a compass, gyroscope or accelerometer, as well as technical systems view.
- Autonomous capture of objects and beacons carried out using a distance sensor or vision systems. At the same time, the robot must be turned away from the object, so it have to find it first, and at a distance of at least 10 cm from it.
- Movement along a complex trajectory: ascent/descent along the stairs by line, passing the "wood pile", "rails", "hypno disk", "align ramps2", "logs", "fog", "hoof" sections using compass, gyro or accelerometer, vision system, combined methods, including the use of other sensors (for example, distance sensors).
- QR-code reading performed by robot (decryption of the code appearing on the operator screen). Possible only for Extreme category.
9.8. The tasks performed with the aid of the manipulator include: capturing and moving objects and pressing buttons with robot arm.
9.9. All other actions with sensors and a manipulator should be discussed with judges before the attempt.
10. Penalties and time limits
10.1. Final round
10.1.1. Rescheduling the attempt until later time will cause 50 points penalty. Can be done only once.
10.1.2. Repair time-out
10.1.2.1. If the operator uses the right to intervene in the work of the robot, then the team will be charged a 70 points penalty. Time for intervention is limited to 5 minutes. You can only intervene once during the attempt.
10.1.2.2. If the robot is stuck in a cell, operator can ask the judge to pick it up and transfer to the point of its arrival in this cell or to the previous cell. This action will be equivalent to intervention.
10.1.2.3. The time will not be stopped during the intervention.
10.1.2.4. The robot cannot stay in one cell for more than 2 minutes. In this case the attempt would be finished.
10.1.2.5. The robot cannot stay outside the test area for more than 5 minutes. In this case the attempt would be finished.
10.1.3. Lost robot parts
10.1.3.1. The team will be charged 30 points penalty for each lost part (it does not matter if it was a small piece or a whole module).
10.1.3.2. If a part is not connected to the robot and is not moving, it considered lost.
10.1.4. Touching robot to switch on/off the autonomic mode
10.1.4.1. The autonomic mode should be switched on/off remotely (without touching the robot itself). In this case, the team will not be charged penalty points.
10.1.4.2. To switch from autonomic mode to remote control and back on by using the button placed on the robot, the team should receive 10 points penalty. You can only use two on/off cycles during the attempt.
10.1.5. For unsportsmanlike behavior (non-compliance with moral and ethical standards, rude behavior towards other participants, organizers and judges of the competition) is punished by disqualification by decision of the panel of judges.
10.2. Qualifying round
10.2.1. In the qualifying round, there is no penalty for loss of parts, switching on/off the autonomic mode by touching the robot and rescheduling attempt.
11. Flip over
11.1. Tipped to the side or turned upside down robot returns to its basic position (stands on "wheels").
11.2. After flipping over robot remains able to move on without repair.
11.3. Flip over from a vertical standing position, when robot rests on its front or rear end, does not count.
11.4. Robot scores points for a flip over only once for a round.
11.5. Operated flip over
11.5.1. Robot performs a flip over being operated from distance according one of two variations:
- Robot flipping over with a help of its robot arm or some mechanical adjustment witch able to assist as manipulation device, scores points and get a pass in manipulation category.
- Robot flipping over with a help of basic chassis only (for example, by riding onto a wall), scores points but does not get a pass in
manipulation category. The same condition concerns situation when robot has a rounded back-frame (for example) and flips over on its own (uncommanded).
11.5.2. For performing a flip over robot scores 120 points.
11.6. Autonomous flip over
11.6.1. Flip over considered as an autonomic action if sensors have been used to explore the surroundings and robots position in space (without operators command).
11.6.2. It is acceptable if robot determines its position by sensors and give a signal to operator about its reversed position. Operator receives a signal (sound, text on a screen and etc.) and decides what to do next: take it as a false alert and keep moving, or enable autonomous flip over action by pressing a button.
11.6.3. For completion this task, robot scores 240 points and get a pass in autonomous category.
11.6.4. Team has to give a warning to judge about autonomous flip over before attempt starts.
11.7. Possible options for performing flip over
11.7.1. Option #1: robot can start an attempt by performing flip over right where it stands, before a starting gate. In that case, robot starts from tipped to the side or turned upside down position, performing flip over right after start of countdown.
11.7.2. For fully autonomous flip over, it is allowed to turn your robot immediately after the start of countdown. For this purpose operator can use help from his team.
11.7.3. Option #2: robot performs task during attempt, while passing test area. In this case, robot can be turned upside down only remotely.
11.7.4. For both options, if turned upside down robot cannot flip itself back over, general rules are in action: operator can take penalty to interfere and flip robot manually (see to "Penalties" chapter).
11.8. Robots position before and after flip over must to be checked and authorized by judge.
11.9. The web-link bellow shows an example of flip over task performance. According to the rules described earlier, it is operated flip over with manipulation – team scores 120 points and get a pass in manipulation category.
https://www.youtube.com/watch?v=CBN5L8dGg8o&list=PLgasM8avUU wH7EjA92314qNTmbmZXkMqp&index=2&t=0s
12. Judging
12.1. The operator signs the protocol at the end of the attempt, if he agrees with the results of attempt.
12.2. Discussion of the competitive process, schedule and results of attempts with the judges and the organizers is carried out only with team members and their mentors.
12.3. The protocol is an internal competition document and is used exclusively by the judges and organizers. The protocol is not intended to be used by the participants. It is forbidden to photograph or copy the protocol.
12.4. All questions arising during the competition are resolved by the judging committee. All participants should accept its final decisions. | <urn:uuid:fabb7cf2-9950-4ca5-9f8e-1db68abaf917> | CC-MAIN-2020-16 | https://cup.rtc.ru/images/reglament/Eng/RTC_Cup_Rulebook_qualification_round-24_10_2019.pdf | 2020-04-04T02:24:28+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370519111.47/warc/CC-MAIN-20200404011558-20200404041558-00390.warc.gz | 403,602,101 | 4,308 | eng_Latn | eng_Latn | 0.998755 | eng_Latn | 0.998956 | [
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Fire Pit Safety
* Before you consider lighting your fire pit, you must check current and predicted weather condition. Never burn under dry, windy conditions. Embers can easily spread the fire to nearby woodlots or even your home.
* Always keep fire extinguisher or garden hose close by at all times. If your fire escapes containment and you can't extinguish it quickly, call 911.
* Clear all brush and other flammables from around your fire pit. Ensure that grass has been trimmed to a height lower than 4-inches.
* Only use properly seasoned, dry, split wood for fuel. Do not burn trash or pressuretreated wood. Burning pressure-treated wood releases toxins and chemicals into the air that can be harmful to your health.
* Learn how to properly start a wood fire using tiny pieces of kindling, then small twigs with larger pieces above them. Don't use accelerants like gasoline or lighter fluid.
* Use a screen or spark arrestor or screen to prevent sparks and embers from flying out.
* Plan for time to allow the fire to burn out on its own. Always maintain a competent watch. If you must leave the fire unattended, be sure to fully extinguish with water and stirring the ashes until cool to the touch.
* Allow ashes to cool overnight by spreading them out in a thin layer over the fire pit's surface. Remove the ashes the next day using a shovel and place them into a metal bucket with a lid. Ashes can stay hot for a while, so having a metal bucket with a secure lid will prevent them from blowing out and possibly igniting a fire. | <urn:uuid:802b4217-c61c-4ebb-b074-10f7ecdcccdb> | CC-MAIN-2020-16 | https://www.thespringsathighrock.org/wp-content/uploads/2019/11/Firewise-Fire-Pit-Safety.pdf | 2020-04-04T01:36:44+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370519111.47/warc/CC-MAIN-20200404011558-20200404041558-00390.warc.gz | 1,158,412,312 | 336 | eng_Latn | eng_Latn | 0.997878 | eng_Latn | 0.997878 | [
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Mars 2020 Mission
Earth Science Jobs: Seven Projections
Landsat Archive of Greenland Glaciers
SATELLITE DATA for Weather Forecasting
Earth & Space Science News
Upcoming Discovery Missions Will Look Back to Our Origins
Artist's conception of the Lucy spacecraft on its trajectory past several Trojan asteroids. Lucy is one of two proposed Discovery missions selected on 4 January to move ahead, after coming out on top in an intense competition.
Southwest Research Institute
N ASA plans to kick off the 2020s with a return to our roots. On 4 January, the space agency selected two Discovery missions to explore the earliest stages of our solar system. One mission, dubbed Lucy, will launch in October 2021 on a journey to the Trojans, an asteroid swarm that leads and trails Jupiter as it swings through its orbit. The other mission, called Psyche, will launch in 2023 toward the only metal asteroid in our solar system, potentially the frozen core of a long-dead planet.
rigorous, putting proposals through "the toughest scrutiny you can possibly imagine. These teams are really put through the wringer."
Fierce Competition
These two missions (see http://go.nasa.gov/ 2jTPsSH) came out on top in a competition that started 3 years ago with a field of 28 proposed Discovery missions. Teams of scientists spent months preparing proposals for NASA to consider. The winners, chosen in a peer- review process, get funding, mission management, and systems engineering support from NASA.
NASA Planetary Science Division director Jim Green said that the process is extremely
Earth & Space Science News
"It was like a cross between the thesis defense from hell and some sort of Hollywood superproduction," commented Lindy Elkins- Tanton, principal investigator for the Psyche mission and director of the School of Earth and Space Exploration at Arizona State University in Tempe. The proposals are evaluated by a team of science, industry, and technical experts for the rigor of their science and their grounding in the National Academy of Sciences' decadal questions, the academy's list of broad issues to explore in planetary science over the next decade.
The panel evaluated the initial 28 proposals and selected five for the second round, which examined each proposal's implementation plan. Two proposals came out on top. "That whole process separates doing good science from doing the top science," Green said, "from going after the top questions that really move our field ahead." Lucy and Psyche were the best prepared to move ahead, he said.
Lucy in the Sky
The Lucy mission is named after the fossil that revolutionized our understanding of human origins. The mission team hopes to do the same for the origins of our solar system by exploring the Trojan population of asteroids, remnants from the solar system's formation.
Hal Levison, principal investigator for the Lucy mission and a planetary scientist at the Southwest Research Institute in Boulder, Colo., likened this goal to deciphering a crime scene. "Sometimes the blood splatter on the walls tells you more about what happened than the bodies on the floor," he said, "and in this case the splatters on the wall are the [asteroid] populations."
We know little about the Trojans, Levison said, but we do know that they exhibit great diversity. This variation likely stems from a wide range of origins: The asteroids developed in different parts of the solar system, then migrated to their present positions. "By studying those differences," Levison continued, "we're going to try to untangle how the planets moved around."
"Basically, the planets are aligning for us to do this mission," Levison said. Lucy's trajectory will carry it past six Trojan asteroids, including the Patroclus-Menoetius binary, a pair of asteroids whose high-inclination orbit prevents them from being studied easily. "It just so happens to be traveling through the plane of the solar system at the time the spacecraft is going by," said Levison, referring to the asteroid pair. "We have this unique list of targets that would be very hard to reproduce in the future."
Psyche: A New World of Metal
The Psyche mission will look at a feature that is the only one of its kind in our solar system: an asteroid made completely of metal. "This is not just a unique object," Elkins-Tanton said of the Psyche asteroid; "it's not just the only object like it in the solar system, but it's also an improbable object."
Psyche is most likely the core of a planet that formed early in the solar system but was so pounded by other objects that it lost its outer layers. This sort of occurrence could happen once or twice in a solar system but often doesn't happen at all, Elkins-Tanton explained. If it is a core, it will give insight into the early solar system as well as the cores of our own planets.
Elkins-Tanton said that the first job of the mission is to determine whether Psyche is, in fact, a naked core. "If it's not a core, then
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Eos.org
3
it's something so exotic that it actually hasn't even been thoroughly hypothesized about," she remarked, "and that would be even more exciting."
In the course of the mission, the spacecraft will examine Psyche's magnetic field, composition, and surface topography. Elkins-Tanton is most interested in that final point. We don't know what metal craters look like, she said. On impact, molten metal could freeze into tall spires before it has the chance to fall back to the ground, or the surface could shatter like glass. It will be an unexplored metal world. "Everything we measure will be new," she said.
Artist's conception of Psyche's surface. Scientists are familiar with craters in rock and ice; the Psyche mission will reveal crater dynamics for metal surfaces.
Peter Rubin (Arizona State University)
A Snapshot of Our Beginnings
Both missions will trace the earliest stages of our solar system's formation. "It just so happens the two [missions] we picked go after completely different regimes in our solar system, but in the first 10 million years," said Green. Lucy will give us insight into the formation of the outer part of the solar system, whereas Psyche will tell us about early terrestrial planet formation.
As in the summer 2015 New Horizon flyby of Pluto, the scientists have a basic idea of what to expect, but they also anticipate surprises. These missions will examine objects that have never been studied in such detail, and they intend to live up to the program's name: Discovery.
Elkins-Tanton hopes that the missions will move beyond even our scientific knowledge of the solar system to affect people around the world at a deeper level. "If it can inspire people to stand up and start solving problems that they are not now solving," she said, "that would be the greatest outcome."
4
//
Eos
Geoscientist-Rich Crew Slated for Space Station Next Year
I n spring 2018, an extraordinary crew is expected to assemble far above our planet on the International Space Station (ISS). The crew will include two geophysicists, which will make the group exceptional, said Drew Feustel, a seasoned astronaut with a Ph.D. in geological sciences who will serve as a flight engineer for the station's Expedition 55 and commander for its Expedition 56.
Two geophysicists on one space station crew is hardly the norm. "I believe this
Geophysicists (left) Drew Feustel and (right) Alex Gerst train underwater for their off- world duties. Starting in spring 2018, they'll begin their 6-month stays on the International Space Station. The sign they are holding says "underwater geophysics."
will be the first time in history that two geophysicists will be in space together," Feustel told Eos.
Feustel will launch from Kazakhstan in March 2018 on a Russian Soyuz rocket, NASA announced on 4 January. Two months later, European Space Agency astronaut Alexander Gerst, a volcanologist, will join the crew and remain on the space station through November. Gerst will serve as commander for Expedition 57. Both he and Feustel are AGU members.
A third new crew member will make another kind of history. Jeanette Epps, an aerospace engineer and veteran technical intelligence officer for the U.S. Central Intelligence Agency (CIA), will become the first African American, man or woman, to join an ISS crew.
Doing Earth Science from Space
Although the official duties of the crew's geoscientists will be outside their research specialties, the scientists will still monitor the globe using Earth observation photography, Feustel said. Such images help geoscientists "study long-term changes in morphology of the Earth," he noted.
"I am honored to have the opportunity to visit space again and to have a chance to actually live there for nearly 6 months," Feustel added. He first soared into space in 2009 aboard the space shuttle Atlantis for the final servicing mission to the Hubble Space Telescope. He was also on the penultimate space shuttle flight in May 2011, that time on Endeavor (see http://bit.ly/eos-in-space).
"Returning to space means that I can continue to contribute to the exploration of the cosmos by humans and for humans," he continued.
Fulfilling a Dream
Epps will fly to the ISS in May 2018. Selected as one of nine out of 3500 applicants for NASA's 2009 class of astronauts, she will serve as a flight engineer for Expeditions 56 and 57.
When Epps was 9 years old, her older brother told her she was smart enough to be an aerospace engineer, even an astronaut. She went on to study physics at Le Moyne College in her hometown of Syracuse, N.Y., then aerospace engineering at the University of Maryland in College Park. After an engineering stint with the Ford Motor Company and 7 years at the CIA, Epps decided to apply in 2008 for NASA's then upcoming astronaut class.
By JoAnna Wendel (@JoAnnaScience), Staff Writer
March 2017
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________________________________________________________________
For Immediate Release
15/01/2016
Cast your vote: Youth President
Port Vila- The president of the Vanuatu National Youth Council (VNYC), Mr.Vira Edward Taivakalo says it is essential that young people must vote in the upcoming snap election which is scheduled to take place on the 22 nd of January.
President Taivakalo made this statement in an interview earlier this week at the VNYC office.
"Young people could make a huge difference if they vote for their best right candidates because their vote matters a lot. Therefore, it is essential that they cast their vote during the upcoming snap election", says President Taivakalo.
President Taivakalo made this call due to observation of the poor turnout at the previous by Election in October 2015.
"During these times of campaigns, many political parties seemed to make their statements focussing on young people because they are a high percentage of the population. Many made promises; Many have youth followers campaigning for them however, young people should not be thrown away during voting day", continued Taivakalo.
President Taivakalo says that many youths would not want to vote because no change may have been seen within their community in the recent years.
"Many youths would say that their voting never changes anything, therefore may not seriously think of voting again. In this case I am urging all to do so in this upcoming snap election because their voting matters."
Youths must exercise their right to vote and that no one is to decide on who they should vote for, but for them to make the right choice of their own.
When questioned about his best word of advice to the youths, President Taivakalo says, "Youths have a very big responsibility to play within a country. There are two points I would like to address. One is time and one is change. Time moves and change happen. No one is rich in time and no one is poor in time. We all have the same time but the point is how best we manage it. In terms of change, change will happen whether you like it or not".
He continued saying that, whatever happens, youths who have access to a card must vote.
Their vote counts and may not matter now but in the coming years. Alongside that, he also added that youths should consider seriously who to vote for and why they vote for that representative.
President also added that government services throughout the country have reasons why they existed.
"All government schools, institutions and training centres are provided for a reason. They are built to help youths in the future. Therefore, youths should bear in mind that wherever they set their foot in any training centres or so, they know that it is their vote that brings them to it."
President Taivakalo also said that if youths really want to see change, they should start within themselves. The change is in their hands.
"I strongly urged the youths of Vanuatu to cast their vote if they do have their cards. Those who need proxies should also do so. However it is sad to see that no cards could be made at this point in time".
President Taivakalo concludes saying, "Youth vote matters. Choose your best right leader and cast your vote".
Meanwhile, Young people needed to take greater responsibility and see it as their civic duty to vote is essential and would only bring about change if they exercise it.
Vanuatu National Youth Council strongly believes that youths could make a change as 68% of Vanuatu's population young people a powerful political force. Furthermore, VNYC would like to wish all youths as well as citizens of Vanuatu a happy voting day on the 22th January. | <urn:uuid:7283e69f-2bc7-41e8-ade6-60fcbab498d9> | CC-MAIN-2020-16 | https://vnyc.gov.vu/images/youthvoting.pdf | 2020-04-04T01:57:36+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370519111.47/warc/CC-MAIN-20200404011558-20200404041558-00395.warc.gz | 767,099,305 | 755 | eng_Latn | eng_Latn | 0.999651 | eng_Latn | 0.999689 | [
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Spelling Words for P2/3
Week Beginning Monday 16 th March 2020
ILT – spell, define and use my words correctly
Spelling Words for P2/3
Week Beginning Monday 23 rd March 2020
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Information for Primary 4 Parents.
This sheet provides you with information about what your child will be learning this term, and shows next steps in their learning. We would encourage you to talk about this with your child, and where possible, assist them with learning at home.
Maths & Numeracy
Primary 4 will investigate time this term, we will learn to tell the time on analogue and digital display at five minute intervals. We will also be exploring 24 hour time and working with calendars and timetables. We will be exploring properties of 2D and 3D shapes and how to make shapes using nets. This term we are working on developing our addition and subtraction number talks strategies. Our tables focus this term will be the 3x table and revision of previous learning. We will keep working on using place value to partition large numbers and we will be finding the missing piece to 100 throughout our Big Maths C.L.I.NT sessions. P4 will also be developing skills to estimate and round numbers to the nearest 10 and 100.
Language & Literacy
For Literacy this term Primary 4 will look at WOW words, connectives, sentence/story openers and punctuation e.g. commas, speech marks, question marks, exclamation marks and apostrophes. In writing we are focusing on writing a recount of an event. In Literacy Evolve we are studying a class novel. We are using this text to develop our overall literacy skills with an insight into fictional text. In P4W our novel is 'The Legend of Spud Murphy' by Eoin Colfer. In P4Z we are studying 'Ottoline and the Yellow Cat' by Chris Riddell. This term we will be looking at how authors create and develop characters. You can support our literacy at home by working with the homework spelling list words using the method look, say, cover, write and check.
Other Class Information
Our topic for Social Subjects is 'The Vikings'. We will be learning all about their home life, dress, culture, food, jobs, hobbies and their link to Scotland! We will also look at comparing Viking life with modern times.
Our focus for Health and Wellbeing this term is Similarities and Differences and investigating our school values.
In Drama and Music we will be participating in interdisciplinary programs of work focusing on Vikings.
In RME we have been looking at the story of Joseph and other key figures within religion.
In PE our focus for this term is hockey.
In Art we are working on drawing skills, how to create tone, texture and design with line.
Our I.C.T topics will be word processing skills and internet safety. | <urn:uuid:d1e27c19-f472-49f6-8e7c-2fe77ede2130> | CC-MAIN-2020-16 | https://forehill.sayr.sch.uk/wp-content/uploads/2019/10/P4-Term-1-19-20.doc.pdf | 2020-04-04T01:29:19+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370519111.47/warc/CC-MAIN-20200404011558-20200404041558-00396.warc.gz | 475,206,883 | 546 | eng_Latn | eng_Latn | 0.998922 | eng_Latn | 0.998922 | [
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Activities To Teach Conflict Resolution - atthetable.co
guidelines for
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Are you getting enough sleep?
According to the American Academy of Sleep Medicine, more than 70 million Americans have a sleep disorder, and most are completely unaware that they could be getting better sleep. 1 Inadequate sleep can cause impaired memory and thought processes, depression, increased perception of pain and decreased immune response. 2
Sleep also seems to affect weight, as your body responds to a lack of sleep by craving more fuel, particularly foods high in fat and carbohydrates. 3 A 2004 study showed that people who slept less than six hours per night were almost 30% more likely to become obese than those who slept more. 3
While the necessary amount of sleep varies from person to person, most adults need seven to eight hours a day. However, some people may need as few as five or as many as 10, and pregnant women in their first trimester often need several more hours of sleep each day than they did before getting pregnant. 4 If you feel drowsy during the day, even when you are bored, you haven't had enough sleep. 4
Sleep and work
While many of us wear our sleep deprivation as a badge of honor, the lack of importance our society places on sleep is having serious effects. A study published in the January 2010 issue of the Journal of Occupational and Environmental Medicine found that annual fatigue-related productivity costs came to about $1,967 per employee. Those who weren't getting enough sleep were significantly less productive, performed worse and had more accidents on the job than workers who were getting adequate rest. 5
Common treatments
If you aren't getting enough sleep, speak with your doctor. There are many treatments available to help you, including:
6
} } Bright light therapy. Spending even a short amount of time each day in front of very bright lights can help to reset your internal clock. The time of day and type of light therapy depends on the sleep problem you have.
} } Cognitive behavioral therapy (CBT). Relaxation training and biofeedback, stimulus control, sleep restriction, cognitive control and psychotherapy are treatments typically used for insomnia. These therapies address the underlying cause of your sleep problem.
} } Continuous positive airway pressure (CPAP). This treatment for obstructive sleep apnea involves wearing a mask that blows air into the back of your throat while you sleep to keep the airway open.
} } Oral appliances. Mouth guards like those worn for sports can protect your teeth if you grind them in your sleep. They can also help with snoring and obstructive sleep apnea.
} } Medications or nutritional supplements. Medications are available to treat many sleep problems, and certain nutritional supplements may offer some benefit as well.
} } Surgery. Some sleep problems, such as obstructive sleep apnea, may require surgery.
Resources
Not sure if you're getting enough sleep? Check out the sleep evaluation tools on sleepeducation.com. You can also download a sleep diary that will help you and your doctor identify what's keeping you up at night.
Tips for getting good sleep 7
} } Keep a routine. Get up at the same time each morning, have meals at regular times and go through the same bedtime ritual (bath, snack, book, etc.) each night. This keeps your body clock accustomed to going to sleep when it is bedtime.
} } Safeguard your bedroom as a place for sleep. Keep your bedroom quiet, cool and dark. Don't read, eat, watch TV, write, talk on the phone or worry in bed. Once you get in bed, your mind should be off for the night.
} } Be aware of what you put into your body and how it affects your sleep. Do not have any caffeine after lunch. Avoid alcohol (and heavy exercise) within six hours of your bedtime. Don't smoke before bedtime, and keep any bedtime snacks light. Try to avoid relying on sleeping pills.
The information contained in this flier is provided for educational purposes only, and should not be interpreted as medical advice. Please consult your doctor for medical advice about changes that may affect your health and before taking any medications or beginning any lifestyle program. Some services may not be covered under your health plan. Please refer to your Group Certificate and Schedule of Benefits for details concerning benefits, procedures and exclusions.
Sources
2 WebMD, Are You Getting Enough Sleep? (February 9, 2009): webmd.com
1 American Academy of Sleep Medicine, Sleep Disorders (accessed April 1, 2010): sleepeducation.com
3 WebMD, 10 Things to Hate about Sleep Loss (February 17, 2010): webmd.com
5 Rosekind, M. R., Gregory, K. B., Mallis, M. M., Brandt, S. L., Seal, B., & Lerner, D. (2010). "The Cost of Poor Sleep: Workplace Productivity Loss and Associated Costs." Journal of Occupational and Environmental Medicine, 52(1), 91-98.
4 WebMD, Are You Getting Enough Sleep? (February 9, 2009): webmd.com
6 American Academy of Sleep Medicine, Common Treatments (accessed April 2, 2010): sleepeducation.com
7 WebMD, Spring Forward with 10 Sleep Tips (March 1, 2010): webmd.com
Anthem Blue Cross is the trade name of Blue Cross of California. Anthem Blue Cross and Anthem Blue Cross Life and Health Insurance Company are independent licensees of the Blue Cross Association. ANTHEM is a registered trademark of Anthem Insurance Companies, Inc.
The Blue Cross name and symbol are registered marks of the Blue Cross Association.
MCASH0324ABC
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Zones and Interconnectivity Activity
Objective:
This activity helps students learn how to make basic urban plans for an imaginary city.
Time:
1 - 3 Hours
Materials:
* Planning Survey Worksheet (included below)
* Opening Worksheet (included below)
* Design Worksheet (included below)
* Teacher's pre-drawn urban plan (see assessment activity in step #8 of the instructions below)
* Assessment Worksheet (included below)
INSTRUCTIONS:
1. Initial brainstorming: Lead a class discussion about communities, using the following questions:
Would the following locations be logical?
* A grocery store on the outskirts of town.
* A library near a school.
* An elementary school next to a jail.
* Four grocery stores next to each other.
* A school on the opposite side of town from residential areas.
* A coffee shop near a busy road.
* A shopping mall in a sparsely populated area.
Questions about planning and development:
* Where will people be employed? In what industries?
* What factors would help determine the type and number of buildings needed?
* Are there options that can be combined?
INSTRUCTIONS (Continued):
2. Distribute the Opening Worksheet. This worksheet defines the problem, and provides a planning chart for student groups to use to determine how they will work together to complete the entire project by the assigned due date. Be sure to go over the worksheet as a class, answer questions, and have the students complete the plan, before moving forward.
The problem is defined on the worksheet via a letter to the students:
Dear students,
The council members of Weebeebuilding town have recently acquired a large plot of land. The members of the council would like your team's assistance in creating a new town on this land. The council will provide funding for 20 buildings in the first year, but it is important that you make wise choices about which buildings should be constructed. Once you have settled on specific types of buildings, you will need to draw up plans in the form of a large-scale map. Your team will present your map and supporting documents to the council.
3. Survey the students to determine which sorts of buildings (commercial, residential, industrial, and municipal) they want to include in their new towns. Organize this information into a chart listing types and numbers of buildings.
4. Discuss with the class why certain buildings are necessary—a school, perhaps, and a fire station, a gas station, a grocery store, a residential building (such as an apartment complex), an office building, and so on. Introduce the concept of growth. Should some buildings go up before others? Which should be built in the first year? [These should offer employment for a few people who move to the town, as well as for others who commute.] What services should support these people?
INSTRUCTIONS (Continued):
5. Distribute the Planning Survey Worksheet. Have students form small groups representing construction companies. The companies should determine which buildings they are going to build the first year and provide valid reasons for their choices. Have the students list which businesses they would like to build the second year and into the future. When would something such as a nail salon go up? How quickly would the town expand? What factors would influence growth? Would there be any reason not to grow year after year? What would happen if a major employer were to leave town or go bankrupt?
6. Distribute the Design Worksheet. Have the student construction teams draw plans on graph paper for their new towns. How would they lay out the community? Would everything in the first-year plan be on a main street or widely dispersed? Once the plans are drawn, they should be presented to the town inspector (you, the teacher) for approval.
7. After inspection, have the class vote on its favorite plan from among those submitted. Transfer that plan, grid square by grid square, to a large display in your classroom.
8. Assessment Activity: Create a map similar to the one the students made. Remove some important features from the map, place the fire department at the far outskirts of town, and place two grocery stores both in the same neighborhood. Pass the map out, and have students analyze it and answer questions on the Assessment Worksheet. Or make your own design "mistakes" and develop custom assessment questions to determine students' understanding.
Students should recognize important needs such as a fire department, a hospital, a school, a post office, residences, and grocery stores. They should also understand that, in general, these types of structures take priority over businesses that serve a smaller segment of a town's population. Can they suggest communities that might be exceptions to such guidelines?
Zones and Interconnectivity Activity: Opening Worksheet
Dear students,
The council members of Weebeebuilding town have recently acquired a large plot of land. The members of the council would like your team's assistance in creating a new town on this land. The council will provide funding for 20 buildings in the first year, but it is important that you make wise choices about which buildings should be constructed. Once you have settled on specific types of buildings, you will need to draw up plans in the form of a large-scale map. Your team will present your map and supporting documents to the council.
Objective: _____________________________________________________
Funding Source: ________________________________________________
.
Zones and Interconnectivity: Planning Survey Worksheet
What types of buildings (commercial, residential, industrial, and municipal) should be included in the new town? Organize this information onto the chart below by identifying which buildings should be built the first year and which should be built the second year and then listing the building types, number of each type of building, and reasoning.
Identify the zone each building should be built in by color:
* Commercial - red
* Residential - yellow
* Industrial - brown
* Municipal – green
Zones and Interconnectivity: Planning Survey Worksheet (Continued)
Complete the chart for the second year! Be sure to refer to the previous page listing buildings built during the first year.
Zones and Interconnectivity Activity: Design Worksheet
Use this graph paper to draw out your team's plans for its new town. Consider: How will you lay out the community? Will everything in the first-year plan be on a main street or widely dispersed? Once the plans are drawn, present your plans to the town inspector (the teacher) for approval.
Zones and Interconnectivity Activity: Assessment Worksheet
Look at the map provided by the teacher, and answer the following questions:
1. When planning a new town or city, what are some things that should definitely be included?
2. Where would be a suitable location for a school in this town? An entertainment complex?
3. What is wrong with the location of the fire department?
4. Why are there two grocery stores? Is two enough? Too many? | <urn:uuid:0b041fa9-6153-44ff-a27c-876fa645c080> | CC-MAIN-2018-09 | http://jmafuturecity.cmswiki.wikispaces.net/file/view/zones_and_interconnectivity_activity.pdf | 2018-02-18T09:05:28Z | crawl-data/CC-MAIN-2018-09/segments/1518891811795.10/warc/CC-MAIN-20180218081112-20180218101112-00049.warc.gz | 182,673,131 | 1,390 | eng_Latn | eng_Latn | 0.997039 | eng_Latn | 0.999194 | [
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THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES
Taboos Regarding Menstruation: General Perception of Women in Delhi
Megha Singh Undergraduate Student, IIT Delhi, Delhi, India Piyush Mittal Undergraduate Student, IIT Delhi, Delhi, India Prateek Chandak Undergraduate Student, IIT Delhi, Delhi, India
Abstract:
The paper deals with customs and myths followed by women in our country during their menstrual phase. To gain an insight into this everlasting predicament, there were two surveys conducted, first, to study the experience and taboos faced by women during the phase of menstruation and second, to carry out an analysis of general perceptions and awareness about menstruation in educated women through a questionnaire. Survey results indicated the fact that although a large chunk of population still follows these customs, education has played a pivotal role in its removal from our society. People don't want their daughters to fall victim to these traditions. Better education and open-mindedness are essential to counter existing proscriptions.
Keywords: taboo, customs, menarche, menstruation, education
1. Introduction
In countries like India, it is tough to challenge taboos followed during menstruation. There are multiple customs attached to it, various practices that are followed without being questioned, and an extreme lack of awareness exists. The seriousness and the secrecy surrounding this topic set alarm bells ringing. At least 23 percent of girls in India leave school when they start menstruating and the rest miss on an average five days during each monthly menstrual period between the ages of 12 and 18 [i] Mothers, educated or otherwise, generally indoctrinate their daughters about menstruation portraying it as a curse and that they cannot do away with it. Following silently what one is told has a negative impact on the dignity of the girl child; especially in rural areas where these situations are worse.
To gain an insight into this everlasting predicament, there were two surveys conducted. Interviewed females were of age between 18 and 70. First survey was to study the condition, their experience and taboos faced by women during the phase of menstruation. This survey consists of 45 females in remote underdeveloped regions of Munirka, South Delhi and 45 in well-off regions of Hauz Khas, South Delhi. The second survey was conducted at Connaught Place, Central Delhi to carry out an analysis of general perceptions and awareness about menstruation in educated women through a set of questions. Total number of females interviewed were 128.
2. Survey 1–Customary Proscriptions Faced by Women during Menstruation
Type of restrictions or taboos followed by people varies with region. There are innumerable examples round the world. In Nepal, women are not allowed to interact with anyone during their menses. In rural Ghana, a women is forbidden to enter a dwelling with a man or cook him food while she is menstruating [ii] . In India, they are not allowed to touch cows. However, there were some common bars faced by females in day to day life in our surveyed region. They are as follows:
i. Menstruating women have to stay in separate rooms, away from their houses (mainly in remote regions).
ii. They must rest; they cannot work, take bath or comb their hair.
iii. They must not cook for others and keep separate utensils; they are not allowed to touch pickles.
iv. They are not allowed to worship or enter prayer rooms or temples; they can't even keep fasts.
v. They are not allowed to touch items or cast their shadow on sun.
Women are told that they became polluted/unholy during the period of menstruation. In some regions women are prohibited from using common water bodies. As a result, they are not even provided with water to maintain their hygiene. They must hide the clothes which they use during menses from men. Often in remote regions, women reuse the same cloth, therefore it requires washing. Since they don't let these clothes get dry in open under proper sunlight, they do not get sanitized. It is not just women in remote area who are reserved. Even urban women buy pads and get them wrapped in dark colored plastic bags or newspapers, apparently hesitant to talk about it.
These proscriptions have been traditionally followed till date generation after generation. They were created and initiated by our ancestors when means to maintain hygiene were limited. This might be the reason why in those times women were asked to stay in separate spaces and
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Vol 3 Issue 8 August, 2015
not touch food items. However, although it is trivial and impractical to follow these customs or myths, they still dominate our society and is followed by many.
3. Analysis of Survey 2 - General Concerns, Reactions and Perceptions
Our survey at Connaught Place, Central Delhi had basic questions like - "How and when did you come to know about menstruation?", "Did you know about menstruation when you had your first menses?", "Do you follow any customs (taboos) during those days? Is education important for its elimination?", "What advices were given to you? Was your father involved?", "What is your mental state during those days?"
The sample space we had in Connaught Place involved urban, educated and well-to-do people. The most unanticipated observation was that
78 out of 128 ladies interviewed were hesitant and denied giving answers to our questions after being ready initially. On hearing the word 'menstruation', they chose otherwise. This gives a clear picture of the shy and reclusive nature of this topic in the nation, with more than 60% of the women being reluctant to discuss this unrelenting issue. It proves the fact that menstruation is a big 'taboo' in our country even today. The drawback of the survey was that mostly open-minded people volunteered to take part. The females (50 in number) who agreed to answer to the survey questions, tell us a story, completely different from elsewhere. 76% of them knew about menstruation before they had their first menses. 82% of the surveyed women did not follow any taboos. However, some did admit of not going to temples during this period. 90% of the women agreed that their elders followed these taboos by heart, but they never tried to question them.Not even a single person acknowledged the involvement of their fathers in this subject, be it education or general advices. 52% females are used-to and normal during their periods, while the other 48% are tensed, irritated, aggressive and mentally not prepared for this.
Katherine Dalton says premenstrual tension bedevils every action of a woman. She may be sad, may quarrel, unexpectedly burst into tears, become violent, suffer mood swings etc. [ iii ] . These reactions create unwanted chaotic situations and may possibly be one of the reasons why there exists a number of myths associated with this subject which are pessimistic in nature.
52% also said that they talked to their elders about the validity of the taboos and myths associated with menstruation. Many of them were hesitant since they thought it wouldn't have an impact or effect their parent's thinking. Except 8% women, nobody wants the coming generations, their daughters, to fall victim to these taboos.
4. Education: Transforming Mentality of Women
It is essential that knowledge about menstruation being imparted to girls be balanced and appropriate. It is a proven fact that girls who are well educated and prepared before menarche are the ones who have positive attitude towards menstruation [iv] [v] [vi] . The survey conducted also proved that it was the mothers who have exercised the responsibility of educating their daughters, the fact being true for all the cases. WSSCC interviewed 775 females and held focus groups with some 12,000 women and girls [i] . Surprisingly, 90 percent of them didn't know what a menstrual period was before menarche, whereas our survey of educated people proved that 76% of them knew about it. As a result, a majority of these women were prepared for it and did not follow any customs. The role of education can well be understood by this example. It generally happens that girls are explained about menstruation after menarche. Thus their daughters aren't prepared, resulting in hesitancy and anxiety being associated with it [vii] . Girls feel it is important to talk to them about the process of menstruation and hygienic ways to deal with it. This would give them emotional support and reassurance [viii]
5. Conclusion
Survey results clearly indicates the fact that education has been playing a pivotal role in removal of these customs from our society. With increase in literacy rates [ix] , the number of people from coming generations, who follow these customs and consider it a taboo, are reducing considerably. Better education and open-mindedness are the key factors. People are still introvert when talked about menstruation, be it urban educated or rural uneducated women. It is important, as also suggested by many in our survey, to include this topic in text books in preliminary stages so that they can be aware of the phenomenon and understand it early. Government and Non-governmental bodies must work to change the scenario by spreading social awareness.
6. References
i. Julie Mollins (2013) ,Menstruation Taboo Puts 300 mln Women in India at Risk ,https://www.globalpolicy.org/social-andeconomic-policy/the-millenium-development-goals/52263-menstruation-taboo-puts-300-mln-women-in-india-at-risk-experts.html
ii. Water Supply and Sanitation Collaborative Council, UNICEF, A Global Village, New York Times, Huffington Post
iii. Katherine Dalton MRCS, LRCP (1972) Health education and menstruation, Journal of the Institute of Health Education, 10:1-4, 1722
iv. Rierdan, J. (1983). Variations in the experience of menarche as a function of preparedness. In S.Golub (Ed.), Menarche: The Transition from girl to woman (pp. 119-126). Lexington, MA:D. C. Heath.
v. Rierdan, J., Koff, E.,&Stubbs, M. L. (1989). Timing of menarche, preparation, and initial menstrualexperience: Replication and further analysis in a prospective study. Journal of Youthand Adolescence, 18, 413-426.
vi. Ruble, D. N., & Brooks-Gunn, J. (1982). The experience of menarche. Child Development, 53,1557-1566.
vii. Chrisler, J. C.& Zittel, C. B. (1998). Menarche stories: Reminiscences of college students from Lithuania, Malaysia, Sudan, and the United States. Health Care for Women International, 19, 101-110.
viii. Rierdan, J.,Koff, E.,&Flaherty, J. (1983). Guidelines for preparing girls for menstruation. Journal of the American Academy of Child Psychiatry, 22, 480-486.
ix. Literacy Rate In India,Ministry of Statistics and Programme Implementationhttp://mospi.nic.in/Mospi_New/upload/man_and_women/Chapter%203.pdf
119
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DIETARY ADVICE FOR GALLSTONES
MEAL PLAN
Breakfast
Fresh fruit juice/ Fruit Cereal with semi skimmed or skimmed milk Bread or toast with low fat spread
Lunch
Lean meat or fish or egg or pulse vegetables Potatoes or bread or pasta or rice Vegetables or salad
Dinner
As for Lunch
Between meal snacks
Semi skimmed or skimmed Milk drinks Fresh fruit Plain biscuits Malt loaf Scones Teacakes
WHAT CAN I EAT?
To stay healthy we need a balanced diet including a variety of different foods. This is the best way to ensure we get enough of the nutrients we need. There are four main food groups
Bread, cereals, potatoes pasta and rice
Have these as the main part of your meals and snacks. As well as energy, starch foods provide vitamins, minerals and fibre. They contain very little fat.
Fruit and vegetables
Try to eat some fruit or vegetables at every meal or snack. They contain a variety of vitamins and minerals and are again naturally low in fat.
Meat, fish and alternatives (eggs, beans, and pulses)
These foods provide us with protein, vitamins and minerals including iron. Choose lean meat and ensure you trim off all visible fat and remove skin from chicken. Eggs contain some fat so should be eaten in moderation. Beans and pulses are naturally low in fat and should cause no problems. Protein foods should be eaten at least twice per day.
INTRODUCTION
Some people with gallstones find that eating foods high in fat causes them to experience abdominal (tummy) pain. The information provided in this leaflet aims to help such people. Fat is high in calories and reducing fat in the diet may cause you to lose weight. If eating fat does not cause you any symptoms and you do not need to lose weight you should continue to eat a balanced healthy diet.
If you need to lose weight and would like more information we would be happy to make you an out patient appointment to see a dietitian. If you do not need to lose weight and experience rapid or continuous weight loss as a result of reducing the fat in your diet, you should seek the advice from a state registered dietitian.
For an outpatient appointment with a dietitian speak to your Hospital doctor or GP and ask them to refer you to dietitian.
FOODS HIGH IN FAT
The following foods are high in fat. Limit the amount you eat if you get pain after eating them.
Fried foods
Including chips, roast potatoes and foods in batter.
Fatty meat
Including sausages, pate, black pudding, salami, corned beef and luncheon meat.
Eggs
Fried or scrambled eggs with added butter/margarine. Limit to one small or medium egg, boiled or poached.
Fish
Deep fried fish or seafood in batter or shallow fried fish in breadcrumbs. Oily fish such as herring or mackerel and sardines should not cause problems but if buying tinned varieties choose the ones tinned in brine or tomato sauce rather than in oil.
Pastry
Such as meat pies, sausage rolls, croissants and sweet pastries (e.g. Danish pastries).
Snacks
Crisps, nuts, chocolate, cream filled or chocolate biscuits, doughnuts and cream cakes.
Dressings
Mayonnaise, Salad cream and Oil salad dressings (Use low fat varieties sparingly).
Dairy products
Full fat Milks, Full fat cheese or cheese spreads, Cream, creamy yoghurts and desserts.
Oils and spreads
Butter, lard, all and margarine's. Choose a low fat margarine (not just low cholesterol or low saturated fat) and use this sparingly.
Miscellaneous
Nuts, avocado
Dairy products (milk, yoghurts and cheese)
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Pensacola High School International Baccalaureate Diploma Program
Language Policy
Purpose
The International Baccalaureate Program at Pensacola High School includes students of many cultures and ethnicities. Language plays a vital role in diversity, tolerance, and appreciation of all humanity and the human spirit. Pensacola High School's International Baccalaureate Program's Language policy is ensure the development of language and learning is being fostered among our students. The purpose of the policy is to do the following:
- Explain why Language A in the PHS IB curriculum is limited to English.
- Indicate how we support students first language (also called mother tongue)
- Remind students, parents, and all other stakeholders that students in the IB program must learn one language in addition to their first language (PHS IB offers Spanish and French)
- Inform stakeholders of the services offered at PHS for English Language Learners (ELL)
- Outline the support services offered for students and parents regarding the development of language
Philosophy
The mission of the International Baccalaureate Program at Pensacola High School is to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Language encompasses many modalities. Language and its uses are paramount in communicating within our pluralistic societies, cultures, and world. Pensacola High School's IB program aims to do the following:
- Embrace and further develop language in all forms; listening, speaking, reading and writing.
- Appreciate and accept intercultural diversity and teach this among the students
- Convey and pursue knowledge inquisitiveness, and the sharing of ideas. Therefore, the systematic study of languages is understood to be an essential facet of social and academic life.
- Teach language and facilitate communication among all subject areas
Principles
While English is the language of instruction, Pensacola High School's International Baccalaureate (IB) Program respects and appreciates the equal status of all languages. Pensacola High School's IB program promotes an academic environment wherein students aspire to multilingualism. Pensacola High School and the IB Program is committed to providing as much diversity of language instruction as possible. Language diversity reinforces literacy and cultural identity and reflects the multilingual society within the IB program and Pensacola High School. The Group 2 curriculum (world language) improves the relationship, consideration, and respect for other cultures. The program appreciates that acquisition of another world language is important in augmenting higher-order thinking skills.
In practice
With an understanding that all teachers are language teachers, encouragement in strengthening one's heritage language as well as the acquisition of additional/world languages is encouraged and nurtured. The IB Language profile at Pensacola High School indicates that 91% of our IB students speak English as their first language. The majority of the remaining 9% of students speak Chinese, Spanish, Vietnamese, and Tagalog as their first language.
Pensacola High School's IB program is a full diploma program. When students are accepted, they must complete an English Language survey to identify if there is a need for support services. In rare cases, students enter into the English Language Learners (ELL) program prior to the IB program in order to have specific classes assist with developing their English speaking and writing skills. Due to the requirements of the full diploma program and the course requirements for ELL, ELL students may apply for admission into the IB program upon passing the Comprehensive English Language Learning Assessment (CELLA). A more detailed explanation of ELL is referenced below. In other cases where students do not need ELL services but speak English as their second language, we offer tutoring and other services for support if needed. Teacher meetings are conducted to discuss possible interventions and various teaching strategies. It is the responsibility of all teachers to meet individual student needs through differentiated instruction to include course content, assessment, and the recognition of language diversity.
Pensacola High School IB program recognizes the importance of promoting a student's mother-tongue language. Therefore, students are allowed to complete their extended essays in their mother tongue if desired which fosters their first language. In addition, for bi-lingual students who do not desire to learn a new language, a self-taught option may be designed if possible with the IB Coordinator and current language teachers. This would be determined on a case by case basis. Lastly, our program supports the mother tongue languages through peer tutoring and in addition to the Spanish and French National Honor Societies.
Group 1 - Language A English
Within the educational framework of Pensacola High School's IB Program, Language A is limited to English as the language of instruction. Florida Constitution, article II, Section 9 (1988) states that English is the official language of the State of Florida. Furthermore, according to Florida State education standards, in order to graduate, each student is required to be proficient in spoken and written English. To foster the development of English, all students are required to take English in grades 9 through 12. The literature studied in the Language A category reflects American, South Eastern Regional, and minority cultures. This exposes students of all backgrounds to the host country's language and customs. Although special support is offered to English Language Learners (ELL) at Pensacola High School, classroom instruction must be aligned with state standards and assessments.
Promotion of other languages:
Group 2 - Language B: Spanish and French
Since we are a full diploma program, all of the Pensacola High School IB students must learn at least one language in addition to their first language. Spanish is offered due to the high concentration of Hispanic speaking residents in the state of Florida. In addition, French B is offered due to a large number of Asian students at Pensacola High School who speak French as their second language.
A continuum of Language B courses are offered in both French and Spanish in grades 9 through 12 in order to support the developing needs of all students.
Diploma options include the following:
- Spanish SL
- Spanish HL
- French SL
- French HL
- In some cases, Spanish Ab Initio as well as French Ab Initio
These courses will not only focus on the four major areas of second language acquisition - reading, writing, speaking, and listening - but also on the culture of the French and Spanish speaking worlds as it is important that the student become both linguistically and culturally proficient in the language studied. The Language B courses are assessed using the assessments required by the International Baccalaureate Language B objectives and assessment tools.
Reading
Reading takes place in all subject areas and students will read across curriculum whenever appropriate. All teachers use reading to enable students to develop proficient listening, speaking, reading, and writing skills. Emphasis is on acquisition of integrated English communication skills in a wide range of content and activities that include but are not limited to texts, guided reading groups, differentiated reading instruction, and word lists.
The content should include, but not be limited to, the following:
- Active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
- text craft and structure
- Analysis of literature and informational texts from varied literary periods to examine:
- elements of literature
- power and impact of language
- arguments and claims supported by textual evidence
- influence of history, culture, and setting on language
- personal critical and aesthetic response
Writing
Teachers of all content areas encourage students to develop their language skills through writing. Writing is implemented to ensure consistency of the writing process (planning, outlining, drafting, editing, proofreading, publishing), as appropriate with each grade level. Student's development of writing will be supported by being provided feedback from teachers and peers.
- Writing will be utilized in all subject areas for the following purposes:
- crafting coherent, supported informative/expository texts
- developing and supporting argumentative claims
- responding to literature for personal and analytical purposes
- writing to sources using text- based evidence and reasoning
- writing narratives to develop real or imagined events
Oral Language
Extensive oral language for both social and academic purposes must be incorporated into successful literacy development. The following practices will be implemented to support the development of oral language:
* Teachers exemplify correct academic language usage within the classroom environment while being astutely aware of students' cultures and ethnicities, as well as heritage languages.
* Students are provided sufficient opportunities to develop and apply oral language beyond social language via group and individual oral presentations, debates, and speeches,
* Teachers of second language learners support the school's reading, writing and oral language practices as well as the IB learner profile. Pensacola High School students receive instruction using a collaborating, full-immersion approach to second language learning. Emphasis on grammar, speaking, listening, and writing skills, along with vocabulary development help students cultivate the necessary academic tools they need to become effective, multilingual speakers, readers, and writers.
Materials
The selection of instructional materials to be used by the District will be criteria of age appropriateness, educational purpose, and State and District performance standards alignment. In addition, the broad racial, ethnic, socioeconomic, and cultural diversity of the students of the District will be considered (Rules and Procedures of the District School Board, Escambia County, Florida)
Provided informational texts, language is used to solve problems, raise questions, provide information, and present new ideas about the subject matter. Another form of informational text includes functional reading materials (e.g., websites, how-to material) encountered in real-world situations. Informational material must include a variety of proficiency-level appropriate information sources.
Instructional materials should represent different points of view, contexts, and cultures while including issues and problems that persist across time. The texts should have identifiable key topics and relevant supporting details. (Florida Hard-toMeasure Content Area: World Languages, 20)
Support Services
ELL Services
Pensacola High School creates and fosters a multicultural curriculum to enhance the education of all students. Our traditional program at Pensacola High School welcomes our English Language Learners and strive to celebrate, nurture, and challenge them throughout their educational experience. Language and literacy are essential for individual and collective empowerment. Our certified ESOL staff--certification consisting of five ELL approved college courses or the 300 hour Escambia County School District's ELL in-service program, or a combination of the two--helps our students find their voice and reach their goals by supporting the development of their English language skills. (Escambia County, Florida ESOL Website). Over 90% of our IB faculty has met the ELL in-service program requirements to better support our students.
Tutoring
National, Spanish, French, and Science Honor Societies meet with students individually or in small-groups to give learning assistance. Tutoring is also offered before school from 7:40-8:30 and after school 3:15-4:00.
Informational Sessions
Evening informational sessions are presented by the IB Coordinator to involve parents in planning their student's language development and diploma options. Parents are informed about the various Language B options (Spanish SL, HL, Ab initio and French SL, HL, AB initio) and the various options students have the for diploma program (e.g. English SL or HL). Parents and students are educated so informed decisions can be made on what curriculum options are best pending on individual strengths and weaknesses. These events include IB 101, IB 201, IB Junior Informational Session, and Senior Orientation.
Media Specialist
It is the objective of the Media Specialist to offer available tools for students, parents, and staff to direct, enhance, and support the learning process. Knowledge of curricular areas is necessary in order to serve the interdisciplinary needs of the learning community. It is the goal of the Media Specialist to work in a flexible environment, working in partnership with staff, teaching skills to students and staff, and keeping the assets of the Media Center.
Literacy Coach
Pensacola High School's literacy coach works directly with teachers, students, and parents providing classroom-based presentations, cooperative group and individual support, and facilitating teachers' professional development. The Literacy coach helps to improve reading, writing and language skills by providing supplemental resources for struggling readers.
Language Needs for IB Learners
IB students are diverse in their social cultural interests. Language concentrates on how personal philosophies, values, beliefs, and other aspects of culture express and affect human experience. Language diversity involves the exploration of ideas that foster artistic and intellectual creation in order to understand the human-condition across many cultures. To this end, necessary language development fosters personal, social, and academic growth in that language course curricula address communication skills, critical thinking skills as well as satisfy the core requirements in Language.
Language Policy Committee:
Thomas Pennington- Language A: Literature Teacher
Kimberly Teasely- Language B: Spanish Teacher
Michael Jones- Group 3: History Teacher
Melanie Gibbs- Group 5: Math SL Teacher
Alyssa Simmons- IB Counselor
Brenda Sutton- ESE Representative
Laura Nelms Brewer- IB Coordinator
References and Resources
Guidelines for developing a school language policy. IBO, 2008
Guidelines for school self-reflection on its language policy. IBO, 2012
Rules and Procedures of the District School Board, Escambia County, Florida
Escambia County Florida ESOL website
Florida Constitution, article II, Section 9 (1988)
Language Policy of Vangaurd High School, Marion County, Florida
Language Policy of South Fork High School, Martin County, Florida
Language Policy of Coral Gables High School, Miami Dade County, Florida | <urn:uuid:427734f2-9fe3-4572-b10e-a18de7ae8315> | CC-MAIN-2018-09 | http://phsibsupport.org/wp-content/uploads/2012/09/PHS-IB-Language-Policy.pdf | 2018-02-18T08:50:48Z | crawl-data/CC-MAIN-2018-09/segments/1518891811795.10/warc/CC-MAIN-20180218081112-20180218101112-00057.warc.gz | 269,793,584 | 2,851 | eng_Latn | eng_Latn | 0.940522 | eng_Latn | 0.994085 | [
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Individual Development Plan
Breakeven______________________________
Date_____________
Dominant Goal______________________________
Drive – What can be done to increase the Drive to achieve your dominant goal?
New Learning – What skills, knowledge, strategy, and habits will help you get to your goal quicker?
Self-Defeating Thinking – What anxiety do you need to deal with more effectively?
What self-limiting beliefs do you need to overcome?
What activities do you need to give up that make you feel good, but don't make you any money? | <urn:uuid:4c524f91-8d37-48ca-bab4-ebddcb31f77d> | CC-MAIN-2018-09 | http://bobteichart.com/Images/Interior/ind%20dev%20plan.pdf | 2018-02-18T08:53:26Z | crawl-data/CC-MAIN-2018-09/segments/1518891811795.10/warc/CC-MAIN-20180218081112-20180218101112-00057.warc.gz | 50,527,980 | 106 | eng_Latn | eng_Latn | 0.99853 | eng_Latn | 0.99853 | [
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Routines: Context for Learning
As WV Birth to Three partners with families and caregivers, this guidance is provided to strengthen the child's understanding, learning and access to family and community activities.
All learning occurs through a child's interactions and experiences. For a typically developing child this mostly, this occurs incidentally and without effort as information flows through our distance senses of vision and hearing…The Gateway to Learning. Sensory challenges turns this learning upside down. Information becomes incomplete, distorted or unreliable and directly affects learning and development. Consistent structured routines provide a predictable context and offer the opportunities to develop communication, skills, and concepts and to develop relationships. They are concrete experiences that provide the order on which the child can build on, connect their own experiences, and build concepts.
Components of a Routine: The level of learning in a routine is proportionate to the level of the active engagement of the child.
Beginning:
* Does the child know who will be participating in the routine with them?
* Does the child know which routine will occur? Have a name for each routine.
* Can the child assist in the preparation of the routine?
Examples:
Hearing Loss- Introduce yourself to the child in their communication modality. For children using/learning sign language have a name sign for yourself. Ensure AT is operational and presence is inside their "listening bubble". Have a name for the routine and explain what he/she will be doing or where he/she is going. Ensure understanding via picture and/or pantomime (while adding words/signs). Label and expand language and concepts via explanations. "First we need to run the water. Can you feel how warm the water is? Let's get a towel and washcloth from the top shelf."
Vison Loss- Ensure the child knows who you are. Speak before you act on the child. Explain to the child what he/she will be doing or where he/she is going. Consider providing an object cue. Object cue should be an object (or partial object) that tactically represent the routine such as a washcloth for bath or a hard plastic that feels like the car seat. Through verbal narratives, gentle prompts and/or hand-under-hand, have the child prepare for the activity. Ensure visual accommodations are provided. Red toothbrush if that is the preferred color.
Combined Loss- Ensure the child know who you are; consider a consistently worn ring that the child can use to recognize you via touch, your name sign, always use your voice. Ensure
understanding of the routine. Use an object of the routine such as washcloth for bathing or spoon for eating, sign/voice to the child what the routine will be. Use hand-under-hand assist in gather materials or turning on the water for a bath, use verbal/sign descriptions of preparation.
Middle:
* How can the child increase participation in routine?
* Can new skills and concepts that naturally occur during the routine be introduced?
* What learned skills can the child demonstrate (generalize) in this different routine?
Examples:
Hearing Loss-Provide language and concept expansion in the child's communication modality. Ensure AT is operational and presence is inside their "listening bubble". During bath time, talk about wet vs dry, warn vs cool water, how the soap suds up and rinses clean. Always consider the new language skills and concepts that can be learned in the familiarity of a routine. Where are opportunities to introduce new words and concepts?
Vision Loss- If the child has low vision, look for ways to add color or high contrast to items you and the child use routinely. If part of his/her dinner routine is to feed herself using a spoon, make sure she has a spoon and bowl she can easily see on her highchair tray. If your child is blind or has very low vision, think about ways to add textures or braille to items she uses. If part of her morning routine includes brushing her hair, buy her a brush that has a distinctive handle that lets her know it's hers. Provide opportunities for exploring tactual components of relevant objects and promote discrimination of objects by touch. Provide items that have a variety of textures, shapes, sizes, and weight. Look for items that have many different ways to activate them such as pushing, pulling, sliding, pinching, etc. Encourage children who have low vision to use their vision by controlling environmental conditions such as lighting and glare, color, contrast, size, etc. Allow the child to hold materials at whatever angle or distance that is best for them and encourage them to move close to you at story time.
Combined Loss- Use touch cues, hand-under-hand assist, verbal/sign and physical prompts to maximize the child's participation. Consider what new skills and concepts can be built upon in the familiar context of a routine. How can engagement, turn taking and mutual attention be increased?
End:
* Does the child know the routine in complete?
* Can the child participate in the clean up or end of the routine?
Examples:
Hearing Loss- Provide language and concept expansion in the child's communication modality. Ensure AT is operational and presence is inside their "listening bubble". Have a consistent word/sign to indicate the routine is finished. As the child's participates in the "clean up" or end of the routine, consider the new language skills and concepts that can be learned. Where are opportunities to introduce new words and concepts? Prepositions such as "in" "out"; "up" "down"; "over" "under" and concepts such as "dirty" "clean"; "cold" "warm" are more easily understood in context of an enjoyable activity.
Vision Loss-Speak before you act on the child. Explain to the child that we are finished and have a concluding ritual such as rinsing the washcloth and hanging it on the side of the tub. Through verbal narratives, gentle prompts and/or hand-under-hand, encourage the child to assist in the finishing activities.
Combined Loss- Use hand-under-hand assist, verbal/sign and physical prompts to maximize the child's participation in the ending ritual such as draining the water after a bath or participating in the putting the snacks away. Place objects used during the routine in the child's finish box to indicate the activity is over.
Consideration Tips:
* Learning skills and concepts in their natural context attaches more meaning to content of what is learned and helps the child to retain the skills and concepts and helps the child generalize the skills and concepts to other situations.
* The routine can be "talked" about using symbols, sign language, objects or whatever the targeted mode of communication is, out of context-distant in time and place.
* Always use your words paired with the targeted mode of communication.
* Accessible to blind and visually impaired incorporates objects, parts of objects, tactile symbols that are used as labels.
* Routines can be used to integrate skills, concepts and adaptations in a meaningful way.
* There is a clear signal to the child that the activity is starting. The steps of the activity occur in the same sequence.
* Each step is done the same way each time (same materials, same person, same place).
* Assistance is given in the same way each time until the child is ready for a lower level of prompting.
* The pacing of instruction is precisely maintained until the activity is finished (no side conversations, no going to get something you forgot, or spontaneously adding new or different steps that won't happen the next time the activity is done).
* There is a clear signal to the student that the activity is finished.
* When you see that the child is anticipating what will happen next, you'll know you've succeeded in establishing a routine.
Always Think: From the child's perspective what natural incidental information would typically occur that the child can be supported to access.
For children with visual impairments:
Concept development is delayed because vision is what drives the typically developing infant to move and interact with objects. When vision is impaired, often this drive is also impaired. Babies with visual impairments do not handle objects in the same way that babies without visual impairments do. They do not explore the environment the same way. They also do not see the actions of others well or at all. They cannot rely on vision to give them information to the same extent that babies with no visual impairment can. Vision also allows one to see how one piece of the world relates to several other pieces of the world. Children with visual impairments have to view their world piece by piece; then put it all together into the big picture. Children with no visual impairment can see the big picture first; then look at the pieces; then go back to the big picture. For example, a child with no vision loss will see that I am holding a rattle. She will look at the rattle and at me, and she gets the picture.
For children with hearing loss:
Watch the child and listen to yourself as you carry them out. What is the most natural language to go with each action? How do you give your baby access to that language? Do you make sure that the hearing aids or cochlear implant are on and working and that the television is turned off until the routine is over, or that brothers and sisters take their conversation into another room, or better yet — join you in the routine? Do you have the child's attention? Are you within the child's listening bubble?
Remember to:
- accept the child's responses and then increase expectations;
- encourage responses appropriate to the routine and the natural environment;
- encourage contingent responding related to child's initiation;
- focus on increasing the child's frequency and independence of responding; and,
- use "encouragers" rather than rewards.
Tips for Success for children with hearing loss-language expansion/exposure: | <urn:uuid:ec7d9405-c52a-40c6-a627-561760a2fac1> | CC-MAIN-2024-42 | http://www.wvdhhr.org/birth23/resources/hearing_vision/Routines_Context_Learning.pdf | 2024-10-12T21:33:59+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944254995.79/warc/CC-MAIN-20241012205209-20241012235209-00227.warc.gz | 53,744,555 | 1,998 | eng_Latn | eng_Latn | 0.998647 | eng_Latn | 0.998802 | [
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23 September 2024
Dear Parent/Carer
Year 9 PSHCE Autumn Term Update
I would like to inform you of the subjects your child will be learning in the Autumn Term in their PSHCE lessons. PSHCE composes of three themes, in line with our Academy values, which are taught twice a year and are delivered under the topic names of:
1. Respectful Relationships:Topic 1 – Relationships and Sex Education; Topic 2 – Celebrating Diversity and Equality
2. Taking Responsibility:Topic 1 – Life Beyond School; Topic 2 – Rights, Responsibilities and British Values
3. Building Resilience:Topic 1 – Health and Wellbeing; Topic 2 – Staying Safe Online and Offline
In the first half term, Year 9 will be completing life Beyond School. These lessons will include:
- What is assertiveness
- First Aid
- How to save and manage money
- Labour market information about jobs in Cornwall and beyond
- Social media and online stress
In the second half term, Year 9 will be moving onto Health and Wellbeing, during which students will learn about:
- Self esteem and how it can change
- How the media portrays images and using airbrushing
- Reproductive organs and how to keep healthy
- Cancer prevention and healthy lifestyles
- How to deal with grief and loss
By sharing these subjects with you I hope you can engage with your child about these topics and support their learning. If you need any advice or information regarding their topics, please contact me by email firstname.lastname@example.org
Yours faithfully
J Reynolds
Jenna Reynolds Head of PSHCE and Careers
Sunrising, East Looe, Cornwall PL13 1NQ
Telephone: 01503 262625
Email: email@example.com www.looe.cornwall.sch.uk
Headteacher: Mr S Yalden BSc (Hons) PGCE NPQH | <urn:uuid:2d6c5f3b-7dee-499a-920c-6280f55dfaad> | CC-MAIN-2024-42 | https://www.looe.cornwall.sch.uk/_site/data/files/users/12/files/letters-home-24/9739C1B33766A216772E325D9AB334C4.pdf | 2024-10-12T21:56:12+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944254995.79/warc/CC-MAIN-20241012205209-20241012235209-00228.warc.gz | 741,627,923 | 651 | eng_Latn | eng_Latn | 0.993078 | eng_Latn | 0.993078 | [
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Color Patterns
Circle the picture that comes next in each color pattern. A)
2)
Color the last picture to complete the pattern. B)
2)
Complete each color pattern. C)
2)
Teaching Resources @
www.tutoringhour.com | <urn:uuid:b5b39c3b-4dc0-4fe0-90fd-845a6c352053> | CC-MAIN-2024-42 | https://www.tutoringhour.com/preview/patterns/color-patterns.pdf | 2024-10-12T21:50:22+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944254995.79/warc/CC-MAIN-20241012205209-20241012235209-00229.warc.gz | 888,379,952 | 56 | eng_Latn | eng_Latn | 0.937976 | eng_Latn | 0.937976 | [
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Place and Value (G)
Name:
Date:
Score:
/5
Name:
Date:
Score:
Determine the place and value of each underlined digit.
1. 4286
2. 7060
3. 8346
4. 3728
5. 8182
Math-Drills.com | <urn:uuid:4e91c139-0a81-44b6-a510-68ae492727c2> | CC-MAIN-2024-42 | https://math-drills.com/placevalueworksheets/place_value_9999_us_lp_007qp.1628633360.pdf | 2024-10-12T23:13:53+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944254995.79/warc/CC-MAIN-20241012205209-20241012235209-00232.warc.gz | 326,744,863 | 68 | eng_Latn | eng_Latn | 0.588123 | eng_Latn | 0.588123 | [
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HOW TO Care for plants
CARING FOR YOUR POTS
FINDING THE RIGHT LOCATION FOR YOUR POTS
Outdoor areas you spend most of your time in
Where you often look out to from inside your home
That way you can see if they need watering, picking or pest control.
WIND
They may need some shelter if the wind is very strong. A small shrub or shade cloth as fencing could help.
WARMTH
In summer pots need a little shade from afternoon sun
In winter they need a warm sunny spot. Brick and concrete paving or walls store heat and are good for pots in colder weather.
SUNLIGHT
After seedlings are planted out into pots, for a day or two they need to be out of direct sun, and in semi-shade.
Plants need about 5 - 6 hours of sunlight a day.
They prefer morning sun and afternoon shade if that's possible.
Face them in a northerly direction. Use the compass on your phone to find north.
As seasons change so will the pattern of sun. Move your pots to follow the sun.
A window box on a north or east facing window suit small veggies like leafy greens or herbs.
Herbs will grow inside beside a sunny window.
WATER
Water regularly if needed, in the morning is best.
Check if watering is needed by putting your finger in the soil. If your finger comes out with some soil attached there's no need to water. If your finger comes out clean, then water is needed
In hot weather they may need watering every day if there's no rain. Don't wait until your plant is limp from drying out.
Whatever container you plant in make sure it has drainage holes. If you have saucers under pots don't let them sit in water for long periods, it rots their roots. Sit pots on pebbles or chunks o f wood if they are in a dish.
FEEDING
Many potting mixes contain fertiliser but after a few months apply some liquid fertiliser. Only use an organic fertiliser free of chemicals.
PESTS
Your plants will probably get pests. This just happens but sometimes it can be a sign of not enough light, too little or too much water, not enough nutrients/food or the plant is dying from old age. Check the internet for online advice about dealing with pests. Only use organic insecticides as the y are safer and do not pollute
HARVESTING
You don't always have to harvest the whole plant. Pick the outside leaves of lettuce, silver beet, chard, celery, parsley, etc. and let the plant continue to grow.
Cut chives level with the ground and the roots will grow more chives
With herbs cut just enough leaves to use at the time.
In time your plants will go to seed. They grow flowers which turn into seed pods. If you can let the seeds form and dry on the plant. Then sprinkle to seeds around to grow more plants
WHAT STOPS US FROM GARDENING?
Usually time, space, costs, confidence and knowledge. Here are some tips to overcome these barriers:
TIME
Start small with just 1 or 2 pots or a small patch.
Grow plants that are
easy and quick growing like leafy greens, cabbage, cauli, broc, onion take 3 months to grow, read the seedling labels in the store it will tell you growing time, where to plant, how much su n is needed, etc
check what your neighbours are growing, then you know it's suitable
SPACE
Use a balcony
a window ledge
clump pots together and elevate the ones at the back on bricks so they all get sun
grow plants that climb like beans, peas, squash
COSTS
Save money by
grow the foods you like to eat
cook up surplus food and freeze e.g. soups
Use recycled pots
wash them out to with soapy water to remove disease
find them at tip shop or ask professional gardeners for discarded ones
make your own liquid fertiliser with manure or weeds, check how on the internet
make your own organic insecticides, check how on the internet | <urn:uuid:471efe79-2f52-4ade-a8f7-52ef60e66bbf> | CC-MAIN-2024-42 | https://communityplate.org.au/wp-content/uploads/2024/06/HOW-TO-care-for-plants.pdf | 2024-10-12T22:03:09+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944254995.79/warc/CC-MAIN-20241012205209-20241012235209-00228.warc.gz | 152,227,169 | 869 | eng_Latn | eng_Latn | 0.997856 | eng_Latn | 0.99784 | [
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Playlist'
You can tell a lot about a person by what's on their playlist.'
Mark Ruffalo
* What music sums up the last year for you?
* What would be the high points and the low spots? Which aspects of the year do you want to remember? Is there anything you'd like to forget? Are there particular songs or emotions associated with any of these times?
* A carefully curated playlist is a great way to express yourself, and even to help you reflect on life. Which experiences have been challenging? Or surprising? What are you most proud of? How have you grown as a person over the last school year?
* What would be on your summer playlist? Think of the songs that will help you unwind and relax and make the most of the days ahead.
'Music is life itself.'
Louis Armstrong | <urn:uuid:aa71bce2-763d-49f2-81a0-89eedad7ae5f> | CC-MAIN-2024-42 | https://cofeportsmouth.contentfiles.net/media/assets/file/Playlist_reflection.pdf | 2024-10-12T21:44:23+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944254995.79/warc/CC-MAIN-20241012205209-20241012235209-00238.warc.gz | 157,983,113 | 169 | eng_Latn | eng_Latn | 0.999695 | eng_Latn | 0.999695 | [
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Lead - ToxFAQs™
What is lead?
Lead is a metal found naturally in the earth's crust. It can be found in all parts of our environment, including air, water, and soil. Lead can combine with other chemicals to make different compounds.
Lead is used in the production of batteries, ammunition, and metal products (solder and pipes). Because of health concerns, the use of lead in paints, ceramic products, caulking, and pipe solder has been dramatically reduced. The use of lead as an additive to automobile gasoline was banned in 1996 in the United States.
What happens to lead in the environment?
*
* When lead is released into the air, it may be transported long distances before it lands and stays on the ground.
Lead is an element, so it does not break down.
* Once on the ground, lead can often stick to soil particles.
* Lead in soil can get into groundwater, but the amount of lead that moves into groundwater will depend on the lead compound and soil type.
How can I be exposed to lead?
* Drinking water from pipes that were soldered with lead can cause exposure.
* Eating food or drinking water that contains lead.
* Spending time or living in homes with lead-based paints can result in exposure when the paint breaks down and forms dust, which can get on your hands, or into your mouth and nose and be swallowed.
Lead can cause health problems in almost every organ and system in your body.
* Spending time in areas where the soil is contaminated with lead.
* Using healthcare products from other countries, alternative treatments, or folk remedies.
* Working in a job where lead is used or participating in certain hobbies where lead is used, such as making stained glass.
How can lead affect my health?
The effects of lead are the same whether it enters the body by breathing it in or eating it. Lead can affect almost every organ and system in your body. The nervous system is the main target for lead poisoning in children and adults. Long-term exposure can result in decreased learning, memory, and attention, and weakness in fingers, wrists, or ankles. Lead exposure can cause anemia (low iron in the blood) and damage to the kidneys. It can also cause increases in blood pressure, particularly in middle-aged and older individuals. Exposure to high lead levels can severely damage the brain and kidneys and can cause death. In pregnant women, exposure to high levels of lead may cause a miscarriage. In men, it can cause damage to reproductive organs.
Lead
How can lead affect children?
Children are more vulnerable to lead poisoning than adults because their nervous system is still developing. Children can be exposed to lead in their environment and before birth from lead in their mother's body. At lower levels of exposure, lead can decrease mental development, especially learning, intelligence, and behavior. Physical growth may also be decreased. A child who swallows large amounts of lead may develop anemia, severe stomachache, muscle weakness, and brain damage. Exposure to lead during pregnancy can also result in premature births. Some effects of lead poisoning in a child may continue into adulthood.
Can lead cause cancer?
* The Department of Health and Human Services (HHS) has determined that lead and lead compounds are reasonably anticipated to be human carcinogens (causing cancer in people).
Several agencies and organizations both in the United States and internationally have reviewed studies and made an assessment about whether lead can cause cancer.
* The U.S. Environmental Protection Agency (EPA) has classified lead as a probable human carcinogen.
* The International Agency for Research on Cancer (IARC) has determined that inorganic lead is probably carcinogenic to humans, and that there is insufficient information to determine whether organic lead compounds will cause cancer in humans.
Can I get a medical test to check for lead?
A blood test is available to measure the amount of lead in your blood. Blood tests are commonly used to screen children for lead poisoning. Your doctor can draw blood samples and send them to appropriate laboratories for analysis. If you think you or anyone in your family has been exposed to lead, contact your doctor, nurse, or poison control center.
How can I protect my family from lead exposure?
* Do not allow children to chew or mouth surfaces that may have been painted with lead-based paint.
* Avoid exposure to sources of lead.
* If your home contains lead-based paint (built before 1978), or if you live in an area contaminated with lead, wash children's hands and faces often to remove lead dusts and soil, and regularly clean the house to remove lead dust and lead tracked in soil.
*
* Certain water pipes may contain lead, so if you know that pipes have lead solder, you should avoid drinking from that source.
* Lead is sometimes in candies imported from other countries or traditional home remedies; find out if yours has any lead and avoid using these products or giving them to children.
Check for lead in some products such as toys and jewelry and avoid such products.
* You can learn more about preventing lead poisoning here: https://www.cdc.gov/nceh/lead/faqs/leadfaqs.htm
Want more information?
Call CDC-INFO at 1-800-232-4636, or submit your question online at https://wwwn.cdc.gov/dcs/ContactUs/Form Go to ATSDR's Toxicological Profile for Lead
CDC Lead Poisoning Prevention Program https://www.cdc.gov/nceh/lead/default.htm
Environmental Protection Agency https://www.epa.gov/lead/protect-your-family-exposures-lead
Go to ATSDR's Toxic Substances Portal: https://wwwn.cdc.gov/TSP/index.aspx
If you have any more questions or concerns, you can also find & contact your ATSDR Regional Representative at http://www.atsdr.cdc.gov/DRO/dro_org.html
August 2020
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Bluebells
* A sign that Spring has definitely arrived, half the world's bluebells are found in the UK, mostly in ancient woodlands. However, native English plants are being overrun by Spanish bluebells which escaped from Victorian gardens and are much more robust.
* Much of their charm lies in their wild, natural beauty and resilience, springing up in surprising places.
"Like wildflowers, allow yourself to grow in all the places people thought you never would." E.V.
* Native bluebells are protected, so we probably shouldn't pick them, but they can still inspire us to blossom in unexpected ways. How could you surprise yourself – and others – this Spring? | <urn:uuid:340895fb-6594-4007-ba4a-d690e39ae0cb> | CC-MAIN-2024-42 | https://cofeportsmouth.contentfiles.net/media/assets/file/Bluebells_reflection.pdf | 2024-10-12T23:01:23+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944254995.79/warc/CC-MAIN-20241012205209-20241012235209-00238.warc.gz | 157,764,416 | 140 | eng_Latn | eng_Latn | 0.999436 | eng_Latn | 0.999436 | [
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MANILLA CENTRAL SCHOOL - ASSESSMENT TASK NOTIFICATION
Year 11 – 2024 MATHEMATICS STANDARD M EAGLES
Task Number: 2
Notification Date: 23/5/2024
Weight: 40%
Due Date: Thursday 20 th June 2024
By handed as a hard copy to Ms Eagles by 3.20pm
OUTCOMES ASSESSED
MS11-2 represents information in symbolic, graphical and tabular form
MS11-4
MS11-3
solves problems involving quantity measurement, including accuracy and the choice of relevant units
MS11-5
performs calculations in relation to two-dimensional and three-dimensional figures
MS11-6 makes predictions about everyday situations based on simple mathematical models
models relevant financial situations using appropriate tools
MS11-9 uses appropriate technology to investigate, organise and interpret information in a range of contexts
MS11-10 justifies a response to a given problem using appropriate mathematical terminology and/or calculations
TASK DESCRIPTION
In this task, students need to
* Calculate the cost of running electrical appliances
* Design and draw a 2-dimensional retreat to scale using recognised symbols and abbreviations on building plans
TASK INSTRUCTION
Scenario: Mum and dad have decided to help you save money that they will allow you to design a teenage retreat that can be placed on the family property for you to live in rent free. You will still be responsible for power and gas bills.
The task instructions and questions can be found on the following pages.
Teacher's signature:_________________ Head Teacher's signature ________________ DP's signature ___________________
Part 1 – Design and Drawing the Retreat – 2 dimensional
Students will design and draw a scale drawing of a floor plan for a teenage retreat. It must use the recognised symbols and abbreviations on building plans.
The retreat must have the following attributes:
* Identified sleeping area
* Area of 28m 2
* Kitchen or kitchenette
* A wet area that includes toilet, shower and hand basin
* At least one built-in wardrobe/cupboard
* Identified living/study area
* At least one window
* At least one door into the retreat
* Scale drawing
Part 2 – Cost of running electrical appliances
Students will research the costs involved in running electrical appliances and heating in the retreat. The cost of supplying and running hot water will also be determined.
Students need to research three different types of each appliance (for example, 3 different TVs).
Tables to be used for running costs
Question 1
Research two televisions. Determine:
o The running cost in cents per day:
o The initial cost
[x] On standby
[x] In use (Assuming an average 6 hours per day of usage)
Research two fridges. Determine:
o The running cost in cents per day
o The initial cost
Attach your research (screenshots and printouts) for each of your products to show purchase cost and energy usage.
Question 2
Research two gas heaters. Determine:
o The running cost in cents per day if used for 8 hours per day
o The initial cost
Attach your research (screenshots and printouts) for each of your products to show purchase cost and energy usage.
Question 3
Determine which television, fridge and gas heater you will buy for the retreat and justify your answer for each.
Question 4
Indicate on your plan where you will place the chosen TV, fridge, and gas heater by drawing them to scale.
Attach your research (screenshots and printouts) for each of your products to show actual dimensions.
Question 5
Determine the running cost for the retreat for a year in dollars. The gas heater is only used for 6 months of the year. Show all working.
MARKING GUIDELINES
Teacher comment
Teacher signature Date
Task Mark
Task Rank
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7-8 классы
Listen to the message and answer the questions
1. Why did Barbara call Carol?
A) She got the latter's message
B) Just for fun
C) To tell her a joke
D) She was free
2. Why did Carol NOT answer? Because her mobile phone was … .
A) broken
B) stolen
C) on
D) off
3. What was the matter with Carol? She was … .
D)
A) stressed B) in despair
C) ill
in a bad mood
4. Why COULDN'T Barbara visit Carol? Because Carol
A) against
was … .
C) in hospital
D) abroad
B) in quarantine
5. How did Carol feel without studies in Barbara's opinion?
A) Happy
B) Scared
C) Bored
D) Disappointed
6. What did Carol want Barbara to tell her about?
C) A piece of advice
D) The latest news
A) Gossip
B) Homework
7. What language does Carol study?
A) Japanese
B) Russian C) French D) German
8. Which subject does Miss Willis teach?
A) French
B) Maths
C) History D) Geography
9. What day was Miss Willis busy on? On … .
A) Thursday B) Friday
C) Saturday D)
Monday
10. When could Carol call Miss Willis?
C) In the evening
D) At any time
A) In the morning
B) In the afternoon
Read the text and answer the questions
Once a Lion was asleep and a little Mouse began running up and down him. This soon woke the Lion, who placed his huge paw on the Mouse and opened his big jaws ready to swallow him.
The Lion was so tickled at the idea of the Mouse
"Pardon, King", cried the little Mouse, "forgive me this time and I'll never forget it. Who knows what I may be able to do for you one of these days?"
Level III
7-8 классы
being able to help him that he lifted his paw and let him go. Some time later the Lion was caught in a trap. The hunters, who desired to carry him alive to the King, tied him to a tree while they went in search of a wagon to carry him on. Just then the little Mouse happened to pass by. Seeing the unpleasant condition the Lion was in, he went up to him and gnawed away the ropes that bound the King of the Beasts.
"Was I not right?" said the little Mouse. "Didn't I help you?"
11. What was the lion doing when the mouse was on him?
A) Sleeping B) Eating
C) Hunting
D) Walking
12. What woke the lion up? The … .
A) Sun
B) hunters
C) King
D) mouse
13. What was the lion going to do? To … the mouse.
A) play with B) eat
C) look at
D) kiss
14. What did the mouse do when the lion caught him?
C) He ran away
D) He said nothing
A) He fainted
B) He begged for his life
15. Why did the lion let the mouse go? Because he was … .
A) irritated
B) amused
C) angry
D) lazy
16. Why did the lion need help? Because he was … .
C) in the zoo
D) caught by the people
A) in a hole
B) in a snake pit
17. Where did the hunters decide to carry the lion to? To … .
A) the Zoo B) the King C) the circus D) their children
18. Why did the hunters tie the lion to a tree? Because they needed … .
D)
A) a train
B) help
C) a cart
instructions
19. Which proverb best describes the moral of this story?
B) An apple a day keeps the doctor away
A) A friend's eye is a good mirror
C) Little friends may prove great friends
D) Better late than never
20. Who is the "King of the Beasts"? The … .
A) mouse
B) hunter
C) author
D) lion
Level III
Find the correct variant
21. When she was a child she … .
B) use to like sweets
A) used like sweets
C)
used to like sweets
D) used to likes sweets
22. I will explain … .
B) when I'll see you
A) to you when I will see you
C) to you when I see you
D) you when I see you
23. How long … ?
B) did you knew her for
A) do you know her for
C) have you known her for
D) were you known her for
24. Have you … to Jim's party?
B) was invited too
A) be invited too
C) also invited
D) also been invited
25. She's the woman … .
C) what I spoke to
A) I spoke to her
B) I spoke to
D) which I spoke to her
26. My colleague wants … .
C) that you stay here
A) you stay here
B) you to stay here
D) for you staying here
27. We went to London last year, … ?
A) are we B) didn't we
C) don't we D) haven't we
28. Alan doesn't like pizza. … .
C) Nor Mark does
A) But I do
B) Neither do Ann
D) Nor we are
29. His car broke down and now it … .
C) has being repaired
A) was repaired
B) has been repaired
D) is being repaired
30. The lion escaped yesterday but they still … .
C) wasn't caught it
B) didn't caught him
D) haven't caught it
Level III
A) didn't catched it
7-8 классы
Add the correct ending to get a new word
Read the sentences, look at the pictures and choose the correct variant
41. It is a place for mostly sports, but sometimes for concerts or other events.
42. You can see cheerleaders dancing during the match to support their favourite team.
43. It is a building in which plays and other dramatic performances are given.
Level III
7-8 классы
44. People can borrow books there but they should return them in time.
45. People buy tickets and can sit in the boxes, dress circle, stalls or balcony there.
46. If you buy a ticket you can watch sitcoms, fantasy, westerns, thrillers, action, Sci-Fi or animation there.
47. Sometimes, to enjoy the experience of the film you must wear 3D glasses there.
48. If you are going to write a scientific report you should go there to work with the documents.
49. These huge, modern, well-equipped constructions are usually built to hold world championships and Olympic Games.
50. After the first performance of a blockbuster there you can see the actors who star in this film.
Fill in the blanks
51. She has … her purse at home. A) leave B) left C) forgot D) forgottened 52. He … calm after the accident. A) left B) stay C) had D) remained 53. He … down and broke his arm. A) fallen B) fell C) fall D) filled 54. Mr Brown … in bed because he was ill. A) lie B) lied C) lain D) lay 55. The doctor asked me not to … from the sofa. A) rise B) raise C) rose D) risen 56. In autumn the birds … away to warm countries. A) flown B) flowed C) fly D) flow 57. She couldn't even … her hand to greet her friend. A) rise B) raise C) rose D) raised 58. He didn't … his friend to fail the exam. A) wait B) expect C) expecting D) expected 59. He apologised and … the room. A) lived B) leave C) left D) live 60. We understood that he was … to us. A) laying B) lying C) lieing D) laining
Level III
международный игровой конкурс
по английскому языку
British Bulldog
12 декабря 2018
Для выполнения заданий отводится 75 минут. На каждый вопрос необходимо выбрать один из четырех предложенных вариантов ответа.
Будьте внимательны и аккуратны при заполнении бланков ответов: любые помарки или исправления могут привести к некорректному распознаванию информации.
Итоги конкурса будут подведены в марте 2019 года, а правильные ответы на вопросы будут опубликованы на сайте www.runodog.ru в конце января.
Желаем удачи! | <urn:uuid:d75b1343-fdc0-4517-b66d-aa21ce80affa> | CC-MAIN-2024-42 | https://runodog.ru/BB/BB_1819/BB_1819_7-8_var_1.pdf | 2024-10-12T22:43:27+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944254995.79/warc/CC-MAIN-20241012205209-20241012235209-00237.warc.gz | 431,156,539 | 1,906 | eng_Latn | eng_Latn | 0.985076 | eng_Latn | 0.994961 | [
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Enjoy Scotland's Outdoors
follow the Scottish Outdoor Access Code
In the woods
Fire warning. Never cut down or damage trees. Never light a fire in forests, woods, farmland, on peaty ground, near buildings or where damage can be easily caused.
In the woods. Keep away from log piles and machinery. Pay attention to signs and follow any advice from the forester or land manager.
On and by the water
Lighting a fire. Use a stove if possible. If you must have an open fire, keep it small and under control. Take any litter, including food scraps, home with you.
Going paddling. Keep an eye out for anglers. If you see someone fishing, think about how you can best pass them with the least disturbance.
Sharing a path. Let people know you are coming so you do not alarm them. You might need to slow down, stop or stand aside to allow others to pass. Try to call out a friendly warning if you approach a horse and rider from behind.
Camping out. Leave no trace of your campsite. If public toilets aren't available, carry a trowel and bury your own waste and urinate well away from open water, rivers and burns.
On the farm
Farmyards. Access rights do not usually apply to farmyards. However, if a right of way or core path goes through a farmyard, you can follow this at any time.
Gates. Use a gate or stile where one has been provided. Do not climb over walls or hedges unless there is no alternative. Leave gates as you find them – even if they are open. If you need to climb a gate, climb it at the hinge end.
Fields of farm animals or growing crops. Keep to unsown ground, field edges or paths. Do not take your dog into fields containing growing crops, calves, lambs, or other young animals. Never let your dog worry or attack farm animals.
Safety around cattle. Keep a safe distance from cattle. If they act aggressively, take the shortest safest route out of the field. If you have a dog with you, let go of its lead and let it find its own way to safety.
Close to houses and in towns and villages
Dog waste. Pick up and dispose of dog waste carefully. Keep your dog under close control or on a lead.
Golf courses. If golfers are playing shots, wait for them to go by, then cross, avoiding tees and greens.
On the hill
Heading for the hills. Most red stag stalking takes place between July and October, although this does vary. Follow all advice from the land manager or visit outdooraccess-scotland.com for advice on where deer management, stalking and shooting may be taking place.
Rock climbing. Follow any advice about safeguarding a rare bird nesting site. This might ask you not to climb particular cliffs or sections of cliffs during the breeding season.
Ground nesting birds. Reduce the chance of your dog disturbing birds during the nesting season (usually from April to July) by keeping your dog on a short lead or under close control in areas such as moorland, loch and sea shores, woods and grasslands. | <urn:uuid:ee7586e9-f832-4f83-8d49-a68a8a4d7e44> | CC-MAIN-2024-42 | https://documents.promotemyplace.com/cb366b057a/documents/soac-summary.pdf | 2024-10-12T21:39:16+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944254995.79/warc/CC-MAIN-20241012205209-20241012235209-00233.warc.gz | 176,233,937 | 668 | eng_Latn | eng_Latn | 0.9994 | eng_Latn | 0.9994 | [
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OKLAHOMA STATE UNIVERSITY
Talking is Teaching Evaluation Research Findings
Prepared for the George Kaiser Family Foundation and The Opportunity Institute Drs. Martha Roblyer & Amanda Morris
Executive Summary
The present report presents findings from the evaluation of the Talking is Teaching initiative in Tulsa, Oklahoma, using both qualitative and quantitative data collected from participants in multiple studies. The report focuses primarily on the results of the distribution of Talking is Teaching toolkits by the Parent Child Center of Tulsa's nurse educators to parents of newborns at local Tulsa hospitals (i.e., Bright Beginnings). Below is a brief summary of key findings.
Implementation
* Parents found the toolkit useful, particularly the book and the bath towel, and had a very positive response to the Bright Beginnings delivery of the toolkit and related messaging.
* Mothers found the timing of the distribution of the toolkits in the hospital difficult, but still enjoyed the experience overall.
* There is value in presenting this information at birth, so that parents can start engaging in positive behaviors early (talking, reading, singing, and calming babies), and avoid dangerous behaviors such as shaking a baby.
* Mothers suggested keeping the information presented at the hospital focused and brief, and following up with a phone call or home visit.
* Mothers requested additional tips on child development and how to promote positive interactions with their babies.
Outcomes
* Attitudes towards the importance of talking, singing, and reading to babies were extremely positive.
* People in Tulsa are aware of the Talk, Read, Sing messaging, particularly after receiving a toolkit.
* Preliminary findings indicate that men, younger parents, Spanish speaking parents, and individuals with lower levels of education have less positive attitudes toward talking, reading and singing to babies. These are potential leverage points for intervention.
Impact
* The majority of parents reported using the materials in the toolkit after birth, and six months later.
* Parents reported that the items in the toolkits made a difference in their families. Mothers reported changing their interactions as a result of the toolkit and messaging (e.g., talked to their babies at a younger age) and that the toolkits impacted the whole family.
* Parents in Tulsa who received the toolkit versus those who did not receive the toolkit reported talking (i.e., telling stories, repeating sounds) and reading more to their babies.
Overview of the Evaluation
The present report presents formative and summative evaluation results of various components of the Talking is Teaching initiative in Tulsa, Oklahoma. Findings are described in terms of implementation, outcomes, and impact. Both quantitative and qualitative findings are reported.
The protocols and measures described below were approved by the Institutional Review Board at Oklahoma State University. All studies were conducted in both English and Spanish.
Qualitative methods
We conducted one-on-one interviews with mothers of children 0-14 months of age who reported receiving the Talking is Teaching tote bag at the hospital where they delivered their baby. Nineteen mothers (8 White/Caucasian, 7 of Hispanic origin, and 4 African American) participated in the in depth interviews. The interviews were coded by four members of the research team using the qualitative software NVivo. In the first round of coding, participants' opinions were classified into categories related to perceived utility of the Talking is Teaching toolkit (tote bag), the experience of receiving the toolkit at the hospital, recall of information conveyed by the Parent Child Center of Tulsa nurse educators when they delivered the toolkit and educational session, and recommendations to improve the toolkit and toolkit delivery. In the second round of coding, participants' opinions were categorized by toolkit item, to determine how families were using the different elements in the toolkit, experience receiving the toolkit (positive, neutral, or negative), and recall of information about Talk, Read, and Sing, the Period of Purple Crying, and Never Shake a Baby.
In addition to the face-to-face interviews, in a follow-up telephone survey administered to participants enrolled in the Parent Child Center of Tulsa (PCCT), we used a combination of open-ended and multiple choice questions to inquire about favorite items in the toolkit, use of the toolkit items, and whether the toolkit made a difference in the way parents interacted with their babies.
Quantitative methods
We implemented a prospective study (PCCT Study) which collected data at three time points from participants who received the toolkit in the hospital. We also collected data from parents enrolled in the text4baby messaging service (text4baby Survey or t4b Survey) and the Tulsa community (Tulsa Community Survey or TC Survey) in order to gain information about community attitudes toward talking, reading, and singing to babies.
* The PCCT Study includes survey data collected by nurse educators affiliated with the Parent Child Center of Tulsa during visits to parents of newborns in Tulsa's hospitals prior to mothers receiving the toolkit and educational information (Time 1); phone or
email/text surveys collected approximately six weeks after mothers received the toolkit (Time 2); and a follow-up phone/email/text survey approximately 6 months after mothers received the toolkit (Time 3). The nurse educators collected data in person from 923 participants at Time 1. The OSU research team collected data via telephone, email, and text messages from 307 participants at Time 2, and from 191 participants at Time 3. In total, data collection efforts yielded 165 participants with three time points.
* The text4baby Survey includes data collected from 2,138 participants who were pregnant and/or parents of children 0-1 year of age enrolled in the text4baby messaging service in Tulsa and similar communities.
* The Tulsa Community Survey (TC Survey) collected data from 200 parents of children 03 years of age and was collected in person in public settings in Tulsa, OK, such as Walmart and Babies R Us.
Parent-Child Center of Tulsa Study (PCCT Study)
All data collection took place between December 2015 and December 2016. Surveys included demographic information, attitudes toward talking, reading, and singing to babies; frequencies of talking, reading, and singing to infants; opinions about and use of the toolkit; and knowledge of and use of information regarding the the Period of Purple Crying (PoPC) and Never Shake a Baby. Table 1 shows the data collected at each time point. Table 3 presents the demographic characteristics of the PCCT Study participants.
Table 1. PCCT Study's data collection protocol
text4baby Survey (T4B Survey)
A survey with comparable questions to those in the PCCT Study was electronically sent to parents enrolled in text4baby in Oklahoma, the Dallas-For-Worth area, Kansas City, MO, Wichita, KS, and Little Rock, AR. Survey data were collected at two different time points (December 2015 and April 2016). The second time data were collected from new participants or participants who had not taken the December 2015 survey. Data from both surveys were combined into a single dataset for analysis. Zero to Three and Voxiva were instrumental in
broadcasting the surveys. Table 3 presents information about the number of users included in each broadcast of the survey and the number of respondents (survey participants). Table 2 shows the number of text4baby users included in each broadcast of the survey and the number of participants who took the survey.
Table 2. Number of users, respondents, and response rates in the T4B Survey broadcasts
The surveys asked about attitudes toward talking, reading, and singing to infants; behaviors related to talking, reading, and singing to infants; sources of knowledge about the importance of talking, reading, and singing to infants; opinions about the tote bag given at local hospitals by the PCCT nurse educators (participants living in the Tulsa Metro Area only); and demographic information. Table 3 presents demographic information about text4baby participants.
Tulsa Community Survey (TC Survey)
The TC Survey was conducted in Tulsa, OK between May and June 2016. Members of the OSU research team collected data from 200 parents with children 0-3 years of age outside local stores, parks, churches, and educational centers. The survey asked about attitudes toward the importance of talking, reading, and singing to infants, and demographic characteristics of the participants. Table 3 presents demographic information about the TC Survey participants.
Table 3. Demographic characteristics of the PCCT Study, T4B, and TC Survey participants
Implementation
Findings regarding the implementation of the toolkit delivery program at local hospitals come primarily from the qualitative one-on-one interviews with mothers who received the toolkits (tote bags with Talking is Teaching materials). Qualitative data about parents' experience with the toolkit (tote bag) and the interaction with the PCCT nurse educators at Tulsa hospitals are complemented with quantitative data and answers to open-ended questions collected through the PCCT Study and the text4baby Survey. The following section presents information regarding the qualitative interviews about the toolkit and findings that integrate qualitative and quantitative data.
Qualitative Interviews about the Toolkit
One-on-one interviews with 19 mothers of children 0-14 months of age who reported receiving the Talking is Teaching toolkit (tote bag) at the hospital where they delivered a baby were conducted by members of the OSU research team. The sample included a diverse group of mothers recruited through the PCCT Study, parenting groups, and word of mouth. Mothers were interviewed in places such as libraries, churches, and the OSU-Tulsa campus.
* 8 White/Caucasian mothers
* 4 African American mothers
* 7 Hispanic origin mothers
Of the 19 participants, 12 spoke primarily English and 7 spoke primarily Spanish. The Spanish speaking mothers were Hispanic and had been born in Mexico or Central America. All Hispanic mothers classified as of low socioeconomic status (SES), whereas the English speaking mothers were a mix of low and middle income. SES was determined based on a combination of place of residency in Tulsa, level of education, and job positions mothers held presently or in the past.
At the start of the interview, the tote bag and the accompanying materials were displayed in front of the participant and questions were asked about the use of each item in the bag. A tote bag with materials in English was presented to English speaking mothers and a tote bag with materials in Spanish was presented to Spanish speaking mothers. The interview guide was structured around the following topics:
* Perceived utility of the Talking is Teaching toolkit (tote bag)
* Experience receiving the toolkit at the hospital
* Recall of information related to Talk, Read, and Sing
* Recommendations to improve the toolkit and toolkit delivery
Perceived Usefulness of the Talking is Teaching Toolkit
Overall, moms spoke enthusiastically about the Talking is Teaching toolkit they received at the hospital. When we took the items from the bag and displayed them on a table, most moms began talking about the items in the toolkit without any prompting, as they recognized the materials. When the items were presented to them, several moms spontaneously pointed at the items that their children "loved" the most. Several moms said they appreciated receiving the toolkit. A mom said, "I thought it was really nice that somebody put together this bag and brought it to me." Another mom shared her enthusiasm about receiving the toolkit this way,
"I really liked it, because when my other children were born, they wouldn't give you this bag. When they come to your room and give you that bag, it's something very special, a gift for you, after you have had your baby. I started to take the things out of the bag and I got all excited, I saw [the T-shirt] and thought, 'Well it's a little too big, but one day he will wear it.'"
During the face-to-face interviews, families often shared stories that suggested not just the baby and the mother, but older siblings also benefited from the use of the toolkit.
"With my oldest, her favorite book was One Fish, Two Fish, by Dr. Seuss. That was her favorite book and I would have to read it every night. Now that she has gotten older, she kind of reads it herself; you know she's learning how to read. So, that's another thing that's really helpful the fact that she is so much older and she is learning how to read now. So, I can be like, 'Well, why you don't read a book to your little sister?' She can read to her and she [baby] is hearing it."
Some parents are using items in the toolkit to bond as a family while helping their children learn.
"I must tell you; even I have learned the songs [laughs]. For example, in the morning, when I am driving them to school, the songs accompany them. I let them play the CD and I sing along with them. The children request almost every day that we play the CD, but sometimes, when I want to hear something else, I change the music [laughs]."
Some moms anticipated that what they considered the most useful items would change as their baby developed. One mom said, "Um, honestly I think the three most useful for me personally is the towel, the book, and right now the little [Milestones] flashcards. But I think, as she gets older, it would be the towel, the book and the CD."
To complement the qualitative data from the face-to face interviews, we asked PCCT Study participants at Time 2 (approximately 6-8 weeks after they received the toolkit) and the text4Baby participants who received the toolkit to indicate the perceived usefulness of each item. The possible answers ranged from 1 star to 5 stars. Table 4 shows the ranking of the items in the toolkit according to participants' ratings.
It should be noted that toolkits contained either the baby towel or the baby blanket, and the Tshirt or the onesie. The proportion of parents who received the blanket instead of the towel and the onesie instead of the T-shirt is unclear. Moreover, the Milestone Cards were an insert in the Sesame Guide for Parents; many parents had not detached the Milestone Cards from the Parent Guide and thus considered the Milestones Cards to be part of the Guide. It is noteworthy that the ranking of the baby towel/blanket and the children's book based on their perceived usefulness is comparable among PCCT Study participants and text4baby Survey participants.
Table 4. Perceived useful of the toolkit items by PCCT Study participants (T2) and T4B participants
Baby Towel
The vast majority of moms participating in the face-to-face interviews said that the baby towel was the most useful item. Some moms mentioned that they had not received a baby towel from family and friends before the birth of their baby. A mom said, "People don't give you baby towels at baby showers; I got lots of blankets, but not towels." All of the moms used the bath towel and many considered it to be the most useful item because they go through "a lot" of towels with the baby. Most moms were using it presently. The prompts on the towel were used by one mom whose baby was 17 months. This mom said, "So, on the towel when we're washing him, bathing him up, and we're drying him off, he likes looking at it. Now he can point out things."
Children's Book
For some families this was the only children's book that they had at home. About half of the moms said they had used the book, and 8 moms said that they used the book frequently. Some moms stated that they were waiting to read to their infant until the baby was "older".
"Well, whenever I got the bag and there was a book in it, I was surprised that you can read to them (babies), that you're supposed to be doing that. I wouldn't have known to do that."
Several moms, particularly Hispanic ones, said that their older children read the book to the younger ones, including the baby.
Sesame CD with Silly Songs
Moms said that their children enjoyed the music and that older children enjoyed singing and dancing along with the songs in the CD. Five moms had not used the CD, and 2 moms said that they liked and had used it, but they had lost the CD. The moms not using the CD did not have a CD player at home or in their car.
"I love the idea of silly songs, cause I think a lot of parents don't remember the words to nursery rhymes, or feel silly because they are getting the words or the tune wrong and feel kind of insecure about it, and I mean, most people stop singing."
One mom shared how, through the educational session and the toolkit, she came to appreciate the importance of singing to her baby, and learned to use music to calm her baby.
"The sirens were going off and I was freaking out; and I know me freaking out wasn't helping her; so she was like really fussy, and I just turned on music. I started singing all the songs to her, rocking her back and forth, and she calmed down. Honestly, I think with my oldest one, I don't ever think I sang to her or anything like that. I talked to her about everything that we'd do; I'd be like, 'Yeah we are going to go do this, we are going to go do that.' I'd talk to her, but I didn't ever sing to her until she was way older and we'd sing the color songs like, 'R-E-D red', stuff like that. I didn't really sing to her when she was this age [youngest child's age]."
Sesame Guide for Parents
A Spanish speaking mom told us how helpful the Spanish version of the Guide had been to her, and how she used some of the ideas in the Guide to talk to her children.
"I think the Guide is very good, because I didn't have any experience with babies, and I don't speak to my children in English. But now I tell her, 'Let's eat!' And to my son, I say, 'Let's eat now; I'm going to give you'—if it's in the morning, 'cereal'—or at lunch, I tell him, 'I'm going to give you soup.' I start talking to them about what I am going to feed them."
Latino moms seemed to benefit particularly from the encouragement the guide provides in regards to start talking to their children at a very young age. A Hispanic mom who had been reared in Mexico shared this story:
"I'm always talking to my baby; I have learned that I need to talk to him clearly. One day, my mom told me, 'You talk to your baby like he's a grownup.' I told her, 'Mom, I do it because I've learned that we need to talk to them clearly, so they learn the words.' [The toolkit materials] have given me many ideas on how to talk, read, and sing. About singing—I have always sung to my children, because my grandmother and aunt used to sing to me when I was little. Those songs are disappearing; you don't hear them anymore; but I continue singing them to my children."
Milestone Flashcards
The majority of the moms said they had at least browsed the Guide and the flashcards in the center of the Guide. Moms who had read the Sesame Guide and the accompanying Milestones Flashcards said that they found the information "useful" or "very useful," even if they already had children. Several moms referred to the Milestone Flashcards to learn about what to expect as their babies developed. These two quotes exemplify how these materials helped moms understand their babies' behaviors and anticipate their developmental milestones.
"We are like the first one [milestone], the new born to three months. It kind of gives you like an idea of what their milestones will be like, what to start noticing. Like in one of the first ones it says, 'They [babies] can tell one person's voice from another,' and I didn't really realize that, you know, that young they can tell. But once I read that, I started noticing that she can definitely tell the difference between who is holding her and who's talking to her. Her grandmother will hold her, but she doesn't really like that much [laughs]; she will start talking to her [baby], 'Its grandma holding you, huh,' and she will start getting fussy."
"I've been reading all these other ones, like the three to six months one, 'Copying sounds and movements.' I'm excited from that [laughs]. I sit there and I make weird different little sounds to her all the time and she's just now starting to do her little cooing and stuff, so I'm excited for her to start copying me when I make different sounds, or when I stick my tongue at her, her sticking her tongue back at me; I'm excited for that."
Some moms found it challenging to come up with topics to talk about with a child who was prelinguistic. Thus, they appreciated the tips offered in the Guide to help talk with their babies.
"Right and they are definitely helpful. I mean the back of them has more like you know. It tells you like what you need to do, not what you have to do but like something that would be helpful like talking to your baby more, singing to them."
Baby Blanket
The toolkits contained either the towel or the blanket. Moms liked the blanket as well and used it often. They said that their babies liked the "colorful, soft blanket," and some of them used the prompts to talk to their baby.
Canvas Bag
Several moms were using the canvas bag containing the toolkit items as a diaper bag, to carry children's clothing (e.g., when they went on an outing), or as a grocery bag. Some Hispanic moms liked that the prompts on the tote bag were very colorful and the bag was "washable." The label in the canvas bag specifies that it is not meant to be washed, but moms who did wash it said it retained its colors well.
T-Shirt or Onesie
Moms thought the T-shirt was very "very cute" and "colorful." Several moms, however, said that it was too big for their baby to wear now, but that they would wear it in the future. Moms with older siblings said the older child was wearing the T-shirt now.
Big Words Flashcards, text4baby Card, and Facebook/Twitter Card
Most participants had not used the Big Words Flashcard, primarily because they felt the words were too complex for an infant to understand. The majority of participants stated that they did not use the Facebook card because they do not use the application. No participants reported using the Twitter card because they did not have Twitter accounts.
Items parents were using at Time 3
When we interviewed parents over the telephone, 6 to 8 months after receiving the toolkit, we asked them which items they were still using. Given that parents received either the towel or the blanket and the T-shirt or the onesie, we had a single category for those two sets of items.
Table 5. PCCT Study – Items that parents are still using at Time 3
Experience receiving the toolkit at the hospital
Two themes emerged about the experience of receiving the toolkit at the hospital: the experience with the nurse educator and the timing of the delivery of the toolkit.
All of the moms reported vague recollections of the nurse who gave them the tote bag. Most of the moms said the nurse was "nice" and that the visit was a positive experience. The following comment was typical of most other comments made by moms, "Um, I'm trying to think… I mean, my impression of it was that it was a positive exchange but I don't remember any specifics." Most moms recalled the physical appearance of the nurse more than the information the nurse educator shared with them. For example, [The nurse educator] was an older white woman it's all I remember (chuckles). She was friendly. She was sweet. Um, you know you see so many people [at the hospital]."
Timing of distribution
The majority of moms thought that delivering the toolkit at the hospital was not an ideal context for them to fully assimilate the information provided by the nurse educator. The reasons for this were being in pain, being sedated, having family and staff coming in and out of the room, and feeling that the nurse educator was intruding in their private time with their baby. Below are sample quotes from three different moms, which represent most all moms.
"It was kind of hectic, like I had a lot of family coming in and out. I mean, I have like 8 brothers [chuckles] and sisters. I had quite a bit of people coming in and out, so I don't really remember much, if anything, of what she [nurse educator] told me."
"She [nurse educator] didn't say much. She just talked about the bag, and asked if I would think I would use it and if you guys could call me and do an interview if you wanted to. I told her, "Yes." She showed me everything that was in the bag, kind of briefly explained to me what is was, but I had a C-section so I was kind of drugged up [chuckles]."
"I think she [nurse educator] came by, maybe, the first day he was born, and hubby said I was in and out of it that day. I don't remember. I thought I was pretty coherent, but apparently I wasn't [chuckles]. She was really nice. She briefly explained, and afterwards I said to my husband, 'Did she explain?' He said, 'Yes, did you not listen?' I was like, 'I heard some of it.'"
The input given by some moms also highlight the barriers the nurse educators must overcome to accomplish their goal of gaining the trust of families, and delivering the toolkit and the educational session in the midst of less than ideal conditions at the hospital.
"My instinct was to ask her [the nurse educator] to leave, because you just want the nurse to leave; you want everyone to leave you alone [laughs]; you just want to be alone with your baby. I'm trying to think if there is a better way to approach it that makes it less abrasive or invasive really, cause it's your private bubble and someone is coming in again, and talking about stuff you're not thinking about yet."
"She [nurse educator] was giving something for free, and giving advice and valuable—but it did feel a little like, I mean almost like a door to door salesmen where you are like, 'I don't have time right now, no thank you' kind of thing. So I don't know—I mean nothing, no insults against her, I mean, she was trying to be helpful."
Although many moms felt overwhelmed by the amount of information they received at the hospital from various sources, other moms expressed gratitude at the opportunity to have a oneon-one short session with the nurse educator.
"That's the things I do remember and I was happy to receive them [the toolkit]. It was a nice little visit, it was nice having someone come and talk with me and I was having a hard time, cause I had him downstairs in the N.I.C.U. and I was upstairs in my room; so I was kinda of
having a hard time and receiving these things from somebody and having someone come in and talking to me about it. It was really helpful. I was happy about it."
Giving the time constrains at the hospital, most moms appreciated a short educational session.
"So I'm glad that they just didn't try to explain for like 20 minutes what the kit is, especially if it's not your first child, you kind of understand already what to expect, but it's great."
Comments by one mother who might have received the kit from a staff nurse at the hospital, not the PCCT nurse educator, highlight the importance of providing the educational session, albeit a short one, in conjunction with the toolkit.
"Well, she didn't really talk-- they didn't really explain anything to me what the bag is for, what it's trying to promote, and going up to parent, trying to promote the reading and things to children. So they just gave me the bag and said for me to look at it, but they didn't take individual pieces out to try to explain in depth which book or pamphlet, and what it was about. They kind of just explained overall what the bag is."
The need to provide the educational session about talking, reading, and singing to babies, together with the toolkit was also underscored by a mom who missed her educational session.
"I think that if someone's in the room, that you should be like, 'I'll come back,' and then actually come back to explain the packet and tell me a little bit about what you do, what are you doing it for. I would've liked that because I like to know things. I'm one of those people. I'm always learning. And so I think it would've been better if she had been able to come back in and speak."
Recall of Information Related to Talk, Read, and Sing
When asked, "What do you remember the nurse educator talking to you about during her visit at the hospital? Most moms were unable to recall anything specific. However, when moms were asked whether "anyone" had shared information with them about the topics while they were at the hospital: The Period of Purple Crying, Never Shake a Baby; and brain development and the importance of talking, reading, and singing to babies, a majority of moms (60%) were able to recall specific pieces of information as well as tips to talk, read and sing to their babies that they learned while at the hospital and from the Talking is Teaching toolkit.
Moms remembered learning about the topics, but they did not remember the specific person who gave them the information. Most moms said that there were "so many" hospital staff and nonfamily members coming in and out of their rooms, and that they received "so much" information about various topics all at once that they could not recall "who told them what." In addition, most moms said they were tired, sleepy, unwell, or stressed out while at the hospital, and thus the high load of information they received from various sources left them feeling "overwhelmed."
Still, moms appreciated the information given to them at the hospital and found it useful.
"After talking about it (importance of talking, reading, and singing to babies) with her (the nurse educator), I wasn't embarrassed or anything to talk to my baby; I knew he may not understand me and I'm sitting in maybe a public place and talking to my baby. It made me feel like it was very useful and it was a helpful thing to know."
Participants' Suggestions to Improve the Toolkit
Three themes emerged related to improving the toolkit. The first theme was that the toolkit was just fine; participants "liked everything about it". A second theme referred to ways to improve the toolkit materials, and a third theme referred to improving the tote bag itself.
Suggestions to improve the materials in the toolkit included the following:
* Adding more books to the bag, including a plastic bath time book.
"With the toolkit, I think it maybe should have some more books in it, just maybe some more reading materials for the children, because it's like if they see the book, they'll play with the book, and they'll get you to read the book if they're in a taller age. And with him, it's just something easy to do, so maybe more books."
* Making the songs in the CD available through a streaming service such as the iTunes Store, or an app they could download. Several moms did not own a CD player.
"I mean if it's just really streamlined and easy (to use), cause even people who are really savvy… It's tiring to have a baby, but if you could basically just push a button and then a song would come— you know—make it really simple."
* Include more tips and information on how to get baby engaged in talking, reading and singing as he/she gets older.
Ideas for improving the bag included:
* Making the bag bigger, more like the size of a diaper bad
* Adding pockets to the inside and outside of the bag to hold smaller items
* Making the prints on the bag (the Talk, Read, and Sing prompts) washable and thus more durable. Some participants had washed the bag, although the label inside the bag says, "Not meant to be washed. Washing may result in discoloration."
Outcomes
Attitudes toward Talking, Reading, and Singing to Infants
We measured attitudes toward talking, reading, and singing to babies in three samples: the PCCT Study, the T4B Study, and the Tulsa Community (TC) Study. Analyses showed the following:
* Across samples, attitudes towards the importance of talking, singing, and reading to babies were extremely positive.
* PCCT Study participants endorsed more positive attitudes towards talking, reading, and singing to babies than participants in the T4B Survey, and the TC Survey.
1. How important do you think it is to talk to babies?
2. How important do you think it is to read to babies?
3. How important do you think it is to sing to babies?
PCCT Study participants: Comparing attitudes and behaviors among same participant at Time 1 and Time 2
* Among the participants who answered the same questions at T2 and T3 (PCCT study), we did not find statistically significant differences regarding attitudes towards the importance of talking, reading, and singing.
4. How often do you talk to your baby about something you are doing?
5. How often do you read to your baby?
6. How often do you sing to your baby?
Behaviors toward Talking, Reading, and Singing to Infants
* Parents know it is important to talk, read, and sing, but they do not engage in these behaviors as often as they could. Although they are engaging in them at high rates.
* In general, preliminary analyses indicate that attitudes toward talking, reading, and singing to babies are less positive for:
o Individuals with less education
o Families with lower incomes
o Non-white parents
o Fathers (males)
o Younger parents
* These demographic groups present areas of opportunity for interventions regarding talking, reading, and singing to babies.
o Hispanic and Spanish speaking parents
Impact
Impact of the Talking is Teaching education and toolkit distribution in hospitals provided by the PCCT nurse educators
The delivery of the Talking is Teaching toolkit and the education session about the importance of talking, reading, and singing to infants; the Period of Purple Crying, and Never Shake a Baby is part of the Parent Child Center of Tulsa's Bright Beginning Program.
* In the qualitative interviews about the toolkit, the great majority of moms had a very positive view of the services delivered by the PCCT nurse educators. One mom said, "Yeah I love the program. I love the idea behind it at least. I think it's great."
The information provided by the nurse educators seemed to prime parents to recall information about taking, reading, and singing to babies they had seen previously. A mom said, "I don't really remember what we said or what she said, or what we talked about. Although, I remember thinking that it was a great idea and I remember seeing the billboards actually."
* All moms found the information they learned at the hospital useful, even if they already had children. For moms with other kids, the educational session was a refresher.
"When she was explaining to me it's kind of a refresher because, for me, my oldest was six when I had my youngest so it was just refreshing and bringing back to my memory like, 'Okay. This is what to expect with your newborns, because talking is loving, and reading, and singing to him. It's just all part of making him grow. So I like the way that she presented it to me."
* Some moms mentioned that the information provided by the nurse educator could be particularly useful to younger and first-time moms.
"I guess it [the information] could have been more helpful to me if I was with my first child. I did have one at 16. With a child, you don't know anything about what they're doing. It can be very helpful for a first-time mom."
Potential impact of the hospital toolkit and educational session on awareness of the message about talking, reading, and singing to infants
To assess the potential impact of the hospital toolkit and educational session on awareness of the message about talking, reading, and singing to infants, we asked PCCT Study participants (Time 1 and Time 2) and T4B participants Survey participants about their sources of information about the importance to talk, read, and sing to babies.
* A comparison of PCCT Study participants' responses between Time 1 (hospital survey) and Time 2 (phone/email/text message survey) indicate a "priming" effect by which the
toolkit and the educational session at the hospital seem to predispose PCCT Study's participants to be pay more attention to the messages about talking reading, and singing to babies they receive from various sources.
From which sources have you learned about the importance of talking, reading, and singing to babies(all received the toolkit)?
Impact of the tote bag on talking, reading, and singing behaviors among text4baby Survey participants
Among the text4baby Survey participants, we assessed differences in the frequency of talking, reading, and singing behaviors between participants who had received the toolkit at one of the Tulsa hospitals when they delivered their baby, and participants who had not received the toolkit at Tulsa hospitals. We assessed talking, reading, and singing behaviors overall and talking, reading, and singing behaviors during routines such as bathing and feeding time.
* Statistical analyses showed that participants who received the toolkit at one of the Tulsa hospitals reported enacting the following behaviors more frequently than participants who did not received the toolkit at the hospital (all participants were living in the Tulsa area). These differences were statistically different.
Parents in Tulsa who got the toolkit are more likely to:
o repeat sounds their babies made
o tell stories to their babies
o talk to their babies when changing a diaper
o read to their babies
Impact of the Period of Purple Crying and Never Shake a Baby education provided by the PCCT nurse educators
In the qualitative face-to-face interviews about the toolkit and the educational session with the nurse educator, the vast majority of moms said that it was very important to let parents know, particularly those having their first child, that the Period of Purple Crying (PoPC) is a normal developmental period, and to teach them strategies to deal with their babies' cries as well as with their own frustration.
"I remember talking about that (PoPC) and I think that's helpful for parents to know, because I have been through that already, but I can imagine. I remember, as a new parent you do feel like you are failing your kid because they are crying and it can be really frustrating; and if you don't have good coping techniques or, let's say, you don't have a lot of support at home, then I could see how you could really go crazy, especially with colic babies or fussy babies. So, I think it's important to really talk about that with moms, and make sure they know it's normal, and that it's ok to put your baby in a safe place like their crib and walk away. Walk out of the house, go sit on the porch, take a deep breath, its ok. Those kinds of things, you can never hear that enough as a new parent, I think. So, I do remember having that conversation. I didn't remember it as coming from her [the PCCT nurse educator], but I remember that."
* In the qualitative face-to-face interviews about the educational session with the nurse educator, moms were able to describe strategies they had learned from the nurse educator to safely deal with their babies and calm themselves down. A mom recalled, "Yes, I learned that babies can cry a lot and that you first check that everything is okay, and if not, then call the doctor, or take them to the ER to find out if they are sick". Two other moms shared the following:
"[The information was] very good, because I was still trying to get my emotions back together, and I was getting frustrated; so I was like, 'Okay, just sit here. I don't know what's wrong with you. I'll just leave you there.' It was telling us, 'if I'm frustrated at the baby, put him in a safe place to calm down for a minute, then get him and try to make him calm again.' I liked that because it kind of gave me a little help."
"Yeah [it was useful]. I put him in his crib and make sure there's nothing in there, and I go sit down for a second, and get my mind together, and then I come back, and I'm not gone that long. I just stay away for like maybe five or six minutes just to get it together and then I'll come back to him. That's the easiest thing to do because he can't hurt himself. He can't fall off anything, and I can just go cool off for a second and then come back and we'll figure it out together."
* Moms, even if they had previous knowledge about the Period of Purple Crying and Never Shake a Baby, appreciated the opportunity that the nurse educator's visit afforded them to recall useful strategies, and educate other family members who might be taking care of their baby. Two moms shared how the PoPC educational session and materials helped their partners.
"They told me that babies, I guess they tend to cry for no unexplained reason [chuckles], you know they scream and cry, and just be patient and calm. And when I was watching the DVD, you know there's a mom saying how I guess her husband shook the baby when they were in the Period [of Purple Crying], so that the baby ended up having extreme conditions because of that. So I remember watching that. I think the Purple Crying did explain a lot for my husband. With a baby, if you change them, and you feed them, and things like that, and they still cry, that's normal. Don't get mad; because it's not you. So I think it really helps my husband because it has been his first child. Yeah, he gets frustrated. So I think it helps him to kind of understand what's going on, and what he can do to help that, or to just let him know, it's ok if you can't make him stop crying. Just put him down and walk away. That's fine too. So I think that it did help."
"Yeah, you know, and what's nice about having someone say it to you too is that then it gives you the excuse to re-say it even if you know it. Like, I wouldn't really be at risk for shaking my baby cause that's not how I handle my frustration or my anger, with violence, but I think that people can say to their step-siblings or boyfriends, or husbands or whoever, 'Hey, that lady mentioned this, remember? You have to keep your calm.' So, it's not coming from the mother. I mean, some people um have an easier time hearing a message coming from an expert or an authority figure, as opposed to just the mother kind of nagging or being like 'Don't do this to my baby.' It's kind of a good way to give information to other people too."
Impact of the Talking is Teaching toolkit on PCCT Study's parents and babies measured at Time 3
To complement the qualitative data collected during the qualitative interviews about the toolkit, we asked the PCCT Study participants two more questions about the toolkit during the second telephone/email/text survey we conducted (6-8 months after the parents had received the Talking is Teaching toolkit). The first question inquired whether the materials in the talking is teaching tote bag hey had received at the hospital had made a difference in the way they interacted with their baby. The second, a follow-up, questions, asked parents in what ways had the materials in the toolkit made a difference in the way they interacted with their babies.
* Almost 2/3 of participants reported that the toolkit had made a difference in their interactions with their baby.
* Almost 2/3 of participants answered that the toolkit had made a difference by providing resources such as learning materials and clothing for their baby. A Third of parents also said that the toolkit had benefited them by providing useful information about their
children's development, such as milestones, and the importance of talking, reading, and singing for brain development and early literacy.
Have the materials in the talking is teaching tote bag you received at the hospital during delivery made a difference in the way you interact with your baby?
If "Yes," In what ways have the materials made a difference to you and your baby?
Stories from the PCCT's nurse educators distributing the toolkit and providing the educational session about the importance of talking, reading, and singing
The PCCT nurse educators have shared information about some of the feedback they receive from the parents they encounter at the hospitals about the toolkit and the education they provide.
"A mom was very excited about the gifts. Her eyes lit up at the sight of "Talking is Teaching" bag. She said she was a firm believer in talking to your baby. It was a natural instinct for her to talk and sing to her babies. She did it with her first daughter and that little girl grew up to be really intelligent. She was an early talker and does well in school now. She also loved books at an early age because her mom took the time to read to her as well."
"Another mom was delighted that we have a program dedicated to child development and learning. She said she was grateful that someone came to validate what she was already doing with her children. I emphasize that something as simple as talking to your baby sends a tremendous message to your child that they are important and acknowledged."
"Another mom, who was from out of state, had never heard of the Talk, Read, Sing Campaign , or PoPC. She said it was wonderful that we delivered this type of education to all the moms."
"One young couple were both early education teachers. They were absolutely thrilled to get this information and were super appreciative! They said they felt more confident to take better care of their baby after receiving this info. They are going to spread our messages!"
"One family shared with me how they read and talked to both their babies before they were born. They thought the Talk, Read, Sing Campaign was a great addition to our community and expressed that early education was very important to them and they loved what we were doing."
Impact of the Period of Purple Crying and Never Shake a Baby Initiative
A significant piece of the PCCT nurse educators is to educate parents about the Period of Purple Crying and teach them strategies to prevent hurting their baby when they might become frustrated by their inability to calm their baby down. Several questions were included at Time 2 and Time 3 in the PCCT Study surveys to assess the impact of the nurse educators' efforts. The tables below present results from the questions included in Time 2 and Time 3 surveys. The results correspond to participants who answered both surveys, not just one of them.
1. From which sources did you learn ways to calm your baby (choose all that apply)?
2. Did you watch the PoPC DVD given by the PCCT nurse educator? (n = 176)
* Yes - 31.8%
3. Did you share the PoPC DVD given by the PCCT nurse educator with any other person caring for your baby? (n = 171)
* Yes - 20.0%
4. If you shared the PoPC DVD, with how many people? (n = 33)
* 1-2 people = 84.8%
* 3-4 people = 12.1%
* More than 6 people = 3.0%
5. Did you share any of the soothing strategies with your baby's other caretakers? (n = 183)
* Yes - 65.0%
Several questions were included at Time 2 and Time 3 in the PCCT Study surveys to assess the impact of the nurse educators' efforts. The tables below present results from the questions included in Time 2 and Time 3 surveys. The results correspond to participants who answered both surveys, not just one of them.
6. Within last week how much has your baby cried?
7. When your baby has cried more than normal, have you done any of the following?
8. How often are you able to calm baby with the strategies listed above?
9. How capable do you feel of calming your baby when she/he cries?
10. How often do you feel frustrated when your baby cries?
Recommendations
Recommendations to improve the toolkit
Change the format of the Sesame Silly Songs CD to an app or downloadable format.
Offer other music or nursery rhymes through an electronic format.
Add a booklet of simple songs or nursey rhymes for moms to sing with their baby.
Replace twitter and Facebook cards with a card about library resources or other tips for talking, reading, and singing to babies.
Many moms said the book in the toolkit was the only children's book that they had. Consider including a Library card application, providing simple instructions on accessing library resources and online services (such as downloadable books and music), and giving information about the book mobile to families.
Some moms did not seem to understand that they should begin reading and singing at birth and waited until they could "start paying attention". Including pictures of moms reading, singing and talking to very young babies could be helpful. They could be added to Milestones Flashcards, to a book of songs and rhymes, or as a new item.
Research team's Recommendations to improve the delivery of the toolkit
Keep the message brief at the initial distribution of the toolkit.
Plan to follow-up with a call or home visit.
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Water Quiz
________________________________________________________________________________
1. What year did the United Nations declare safe and clean drinking water and sanitation a human right?
>2010
2. How much water a day does the average human need to survive? What is that water for?
> 30 litres (according to the UN) 5 litres for cooking and cleaning, 25 litres for bathing and keeping clean
3. Who is most vulnerable to water disease?
> children
4. What percentage of disease in developing countries is related to water?
> 80%
5. What are some of the major diseases associated with contaminated water sources?
> cholera, typhoid fever, Diarrhoea
6. What percentage of the world's fresh water is ready for people to drink?
> less than 1%
8. How many people on the planet do not have access to clean drinking water?
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Polisi Cwricwlwm Curriculum Policy
Procedure/Guidance
Policy Issued: August 2024
Policy Author: Sioned Davies (Headteacher)
Reviewed by:
Date Reviewed:
Amberleigh Therapeutic School aims to have a positive ethos based on the principles of a therapeutic community where respect and trust is based on open, shared values; staff act as positive role models and encourage supportive relationships where children feel safe and secure, listened to and are involved in decision making. This is in a culture of high expectations and aspiration for learning and behaviour.
The pedagogy being developed applying the principles of epistemic trust and PACE (playfulness, acceptance, curiosity and empathy). The focus to identify and direct pupils on their own appropriate learning pathway formed via an understanding of the pupil's adverse childhood experiences (ACES) and associated trauma and further disassociation. This is done through a mix of traditional curriculum subjects, literacy and numeracy interventions and a vocational element to the curriculum which offers all pupils the opportunity to build 'soft skills' offered in a range of areas (horticulture, catering, manufacturing and retail) which will enable them to confidently find a place as part of the working economy successfully.
The therapeutic aspect will build on their knowledge, skills and personal qualities to help individuals develop intellectually, emotionally, socially, physically, morally and aesthetically, so they may become independent, responsible, confident and considerate members of the community. Further enabling pupils to become fully contributing members of society.
Amberleigh Therapeutic School will:
* Create and maintain an exciting and stimulating learning environment
* Ensure that each pupil's education has continuity and progression in order to appropriately meet the learning needs of each pupil
* Be nurturing of pupils' talents and skills
* Provide active and experiential learning opportunities
* Recognise the difficulties pupils may have faced prior to admission to Amberleigh
* Provide a broad and balanced curriculum with high expectations for pupils
* Treat pupils in a dignified way
Through the curriculum, Golfa Hall School aims for pupils to:
* Develop and improve lagging literacy and numeracy skills
* Learn: to be adaptable; how to solve problems in a variety of situations; how to work independently and as members of a team
* Develop the ability to make reasoned judgements and choices, based on interpretation and evaluation of relevant information from a variety of sources
* Be happy, cheerful, well balanced and healthy
* Be enthusiastic and eager to put their best into all activities
* Acquire a set of moral values, such as honesty, sincerity, personal responsibility, on which to base their own behaviour
* Be expected to behave in a dignified and acceptable way and learn to become responsible for their actions
* Care for and take pride in their school
* Develop tolerance, respect and appreciation of the feelings and capabilities of others in an unbiased way
* Develop non-sexist and non-racist attitudes
* Know how to think and solve problems mathematically in a variety of situations using concepts of number, algebra, measurement, shape and space, and handling data
* Be able to listen and read for a variety of purposes and be able to convey their meaning accurately and appropriately through speech and writing for a variety of purposes
* Develop an enquiring mind and scientific approach to problems
* Have an opportunity to solve problems using technological skills
* Be capable of communicating their knowledge and feelings through various art forms including art/craft, music, drama and be acquiring
3
appropriate techniques which will enable them to develop their innovative skills and creativity
* Know about geographical, historical and social aspects of the local environment and national heritage and be aware of other times and places and recognise links among family, local, national and international events
* Have some knowledge different cultures and the beliefs of the major world religions
* Develop agility, physical co-ordination and confidence in and through movement
* Know how to apply the basic principles of health, hygiene and safety
Our school "Stage not Age" three tier curriculum is defined as everything our pupils experience in pursuit of the four purposes. It is not just what we teach but also how we teach it and importantly, why we teach it.
Our curriculum will:
* Enable all pupils to realise the four purposes and equip them for ongoing learning work and life.
* Build high expectations and enable all pupils to achieve their full potential.
* Offer a broad and balanced education, which enables pupils to make links between the different areas of learning and experiences and apply their learning to new situations and to more complex issues.
* Support progression along a continuum of learning.
* Support our pupil's development of knowledge that is the foundation of being an informed citizen.
* Recognise our pupil's identity, language(s), ability and background and the different support they may need given their particular circumstances
* Reflect the diversity of perspectives, values and identities which shape our locality and Wales and develop understanding of the wider world.
* Enable our pupils to make sense of growing up in contemporary Wales and of issues which will be important in the future, including well-being, sustainable development and citizenship.
* Support our pupils to critically engage with a range of information and to assess its value and validity.
* enable our pupils to develop an understanding of their rights and the rights of others.
* Be built in co-construction with our stakeholders (carers/parents'/ local authorities, the wider community)
The four purposes are the aspiration for all learners in Wales. Our curriculum is designed so that all our learners will be supported to develop as:
ambitious, capable learners who:
* set themselves high standards and seek and enjoy challenge
* are building up a body of knowledge and have the skills to connect and apply that knowledge in different contexts
* are questioning and enjoy solving problems
* can communicate effectively in different forms and settings, using both Welsh and English
* can explain the ideas and concepts they are learning about
* can use number effectively in different contexts
* understand how to interpret data and apply mathematical concepts
* use digital technologies creatively to communicate, find and analyse information
* undertake research and evaluate critically what they find and are ready to learn throughout their lives
enterprising, creative contributors who:
* connect and apply their knowledge and skills to create ideas and products
* think creatively to reframe and solve problems
* identify and grasp opportunities
* take measured risks
* lead and play different roles in teams effectively and responsibly
* express ideas and emotions through different media
* give of their energy and skills so that other people will benefit and are ready to play a full part in life and work
ethical, informed citizens who:
* find, evaluate and use evidence in forming views
* engage with contemporary issues based upon their knowledge and values
* understand and exercise their human and democratic responsibilities and rights
* understand and consider the impact of their actions when making choices and acting
* are knowledgeable about their culture, community, society and the world, now and in the past
* respect the needs and rights of others, as a member of a diverse society
* show their commitment to the sustainability of the planet and are ready to be citizens of Wales and the world
healthy, confident individuals who:
* have secure values and are establishing their spiritual and ethical beliefs
* are building their mental and emotional well-being by developing confidence, resilience and empathy
* apply knowledge about the impact of diet and exercise on physical and mental health in their daily lives
* know how to find the information and support to keep safe and well
* take part in physical activity
* take measured decisions about lifestyle and manage risk
* have the confidence to participate in performance
* form positive relationships based upon trust and mutual respect
* face and overcome challenge
* have the skills and knowledge to manage everyday life as independently as they can and are ready to lead fulfilling lives as valued members of society.
The four purposes are the starting point for all decisions around curriculum design our curriculum is planned in a way that supports our pupils to make progress toward them.
The four purposes are also underpinned by integral skills which will be developed through a wide range of teaching and learning within our curriculum.
* Creativity and Innovation
* Critical thinking and problem solving
* Personal effectiveness
* Planning and Organising
Our school curriculum is designed in a way that ensures learning and teaching that encompasses all six Areas of Learning and Experiences (Areas)
* Expressive arts
* Health and well-being
* Humanities
* Languages, literacy and communication
* Mathematics and numeracy
* Science and technology
All Areas have equal status within our curriculum.
Subject offered include:
* English
*
Maths
* Science
* Humanities
* PSE
* Design Technology
* Catering and Hospitality
* Horticulture
* Duke of Edinburgh – Bronze, Silver, Gold
* Drama
* Creative Studies
* Retail and Enterprise
* Physical Wellbeing
Clubs offered include:
* Welsh Club
* German Club
* Performing Arts Club
* Sports Club
* Lego Club
* Art Club
* Homework Club
* Maths Club
Relationships and sexuality education
Relationships and sexuality education (RSE) within our curriculum is planned using the RSE Code and is designed in a way that is developmentally appropriate, inclusive and pluralistic. There is a whole therapeutic community approach which involves close liaison with therapy and care during internal board reviews.
7
An overview of our RSE policy can be found on our website.
An overview of our RSE scheme of learning/provision map is available on request.
Cross-Curricular Skills
We believe that the mandatory cross-curricular skills of literacy, numeracy and digital competence are essential for learners to be able to access knowledge. They enable learners to access the breadth of our curriculum, equipping them with the lifelong skills to realise the four purposes. These are skills that can be transferred to the world of work, enabling our learners to adapt and thrive in the modern world.
Our curriculum is designed in a way that enables learners to develop competence and capability in the cross-curricular skills and extend and apply them across all Areas.
Across our curriculum, learners will be given a range of opportunities to:
* develop listening, reading, speaking and writing skills
* be able to use numbers and solve problems in real-life situations
* be confident users of a range of technologies to help them function and communicate effectively and make sense of the world
A curriculum accessible to all
Through the design of our curriculum, we ensure it:
* is suitable for each learner's stage, ability and aptitude
* takes account of each learner's additional learning needs (ALN), if any
* secures broad and balanced learning and teaching for each learner
* make arrangements for assessing the ability and aptitude of leaners in respect of the relevant curriculum, on entry to a school or setting, to identify the next steps in their progression and the learning and teaching needed to support that progress.
Descriptions of Learning
At our school, we use the descriptions of learning as a planning tool to inform the wide range of knowledge, skills and experiences within our curriculum. Our curriculum also uses the descriptions of learning to inform planning for a range of contexts for learning across a progression step to create depth and breadth across our curriculum.
Our curriculum does not use the descriptions of learning to create standalone tasks, activities, assessment tasks or interim reports to make judgements about our learners' outcomes at a particular point on the continuum.
The curriculum at Golfa Hall School recognises that pupils are admitted to the school, aged often in the later stages of the KS3 timeline or in the middle of KS4 (13 -15,16) which is especially disruptive and disadvantaging to KS4 studies and examination process delivery. Pupils are resident until they are eighteen both at the home and the school. The majority of these pupils have experienced adverse childhood experiences (ACES) along with the associated trauma and further disassociations - many if not all are therefore hyper vigilant and struggle to regulate emotionally. All or most have missed meaningful engagement in their experience and engagement in teaching and learning, in a positive or meaningful manner – historically preventing a meaningful and positive education from having been able to take place. Nearly all have significant gaps in learning and historical poor attendance.
Starting points
Pupils are baseline tested on arrival at Golfa Hall School for English and Maths ability via a cognitive ability test which is recorded and viewed as standardised scores. These baseline standardised scores enable each pupil to be then placed in their appropriate learning group where all teaching and learning is differentiated appropriately and accessed via a KS2/3, KS3 or a KS3/4 based curriculum.
A 'stage not age' based approach to the curriculum is taken by Amberleigh Therapeutic School, Golfa Hall. Each pupil's attainment and progress is targeted and informed by standardised baseline score data. It is expected that each pupil makes at least two sub levels of progress over each and subsequent academic year within a two-year framed curriculum, within core subject area. Vocational subject areas are tacked using a skill-based checklist method.
Where appropriate to the pupil's stage and ability English and Maths are given priority to achieve a functional skills qualification level or and GCSE. Where appropriate for learners this could start with a competency based or entry level and progressing to level one and then level two functional skills qualifications.. Running in tandem is a vocationally driven curriculum offering Catering and Hospitality, Horticulture and Retail. These are available up to level three where this is an appropriate target for the pupil in terms of ability and time frames.
9
The 'Stage not Age' approach to the curriculum is currently structured on a third of all pupils falling within the low to very low of the ability and attainment range and undertaking 'Entry' level qualifications. The remaining cohort falling between the low to middle attainment ability range and the higher range. Where these pupils have the potential to achieve the equivalent of 5 GCSE's in a functional skills format they are offered levels one, two and three qualifications and is also dependent on their situation/time remaining. Suitability for which qualification path is directed is governed by their baseline data and their attainment target for each subject, decisions may also be based in light of therapeutic issues and the time left before they reach 18.
The curriculum at Golfa Hall School is divided into three separate 'stage' based areas known as the Golfa Stages these are 'Golfa Stage 1' equivalent to KS1/2, 'Golfa Stage 2' equivalent to KS3 and 'Golfa Stage 3' where pupils can consolidate the knowledge base of KS3 and undertake more formal based qualifications.
Literacy, numeracy and nurture intervention is given a high priority where lagging skills are boosted through daily 'focused' catch up time allocated for all pupils. Alongside 1:1 intervention where the need is identified. Reading for enjoyment is a valued part of the culture of Golfa Hall in which pupils are encouraged to engage with in and out of school. For those pupils which have a strong SEMH profile and struggle with regulation of their emotions, attachment difficulties an individually tailored nurture intervention strategy is put in place – This is delivered through the vocational curriculum and the running of the schools social enterprise business 'Golfa Hall Preserves and Home'.
The vocational based element to our curriculum has been developed which revolves Catering and Hospitality, Horticulture and Retail - The growing and making of artisan based products for sale or retail through our 'Golfa Hall Preserves and Home' social enterprise allows us to offer a real world experience and skills building tool for pupils which has a large impact (especially post18), alongside enabling internal work experience placements.
Work Experience Placements:
* Bag Packing, Tesco's Welshpool
* Bag Packing, Morrisons Oswestry
* Retail Assistant, Hope House Charity Shop, Welshpool
* Catering Assistant, OsNosh Community Café, Oswestry
* Oswestry Farmers Market
Bespoke placements linked to the curriculum and pupils future aspirations are established with close liaison with the Careers Lead.
Golfa Hall School has embraced a careers programme which includes both classroom taught and work experience components, is an integral part of the curriculum, and is augmented by the use of the 'Gatsby Careers Initiative'. Pupils are encouraged and supported to participate in voluntary work experience, particularly with local charitable organisations. The pupils' wider developmental needs are additionally catered for by an extra-curricular programme which includes physical activities, off-site visits, visiting speakers and whole school activities e.g. end of year school plays, sports day, football tournaments.
Progression
Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. Progression is not linear and different learners are likely to progress in markedly different ways. Progression is at the heart of our curriculum design.
Assessment is an integral part of teaching and learning and plays a fundamental role in enabling our learners to make progress. For assessment to be effective, we recognise that partnerships between our practitioners, our learners and parents and carers are important.
Tracking, monitoring and evaluation of attainment progress is evidence based on pupils starting points using the CAT data gathered on entry.
Attainment and progression is assessed through a curriculum which teaches and assesses initially in a competency format in the areas studied leading to a level 1 and 2 and possibly level three Functional Skills qualifications. These courses and curriculum are closely linked to the Gatsby initiative. Placing a great emphasise on the developing pupils knowledge and understanding of employment or and work. We also place a strong emphasis of community links with business large and small in the local area. The aim being to encourage and develop all pupil's self-worth, esteem and confidence within the context of being able to play a full and valid role in society and be supported to have the skills to be independent within it – Meaning they will be able to successfully gain employment through these developed skills with confidence in society and be literate and numerate.
Pupil attainment progress is tracked, assessed and monitored by all teaching staff and shared through discussions at whole school staff meetings regularly and is stored and available via Ambertrack. All pupils are baseline
standardised score assessed on admission – This score is transposed to a corresponding curriculum level and from there targeted and monitored throughout their time at Golfa Hall School. Each subject area will focus assess each pupil twice in the Autumn, Spring and Summer terms. In turn each pupil is RAG rated as part of the monitoring process to enable timely intervention. Our teaching staff will identify the progress being made by our learners, and record this, where appropriate, to understand each learner's journey over different periods of time and in a variety of ways. This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate, this will be recorded and discussed during team meetings and captured within reviews of learning.
Long Term, Medium Term Planning and Schemes of Work for each subject is mapped and developed on an ongoing basis for each subject area for each Golfa Stage is established. Teachers are responsible for designing a provision maps for their subject areas.
Reflecting on a learner's progress over time will enable our practitioners to provide feedback and plan their future learning, including any interventions, additional support or challenge that may be required. This feedback will include both immediate next steps and longer-term objectives and goals that the learner should work towards to help keep them moving forward in their learning. This information will also be used as a basis for communicating and engaging with our parents and carers.
Termly meetings are held where teaching staff, house link workers and pupils meet to discuss progress within their Reviews of Learning and to view some of the work pupils have completed over the academic year.
Qualifications
The curriculum is divided into three Golfa stages (1,2 and 3) which allows for all pupil's attainment needs and progress to be appropriately met according to their 'stage not age'. These stages are designed to develop and build upon all pupil's skills, knowledge and understanding, and positively impact attitudes to learning that extend beyond the classroom and contribute to the whole life and ethos of the pupil and the school and wider therapeutic community.
The school is an improved centre to deliver qualifications for:
* Agored Cymru
* NCFE
* WJEC
* Arts Awards
* Pearsons
* AQA
The school's Deputy Head teacher is the lead Internal Quality Aurer for the school.
Evaluation
The school will regularly monitor the curriculum through a variety of working groups which include teachers, School improvement advisor, carers and Directors. Appropriate recommendations for change will be made to the Headteacher who will consult the Proprietor before implementing any changes through targets set in the school development plan. Evaluation of the curriculum will be measured against a range of indicators and monitoring activities.
These include:
- learning walks
- listening to learners
- wall trawls
- work scrutiny with pupils
- whole school indicators
- examination results
- admissions
- destinations of school leavers
- departmental Reports
- Meetings of Directors and Senior Leadership Team
- Pupil surveys
- individual pupil indicators
The timetable
The curriculum is delivered within a time-table of full time education, with pupils attending school for 25 hours each week for 190 days a year. The week is made up of daily tutor time (15 minutes) followed by Literacy and numeracy intervention twice daily at school start and immediately after lunch and prior to lessons. Pupils are taught in small groups for core subjects and larger groups for Physical Wellbeing and on occasions DofE. First Concern Forms, IDP/EHCP's inform additional ALN interventions whether that be through 1:1 or small group sessions.
Please refer to the following documents for more details on interventions:
- ALN Policy
- Nurture Rationale
- Intervention Rationale
Therapeutic Community Meetings
Therapeutic Community Meetings are central to community life, they involve all members of the community (young people and staff) coming together on a regular basis. It provides the forum for any democratic decision making to occur, the opportunity to reflect on recent events in the community, and it enables members to give and receive feedback and to explore the dynamics present within the milieu at any time. Community meetings also allow the opportunity for staff to model appropriate interactions, empathy and perspective taking. This can enhance the development of these skills in young people. They can also aid the development of healthy attachments with both staff and peers.
Good Lives Model
At Golfa Hall School we apply evidence based frameworks to inform our practice. Our approach to understanding and responding to Harmful Sexual Behaviour is the Good Lives Model (GLM). The GLM is a strengths based model of intervention based on the principles of positive psychology. The Good Lives Model conceptualises that individuals are predisposed to seek a number of 'primary goods' (needs) which if achieved will increase their wellbeing. Primary goods are obtained by various means that are referred to as secondary 'goods'(means). For example, a primary good could be the sense of belonging and the secondary good is harmful sexual behaviour.
The GLM identifies the following range (11) of primary needs to be met. The assumption is that people are more likely to function well if they have access to these types of goods. However, when people lack the means or external support to achieve these types of goods they can use inappropriate means to ensure their needs are met. Our aim within this framework is to assist young people in gaining the skills, ability and support to meet their needs in a healthy and pro social way. | <urn:uuid:4866f99f-8ee1-4f01-a52a-59b1e7cb5215> | CC-MAIN-2024-42 | https://www.amberleighcare.co.uk/wp-content/uploads/2024/09/GHS-Curriculum-Policy-Sept-2024.pdf | 2024-10-12T22:48:30+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944254995.79/warc/CC-MAIN-20241012205209-20241012235209-00240.warc.gz | 560,574,051 | 4,808 | eng_Latn | eng_Latn | 0.981685 | eng_Latn | 0.997604 | [
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Activity 2
This is an exercise on morphology. What is morphology? Morphology is the study of words. More specifically, it is the study of the different components of words, and the structural framework within which these components are arranged in any language. Simply put, morphology is the study of the system of categories and rules involved in word formation and interpretation. We shall understand this better once we analyse some examples.
There are two ways in which affixes can be added to a stem.
1) For example, the noun 'teacher' is made by adding the suffix '-er' to the verb teach. So, in this process, a verb has been converted into a noun. Similarly, the adjective 'beautiful' is constructed by adding the suffix '-ful' to the noun beauty. In this case, a noun has been converted into an adjective. This is called derivational morphology, where the meaning of the word changes because of the addition of the suffix.
2) However, in other cases, we add a suffix to a noun, and that noun remains a noun. For example, if we add an 's' to the noun book, that gives us another noun 'books', which is the plural form of the word 'book'. Similarly, if we add ''-er' to the word 'old', we get 'older', which like 'old', is an adjective. 'Breathe', upon the addition of the past tense suffix '-ed', becomes 'breathed'. This is called inflectional morphology, where adding a suffix to a word does not change its meaning of the word, but only changes the number, intensity, or tense of the word.
Given below are some pairs of words. Identify all the processes (by mentioning the suffix being added and whether that suffix is a derivational or inflectional one) the word on the left has undergone to give us the word on the right, in the correct order of suffixation. Also mention the grammatical category (noun/verb/adjective/adverb) of both items in each pair.
1-drawer-drawers, 2-imagine-imagination, 3-big-bigger, 4-trouble-troublesome, 5-trouble-troubles, 6-seek-seeker, 7-grace-graceful, 8-true-truly, 9-skill-skilfully, 10-book-bookish, 11-charm-charmingly, 12-great-greatness, 13-mark-marked, 14-write-written, 15-write-writings, 16-fool-foolishness
A) Does the grammatical category of the word change if it undergoes a process of inflectional morphology?
B) And does it change when a word undergoes a process of derivational morphology?
Further, there are two types of derivational suffixes, namely class 1 and class 2. Class 1 suffixes are those that, when added, bring about a change in the way in which the root word looks and sounds. Class 2 suffixes are those, that upon their addition, do not bring about such a change.
Examples of class 1:
Audacity-audacious (the c of audacity which sounds like s of sing changes into the sound sh of shake in audacious)
Sane-sanity (the vowel 'a' sounds different in the two words)
Plastic-plasticity (the c of plastic, which sounds like c of cat, is changed into s of secret in plasticity)
Examples of class 2:
Daft-daftness
Worth-worthless
Cheer-cheerful
Soft-softly
Now, identify the suffix(es) that has/have been added to each of the following words step-by-step, and determine if they are class 1 or class 2 suffixes. Ignore tonal and stress changes and focus on consonantal and vocalic (vocalic is the adjective form of vowel) changes alone. We say 'step-by-step' because more than one suffix may be added. For example, readability, where 'able' is first added to read to make readable, to which 'ity' is then added to make readability.
i-Pretend-pretender ii-Occlude-occlusion
iii-Self-selfish iv-Understand-understandable
v-Remark-remarkably vi-Suffice-sufficient
vii-Pronounce-pronunciation
So far, we have looked at the relatively simple process of adding a suffix to a word, either inflectionally or derivationally. However, there are many other ways in which words undergo morphological transformations, such as:
Reduplication: the process wherein one part of the word or the whole word is repeated, with or without changes
Elision: deletion or omission of one or more sounds
Compounding: the process wherein another stem is added to the word to make a compound word
Internal change: the process wherein some sounds in the word are replaced by others
Suppletion: the process wherein whole word is replaced by another word
In the following exercise, we look at multiple examples and you are required to identify one word from the list above that accurately describes the change(s) undergone by the word.
a. We arewe're
b. Gowent
c. Breakbroke
d. Writecopywrite
e. Bewere
f. Bitebit
g. Easyeasy-peasy
h. Readproof-read
i. Going togonna
j. Byebye-bye
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1
2
Depression
II. Read the testimonies and guess what problems are. Then, match the problems with the effects.
Testimonies (Causes)
What is the problem?
a) My best friend is a school cheerleader. In the team, her partners are really skinny. She started gaining inches and pounds all over her body. She looks worried.
b) These days, in my neighborhood there are a lot of trash everywhere. People litter cigarette butts, plastic bags, old tires and plastic bottles. I'm worried because it's going to start the rainy season.
c) My parents send text messages all the time when they're driving. I think it's dangerous.
Effects
I. ( ) Loss weight
V. ( ) Broken bones
II. ( ) Infections
III. ( ) Death
__________________________
__________________________
__________________________
IV. ( ) Injuries
VI. ( ) Jail
VII. ( ) Sadness
VIII. ( ) Suicide
1.
2.
3.
Juicy English.com Juicy English.com
Causes and effects 1
Date
: ______________________________________
Causes and effects 1
Date
: ______________________________________
I. Make drawings to represent the cause(s) and effect(s) of the following problems. Look at the example.
Problem
Cause(s)
Effect(s)
Low grades
Bullying
Play too much video games
Get grounded
I. Make drawings to represent the cause(s) and effect(s) of the following problems. Look at the example.
II. Read the testimonies and guess what problems are. Then, match the problems with the effects.
Testimonies (Causes)
What is the problem?
a) My best friend is a school cheerleader. In the team, her partners are really skinny. She started gaining inches and pounds all over her body. She looks worried.
b) These days, in my neighborhood there are a lot of trash everywhere. People litter cigarette butts, plastic bags, old tires and plastic bottles. I'm worried because it's going to start the rainy season.
c) My parents send text messages all the time when they're driving. I think it's dangerous.
Effects
I. ( ) Loss weight
V. ( ) Broken bones
II. ( ) Infections
III. ( ) Death
VI. ( ) Jail
__________________________
__________________________
__________________________
IV. ( ) Injuries
VII. ( ) Sadness
VIII. ( ) Suicide
1.
2.
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Free Play and Leisure Activity Ideas
for children and young people with SEND during the Covid19 lockdown
The following resources have been gathered from a variety of sources and have been put together to support families of children and young people with SEND across all ages and abilities during the Covid19 lockdown.
N.B: The suggestions are not recommendations, just suggestions and it is the parent/ carer's responsibility to decide the suitability of the activity or resource for their child or young person.
Play Activities and Resources
X Empowering Little Minds - Sensory and messy play ideas for children with SEND
X SENict Activities - Activities for children with PMLD and SLD
X Have a Pretend Birthday Party – Resources to have a pretend birthday party
X Power of Play from GOSH – Play ideas to do at home from the play experts at Great Ormond Street Hospital
X Above and Beyond - A wide range of activities to do at home using everyday objects
X Orchard Toys – A wide range of creative activity ideas and resources
X Usborne Books 'That's not my....'Activity Sheets – That's not my…..Activity and colouring sheets
X Help Kids learn – Over 100 accessible games and activities designed for children with SEND
X Seussville - Dr Seuss themed games
X British Judo Activities - Judo themed activity sheets
X NHS Disney Shake Up Games - Disney themed games to play at home
X Canoe Kids - Canoe themed activities
X Friends of the Earth – Planet friendly wildlife themed activities
X Percy the Park Keeper - Percy the Park Keeper themed activities
X Wildlife Trust - 30 wildlife themed activities
X Penguin Books - Famous children's books themed activities
X Forestry England – weekly newsletter full of nature themed activities and a weekly challenge
X PDSA - Pet themed activity ideas in the 'Downloads for Kids' section
X Girl Guiding 'Adventures at Home' – Ideas for adventures at home with new activities every week including ideas for children's wellbeing
X Scouts 'The Great Indoors' - A wide range of indoor activity ideas
X Barefoot Computing - Computer activities without the need for screen time
X Activity Village - A wide range of activities based on different themes
X London For Kidz - A range of simple art and craft ideas
X Fields in Trust – Outdoor activities which engage with nature
X Cosmic Kids - Activities for children to support mindfulness
X Ageas – Five indoor adventures for the whole family and other resources
X Michelee Puppets - Videos on how to make simple puppets
X The Gamer – Ten of the best table top games that can be printed at home.
Story Time
X Greenside School – Sensory stories for children with SEND
X Special Sensory Stories - Special Sensory Stories
X The Sensory Projects - Free guides to sensory stories
X World of David Walliams Story Time - Free story time read by David Walliams
X Unite for Literacy - On-line library of children's books
X Anansi and The Pot of Wisdom – On-line interactive sensory story
X Sensory Dispensory – A range of sensory stories to download
X Scholastic Free Home Learning Packs – Julia Donaldson and Axel Scheffler picture books home learning packs
X CBeebies Story Time – Makaton signed story 'Ten in a Bed
X The Gruffalo - Weekly story time of The Gruffalo and other stories on 'The Gruffalo' Facebook page
X Story Imagin-ory – Hairy Maclary activity pack to download.
X Story Imagin-ory Facebook Page - Story sessions on their Facebook page with phonics, signing, singing, and activities. Also available on You Tube
X Story Massage - Live story massage sessions for children with SEND on social media
X Leicestershire Libraries – Access thousands of digital books and audiobooks on your phone, computer or tablet
X Story Time from Space - Listen to a real astronaut tell a story from space
Sensory Play
X Sensory Learning Activities - A-Z of sensory learning activities
X Special Education and Inclusive Learning - 150 sensory learning ideas
X Sensory App House- Apps for children with PMLD or SLD
X Sensory Spectacle – Facebook videos of sensory play ideas using everyday household items
X Messy Senses Facebook Community Page- Join the Facebook Group for lots of messy play ideas
X Sensory Atelier - Sensory activity ideas using resources you can find around the home
X Moloopi - You Tube Channel of sensory animations
Musical Activities
X Soundabout - Twice weekly music sessions on Facebook for people of all ages with SEND
X Little Amber Trust - Musical resources for children who are visually impaired
X Music with Myleene Klass - Music classes for all ages and abilities on YouTube
X Sing a Rainbow with Mr Tumble – Learn the Makaton signs for colours with Mr Tumble on YouTube
X CBeebies Nursery Rhymes with BSL – CBeebies Nursery Rhymes with British Sign Language on YouTube
X Singing Hands - The Singing hands have released a series of Makaton signed music videos onto their Facebook page
X Funky Feet Music – Weekly music and movement sessions daily on their Facebook Page
X Chiltern Music Therapy - Music therapy sessions by qualified music therapists live from their Facebook page every Thursday at 3pm
X Bamboozle – Songs to learn, along with craft projects based on the last Bamboozle production 'Moon Song' on YouTube
Dance
X Flamingo Chicks – Virtual dance classes for children with SEND
X DDMix Seated Dance – Seated dance sessions with DDMix on YouTube
X Disney Dance-Along - Disney Dance-Alongs for children
X Stay and Ballet - Series of ballet sessions for children with SEND on their Facebook page
X Side Kick Dance - Inclusive dance sessions on their Facebook page for young people with SEND
X Just Dance - Fun dance routines to popular pop songs on YouTube
Physical Play
X Go Noodle - Short interactive activities to get children moving
X Active Anita - 14 day programme of activity ideas and videos to get children active
X LRS Healthy at Home - Ideas and resources to keep younger children active at home
X Jump Start Jonny - Fun children's workouts to music
X Active Kids Do Better - Ideas for games at home to get the whole family active
X TB Sport – Physical activities with TB Sport
X Get Set – A range of activities to get the whole family active, all with a Tokyo Olympics theme
X Access Sport – Inclusive physical activity ideas for children with SEND
X Lila Yoga – Inclusive children's yoga sessions with Makaton signing on YouTube
X Superhero Series - Exercise sessions on their Facebook page for children with SEND including seated exercise
X Mini Movers Anstey – Toddler sing and sign sessions from their Facebook page every Tuesday at 11am
X BBC Andy's Wild Workouts - A series of 10 short fun activity videos themed on different parts of the world
X Get Kids Moving - Superhero, science fiction, Harry Potter, Frozen themed 5-10 minute workout sessions on YouTube
X Cosmic Kids Yoga - Children and family yoga and mindfulness sessions
X The FA 'Football's Staying Home' - Football themed activities for at home
X British Cycling 'Ready Set Ride' – Videos for learning to ride a bike for all ages on YouTube
X LTA Youth Tennis - Tennis activity ideas for the whole family
X Table Tennis Kidz - Table tennis activities to do at home
X Northamptonshire Sport - Sport themed games and activities
X CP Sport - Health and exercise resources including a children's wheelchair workout
X Manchester United Foundation - Football themed video's, activities and challenges
X Wheelpower Exercise Sessions – Wheelchair exercise sessions on YouTube
X UK Active Kids - A range of physical activities deigned to get children moving
Other Activities
X Children's Gardening Week -Garden themes activities using everyday items
X Virtual Museum Tours – Virtual tours of famous museums
X Zoo Cameras Around The World – Watch animal webcams from zoos around the world
X Harry Potter at Home – Harry Potter themed quizzes, activities, crafts and stories
– Over 30 apps for children with SEND
X Educational Technology and Mobile Learning
X Wildlife Watch – Wildlife spotting sheets to download
X Mencap– A wide range of activities for all ages including activities when you go for a walk, garden activities and lots more
X Smarty – Links to well known theatre productions including Cirque Du Soleil
X Heart and Soul Creativity Packs - Download Creativity Packs to help express feelings about what is happening in the world currently. A project run by and for people with a learning disability or autism.
X My Lockdown Diary - Create a Lockdown Diary
X Covid19 Time Capsule - Create a Time Capsule
And if the above isn't enough, then try 101 Ideas on How to Keep Your Children Busy During the Coronavirus Closures for even more ideas!
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Image: Hidden secrets of a massive starformation region
21 May 2018
Credit: ESA/Herschel/PACS, SPIRE/Hi-GAL Project. Acknowledgement: UNIMAP / L. Piazzo, La Sapienza – Università di Roma; E. Schisano / G. Li Causi, IAPS/INAF, Italy
Stellar nurseries are cloudy and dusty places that shine brightly in infrared light. The G305 starforming complex is no exception. It features a number of bright, intricate gas clouds heated by infant stars in their midst. In this spectacular image by ESA's Herschel space observatory, these starforming hotspots stand out in a blue tone that contrasts with the red-brownish colour of cooler regions.
While there are several star-formation sites dotted throughout this scene, the most striking ones surround the dark, heart-shaped area in the top right of the image. Hidden at the centre of the dark region lie the massive star WR48a and its two neighbours, stellar clusters Danks 1 and 2. All three play an important role in triggering the formation of new stars, even if they themselves are relatively young objects no older than a few million years (for comparison, the Sun is around 4.6 billion years old).
Strong winds and radiation from WR48a and the high-mass stars in the two clusters have pushed away the gas remnants from the cloud where they originated. The swept-away gas, gathered together at the edge of the heart-shaped bubble, is now forming new stars.
Using Herschel, astronomers have identified 16 sites where high-mass stars are forming in this stellar nursery. The region is one of the brightest and most plentiful star-forming complexes in the Milky Way, and an ideal ground to observe and study massive stars at different stages of formation and evolution.
The G305 complex is about 12 000 light-years away and gets its name from its location at around 305º longitude in the plane of our Galaxy. In the night sky, it appears near the Coalsack Nebula, a large interstellar cloud of dust visible to the naked eye and located in the constellation of Crux, the Southern Cross. A very prominent dark nebula, Coalsack shows up in the southern skies as a black patch against the bright, starry backdrop of the Milky Way.
This image, obtained as part of Hi-GAL – the Herschel infrared Galactic Plane Survey, combines observations at three different wavelengths: 70 microns (blue), 160 microns (green) and 250 microns (red).
Launched in 2009, Herschel operated for four years observing at far infrared and submillimetre wavelengths. This spectral range allowed it to observe the glow of dust in gas clouds where stars are born to investigate this process and observe their early evolution.
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APA citation: Image: Hidden secrets of a massive star-formation region (2018, May 21) retrieved 12 April 2021 from https://phys.org/news/2018-05-image-hidden-secrets-massive-star-formation.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.
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OPINION
Best educational environment may be one without the opposite sex
By Loren Bridge November 24, 2019 — 6.00pm
Single-sex education is one of the fastest-growing trends in the educational landscape of 21st century America. The number of single-sex public schools has increased by 30 per cent since 2015.
In Australia, co-education is the dominant model. Only 5 per cent of our 9400-plus schools are single-sex and less than 2 per cent are girls' schools. Co-ed is what most of us have experienced. Yet those who have had a single-sex school experience are equally as passionate as co-ed advocates about the benefits and positive impact of their schooling on their lives. And yes, just like in co-ed schools, some people will have had a negative experience.
A 2016 study by the South Australian Association of State School Organisations, demonstrated that demand for single-sex schools is strong: most (62 per cent of parents and 83 per cent of teachers) want more all-girls public schools.
Yet, a recent article in the Herald quoted some parents as saying a lack of choice could force them to move, to accommodate their preference for co-educational schooling.
Many families in Sydney are fortunate to have a choice between government-funded coeducational and single-sex schools. In most states and territories, families are not so lucky. In Queensland, Western Australia, the Northern Territory and the Australian Capital Territory, only independent and Catholic schools provide single-sex options and there are no state single-sex schools.
But why not hear from the students themselves? Girls are telling us they "love the supportive and caring environment of attending an all-girls school" and "there are no restrictions or pressure on your potential or confidence related to feeling intimidated by boys".
Numerous research confirms the benefits that students and their teachers in single-sex schools talk about.
A 2018 study from the University of Queensland unequivocally found girls in single-sex schools had equal levels of confidence as boys, leading the researchers to conclude that women's self-confidence is eroded by factors such as sexism and gender stereotyping. It is self-confidence that empowers young women to step into leadership positions and careers in male-dominated fields. They feel confident in the workplace to lead and work alongside males as equals.
Backing this view, a 2016 study from Bristol University found girls in co-educational schools have lower self-esteem and feel more pressure to be thin than girls in single-sex schools. The study concluded that single-sex schools encourage "improved self-esteem, psychological and social wellbeing in adolescent girls".
Academically, too, it is well documented that single-sex schools outperform co-ed. NAPLAN results show, even when socio-economic status is taken into account, Year 7 girls were more than 12 months ahead of co-ed students in reading and almost nine months ahead in mathematics. And the results are also positive for boys.
Importantly, it should be noted that within the plethora of research related to single-sex education, there is no evidence that supports the claim that girls or boys educated in singlesex schools are unable to socialise with the opposite sex.
After all, as one girl succinctly put it, "there are plenty of opportunities to socialise with boys outside of school but at school my focus is on learning".
What's the bottom line on single-sex education? The best educational environment may just be one without the opposite sex. Single-sex learning environments increase student confidence, provide a safe place for students to develop their identities and could be the answer to the gender gap in academic performance.
Loren Bridge is the executive officer of The Alliance of Girls' Schools Australasia. | <urn:uuid:be5d6c38-7852-407b-9f81-e7baf06d09ae> | CC-MAIN-2021-17 | https://www.cggs.act.edu.au/storage/the-age-opinion-loren-bridge-20191114.pdf | 2021-04-12T15:36:27+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038067870.12/warc/CC-MAIN-20210412144351-20210412174351-00003.warc.gz | 794,326,893 | 752 | eng_Latn | eng_Latn | 0.999284 | eng_Latn | 0.99931 | [
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Well-preserved Ice Age woolly rhino found in Siberia
31 December 2020
This photo taken in Aug. 2020 shows the carcass of a woolly rhino, taken in Yakutia, The well-preserved carcass with most of its internal organs still intact was released by permafrost in August and scientists hope to transport it to the lab for studies next month. (Valery Plotnikov/Mammoth Fauna Study Department at the Academy of Sciences of Yakutia via AP)
A well-preserved Ice Age woolly rhino with many of its internal organs still intact has been recovered from permafrost in Russia's extreme north.
Russian media reported Wednesday that the carcass was revealed by melting permafrost in Yakutia in August. Scientists are waiting for ice roads in the Arctic region to become passable to deliver it to a lab for studies next month.
It's among the best-preserved specimens of the Ice Age animal found to date. The carcass has most of its soft tissues still intact, including part of the intestines, thick hair and a lump of fat. Its horn was found next to it.
Recent years have seen major discoveries of mammoths, woolly rhinos, Ice Age foal, and cave lion cubs as the permafrost increasingly melts across vast areas of Siberia because of global warming.
Yakutia 24 TV quoted Valery Plotnikov, a paleontologist with the regional branch of the Russian Academy of Sciences, as saying the woolly rhino was likely 3- or 4-years-old when it died.
Plotnikov said the young rhino likely drowned.
Scientists dated the carcass as anywhere from 20,000- to 50,000-years-old. More precise dating will be possible once it is delivered to a lab for radiocarbon studies.
The carcass was found on the bank of the Tirekhtyakh river in the Abyisk district, close to the area where another young woolly rhino was recovered in 2014. Researchers dated that specimen, which they called Sasha, at 34,000 years old.
This photo taken in Aug. 2020 shows the carcass of a woolly rhino, taken in Yakutia. The well-preserved carcass with most of its internal organs still intact was
1 / 2
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released by permafrost in August and scientists hope to transport it to the lab for studies next month. (Valery Plotnikov/Mammoth Fauna Study Department at the Academy of Sciences of Yakutia via AP)
© 2020 The Associated Press. All rights reserved.
rewritten or redistributed without permission.
This material may not be published, broadcast,
APA citation: Well-preserved Ice Age woolly rhino found in Siberia (2020, December 31) retrieved 12 April 2021 from https://phys.org/news/2020-12-well-preserved-ice-age-woolly-rhino.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.
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THE FIRST TWO PAGES ARE FOR BOTH THE MAIN AND STEPPING STONE ACTIVITIES
Friday 1 st May 2020
LO: To write from a character's perspective
Task (with links):
Read and/or listen to Rachel reading the next part of Charlotte's Web (pp.14-24):
https://canonburyprimaryschool.co.uk/learning/year-groups/year-4/ (You will find both the text and the audio recording here on Week 2 Day 4.)
Write a diary entry from Wilbur about life on the Zukerman's farm.
Vocabulary
- milking stool – a low stool sat on when milking a cow
- trough – a long, narrow open container for animals to eat or drink out of
- orchard - enclosed land planted with fruit trees
- commotion - confused and noisy disturbance
- slops - a messy, wet mix of various leftovers
- sod - surface of the ground, with the grass growing on it
- cocker spaniel – a type of dog
- "Now I'll catch it" – Now I'm in trouble
- hullabaloo – a fuss
- wheat middlings - the product of the wheat milling process that is not flour – fed to horses
Before you start, think about the answers to these questions. This will help you to organise your ideas.
You might even want to make some notes.
REMEMBER: You are thinking from Wilbur's perspective.
- Where do you live now?
- What's it like?
- What do you do every day?
- Do you have any visitors?
- Do you enjoy living there?
- What happened on the day the goose told you about the loose board in the fence?
- Why did you listen to the goose?
- What was it like to be free?
- How did you feel when everyone was chasing you?
- What made you feel better?
- How did it feel to be back in the barn eating your slops afterwards?
Word bank:
Main activity
Success Criteria:
1. Start with 'Dear Diary,'
2. Write in the first person (I, me)
3. Use your answers to the questions to organise your writing into paragraphs
4. Include fronted adverbials
5. Describe your feelings.
6. Vary the length of your sentences – some long, some short.
7. Read your writing out loud to check it makes sense.
E.g. Following the goose's suggestion, I curiously nudged the loose fence panel and squeezed myself through the narrow gap. I found myself outside the fence. I was free. I also didn't know what to do next.
Example:
Although Fern comes to visit me every day, she is not allowed inside my pen. I'm still always so happy to see her.
Paragraph 1: describe what daily life is like
What do you do? Who visits you? How do you feel?
Dear Diary,
Life is different at the Zuckerman's farm. _________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
Paragraph 2: describe what happened on the day you escaped
How did you escape? How did you feel outside? What happened next?
Then this morning, the goose spoke to me. ______________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
Paragraph 3: describe how you felt when you were back in the barn and why
Once I was safely back in the barn, ______________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ | <urn:uuid:f869445c-13ab-4494-8534-ea9f1a459c69> | CC-MAIN-2021-17 | http://canonburyprimaryschool.co.uk/wp-content/uploads/2016/01/Year-4-writing-wk4-day-5.pdf | 2021-04-12T15:14:22+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038067870.12/warc/CC-MAIN-20210412144351-20210412174351-00003.warc.gz | 15,694,506 | 750 | eng_Latn | eng_Latn | 0.901129 | eng_Latn | 0.998454 | [
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Bluebell Park PSHE Policy: Personal, Social, Health and Economic (PSHE) education
Policy for PSHE including Personal, Social, Health and Economic education, also encompassing Relationship and Sex Education, Citizenship, Careers Education and Guidance/ Work related Learning and Enterprise Education.
Overview:
Bluebell Park is a 201 place school providing Early Years, Primary, Secondary and Post 16 educational provision for students with severe learning difficulties, ASC, profound and multiple learning difficulties, sensory and complex needs. All pupils who attend have an Education, Health and Care Plan.
At Bluebell Park School we recognise and value all pupils should have access to a broad and balanced curriculum (Department for Education, 2015, 94). The following document outlines how we at Bluebell Park provide this for all of our pupils through the teaching of PSHE.
Introduction:
This policy has been informed and developed from the Guidance for the delivery of Personal, Social, Health and Economic education from the PSHE Association 2019, Department for Education, Department for Health, Department for Education and Employment (DfEE) and Department for children, schools and families.
PSHE education is an essential aspect of all pupils' education, PSHE is however a non-statutory subject. It therefore allows teachers the flexibility to deliver high-quality tailored PSHE programs of study. PSHE can encompass a variety of areas of study and teachers are best placed to understand the individual needs of their pupils.
While the DfE believe that it is for schools to tailor their local PSHE program's to reflect the needs of their pupils, the DfE does expect schools to use their PSHE education programs to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. PSHE education covers core knowledge relating to issues such as relationships and sex education (SRE), personal health, careers, financial education and the importance of physical activity and diet for a healthy lifestyle. These topics are taught in a way which is appropriate to individual pupils, their age and maturity.
As of September 2020 the Government has committed to making the health education and relationships education (primary) and relationships and sex education (secondary) aspects of PSHE compulsory. PSHE aims to promote and develop key skills and attributes such as resilience, self-esteem, risk-management, teamwork and critical thinking in the context of learning grouped into three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education).
Policy Formation
This revised policy for PHSE was approved by the Governing Body of Bluebell Park School on;
PSHE education is a planned, developmental programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.
PSHE education equips pupils to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic wellbeing. A critical component of PSHE education is providing opportunities for children and young people to explore, reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.
PSHE education contributes to personal development by helping pupils to build their confidence, resilience and selfesteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.
Bluebell Park School PSHE Curriculum plans to:
[x] Address the needs and priorities of pupils;
o Develop mental and physical wellbeing and promote confidence
o Develop spiritual, moral, social and cultural understanding
o Enable our pupils to make the most of their abilities and to play an active and informed role within society
o Develop healthy and safe lifestyles and to become responsible citizens, who recognise good relationships and respect others
o Prepare pupils for the opportunities, responsibilities and experiences of life
[x] Relate to initiatives and targets, such as those relating to oral hygiene
[x] Link relevant work in a range of curricula and extra-curricular areas
The PSHE programme – Foundation Stages
The PSHE curriculum will be developed in accordance with National guidance.
Where appropriate, additional quality assured support will be utilised to enhance the delivery of certain aspects of the programme (such as health promotion, school nursing service, education consultants, school counsellor, SEAL trained mentor, Theatre in Education companies and sports coaches).
In the Early Years Foundation Stage (EYFS) of Bluebell Park the curriculum focuses on seven areas of learning and development. All areas of learning and development are important and inter-connected, however three areas are particularly crucial for igniting children's curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:
1. Communication and language
2. Physical development
3. Personal, social and emotional development
Bluebell Park also supports children in an additional four specific areas, these are:
4. Literacy
5. Mathematics
6. Understanding the world
7. Expressive arts and design
In Bluebell Park we strive to offer as many learning opportunities as possible and PSHE plays a big role in the EYFS classes. Teachers and staff continually work with pupils to help support personal, social and emotional understanding and development. We continually encourage pupils to be understanding of the people and world around them showing compassion, respect and building on equality and diversity. We also work on recognising own safety and managing risks.
The PSHE Association have defined three core themes within PSHE at key stages 1-4.
1. Health and Wellbeing
2. Relationships
3. Living in the Wider World
The PSHE programme – Key Stages 1-2
During Key Stages 1 and 2, PSHE education offers both explicit and implicit learning opportunities and experiences which reflect pupils' increasing independence and physical and social awareness as they move through the primary phase. It builds on the skills that pupils started to acquire during the Early Years Foundation stage (EYFS) to develop effective relationships, assume greater personal responsibility and manage personal safety. PSHE education helps pupils to cope with the changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities.
Living in the Wider World
CORE THEME 1: PHYSICAL HEALTH AND MENTAL WELLBEING
This core theme focuses on:
1.
what is meant by a healthy lifestyle
2. how to maintain physical, mental and emotional health and wellbeing
3. how to manage risks to physical and emotional health and wellbeing
4. ways of keeping physically and emotionally safe
5. about managing change, including puberty, transition and loss
6. how to make informed choices about health and wellbeing and to recognise sources of help with this
7. how to respond in an emergency
8. to identify different influences on health and wellbeing
CORE THEME 2: RELATIONSHIP EDUCATION
This core theme focuses on:
1. how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts
2. how to recognise and manage emotions within a range of relationships
3. how to recognise risky or negative relationships including all forms of bullying and abuse
4. how to respond to risky or negative relationships and ask for help
5. how to respect equality and diversity in relationships
CORE THEME 3: LIVING IN THE WIDER WORLD
(ECONOMIC WELLBEING AND BEING A RESPONSIBLE CITIZEN)
This core theme focuses on:
1. about respect for self and others and the importance of responsible behaviours and actions
2. about rights and responsibilities as members of families, other groups and ultimately as citizens
3. about different groups and communities
4. to respect diversity and equality and how to be a productive member of a diverse community
5. about the importance of respecting and protecting the environment
6. about where money comes from, keeping it safe and the importance of managing it effectively
7. the part that money plays in people's lives
The PSHE programme – Key Stages 3-4
At Key Stage 3, pupils build on the skills, attitudes, values, knowledge and understanding they have acquired and developed during the primary phase. PSHE education acknowledges and addresses the changes that young people are experiencing, beginning with transition to secondary school, the challenges of adolescence and their increasing independence. It teaches the skills which will equip them for the opportunities and challenges of life. Pupils are encouraged to manage diverse relationships and the increasing influence of the Internet, peers and the media. PSHE education allows them to be more confident in addressing the challenges of effective learning and making an active contribution to society.
At Key Stage 4, pupils extend their skills, to further explore attitudes and values, and develop their knowledge and understanding acquired during Key Stage 3. PSHE education reflects the fact that learners are moving towards an independent role in adult life, taking on greater responsibility for themselves and others.
In Bluebell Park school the teaching staff should not feel constrained by the Key Stage 3/4 focuses shown below and should adapt their planning to reflect their pupils' individual needs.
CORE THEME 1: PHYSICAL HEALTH AND MENTAL WELLBEING
This core theme focuses on:
1. how to manage transition
2. how to maintain physical, mental and emotional health and wellbeing;
3. how to make informed choices about health and wellbeing matters including drugs, alcohol and tobacco; maintaining a balanced diet; physical activity; mental and emotional health and wellbeing; and sexual health*
4. about parenthood and the consequences of teenage pregnancy*
5. how to assess and manage risks to health; and to keep themselves and others safe
6. how to identify and access help, advice and support
7. how to respond in an emergency, including administering first aid
8. the role and influence of the media on lifestyle
CORE THEME 2: RELATIONSHIPS AND SEX EDUCATION
This core theme focuses on:
1. how to develop and maintain a variety of healthy relationships within a range of social/cultural contexts and to develop parenting skills
2. how to recognise and manage emotions within a range of relationships
3. how to deal with risky or negative relationships including all forms of bullying (including the distinct challenges posed by online bullying) and abuse, sexual and other violence and online encounters
4. about the concept of consent in a variety of contexts (including in sexual relationships)
5. about managing loss including bereavement, separation and divorce
6. to respect equality and be a productive member of a diverse community
7. how to identify and access appropriate advice and support
CORE THEME 3: LIVING IN THE WIDER WORLD
(ECONOMIC WELLBEING, CAREERS AND THE WORLD OF WORK)
This core theme focuses on:
1. about rights and responsibilities as members of diverse communities, as active citizens and participants in the local and national economy
2. how to make informed choices and be enterprising and ambitious
3. how to develop employability, team working and leadership skills and develop flexibility and resilience
4. about the economic and business environment
5. how personal financial choices can affect oneself and others and about rights and responsibilities as consumers
The PSHE programme – Key Stages 5
Throughout this programme of study from key stages 1 to 5, there is a balance between preparing children and young people to manage their lives now and laying the foundations that will prepare them for their future. As pupils move through the key stages the core focuses gradually shift, to encompass a greater variety of learning opportunities and explore more opportunities to develop their independence.
In key stage 5 it is important to revisit and reinforce earlier learning through learning that 'connects' it to contexts that are relevant to this age group. For example, recognising the language, skills and strategies for managing 'bullying behaviour' could be explored through their personal relationships; 'on-line safety' as part of protecting their on-line presence, personal reputation or avoiding identify theft and 'personal safety' through socialising in new locations.
PSHE education at this stage can provide opportunities to ensure that young people have a real chance to build skills, language and strategies in real life environments and extend their knowledge and understanding they have been developing throughout their PSHE education, ready for the next stage in their education.
CORE THEME 1: HEALTH AND WELLBEING
This core theme focuses on:
1. how to manage transition to increasingly independent living
2. how to maintain physical, mental and emotional health and wellbeing
3. how to assess and manage risks to their own and others' health and safety
4. how to identify and access help, advice and support including in new settings and situations
5. how to make informed choices about health and wellbeing matters including drugs, alcohol and tobacco; maintaining a balanced diet; physical activity; mental and emotional health and wellbeing; and sexual health
6. how to respond in an emergency including administering first aid
7. the influence of the media on lifestyle
CORE THEME 2: RELATIONSHIPS
This core theme focuses on:
1. how to develop and maintain a variety of healthy relationships within a range of social/cultural/educational and employment contexts and to develop
1. parenting skills
2. how to recognise and manage emotions within a range of relationships
3. how to manage risky or unhealthy/negative relationships, including all forms of harassment and abuse (including on-line)
4. the concept of consent in a variety of contexts
5. respecting equality and being a productive member of a diverse community
6. how to identify and access appropriate advice and support in new locations or communities
CORE THEME 3: LIVING IN THE WIDER WORLD
(ECONOMIC WELLBEING, CAREERS AND THE WORLD OF WORK)
This core theme focuses on:
1. rights and responsibilities as members of diverse communities, as active citizens and participants in the local and national economy
2. how to make informed choices and be enterprising and ambitious in life, education and work
3. how to develop employability, team working and leadership skills and develop flexibility and resilience
4. the economic and business environment
5. how personal financial choices can affect oneself and others, student finance, budgeting on a salary and about rights and responsibilities as consumers
6. how to live safely in an 'on-line' and 'connected' world
The PSHE programme – Post 16
Within the Post 16 environment there are numerous opportunities to cross-curriculum PSHE education in a real life context e.g.
In addition to this whilst at Bluebell Park School all pupils are encouraged to develop their understanding of spiritual, moral, social and cultural needs. We teach fundamental British values, this includes; pupil's knowledge and understanding of maintaining a healthy lifestyle, coping with changing relationships and understanding their own opinions and attitudes when making decisions.
Teaching and learning styles
Within each class PHSE will differ in accordance with the Individual Educational Plans, and in accordance with each learner's ability level and level of emotional understanding. Within the SLD environment it can be challenging to deliver a standalone session to all learners therefore PHSE is often taught within the wider 'discreet curriculum' e.g.
[x] English: skills in enquiry and communication, stories that illustrate aspects of personal and social development.
[x] Mathematics: aspects of financial capability, counting and sharing.
[x] Science: (including medicines), sex, health, safety and the environment.
[x] Design & Technology: health and safety, healthy eating, realising that people have needs as they generate design ideas, use of technology.
[x] ICT: communicating with others via e-mail, e-safety, cyber bulling, finding information on the internet and checking its relevance.
[x] History: use of sources, reasons for and results of historical events, situations and changes, diversity within societies studied, significant people, events, ideas and experiences of people from the past.
[x] Geography: topical issues concerning environment, sustainable development, land use, study of pupils' own locality and places in different parts of the world, including less economically developed countries.
[x] Art and Design: reflecting on and responding to ideas and experiences communicated through works of art, craft and design from different times and cultures.
[x] Music: making the most of abilities in playing or singing, issues of cultural diversity, their value and their expression.
[x] Physical Education: teaching and learning about health and safety, development of personal and social skills through team and individual activities, games and sports.
[x] RE: religious and moral beliefs, values and practices that underpin and influence personal and social issues and relationships.
[x] ASDAN T.I, PSD and Personal Progress: The ASDAN/PP curriculum addresses a number of PSD and PSHE education issues; these will be supported through discrete lessons as pupils work towards qualifications in these areas, following specific units of work.
As PSHE is a non-statutory subject, it therefore allows teachers the flexibility to deliver high-quality PSHE sessions that encompass many areas of study. Teachers are best placed to understand the individual needs of their learners. However, while the DfE believe that it is for schools to tailor their local PSHE program's to reflect the needs of their pupils, the DfE does expect schools to use their PSHE education programs to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. PSHE education covers core knowledge relating to issues such as online and offline safety, relationships, health and careers, and taught in a way which is appropriate to the age and maturity of pupils. The subject is tied together by the development of the key skills and attributes (often termed 'character') which pupils need to thrive both in their childhood and throughout their adult lives. These key skills and characteristics – such as self-management, empathy, critical thinking, communication, resilience, teamwork and negotiation – are crucial to pupils' life chances.
Drug Education
"The aim of drug education is to provide opportunities for pupils to develop their knowledge, skills, attitudes and understanding about drugs and appreciate the benefits of a healthy lifestyle, relating this to their own and others' actions." (DfES, 2004 in 'Drugs: Guidance for Schools', p18)
Aims and objectives of drugs education in Bluebell Park:
[x] Pupils will receive good quality drug education according to their differing needs and abilities
[x] Develop all pupils' knowledge about drugs as medicines and drugs as illegal substances. Providing our pupils with knowledge and information about legal and illegal substances (drugs) and the harmful effects they can have on people's lives.
[x] To enable our pupils to discuss moral questions related to drug taking and so provide a safe environment for young people to share their thoughts and ideas.
[x] To recognise and understand what drugs are and how to use them appropriately
[x] To help pupils respect their own bodies and making positive choices and develop pupils' self-esteem and self-awareness;
[x] Enable pupils to challenge stereotypes and explore media and social influences
[x] Explore the risks and consequences of their own and others' actions relating to drugs; and be relevant to the needs of pupils and the school community.
[x] To encourage the pupils to become more self-confident so that they are able to make sensible and informed choices about their lives.
[x] Be supported by a whole school approach that includes the schools values and ethos, staff training and the involvement of pupils, staff, parents/carers, governors and the wider community.
OFSTED states that all schools should be promoting pupils' spiritual, moral, social and cultural development and suitably preparing pupils for life. Effective drug education provides a range of opportunities for young people to develop their resilience and confidence.
Practice and implementation of drug education:
Alcohol and drug education is a statutory part of the science curriculum for schools in England, and this can be built on through the PSHE and Citizenship curriculum.
[x] By building pupils' resilience, values and skills around alcohol and drugs, teachers help young people to develop the life skills to enter adulthood healthy and avoiding harms.
[x] Staff will ensure that pupils are taught about drugs in a consistent manner following guidelines that have been agreed by the LEA, parents, governors and staff. Providing accurate information and correcting misunderstandings.
[x] Ensure all staff recognise the importance of the schools pastoral role in the welfare of young people and follow the schools Child Protection and Safeguarding Policy
Drug education is delivered using a broad variety of teaching and learning strategies. Where sensitive issues are being discussed, staff and pupils will work within clearly understood and applied ground-rules. The ground rules are negotiated with the pupils prior to embarking on the drugs education programme.
The list below illustrates how lessons are and should be planned to meet the needs of the pupils
[x] Lesson planning differentiated to suit the need of the class and individual
[x] Lesson aims clarified
[x] Learning experiences meet the needs of all pupils within the group
[x] Use of pupil own experiences/ knowledge
[x] Ensuring a range of opportunities for pupils to learn, practice and improve skills, attitude and knowledge
[x] Pupils given opportunity to record their development and to reflect on their personal progress. Where appropriate all pupils are encouraged to take part in self assessment.
[x] The classroom environment is made a safe environment for all pupils
Relationship and Sex Education in PSHE
Effective Sex and Relationship Education is essential if children and young people are to make responsible and well informed decisions about their lives. Relationship and Sex Education should help and support young people through their physical, emotional and moral development. A successful programme, firmly embedded in PSHE, will help children and young people to respect themselves and others and move with confidence through adolescence into adulthood.
In Bluebell Park all pupils will be offered the opportunity to receive a comprehensive, well planned programme of study. Relationship Education has been put in place at KS1 & KS2 to increase pupils understanding of healthy, respectful relationships, focusing on family and friendships, in all contexts, including online. This will sit alongside the essential understanding of how to be healthy.
At KS3 & KS4 teaching will build on the knowledge acquired at primary and develop further pupils' understanding of health, with an increased focus on risk areas such as drugs and alcohol, as well as introducing knowledge about intimate relationships and sex (Parents/Guardians have the right to withdraw).
We understand that mental wellbeing is a central part of Relationship Education and RSE and at Bluebell Park we are committed ensuring that the education provided to pupils in is appropriate to the age of pupils, their individual ability, understanding and religious background. We know that children and young people are increasingly experiencing challenges, and that young people are at particular risk of feeling lonely. The new subject content will give them the knowledge and capability to take care of themselves and receive support if problems arise.
In Bluebell Park we recognise that maturity may not correspond to chronological age and this will be taken into consideration prior to conducting RSE with individuals.
Sex and Relationship Education has three main elements in Bluebell Park:
Attitudes and Values
[x] Learning the importance of values and individual conscience and moral considerations.
[x] Learning the value of family life, marriage and stable and loving relationships for the nurture of children
[x] Learning the value of respect, love and care
[x] Exploring, considering and understanding moral dilemmas
[x] Developing critical thinking as part of decision making
[x] Learning to manage emotions and relationships confidently and sensitively
[x] Developing self respect and empathy for others
[x] Learning to make choices based on an understanding of difference and with an absence of prejudice
[x] Developing an appreciation of the consequences of the choices made
[x] Managing conflict
[x] Learning how to recognise and avoid exploitation and abuse
Knowledge and Understanding
[x] Learning and understanding physical development at appropriate stages
[x] Understanding human sexuality
Aims and Objectives of SRE
[x] To prepare pupils for the responsibility and experiences of adult life
[x] To teach RSE within the context of family life and moral values and in such a way that it will be complementary and supportive to the role of parental duty
[x] To ensure that parents/carers have the right to withdraw children from some aspects of relationship and sex education, except those topics which are specified in the National Curriculum Science and are required by law to be taught to all children.
[x] To answer questions as they arise honestly, using the correct body names and terminology and encourage children to do the same.
[x] To liaise with nursing staff, parents/carers, outside agencies and the wider community
[x] To keep up to date with professional development in this area
The Department for Education requires all schools to have an up to date policy that is made available for inspection to anyone who asks for it. The policy should:-
- Define Relationship Education
- Define Relationship and Sex Education
- Set out the subject content, how it is taught and who is responsible for teaching it
- Describe how the subject is monitored and evaluated.
- Include information to clarify why parents do not have a right to withdraw their child (KS1 & KS2)
- Include information about a parent's right to request that their child be excused from sex education within RSE only (KS3 & KS4)
The Government Strategy "Every Child Matters,' emphasised the importance of giving "A high priority to PSHE in schools, with support from local authorities to develop comprehensive programmes of sex and relationships (SRE) in all schools" (H.M Treasury 2003).
Reduction of teenage pregnancy and sexually transmitted infections remains high on the government agenda and it is recognised that effective RSE education in both primary and secondary schools empowers children and young people to make informed choices.
Parents play an important role in the RSE of their children and the school is committed to working in partnership with them.
Sex and Relationship Education contributes to the requirement of the 1988 Education Act that states that the school curriculum should 'promote the spiritual, moral and cultural, mental and physical developments of pupils at school and of society and prepares such pupils for the opportunities, responsibilities and experiences of adult life'. National Curriculum 2000 expects the curriculum to: enable pupils to respond positively to opportunities, challenges and responsibilities, to manage risk and to cope with change and adversity. It should prepare pupils for the next steps in their education …and equip them to make informal choices at school and throughout their lives….
The policy provides a framework for teachers to teach a programme of relationship and sex education and to enable them to support the pastoral and welfare needs of all pupils.
The aims of the RSE policy are to determine the content and manner in which the relationship and sex programme is taught in school and to ensure that each pupil will develop understanding through accurate, non-biased information. This will enable them to make decisions about their own sexual health and to be sensitive and tolerant to the decisions and choices others.
The programme is developed according to the age, ability and maturity of the pupils and will provide a foundation for their future learning.
The Sexual Offences Act 2003
The legal age of consent to have sex is still 16 both for heterosexual and homosexual sex. The aim of the law is to protect the rights and interests of young people, and make it easier to prosecute people who pressure or force others into having sex they don't want. For the purpose of under 13 offences, whether the child consented to sexual activity is irrelevant. A child under 13 does not, under any circumstances, have the legal capacity to consent to any form of sexual activity.
Morals and Values Framework
The teaching of relationship and sex recognises that there is a range of values and morals held within the school community. The aim of RSE in Bluebell Park is to promote the ability of pupils to make informed decisions and to enable them to determine their own values within a moral framework. Therefore the programme will reflect the school ethos and demonstrate and encourage the following values:
[x] Respect for self and others
[x] Understanding and care for others
[x] The right to hold own views
[x] Tolerance of difference and diversity
[x] To be prepared for puberty and understand the physical and emotional changes that occur
[x] Understand the importance of stable supportive relationships within families.
Organisation
The Relationship and Sex programme will:
[x] Provide learning opportunities that are relevant and appropriate to the age, maturity, and ability of the pupil
[x] Include the development of social skills
[x] Encourage pupils to explore different values and attitudes
The programme is based on the National Curriculum for Science, PSHE and Citizenship guidance and local guidelines from Healthy Schools.
Pupils will be taught about the importance of family life and mature loving relationships within the context of sexual health. They will be taught about avoiding sexually transmitted infections including HIV.
In KS4 pupils will be given the opportunity to discuss safe sex and contraception and the possible consequences of risk-taking behaviour.
The curriculum is developmental and is mostly taught as part of the PSHE programme. Some elements may be included in other subjects, for example, some of the relationship and sex programme form part of the National Curriculum for Science. RSE is also explored in Religious Education and through outside speakers and drama. Pupils who are identified as vulnerable are to be given extra support via Social and Emotional Aspects of Learning (SEAL) mentor, our identified school councillor and the designated mental health first aiders.
Handling Sensitive and Controversial Issues
Learning from real-life experience is central to PSHE and Citizenship. Sensitive and controversial issues are certain to arise. Pupils will not be sheltered from such issues: through them, they can develop an important range of skills, including listening, accepting other points of view, arguing a case, dealing with conflict and distinguishing between fact and opinion.
Issues that are likely to be sensitive or controversial are those that have a political, social or personal impact and arouse strong feelings and/ or deal with questions of values and belief.
RSE, drug education, religion or politics are likely to fall within this category amongst other issues.
In the teaching of controversial issues, there is always the risk of bias. Teachers will include in their provision activities that enable pupils to learn how to recognise bias, how to evaluate evidence put before them, how to look for different interpretations, views and sources of evidence and how to give reasons for what they say and do.
Teachers will seek to avoid bias by providing a balanced presentation or opposing views, taking account of the values in the school's mission statement.
Confidentiality – See Confidentiality Policy
All staff, pupils, parents and carer's will be made aware of the school's framework for confidentiality.
Key aspects include:
[x] Teachers and other school staff will not put pressure on the pupils to disclose personal information and will discourage fellow pupils from applying such pressure.
[x] Ground rules will be used in PSHE lessons.
[x] Boundaries for confidentiality will be set in lessons and in discussions with teachers and visitors to the school
[x] Situations when teachers will need to break confidentiality, such as those involving child protection issues
[x] In 1-1 situations, the limits as to the advice that teachers/ school staff can offer
[x] Please refer Bluebell Park's confidentiality policy for more information
Equal opportunities - See Equality Policy
Under the provisions of the Equality Act, schools must not unlawfully discriminate against pupils because of their age, sex, race, disability, religion or belief, gender reassignment, pregnancy or maternity, marriage or civil partnership, or sexual orientation (collectively known as the protected characteristics). Schools must also make reasonable adjustments to alleviate disadvantage and be mindful of the SEND Code of Practice when planning for these subjects (DfE, Relationships Education, Relationships and Sex Education (RSE) and Health Education, 2019, p13)
In teaching Relationships Education and RSE, Bluebell Park will ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect. The education programme is an entitlement of all pupils (however parental consent forms are sent prior to any Sex and Relationship Education being conducted). The programme will reflect and include values held by a variety of religious and racial communities with an emphasis on those held within the school. The class will be taught in mixed groups, although there should be opportunities for single gender work.
As all of our pupils have special needs they will be supported according to their stage of development, and learning difficulty but will not be excluded from RSE.
Child Protection
The school has a child protection and safeguarding policy which is available on the school website.
Answering pupil's questions
Pupil's questions will be answered, as in every lesson, in an honest and sensitive manner appropriate to the age and maturity of the child and in keeping with their religious and cultural background. Question boxes may be used in lessons to enable teachers to answer children's questions appropriately.
Procedures for the involvements of health professionals and visitors
In accordance with school policy, visitors will be invited into school in order to supplement or complement the programme.
Outside agencies may be used to complement the curriculum. All materials used will be viewed prior to the visit and a member of staff will remain in the class with the speaker. All outside agencies will be made aware of the school's RSE policy.
Complaints procedure – See Complaints Policy
Any complaints should be taken to the class teacher. If the teacher cannot resolve the situation, then the Head Teacher should be informed. There is a complaints procedure available on the school website.
Monitoring and evaluation
A copy of the policy will be given to the LEA Schools Sexual Health Advisor and the school governors. The policy should be updated regularly with consultation with teachers, teaching assistants, SLT, parents, and governors.
Parents, children and young people have been consulted during the development and their views have been taken into consideration in the formation of this policy
Careers Education and Guidance/ Work related Learning and Enterprise Education
The statutory duty requires governing bodies to ensure that all registered pupils at the school are provided with independent careers guidance from year 8 (12-13 year olds) to year 13 (17-18 year olds). (DfE, Careers guidance and inspiration in schools, 2017, p6)
At Bluebell Park we have interpreted the Gatsby Benchmark and recognise that every pupil, whatever their level or type of need should be given opportunities to fulfil their potential. Careers guidance for pupils with SEND should be based on the pupils' own aspirations, abilities and needs. Careers are taught as a discrete subject from KS3-Post 16 within the PSHE/WRL/Enterprise curriculum. Pupils identify their personal skills and qualities and begin to link these to job-specific skills. They look at the world of work within the local community and begin to use appropriate vocabulary to describe this. They recognise local retail outlets and the services they provide. They begin to understand the necessity for health and safety within the workplace and are encouraged to learn relevant signage within their centre and further afield in the local community.
We understand that from January 2, 2018 the Baker Clause, inserted within the Technical and Further Education Act, came into enforcement meaning it is now statutory for all local authority-maintained schools and academies to allow education and training providers the opportunity to talk to pupils.
Every year Bluebell Park hosts a 'Look to the Future' event, all students from KS3 onwards are invited to attend this event and we also extend invitations to all parents/guardians of Post 16 pupils. This is an ideal opportunity for pupils and those who care for them to find out about different facilities and opportunities within the local area that offer post 19 provision. This is a tailor made day focused on the future needs of our pupils.
At KS4, pupils begin to explore future work-related opportunities. They take part in enterprise activities in which they plan, produce and sell items for profit (Christmas Fayer, Summer Fayer, JASS activities, Enterprise Showcase). They also participate in work related activities shadowing members of staff and helping within the Lower Department of the school.
In Post 16 all pupils are given the opportunity to experience a work placement (in the form of Coffee Shop, Horticulture and Work activities in the community). All pupils have opportunities to do horticultural work in the school grounds. Most students undertake some qualification in a work-related subject. These include both ASDAN T.I and ASDAN Personal and Social Development.
Careers Education and Guidance
CEG is underpinned by the school's policies for Teaching and Learning, Assessment, Recording and Reporting Achievement, PSHE, Enterprise and Work Related Learning, Equal Opportunities, Health and Safety, and Special Needs and is an important part of our students' entitlement. Since 2004, CEG has been a statutory element of KS4 and is defined as:
[x] "Planned activity designed to use the context of work to develop knowledge, skills and understanding useful in work, including learning through the experience of work, learning about work and working practices and learning the skills for work" 14-19 Work Related Learning "Building on the Best" Final Report and Implementation Plan DCFS 2007
At Bluebell Park we believe all students should be offered opportunities to learn through work, about work and for work, allowing them to use and develop their skills, discover their strengths and identify areas of personal development to be worked on. These experiences will help prepare them as fully as possible for the transition from school to life after school. We recognise that a combination of opportunities and experiences are necessary to deliver the statutory requirement.
Key objectives to be developed and achieved;
[x] To enable pupils to apply the skills learned in the classroom in a real-life work experience placement
[x] To further improve skills by making learning more relevant and practical
[x] To offer further opportunity to develop personal and social skills
[x] To develop an understanding of work and its related responsibilities
[x] To broaden awareness of the world of work
[x] To introduce pupils to the knowledge and skills of particular occupational areas
[x] To help pupils to make the transition from school
Learning through the experience of work
[x] Through work experience programmes including workplace visits and work experience offered to students within school.
[x] Through opportunities in Enterprise events.
[x] Through an inclusion programme via ASDAN qualifications, college links, international exchange programmes and visits to Knowsley post school provision and local business/workplaces.
Learning about work and working practices
[x] Through Careers Education and Work Related learning Curriculum, Enterprise and Personal Action Planning.
[x] Through lessons that focus on topics and skills relevant to successful economic well being e.g. finance, roles in the community, SEAL, Health and Safety in the Workplace.
[x] Through inclusion programmes e.g. differentiated programmes for students who are not able to access PHSE input due to their needs or college attendance
[x] Through the curriculum where a range of issues involving health and safety, economic and business issues, environment and moral and social education are studied. These give insight into and a more practical understanding of work and work issues
[x] Through off time-table events and challenges, e.g. mini enterprise, enterprise events, sports weeks etc.
[x] Through health and safety courses and materials and a planned programme of education in DT, Horticulture, Food Technology and Road Safety Awareness etc.
References:
[x] Department for Education, Department for Health, Special educational needs and disability code of practice: 0 to 25 years Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities, January 2015
[x] Department for Education, Relationships Education, Relationships and Sex Education (RSE) and Health Education Draft statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers, February 2019
[x] Sex and Relationship Education Guidance, Curriculum & Standards, Head teachers, Teachers & School Governors Status: good practice, Date of issue: July 2000, Ref: DfEE 0116/2000
[x] Department for Education, Careers guidance and inspiration in schools Statutory guidance for governing bodies, school leaders and school staff, April 2017
[x] Department for Education, Careers guidance and access for education and training providers Statutory guidance for governing bodies, school leaders and school staff, October 2018
[x] Department for children, schools and families, The National Strategies Early Years, Excellence and Enjoyment: social and emotional aspects of learning, 2005
[x] Department for education and skills, Guidance for curriculum and standards, Head teachers, teachers and practitioners in primary schools, middle schools, special schools and Foundation Stage settings, Date of issue: 05-2005, Ref: DfES 1378-2005 G
[x] Department for children, schools and families, The National Strategies Secondary, Social and Emotional Aspects of Learning (SEAL) Curriculum resource introductory booklet.
[x] Department for Education, Statutory framework for the early years foundation stage, Setting the standards for learning, development and care for children from birth to five, 2017
[x] Department for Education and Association of Chief Police Officers(ACPO) drug advice for schools Advice for local authorities, headteachers, school staff and governing bodies, September 2012
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picture a galactic restaurant that 3D prints your food while you wait! Your creative business ideas could help spark all sorts of new markets in technology, entertainment, and daily living. As more people start to live and work in space, new job opportunities and business ventures will arise, creating a space economy - think what a space architect will build, imagine new materials that can only be made in microgravity, or
WHAT WOULD YOUR SPACE ADVERTISEMENT LOOK LIKE?
YOUR MISSION: Create an advertisement to attract customers to your space-related business. This can be a billboard, a magazine cover, a brochure, or a social media ad – that part is up to you! After you've perfected your ad, cut out the postcard below and copy your ad on the back. Put your address on the front, place it in an envelope and mail it to: Club for the Future PO Box 5759 Kent, WA 98064 and Blue Origin will send it into space on the New Shepard rocket. When it returns to Earth, it will get our verified, 'Flown to Space' stamp, then get shipped back to you for free!
FOUNDED BY
www.clubforfuture.org
TEACHER LESSON PLAN - POSTCARD FROM SPACE
SPACE ENTREPRENEURS
INTRODUCTION
Opportunities for innovation related to the space economy are increasing rapidly. A wide variety of careers related to space are currently available. Many more new and exciting careers in the space industry will arise as technology advances. Even more exciting is the reality that your students will have the opportunity to create their own careers. In this lesson, students will take on the role of an entrepreneur advertising their idea for a new business venture in space.
LEARNING OBJECTIVE
Create artwork for a business venture related to space and use it to describe your idea.
STANDARDS
CCSS.ELA-Literacy.SL.6.5
Presentation of Knowledge and Ideas:
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
ISTE
6d - Students publish or present content that customizes the message and medium for their intended audiences.
NCAS
VA:Cr2.3.7
Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
INSTRUCTIONS
* Develop an idea for a business venture that will help people living and working in space.
* Create artwork for an advertisement that expresses your idea.
* Use your artwork to present your idea.
* Finalize advertisement artwork on your postcard.
* Send postcard to the Club for the Future where it will be sent into space on a New Shepard rocket.
* Tune in to watch the launch event and sign up for the Club to receive updates.
LESSON EXTENSION
* What is a favorite ad you've seen in the past year? What made it great?
* Develop a character profile on your ideal customer.
- What's their name, age, job, and why are they a good fit for your product?
TYPES OF ADS
* Brochures
* Emails
* Magazine and newspaper ads
* Online advertisements (display, etc.)
* Web sites, and more!
REFLECTION
* Ask students to share their ideas for a business venture in space using their postcard to describe how their idea will help people living and working in space.
* Ask students to partner up with other students that have business ideas related to their own. Have them discuss and share how they could work together.
www.clubforfuture.org
FOUNDED BY
POSTCARD INSTRUCTIONS
SEND A POSTCARD TO SPACE
The Club for the Future is asking students from around the world to send them postcards answering the question:
WHAT WOULD YOU BUILD IN SPACE, THAT COULD HELP THE EARTH?
Once you have your idea, draw it on a postcard, then mail it to the Club. Then, the Club will put your postcard on one of Blue Origin's New Shepard rockets and launch it to space!
Upon your postcard's return from space, it will be stamped "Flown to Space" then mailed back to you as a special keepsake.
We have already launched thousands of student's ideas to space – now let's send yours!If you have more than one postcard, are a classroom, a school, or organization, you may package multiple postcard in to one large envelope or box to simplify shipping. Club for the Future will happily re-package postcards and return them to sender for distribution.
.
ADDRESSING YOUR POSTCARD TO SPACE (AND BACK)
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Beyond Volume 14 Number 8
February 19, 2012
This Week's Core Competency
PROTOTYPE The Scrols Studies for families in Belonging, Becoming, and going "MODEL GREATNESS" 1 SAMUEL 2:1-10
Trinity – I believe the God of the Bible is the only true God - Father, Son and Holy Spirit. 2 Corinthians 13:14 May the grace of the Lord Jesus Christ, and the love of God, and the fellowship of the Holy Spirit be with you all.
majestic in holiness, awesome in glory, working wonders?" (Ex 15:11)
Our Lord taught us to pray, "'Our Father in heaven, hallowed be your name . . .'" or perhaps "'Our Father in heaven, may your name be held holy . . .'" (NJB). Either way, Jesus is declaring that God is holy; referring to the "name" of God is an indirect way of referring to God himself. What's more, Jesus is telling us that when we pray we are to recognize that God is holy and pray that he may be honored as such. The psalmist puts these very ideas together when he writes in Psalm 99:2, 3:
"Great is the LORD in Zion;
he is exalted over all the nations.
Let them praise your great and awesome name-
he is holy.
The fundamental meaning of the idea of holiness is that God is unique, one of a kind. After crossing the Red Sea, Moses and the Israelites worshiped the LORD asking the rhetorical question "Who is like you?–to which the implied answer is no one; you are the holy One of Israel (cf., Ps 71:22):
"Who among the gods is like you, O LORD? Who is like you- ____________________________________
God is absolutely distinct from all His creatures, and is exalted above them in infinite majesty.
– L. Berkhof
____________________________________
As one theologian writes, "God is holy in that he is different from creation; he is beyond the world he made. Likewise, God is also holy, in that he is unique among, and set apart from, all the gods; there is no God like our God" (Stanley J. Grenz, Theology for the Community of God, 93).
When we think of holiness, "sinlessness" often comes to mind and rightly so. There is no evil in God, or as John puts it, "God is light; in him there is no darkness at all" (1Jn 1:5). But this moral attribute of God is entailed by this transcendental attribute; the former develops out of the latter. Put differently, God's moral perfection is just one of many facets of his holiness. Consider what another theologian writes. "The Scriptural idea of the holiness of God is twofold. In its original sense it denotes that he is absolutely distinct from all His creatures, and is exalted above them in infinite majesty. So understood, the holiness of God is one of His transcendental attributes, and is sometimes spoken of as His central and supreme perfection. It does not seem proper to speak of one attribute of God as being more central and fundamental than another; but if this were permissible, the Scriptural emphasis on the holiness of God would seem to justify its selection. It is quite evident, however, that holiness in this sense of the word is not really a moral attribute, which can be co-ordinated with the others, such as love, grace and mercy, but is rather something that is co-extensive with, and applicable to, everything that can be predicated of God. He is cont. pg. 2
holy in everything that reveals Him, in His goodness and grace as well as in His justice and wrath. It may be called the 'majesty-holiness' of God, and is referred to in such passages as Ex. 15:11; I Sam. 2:2; Isa. 57:15; Hos. 11:9 . . . But the holiness of God also has a specifically ethical aspect in Scripture, and it is with this aspect of it that we are more directly concerned in this connection. The ethical idea of the divine holiness may not be dissociated from the idea of God's majesty-holiness. The former developed out of the latter. The fundamental idea of the ethical holiness of God is also that of separation, but in this case it is a separation from moral evil or sin. In virtue of His holiness God can have no communion with sin, Job 34:10; Hab. 1:13. Used in this sense, the word 'holiness' points to God's majestic purity, or ethical majesty. But the idea of ethical holiness is not merely negative (separation from sin); it also has a positive content, namely, that of moral excellence, or ethical perfection" (L. Berkhof, Systematic Theology, 73).
Two practical observations follow from the theology of God's holiness. First, no wonder God commands, "You shall not make for yourself an idol in the form of anything in heaven above or on the earth beneath or in the waters below" (Ex 20:4). Since God is absolutely distinct from his creation, making any image intended to represent him can only distort his true nature. He isn't like anything; he's absolutely unique. And second, when God commands, "'Be holy because I, the LORD your God, am holy'" (Lev 19:2; cf. 1Pe 1:15) he isn't commanding us to simply sin not. The command is two-sided. Avoid sin, yes, but pursue righteousness, too. Don't do wrong, yes, but do right, too.
day ENCOUNTER 1
– read God's word to put yourself in touch with him.
1 Samuel 2:1-10
but she who has had many sons pines away.
1 Then Hannah prayed and said:
"My heart rejoices in the LORD;
in the LORD my horn is lifted high.
My mouth boasts over my enemies, for I delight in your deliverance.
2 "There is no one holy like the LORD; there is no one besides you; there is no Rock like our God.
3 "Do not keep talking so proudly or let your mouth speak such arrogance, for the LORD is a God who knows, and by him deeds are weighed.
4 "The bows of the warriors are broken, but those who stumbled are armed with strength.
5 Those who were full hire themselves out for food, but those who were hungry hunger no more.
She who was barren has borne seven children,
6 "The LORD brings death and makes alive;
he brings down to the grave and raises up.
7 The LORD sends poverty and wealth;
he humbles and he exalts.
8 He raises the poor from the dust and lifts the needy from the ash heap;
he seats them with princes and has them inherit a throne of honor.
"For the foundations of the earth are the LORD's;
upon them he has set the world.
9 He will guard the feet of his saints, but the wicked will be silenced in darkness. "It is not by strength that one prevails; 10 those who oppose the LORD will be shattered. He will thunder against them from heaven; the LORD will judge the ends of the earth. "He will give strength to his king and exalt the horn of his anointed."
EXAMINE – what the passage says before you decide what it means.
* Bracket "in the LORD" and "in your deliverance" in v. 1.
* Box "but" indicating contrast in vv. 4, 5, 9.
* Circle "horn" in v. 1.
* Box "for" indicating reason in vv. 1, 3, 8.
* Highlight "holy" in v. 2.
* Underline "no one like/besides/Rock" in v. 2.
* Underline "talking" and "speak" with one line and "proudly" and "arrogance" with two lines in v. 3.
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* Underline "death," "grave," "poverty," "humbles," "raises," "lifts," "seats," and "has inherit," with one line and "makes alive," "raises up," "wealth," "exalts," "poor," "needy," "princes," and "throne" with two lines in vv. 6-8 respectively.
* Underline "his saints" and "the wicked" in v. 9. * Underline "his king" and "his anointed" in v. 10.
day EXPLORE – the answer to these questions to better understand what the passage means. 2
Consult the explanation of the message and the notes to follow if you need help.
1. Hannah delights in God's deliverance. In what sense was she delivered?
2. What do you infer the word "holy" means from verse 2?
3. According to verse 2, God is a "Rock." Explain the meaning of the metaphor.
4. Explain why Hannah warned against arrogant talk.
5. Explain the three contrasts in verses 4 and 5.
6. Verse 3 and verse 5b reflect on Hannah's situation. How so? (Cf., 1:1-8)
7. Verse 8 contains a reason introduced by "for." Relate it to the rest of verse 8.
8. The tense of the verb changes from present to future ("will guard," "will be silenced," "will be shattered," etc.) in verse 9. What do you infer from the use of the future tense in verses 9 and 10?
9. Why would Hannah mention the LORD's king when Israel had no king?
10. Identify two or three aspects of God's holiness from Hannah's prayer.
11. Discussion: Talk about the significance of Hannah's prayer, i.e., how it edifies you.
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day EXAMINE – an explanation of the message to better understand the meaning of the passage. 3
"The birth of a child to a barren woman is not a routine matter at any time, certainly not in ancient Israel. The birth is first of all an occasion for unmitigated celebration. The deepest yearning of the mother has been inexplicably fulfilled. Hannah's worth, her dignity, and her rightful place with her husband have been restored. Hannah must sing! Second, however, this surprising birth is perceived to be more than a personal familial event. The birth is an assertion that concerns the entire community. It is an assertion that the life and future of Israel (like the womb of Hannah) have been reopened. Hannah and the community of Hannah are not fated. If a son is given in the midst of barrenness, who knows what else may yet be given, perhaps even well-being in the midst of this troubled community! The first is not a private wonder but a gift of possibility for all of Israel. Israel must sing with Hannah!" (Walter Brueggemann, First and Second Samuel, Interpretation, 16). Israel like Hannah must rejoice in the sovereign LORD their strength.
longer bowed low but is lifted high as she sings. She no doubt delights in her son, too, but not as much as she delights in the fact that God has reversed her misfortune. So she goes on in verse 2 to extol the One besides whom there is no other. Three times she proclaims there is no one like the LORD. In other words, he is "holy." The word denotes his one-andonlyness. Verse 2 telegraphs the lyrics that follow.
Hannah certainly had something to sing about. The LORD had given her a son. What's more, he had proved that far from despising her, he had felt her pain and had answered her prayer. Even better, she didn't have to put up with Peninnah's provocations any longer. Year after year that mean spirited woman had provoked Hannah to tears, but no longer (1Sa 1:7). And now that she had given her son back to the LORD she could sing from the fullness of joy that welled up in her soul from giving so sacrificially. Perhaps most telling of all, she had an unshakable assurance that her holy God, her unique Rock, controlled the providential ordering of the world, and therefore she need not worry. Everything was in his good and capable hands.
Hannah's song can be divided into three parts. The first part introduces the LORD about whom Hannah speaks in the following verses (vv. 1, 2). The second part confirms that "there is no one holy like the LORD" (v. 2) by describing what he does (vv. 38). The last part, like the second, confirms that he is holy but by describing what he will do (vv. 9, 10). Hannah opens her song with these words, "My heart rejoices in the LORD." Her delight is focused on him and in his deliverance. He has delivered her from the shame of barrenness; consequently, her head is no
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In the second part of her song she confirms that God is holy by describing how he sovereignly adjudicates human experience. People ought to think twice before they speak because the holiness of God leaves no room for arrogant words. "The LORD is a God who knows;" don't think you can put one over on him. "By him deeds are weighed;" he is sovereign. He has his own way of balancing things; he can reverse the misfortunes or the fortunes of mere men at any time, and he does. He's the one who turns tables. As the Preacher says, "In good times enjoy life and in bad times remember God has made them both so you can never know what a day may bring" (Ecc 7:14 paraphrase). He is the great reverser of fortunes. "Mighty soldiers can be rendered defenseless, while the weak may perform valiantly; those who once had a surplus may be reduced to destitute servitude, while the hungry may cease to be so. Most relevantly for Hannah, a barren woman may, with the Lord's help, bear 'seven children'–a number suggestive of completeness–while others who once had large families may end life bereft and mournful" (Robert D. Bergen, 1, 2 Samuel, NAC, 76). Verse 6 is quite profound. "The LORD brings death and makes alive, i.e., "he brings down to the grave and raises up." Fortunately, he is especially fond of "raising up" those who are marginalized in society–the poor and the powerless. Did he not take David from the pasture and from following the flock to be ruler over Israel? (2Sa 7:8). He can do such things because, after all, he laid the foundations of the earth and set the world on them.
In the last part of her song she confirms that God is holy by describing not what he does but what he will do. In a nutshell, he will protect the righteous and judge the wicked. All of this he will do in connection with his king. "He will give strength to his king and exalt the horn of his anointed." Those who oppose his rule will be crushed. While this promise pertains to whoever rightfully rules over Israel, it pertains especially to his anointed messiah, whom we now know is Jesus Christ. Mary's adaptation of Hannah's song in Luke 1:46-
56 suggests as much. When Jesus returns the righteous will be rewarded, the wicked will be judged, Messiah will be exalted, and any who resist his rule will be crushed.
The Message of the Passage
Rejoice in your sovereign LORD who has the power to reverse and is willing to intervene in the fortunes of his people.
EMBRACE – how God spoke to you in his word.
Our desire is to not be merely hearers of the word, but doers of the word as James suggests in James 1:22. Try some of the challenges below to apply what you have learned this week.
* Journal your thoughts on the passage:
–Write about what God wants you to know . . .
–Write about how God wants you to feel . . .
–Write about what God wants you to do . . .
"Model Greatness"
(Use the space below for Sunday's message notes)
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STUDY – the commentaries to answer the questions.
v. 1 in the LORD "The object of Hannah's delight is neither herself-that she has overcome the disgrace of barrenness-nor her son; instead it is the Lord, who is the source of both her son and her happy circumstance" (Bergen, 75).
v. 1 horn "The concept of the exalted horn is a Hebrew idiom that has never been satisfactorily explained (harim qeren). It appears to be a metaphor in which the horns and head of an animal are held high as a symbol of triumph and power (Dan. 8:3, 5, 9)" (Bill T. Arnold, The NIV Application Commentary: 1 and 2 Samuel, 69). "In summary then, we may conclude that the expression 'exalt the horn' implies a significant elevation in condition involving some kind of visible distinction; in certain instances it refers specifically to the establishment of the lasting distinction of posterity. It does not follow necessarily that in the present passage the birth of a son was intended by the original composer of the poem, but this is quite possible. At the least the statement is susceptible to such a construction and gives a certain propriety to the placing of the song on Hannah's lips" (P. Kyle McCarter, Jr., 1 Samuel, AB, 72).
v. 2 holy There are two basic aspects to God's holiness: his uniqueness and his moral purity . . . "The Hebrew word for 'holy' [qadosh] means 'marked off' or 'withdrawn from common or ordinary use.' The verb from which it is derived suggests 'to cut off' or 'to separate'" (Millard J. Erickson, Christian Theology, 1:284). "Hannah's joy and triumph are firmly rooted in the singular holiness of Yahweh (2:2). Only he is transcendent in power and moral character, and only he is a Rock: 'There is no one beside you'" (Arnold, 69). "Borrowing images and confessions from the Torah, Hannah affirms the Lord's supreme holiness (cf. Lev 10:3; 11:44; 19:2; 20:26) and uniqueness (cf. Exod 15;11), and calls him the 'Rock' (v. 2; Hb. s?r, 'bedrock'; cf. Deut 32:4, 15, 18, 30, 31)" (Bergen, 75). "Verse 2 complements verse 1 by a powerful triad of 'none, none, none,' asserting there is no other like Yahweh, thee, our God. This song is indeed a celebration of Yahweh's incomparability" (Brueggemann, 17).
v. 2 Rock "The Hebrew term translated 'rock' refers to a rocky cliff where one can seek refuge from enemies. Here the metaphor depicts God as a protector of his people. Cf. TEV 'no protector like our God'; CEV 'We're safer with you than on a high mountain'" (the NET Bible, 6tn on 1Sa 2:2).
v. 3 weighed "The verb (token) refers to weighing, or rather balancing, and the succeeding list of antitheses show the divine balancing out of human experience" (McCarter, 72). "Human arrogance is totally misplaced and even dangerous, in view of the Lord's way of 'balancing out' human experience. That is the meaning of weighed in the last line. The following verses illustrate the idea with examples of providential reversals that God has brought about" (Joyce G. Baldwin, 1 and 2 Samuel, TNTC, 57).
vv. 6-8 These verses are perhaps the most important ones in the psalm given the fact that they contain a particularly high concentration of verbs [18 of only 58 words] with the LORD, i.e., Yahweh, as their subject (76). "After a statement about war, food, and children, verse 6 states the extreme case, life and death. This God presides in singular sovereignty over the gift of life and death and bestows these gifts in utter knowing (v. 3), without offering rationale or justification (cf. Deut. 32:39). In the purview of Hannah there are no secondary causes, no extenuating circumstances. There is only Yahweh . . . The power of social resentment and social possibility becomes more explicit in verses 7-8, which sing of social inversion concerning the poor and rich, the high and low. In verse 8 we are able to see the dangerous social implication of resurrection faith. This is the real 'raising' Yahweh will do, raising to power and social possibility. In that peculiar, powerful act of Yahweh, all present social distinctions and political disproportions are overcome and dismissed" (Brueggemann, 18, 19).
v. 7 sends poverty/humbles Verse 7 contains clear examples of synonymous parallelism found also in verses 6-8. v. 10 king, anointed "The reference to a king here in this premonarchial passage has led many critics to maintain that the poem is a redaction from a later period which was placed in Hannah's mouth. This is unnecessary, of course, if one accepts the possibility of predictive prophecy. In addition, the notion of a coming human king was in no way foreign to Israel's expectation since the LORD had clearly intimated this as early as the time of Abraham. The word parallel to 'king' (v. 10) is 'anointed,' a translation of masiah ('Messiah'). This is the first Old Testament reference to an individual's being 'the Anointed One.' Though it may be unwarranted to make a direct connection between Hannah's prophecy and Jesus the Messiah, it is evident that the juxtaposition of 'king' and 'anointed one' points to the royal nature of the anointed one(s) whom God would raise up (See Ps 89:20-24)" (Eugene H. Merrill, "1 Samuel," in The Bible Knowledge Commentary: Old Testament, 434). "We had thought this was Hannah's song about her son. It is. It concerns her 'horn.' The song, however, breaks out beyond Hannah. It now trust in and anticipates the 'horn of David,' who is the true horn of Israel . . . This song becomes the song of Mary and the song of the church (Luke 1:4655), as the faithful community finds in Jesus the means through which Yahweh will turn and right the world" (Brueggemann, 20).
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Connect the FAMILY. Kids Kindergarten
thru 6th grade receive Kid Pix tokens for discipleship activities completed during the week.
Family Time
Family time will help you take a break from your busy schedule and spend time connecting with your family. Tips for your Family Time: Keep it simple! Be flexible! Do it often! HAVE FUN!!
During our eight week series on the Lord's Prayer we are learning valuable lessons on who God is and how we are to respond to Him. We are asking kids to memorize the whole passage of Matthew 6:9-13! Post it in your home and read it together daily. In line with our focus on prayer, here are a couple of other activities that will encourage your family to pray together.
* Prayer Box - Create a prayer box (a shoe box covered with paper works well). Decorate it and put pens and paper in it. Instruct family members to put prayer requests into the box at any time. You could pray together at the end of the day or have a rotating designated prayer for the family's requests.
* Prayerwalking - This activity will build your family's prayer and physical health. Go on a walk together and pray short sentence prayers for the things you pass. Walk your neighborhood and pray for the people in the houses. Go to your child's school and pray for teachers and students as you walk around. This activity is especially fun if your walk ends up taking you to the ice cream shop! Go ahead, you earned it by walking!
What Does The Bible Say
What Do You Think
What R U Going To Do
Weekly Verse: Matthew 6:9 "This, then, is how you should pray: "'Our Father in heaven, hallowed be your name . . .'"
*What are we to call God? *What does "hallowed" mean? *What is the location of God identified by Jesus?
*Why is being able to call God your "father" a good thing? *Why did Jesus refer to God being in heaven if the Bible says he is everywhere? *Why is it important to remember that God's name is "hallowed"?
Before praying this week at the dinner table, allow each member of the family to share a word that describes God. Reflecting on the descriptive words will remind you that God is much bigger than the family meal provider.
MEMORY TIME
Post the kid-friendly Core Competency and the Memory Verse throughout the house.
Core Comp
Trinity - I believe the God of the Bible is the only true God - Father, Son and Holy Spirit.
Memory Verse
Matthew 6:11 "Give us today our daily bread."
KIDPIX COUPON
I memorized CC ____ and Verse ____. Family completed
Say ____Think ____Do ____
Child's name _________________________ Grade ____ Parent's signature _________________________
Earn tokens by completing the Bible study portion of this page.
Questions: email@example.com
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CORE COMPETENCIES
10 CORE BELIEFS
Trinity 2 Corinthians 13:14 I believe the God of the Bible is the only true God - Father, Son, and Holy Spirit.
Biblical Community Acts 2:44-47 I fellowship with other Christians to accomplish God's purposes in my life, others' lives, and in the world.
Salvation By Grace Ephesians 2:8-9 I believe a person comes into a right relationship with God by His grace, through faith in Jesus Christ.
Authority of the Bible
2 Timothy
3:16-17 I believe the Bible is the Word of God and has the right to command my belief and action.
Personal God Psalm 121:1-2 I believe God is involved in and cares about my daily life.
Identity in Christ John 1:12 I believe I am significant because of my position as a child of God. Church Ephesians 4:15-16 I believe the church is God's primary way to accomplish His purposes on earth today.
Humanity John 3:16 I believe all people are loved by God and need Jesus Christ as their Savior. Compassion Psalm 82:3-4
I believe God calls all Christians to show compassion to those in need. Eternity John 14:1-4
I believe there is a heaven and a hell and that Jesus Christ is returning to judge the earth and to establish His eternal kingdom.
Stewardship 1 Timothy 6:17-19 I believe that everything I am or own belongs to God.
10 CORE PRACTICES
Worship Psalm 95:1-7 I worship God for who He is and what He has done for me.
Prayer
Psalm 66:16-20
I pray to God to know Him, to lay my request before Him and to find
direction for my daily life.
Bible Study Hebrews 4:12 I read the Bible to know God, the truth, and to find direction for my daily life.
Single-mindedness Matthew 6:33 I focus on God and His priorities for my life.
Spiritual Gifts Romans 12:4-6 I know and use my spiritual gifts to accomplish God's purposes.
Giving Away My Time Colossians 3:17
I give away my time to fulfill God's purposes.
Giving Away My Money
2 Corinthians 8:7 I give away my money to fulfill God's purposes.
Giving Away My Faith Ephesians 6:19-20
I give away my faith to fulfill God's purposes.
Giving Away My Life Romans 12:1 I give away my life to fulfill God's purposes.
10 CORE VIRTUES
Joy John 15:11 I have inner contentment and purpose in spite of my circumstances.
Peace Philippians 4:6-7 I am free from anxiety because things are right between God, myself, and others.
Faithfulness Proverbs 3:3-4 I have established a good name with God and with others based on my long-term loyalty to those relationships.
Self-Control Titus 2:11-13 I have the power, through Christ, to control myself.
Humility Philippians 2:3, 4 I choose to esteem others above myself.
Love 1 John 4:10-12 I sacrificially and unconditionally love and forgive others.
Patience Proverbs 14:29 I take a long time to overheat and endure patiently under the unavoidable pressures of life.
Kindness/Goodness
1 Thess. 5:15
I choose to do the right things in my relationships with others.
Gentleness Philippians 4:5 I am thoughtful, considerate and calm in dealing with others.
Hope
Hebrews 6:19-20
I can cope with the hardships of life and with death because of the hope I have in Jesus Christ.
About the Authors
Tom Bulick (M.A. in Educational Leadership, Eastern Michigan University, Th.M. in Old Testament, and Ph.D. in Bible Exposition, Dallas Theological Seminary). For more than thirty-five years, Tom has served as pastor, faculty member, and administrator. Tom was Vice President for Student Life and Associate Professor of Religious Studies at Trinity Western University (Vancouver, B.C.) for twelve years before accepting the position of Spiritual Formation Pastor at Pantego Bible Church. He and his wife Ruth have been married forty-two years and have one son, Zach.
Keith Smith (B.A. in Speech Communication, Texas Tech University and M.A. in Religious Education, Southwestern Baptist Theological Seminary) is the Family and Children's Pastor at Pantego Bible Church. Keith speaks at children/student camps across the country. He has developed a number of relational parenting seminars designed to motivate parents to empower their parenting by emotionally connecting with their kids. Keith lives with his wife, Denise, and their two children, Jordan and Alex.
8001 Anderson Blvd. Ft. Worth, TX 76120 1-866-PANTEGO Fax 817-275-6403 www.pantego.org
The mission of THE SCROLLS is to help you develop the beliefs, practices, and virtues of a follower of Jesus Christ called The 30 Core Competencies through your own active reading of the Bible. Send any questions or comments you may have about this lesson to Tom Bulick. His e-mail address is firstname.lastname@example.org. | <urn:uuid:67a138d6-7344-40db-a5e4-e841c8af6906> | CC-MAIN-2021-17 | https://wearecentral.org/mt-content/uploads/2020/11/feb-19-2012.pdf | 2021-04-12T15:52:13+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038067870.12/warc/CC-MAIN-20210412144351-20210412174351-00003.warc.gz | 702,298,837 | 6,633 | eng_Latn | eng_Latn | 0.996481 | eng_Latn | 0.998848 | [
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Literature Resources for After School Writers Circles
Books About Writing for Facilitators
How to Write Your Life Story by Ralph Fletcher Writing Down the Bones by Natalie Goldberg Writing Toward Home; Tales and Lessons to Find Your Way by Georgia Heard Writing Brave & Free by Ted Kooser & Steve Cox Bird by Bird by Anne Lamott
Books for Mini Lessons
Writing About Place
C is For City by Nikki Grimes If You're Not From the Prairie…by David Bouchard
Family and Personal Stories
Owl Moon by Jane Yolen The Relatives Came by Cynthia Rylant Dozens of Cousins by Shutta Crum The Raft by Jim LaMarche
Books That Demonstrate Excellent Descriptive Writing
Mr. George Baker by Amy Hest The Seashore Book by Charlotte Zolotow Miz Berlin Walks by Jane Yolen Night In the Country by Cynthia Rylant
Books About Writers
A River of Words; The Story of William Carlos Williams by Jen Bryant Langston's Train Ride by Robert Burleigh
Books for Students to Write Their Life Story
Memoirs of a Goldfish
How to Write Your Life Story by Ralph Fletcher (students could read this book too)
Books to Begin the Writers Workshop to Inspire Ideas
Street by Roni Schotter
Nothing Ever Happens on 90 th Rocket Writes a Story by Tad Hills | <urn:uuid:d5ae5ff3-092d-4939-add3-71ec34b2e7f2> | CC-MAIN-2021-17 | https://www.education.ne.gov/wp-content/uploads/2017/07/Literature_Resources_for_After_School_Writers_Circles.pdf | 2021-04-12T14:45:45+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038067870.12/warc/CC-MAIN-20210412144351-20210412174351-00005.warc.gz | 855,310,518 | 280 | eng_Latn | eng_Latn | 0.945039 | eng_Latn | 0.945039 | [
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Healey Foundation Primary School Y5 - Curriculum Newsletter - Autumn Term 2020
Welcome to Year 5! Here are our topics for this term.
Literacy
We will be using Ancient Greek myths as a stimulus for much of our writing this term. This will link with our History topic. There will be an emphasis on using a range of punctuation and sentence types within all pieces of writing. Each Monday the children will receive a spelling list and a piece of spelling homework. The children will have a spelling test the following Monday. Please encourage your child to learn them. It is essential that your child reads regularly at home as this will have a huge impact on the quality of their writing and their overall comprehension skills.
Numeracy
Y5 will be focusing on place value and addition and subtraction for the majority of the term. Mrs Robinson will be working on shape, space and measure.
PE PE is on Thursdays and Fridays. The children w ill need their PE kit on both these days. The PE kit is a white t-shirt, black shorts and trainers.
Geography/History
Throughout the year we will alternate each half term between Geography and History. This half term we will be studying the Ancient Greeks. In Art we will be creating a range of Ancient Greek art using a range of media.
Science The children will study Forces with Mrs Robinson.
Other information
Each Monday the children will receive a wordsearch based on the Y5 spelling expectations. 10 each week. Due in Friday. The children will need to practise these words on a separate sheet to help them prepare for the test the following Monday.
Your child has a username and password in their reading record books for the Mathletics website which school subscribes to. I will set tasks related to recent teaching to help consolidate the learning. Please encourage your child to access this site. Mathletics also has an App if you find that more convenient. Times Tables rockstars can still be accessed from home as well.
The children will be expected to become more independent in Y5 and take responsibility for their home reading books. When they have completed a book they may change it. When we feel they are ready to move up a reading band or move onto 'free' reading books we will inform the pupil. This will be based on our assessments in class which check on the child's ability to understand and answer questions based on aspects of the text. If your child wishes to read a book they have at home that is fine. | <urn:uuid:43f9b24d-b6ea-49c6-9f94-c52177c13875> | CC-MAIN-2021-17 | https://www.healeyprimaryschool.co.uk/wp-content/uploads/2020/09/Y5-Autumn-2020.pdf | 2021-04-12T14:53:15+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038067870.12/warc/CC-MAIN-20210412144351-20210412174351-00014.warc.gz | 914,404,007 | 500 | eng_Latn | eng_Latn | 0.999491 | eng_Latn | 0.999491 | [
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The music:
Pronunciation:
Carmina Burana – 'O fortuna' by Carl Orff PRIMARY CLASSROOM LESSON PLAN
For:
- Key Stage 2 in England and Wales
- Key Stage 1/Key Stage 2 in Northern Ireland
- Second Level, P5-P7 in Scotland
Written by Rachel Leach
Background
The composer:
Carl ORFF (1895 - 1982)
- German composer
- Invented a new approach to music education which is still followed in many parts of Europe
Carmina Burana – 'O fortuna'
- Written in 1937
- 'Carmina Burana' is a huge piece for orchestra, three choirs and about nine soloists based on 24 medieval poems and sung in a mixture of German and Latin text. The full piece takes over an hour to perform. 'O fortuna' is its very famous opening section
KAR-min-uh boor-AA-nuh
-oor as in poor (not pour)
-aa as in father
-note stress
Learning outcomes
Learners will
- listen and reflect on a piece of orchestral music
- create their own pieces of music using instruments and voice
- perform as an ensemble
- learn musical language appropriate to the task
Curriculum checklist
- play and perform in ensemble contexts, using their voices and playing musical instruments
- improvise and compose music for a range of purposes using the interrelated dimensions of music
- listen with attention to detail and recall sounds with increasing aural memory
Glossary of music terms used
Resources required
- A large, open space
- Classroom percussion instruments and any other instruments your children might be learning
- Card, pens, sharp pencils!
This scheme of work is plotted out over six lessons. Feel free to adapt it to suit your children and the resources you have available.
The six lessons at a glance
Lesson 1:
Activities:
Watch the film and discuss
Listen and create gestures in response to the music
Draw characters in response to the music
Curriculum link:
Listen with attention to detail and recall sounds with increasing aural memory
Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Develop an understanding of the history of music
Lesson 2:
Activities:
Learn and perform a pulse
Select appropriate instruments and begin to follow music notation
Curriculum link:
Listen with attention to detail and recall sounds with increasing aural memory
Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Lesson 3:
Activities:
Invent repeating rhythmic patterns (ostinatos)
Select instruments to play these patterns
Learn about and perform a crescendo
Curriculum link:
Listen with attention to detail and recall sounds with increasing aural memory
Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Improvise and compose music for a range of purposes using the interrelated dimensions of music
Lesson 4:
Activities:
Create a spinning wheel
Create words for this wheel which will be used later as lyrics
Curriculum link:
N/A This session is not a musical one but may cover curriculum links to literacy and general creativity and/or art
Lesson 5:
Activities:
Invent lyrics and melody
Sing to a pulse
Structure ideas into a bigger piece
Curriculum link:
Listen with attention to detail and recall sounds with increasing aural memory
Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Improvise and compose music for a range of purposes using the interrelated dimensions of music
Lesson 6:
Activities:
Structure all ideas into a piece
Perform on pitched and unpitched instruments and voice
Perform the piece to an audience
Use technical terminology where appropriate
Curriculum link:
Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Improvise and compose music for a range of purposes using the interrelated dimensions of music
Watching and listening
1. Prepare your class
Explain to your class that you are going to begin a 6-week music project focusing on an important piece of music by a composer called Carl Orff.
Explain further that Orff was a German composer whose life spanned the 20 th century. His most famous piece is 'O fortuna'. Warn your children that it might already be strangely familiar to them!
2. Watch the film & discuss
Watch the Orff Ten Pieces film and afterwards have a class discussion about what you have just seen. Ask the following questions –
- Did you like the film?
- What was your favourite part?
- Did you find any of it scary?
You might like to have a further little discussion about the concept of 'fate'. This might be something your children haven't encountered before. Explain that fate is the idea that your life is already mapped out ahead of you no matter what you do and that you can't change it. Ask them: 'do you believe in fate?'
Pick up also on the idea of a 'Goddess of Fate and Fortune' called "Fortuna" who has the power to decide everyone's fate and her 'wheel of fortune' constantly spinning out good and bad luck
3. Listening task
Listen to the very opening of 'O fortuna' – just the first 25 seconds or so. You can either watch the video clip of the full performance of the piece or listen to the audio by downloading the mp3. You'll hear three short sections of very powerful music. This is a call to the goddess of fate. The words here are:
O fortuna
O fortune
Velut luna
Like the moon
Statu variabilis
You are changeable
Ask your children to stand up. They can do this next to their tables or better still make some space in the centre of the classroom. Play the beginning again and ask them to pretend to be the 'Goddess of Fate and Fortune' and make three powerful statues with their bodies to fit with the opening lines of Orff's piece.
4. Give out paper and pens and ask them to draw Fortuna. Remind them that she is all powerful so she probably has a very powerful look. Ask them to think about her clothing, her size, her facial expression and her stance. You might even get some children to come out and model their powerful poses again for the rest of the class to copy.
As your children work, keep Orff's music playing in the background for extra inspiration.
5. FINALLY – remind your class about the 'wheel of fortune'. Ask them to add it to their picture.
Pulse!
1. Warm-up - clear the classroom and ask your children to stand in a circle. To wake them up, pass a quick clap around the circle.
2. Remind them about Fortuna and her 'Wheel of Fortune'. Explain that you are going to make your own piece of music based on what they heard in the last lesson
Orff has a steady, slow 'um-pa' rhythm going throughout his piece which sounds like an army marching endlessly forward. Explain this to your children and ask them to join in marching slowly on the spot with you (you could even march around the room in time with the music). This is the pulse of your piece
If you notice one or more children can't do this and keep rushing ahead or are going at a completely different speed, simply ignore them. We all find our sense of rhythm at a different stage - maybe they just haven't found theirs yet!
3. Explain that you need two slightly contrasting sounds for your pulse. Can they suggest two different sounds on their bodies. They might suggest a knee-hit and a clap for instance
Practise your pulse by alternating between these two sounds. If it were written down, it would look like this:
4. Instruments. Begin by looking at your school's collection of unpitched instrument. Again, ask the children to find two slightly contrasting sounds for this 'um-pa' pulse.
5. Add in some pitched instruments next (xylophones etc.). If your children are learning instruments, the notes you need, ideally, are D and A.
F will work with either the D or the A as well.
D and A are good notes for beginner string players as they are two open strings. Flute players might like to replace the D with an F or stick on A throughout. Clarinets and trumpets will be using E and B (they are transposing instruments)– just one of these is fine if either is causing problems.
6. Give out instruments to children who make suggestions and gradually add more until everyone has something. If you don't have enough to go around keep one group on body percussion or give them leadership roles such as starting and stopping others.
7. Structure. Work out how to start and stop. Should everyone come in at once or should you gradually build up one by one? Do you stop altogether or fade away? Do you need to appoint a conductor?
8. FINALLY – end the session with a performance of your piece so far. Remember to write down what you did and who played what. If you came up with a shape for your music, encourage the children to draw it and make a simple 'score'
Ostinato (repeating patterns)
1. Warm-up – begin your session in a circle again. Pass the clap around and then practice your body percussion pulse from last week. If it was wonky at the end of the last session or kept speeding up now is a good time to straighten it out, but at this stage, try not to worry too much about it
2. Explain that you are going to make some repeating rhythmic patterns to go on top of your pulse today. The 'posh' word for repeating rhythmic pattern is ostinato.
One of the best ways to create ostinatos with children is to use words. Here is a simple method which you can use as a warm-up for your session –
a. Ask your class a simple question such as 'what's the luckiest thing that ever happened to you?'. Encourage your children to think their answer or whisper it to a friend.
b. Play a steady pulse on a drum or woodblock or ask a confident child to do so
c. Ask your class to speak their 'good luck sentence' on top of the pulse trying to make the words fit and repeating them round and around. This may sound messy but you will probably spot someone with a good pattern within the noise
d. Stop, and demonstrate your own pattern and show the children how you can move it from words to body percussion by clapping every syllable.
e. Encourage your class to try clapping their patterns on top of the pulse.
3. Give out the instruments you used last lesson. Demonstrate your own 'good luck' pattern on an unpitched instrument by playing your clapped pattern on it. Ask a volunteer to perform their pattern on an unpitched instrument to the class too.
Now demonstrate your pattern on a pitched instrument such as a xylophone. Explain that Orff uses very few pitches for his ostinato, just D, A, C*. His ostinato, which you can hear throughout his piece, uses just these notes and sounds like this -
*These are also pretty good notes for beginner players but do adapt them to suit your children. If they want to add or take away a note to make it easier, that's fine. Anything and everything will work and nothing is 'wrong'!
4. Split your class into four groups with a mix of instruments in each group. Set them the following task:
Make a short SLOW piece that includes:
i. The 'um-pa' pulse from last session (pitched or unpitched or both)
ii. ONE ostinato that is played by everyone else
Give your children a short amount of time to work on this. Remember if time is short, there is less opportunity to fuss!
5. Bring your class back together and hear each piece. Give feedback: did they stick to the rules? Are they keeping a slow, steady tempo (speed)? Can you hear the ostinato and the pulse?
6. Challenge your children to put all their pieces together to make one big piece. Remind them that Orff's piece begins very, very softly and gradually gets louder and louder. The posh word for this is crescendo. Can they structure their piece to make a crescendo too?
7. FINALLY – end your session with a performance of your piece so far (don't worry if it's still a bit messy) and if there's time, write down on the board what you've achieved this lesson.
Words and wheels
This lesson is a rest from the instruments and can be done with children sat at their desks. They can work individually on this or in groups, with each group requiring a large sheet of stiff paper and pens. If working individually, use card
1. Remind your children of the inspiration behind Orff's piece. You might want to watch the film again at this point. Talk about the Goddess of Luck and her spinning wheel.
2. Give out paper or cards. Ask the children to draw a large circle in the middle of the page that almost fills the page, like this:
Fold the page in half one way and then the other, and then corner to corner so that you have 8* creases in the circle, like this:
If working in groups stick to the same groups you used for the ostinato task in lesson 3. Each child is responsible for one segment of the circle. Fold the circle so that you have enough segments for the group (i.e. 4, 6, 8 etc.).
You might like to prepare these octagons ahead of time
Draw a flat line at the end of every segment and cut along this line to turn the circle into an octagon. Like this:
Cut out this octagon
3. The task is as follows:
a. Write a sentence in each segment that is either good luck (i.e. 'The sun shines all day') or bad luck (i.e. 'I slip on a banana skin'). It would be great if there were roughly an even number of good luck and bad luck segments on each 'wheel'.
b. Decorate each segment to match the sentence (i.e. A picture of a big golden sun, or lots of bananas!)
4. When this is achieved, take a look at the finished wheels. The next challenge is getting them to spin! You might like to help with this – pierce the middle of the wheel with a sharp pencil to make an axis. You can now spin the wheel on this axis and it should land slanting towards one of the segments.
5. FINALLY - Ask your children to spin their wheel and see what luck they will have for the rest of the day.
Keep these wheels somewhere safe, you will need them in the next lesson
Words and melody
This lesson is back on instruments so you'll need a large, empty space again. You'll also need the spinning wheels from last lesson and big paper and pens
1. Warm-up - in a large circle, ask your children to remind you of the 'um-pa' pattern (lesson 2) and their ostinatos from (lesson 3). You can do this on body percussion to save a bit of time.
2. Tell your class that you are going to make a melody (tune) today using the good and bad luck sentences on their spinning wheels.
3. Split the class back into the four groups and give out the wheels. Ask each group to choose their favourite 'good luck' sentence and their favourite 'bad luck' sentence and practice saying the words to an 'um-pa' pulse.
4. Give out the instruments as they do this. Explain that they are going to make a melody for their words. Orff uses just three few notes for this melody - E, F, G.
You can use these pitches or others that suit your children's ability better. It might make singing easier to add D as well.
5. Ask each group to come up with a melody using these pitches and practise singing it.
6. Bring the groups back together and hear each piece. As you do so, write up the words (and notes) on the board.
7. As a full class, decide on an order for your lyric lines. Think about the meaning of the words and the effectiveness of the melody. Play the 'um-pa' pulse, or choose a few confident children for this task, and cycle through the groups in order aiming to go from one to the next without too much of a gap. If there is a gap make it the same every time.
8. When this is getting good and strong encourage everyone to join in with the melodies that they know until eventually everyone is singing all of the time
9. FINALLY – finish this lesson with a final performance of your 'song' and, as usual, write down what you have achieved keeping a careful note of the pitches used for the melody. (It might be easiest and safest to just record this final run-through)
Put it all together
1. Warm-up. As usual, begin with a quick focusing warm-up. Sit the children in a circle and remind them of all the elements you have worked with so far:
a. The slow, steady 'um-pa' pulse
b. The ostinatos
c. The melody and words
Work quite quickly on this. Sit children in their groups and use body percussion rather than instruments.
2. Recap – get out the instruments and encourage your children to practise each element in their composing groups. Again, work through this quite quickly
3. Bring everyone back together and practise the two full group pieces (i.e. the crescendo piece and the 'song')
4. Structure. There are a couple of ways forward here. Either –
i. Join your song onto your crescendo piece as an extra section at the end or at the beginning, or…
ii. Try to sing your song at the same time as your crescendo piece (like Orff). It should fit, but this is a much harder thing to do than simply add it on the end
5. FINALLY – practice your finished piece until it is good and strong and then invite another class to come in to listen.
TAKING IT FURTHER
Cross-curricular activities
- LITERACY: Create stories or poetry based on the character of Fortuna and the
effect her Wheel of Fortune has on people's lives
- HISTORY: Research this Roman Goddess' life and the lives of other Roman or Greek Gods and Godesses
- ART: Invent a board game inspired by Fortuna and using your wheel of fortune in some way.
- ART: Make a giant wheel of fortune with one segment for each member of the class
© Copyright Rachel Leach London 2017 | <urn:uuid:c20703db-ad6b-41ba-8f5b-5de353d3e2a8> | CC-MAIN-2021-17 | http://downloads.bbc.co.uk/tv/tenpieces/lessonplans/Orff-lesson-plan-Primary.pdf | 2021-04-12T15:19:39+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038067870.12/warc/CC-MAIN-20210412144351-20210412174351-00014.warc.gz | 27,157,394 | 3,938 | eng_Latn | eng_Latn | 0.996604 | eng_Latn | 0.998573 | [
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Appendix – Families First New & Adapted Outcome Measures
A) PRIMARY OUTCOME
Frequency of use of physical and emotional punishment
Can you tell me how many times you have tried these things with <name index child> in the last month? (Almost) everyday-At least once a week-At least once a month-Happened but not in the last month-Never
1-Use physical discipline such as twist his/her ear or pulled his/her hair, hit/spank with bare hand or with an object (such as a stick or a belt).
2-Use harsh physical discipline such as beat hard/repeatedly, burn him/her, or push or kick him/her.
3-Use verbal and emotional discipline such as shout at him/her, threaten to send away him/her [from home], refuse to speak to him/her, withhold food, or insult him/her [by calling him/her dumb, lazy or other names like that].
B) EXPLANATORY OUTCOMES
B1) Positive and involved parenting
Please rate each item as to how often it typically occurs in your home in the past month. Never, Almost never, Sometimes, Often, Always.
1-You let your child know when he/she is doing a good job with something.
2-You reward or give something extra to your child for obeying you or behaving well.
3-You compliment your child when he/she does something well.
4-You praise your child if he/she behaves well.
5-You show affection such us hug or kiss your child when he/she does something well.
1
6-You tell your child that you like it when he/she helps out around the house. [children 5-7 years]
In the past 3 days, did you or any household member age 15 or over engage in any of the following activities with <child's name>?
Mother-Father-Respondent (if not mother)-Other-
No one
7
-Had a friendly talk with <child's name>? [e.g., about his/her friends] [children >5 years]
B2) Positive discipline
Can you tell me how many times you have tried these things with <name index child> in the last month? (Almost) everyday-At least once a week-At least once a month-Happened but not in the last month-Never
1-Explain why something s/he did was wrong.
2-Tell him/her to stop doing something.
3-Give him/her something else to do (distracted him/her).
4-Forbade something he/she likes or tell him/her they can't leave the home.
B3) Setting Limits
Please rate each item as to how often it typically occurs in your home in the past month.
Never, Almost never, Sometimes, Often, Always.
1-Stick to your rules and not change your mind?
2-Speak calmly with your child when you were upset with him or her?
B4) Opinion on discipline
1-What methods of discipline have you found to be most successful in changing your child's behavior?
2
2-Do you think that corporal punishment is effective as a method of children's discipline? No, it is never effective-Most of the times it is not effective-Most of the times it is effective-Yes, it is always effective
C) EXPLORATORY OUTCOMES
C1) Attitudes towards institutionalization of children
Please tell me whether you 'agree' or 'disagree' with the following statements. Strongly disagree-Disagree-Agree-Strongly agree-DK
1-Children get better education and discipline in institutions.
2-Poor children are better off being raised in institutions (orphanages).
3-If a family can't pay for their children's education they should put them in an institution.
4-Once a child is placed in an institution the parents or family have no longer responsibility for the child.
5-Once a child is placed in an institution, he or she must stay there until they finish high school.
6-
Children cannot refuse to go to an institution when their parents send them there.
7
-Have you heard of any problems that can happen when children are sent to institutions?
Y
es-No-DK
8-(If YES) What problems have you heard of? (Do not read aloud. Circle all that mentioned)
a. Forced to work during school hours
b. Sexually abused by caregivers or other child residents (sexual harassment, rape, etc)
c. Physically abused by caregivers or other child residents (includes physical punishment)
d. Emotionally abused by caregivers or other child residents (humiliation, etc)
e. Abused by strangers (sexually, physically, emotionally)
f. Treated worse than other children in the institution
g. Sickness and/or basic needs not met
h. Emotional distress
i. Bullying by other children in the institutions
j. Adopted without legal procedures by other families
k. Moved to other institutions
l. Serve other children for food, washing, and clean up room/building
m. Kidnapped or trafficked
n. Children enter in conflict with the law (e.g., stealing)
o. To raise fund for institutions
p. Other (specify)
C2) Monitoring/Supervision
Please rate each item as to how often it typically occurs in your home in the past month.
Never, Almost never, Sometimes, Often, Always.
1-Your child fails to leave a note or to let you know where he/she is going. [children 5-7 years]
2-Your child stays out in the evening past the time he/she is supposed to be home. [children 5-7 years]
3-Your child is out with friends you don't know. [children 5-7 years]
4-Your child goes out without a set time to be home. [children 5-7 years]
5-Your child is out after dark without an adult [>18 years] with him/her.
6-You get so busy that you forgot where your child is and what he/she is doing.
7-You don't check that your child comes home at the time she/he was supposed to. [children 5-7 years]
8-You don't tell your child where you are going. [children 5-7 years]
9-Your child comes home [from school, neighbor's house, play] more than an hour past the time you expect him/her. [children 5-7 years]
10-Your child is at home alone without adult.
11-You do not stay close enough to your child that you cannot get to him/her quickly if something happens to him/her. [children 0-4 years]
D)
CONTEXTUAL AND OTHER INFLUENCING FACTORS IN PARENTING AND
CHILD ABUSE
D1)
Perceived social support
People sometimes look to others for different types of support. If you needed it, how often is someone available… None of the time-A little of the time-Some of the time-Most of the timeAll of the time
1-to take you to the doctor if you need it?
2-to prepare your meals if you are unable to do it yourself?
3-to help with daily chores if you were sick?
4-to help you care for a child?
5-to have a good time with?
6- to turn to for suggestions about how to deal with a personal problem?
7-who understands your problems?
8-to love you and show you affection.
D2) Stimulation in the home environment
In the past 3 days, did you or any household member age 15 or over engage in any of the following activities with <child's name>? Mother-Father-Respondent (if not mother)-OtherNo one
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1-Read books to or looked at picture books with <child's name>?
2-Told stories to <child's name>?
3-Sang songs to <child's name> or with <child's name>, including lullabies? [children 0-5 years]
4-Took <child's name> outside the home, compound, yard or enclosure? [children 0-5 years]/Took your child to a special activity (e.g., Drawing competition or read Quran)? [children >5 years]
5-Played with <child's name>?
6-Named, counted, or drew things to or with <child's name>? [children 0-5 years]/ Named, counted, or drew things to or did homework with <child's name>? [children > 5 years]
7-Shared a meal with <child's name>?
8-Allowed <child's name> to explore [new] toys alone?
D3) Inter-parental conflict regarding child-rearing
In the last month, to what extent has this issue been a problem for you and your partner? Not at all-A little-Somewhat-Much-Very much
1-Disagreement over household rules (e.g. bedtime, play areas)
2-Disagreement over type of discipline (e.g. smacking children)
3-Disagreement over who should discipline the children.
4-Fighting in front of the children.
5-Inconsistency between parents
6-Parents undermining each other, (i.e. not backing each other up)
7-Parents favoring one child over another
8-Lack of discussion between parents about childcare
9-One parent 'soft', one parent 'tough' with children
10-Children behave worse with one parent than the other
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Purposeful Prototyping through a Discussion Game in Primary Education
Remke Klapwijk
Delft University of Technology, Delft The Netherlands firstname.lastname@example.org
Nadine Rodewijk
Delft University of Technology, Delft The Netherlands & ISW Hoogeland Naaldwijk email@example.com
ABSTRACT
KEYWORDS
Working with prototypes is an important aspect of designing, however novice designers may lack intentionality during the prototyping process. As a result, time is wasted on irrelevant elements or testing of the prototype does not yield a lot of information to forward the design idea. When novice-designers learn that prototypes are simplifications of design ideas to test specific goals, this may result in more useful prototypes. In a biomedical design project by 10-12 year olds therefore an intervention was developed and tested to increase intentionality in prototyping. The pupils played a prototyping discussion game before they started prototyping. As a result, they became acquainted with a diversity of testing goals and prototypes. They were also asked to select a testing goal prior to building their own prototypes. The pupils learned that a focus is needed in prototyping and were able to develop heuristics to select a goal. The specific testing goals supported decision making on where to go next in the prototyping process. Some revisions to the game and intervention are necessary.
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Design and Technology Education, Prototyping, Formative Evaluation, User centered design
1 INTRODUCTION
Design and technology education is about designing artefacts and services that have a function and value for people. A variety of skills are developed by the learners such as creativity, empathy and cooperation (Klapwijk 2018).
Working with prototypes is an important aspect of designing (Wall, Ulrich and Flowers 1992) and enables designers to test the functioning of the prototype in real life and to detect its strengths and weaknesses. The critical value of prototyping is also shown by Shrage (1993) who discovered that (many) breakthroughs made by engineering designers are dependent on the designers ability to experiment and test concepts.
It is therefore not surprising that many countries include prototyping in the curricula for Design and Technology Education (International Technology Education Association 2007; Ministry of Education of New Zealand 2007; 2010).
However, for professionals as well as novice designers, it is often not easy to use prototyping effectively (Deininger e.a. 2017; Menold e.a. 2017). Many teachers in primary and secondary schools report that pupils are often not focusing on the right things during the prototyping process. Due to the lack of sound goals, prototyping processes often do not achieve their full potential.
To solve this problem, a prototype-discussion game was developed by the second researcher to make pupils acquainted with the various prototyping goals and prototypes.
In this paper we report on the application of the game in a biomedical design project by 1012 year olds. The focus in the our case study is on how playing the game helped pupils to select and formulate testing goals for their own project and how these specified goals influenced the intentionality of the prototyping process.
2 THEORY
2.1 The nature and goals of prototyping
Prototyping is a form of modelling (Nia and De Vries 2017). In science modelling is used to explain the world, in design and technology models have a different function and are meant to learn about attempts to intervene in the world (France e.a. 2011).
Typical for prototypes is that they are not the real thing yet, but they are realized prior to the implementation of design outcomes (France e.a. 2011). The prototype will differ in one or more major aspects from the final outcome and are not meant for final use. They render reality or parts of reality (Nia and De Vries 2017).
Prototypes of technical artefacts have a materiality and exist outside the human mind (Nia and De Vries 2017). They range from low fidelity (simple models) to high fidelity ones (almost fully functioning and very similar to the real thing). Prototypes are often 3D-embodied artefacts but may have a 2D-nature. For example, to test a computer game with future uses one may show a user series of screenshots of the intended game. Sketches used to test, explore or communicate an idea also function as a prototype, e.g. a floorplan of a new house (Deininger e.a. 2017).
It is broadly agreed that prototypes help to reflect on what is happening in the design (France e.a.
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2011). According to Schön, prototypes are meant for reflection-in-action, unique and uncertain situations are understood through attempts to change them and changed through the attempts to understand them (Schön 1983; 1988; Baaki et al. 2017).
Prototyping allows the designers and other stakeholders to test some crucial aspects of the design idea at a lower cost than building the real thing. The direct feedback is used to uncover differences between real behavior and prior expectations (Jang & Schunn 2012; Lemons et al 2010).
In the literature three categories of testing goals are described: testing for technical feasibility, social desirability and economic viability.
Technical feasibility: Some prototypes are meant to test mechanical or technical working (Boon and Knuuttila 2009). Technical testing and reasoning is about "how it is happening"
Social desirability: Other prototypes are meant to study the interaction of users with the prototype and the social desirability of the product (France e.a. 2011; Nia and de Vries 2017). This is about "should it happen?" (France et. al) or "does the user want this to happen". The division of technical feasibility and social desirability relates to the dual nature of technological artefacts (Kroes and Meijers 2000).
Economic viability: These prototypes are used to test if the artefact economically viable and ready for (mass) production (Menold e.a. 2017).
Prototypes are often multifunctional. Besides testing, they are used for thinking (Jang &S Schunn 2012) deciding (Menold e.a. 2017), communicating and storing ideas. Designers use prototypes to communicate with other designers, clients or stakeholders about a design idea and to think collectively about a design (Jang & Schunn 2012). Prototypes are autonomous agents they can be handed over to someone else or can be stored making a-synchronal communication possible (Nia and de Vries 2017; Van der Lugt 2005).
When is a prototype considered good? Nia and De Vries (2017) state that there is a sort of general agreement in this regard, that models – including prototypes - are not really intended to be 'accurate', 'true', nor should they be judged on 'the degree of similarity' to the real thing; Something else is important, namely the 'adequacy-for-purpose' (Parker 2011; Nia and de Vries 2017). Is the model adequate for the intended purpose?
2.2 Using prototypes in design education
In design and technology education, students have to learn to make prototypes that are fit for purpose. Based on our own classroom experiences and reports on prototyping in primary schools (Kangas e.a. 2011; McFadden and Roehrig 2018), prototyping consumes time and energy. Although we need to realize that protyping will always take time (Sennett 2009; Looijenga et al 2018), many teachers that we have met through the Delft Science Hub mention that time is often wasted on "wrong" and "irrelevant" prototyping actions, e.g. spending time on a logo or on appearances. This finding is supported by the literature and is also present in higher education. Deininger e.a. (2017) interviewed novice engineering students in a project-based senior-level design course and discovered that these students – conducting one of their first design projects - lacked intentionality during prototyping.
In comparison, studies on best prototyping practices suggest that designers ask specific questions that they then try to answer with the help of prototypes (Camburn et al 2015). Students thus need more support to develop a sound prototyping focus. Deininger e.a. (2017) propose that instructors ask questions prior to building prototypes to make the prototyping process more intentional. Also, there is ample scientific evidence that sharing and clarifying learning goals in classrooms greatly improves the learning results (Wiliam 2011; White and Frederiksen 1989). In analogy, knowing where you are going in a prototyping process will have similar value.
2016. The class consisted of 22 pupils in a mixed class (grade 7 and 8 ) who were approximately 10 to 12 years old. The class had participated in one design project on fashion prior to this one. The class was divided into 6 design teams of 2 to 6 children.
3.2 The biomedical design process
The prototyping discussion game was played midway a biomedical design project, just before the design teams started to build prototypes.
In the first session, the design assignment was introduced by the teacher and presented as follows: "Design something that helps grandmother Tina who suffers from rheumatism, during daily activities." The pupils conducted simulations to experience the difficulties someone with rheumatism experiences. Next, the pupils formed six design teams and each team selected their own design problem, e.g. peeling potatoes or reading a heavy book. The teacher allowed the class to vary the team size.
A game was therefore developed by the second author to provide primary school pupils with a playful way to become acquainted with various testing goals and a diversity of prototypes. The aim of the game was to provide pupils with a better foundation to discuss and to specify testing goals and use these in subsequently in a prototyping process. Our central research question is:
How does playing a prototyping-discussion game prior to building prototypes help pupils (10-12 year olds) to understand, discuss and select goals for prototyping? How do the design teams deal with these goals during the prototyping process?
3 INTERVENTION AND RESEARCH METHOD
3.1 Participants and research method
During session two, divergent thinking was central and many ideas were generated. Each team selected one design idea and elaborated this idea in session three but did not start to make it yet. In session four the intervention took place – playing the game, selecting a specific goal and prototyping. For an overview of the complete biomedical design project, see Table 2. All activities were facilitated by their own teacher who got instructions beforehand from the researcher.
The study took place at a primary school in the Netherlands, in the area of Zuid-Holland. One class of a Dutch primary school participated over a period of six weeks in September and October
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3.3 The intervention: a prototyping-discussion game and selecting goals
In the developed game pupils are asked to relate pictures of prototypes with cards showing a possible testing goal and to discuss their ideas with the other players. During the game, each team will first turn a picture card with a prototype. Next they individually select a goal card from a hand stock of five cards that matches the prototype best and put this card on the table. When none of their goal card matches well or when a number of cards fit, they should select the one that they think matches the prototype the best. All the cards on the table present a potential goal that can be tested with the prototype. The pupils will then be asked to select collectively the most fitting one from these through a discussion.
The second author selected testing goals in the technical feasibility and social desirability area that are as concrete as possible but can still apply to prototypes in various design domains such Table 1: Goal cards as architecture, games, digital devices, clothes etc.. The goal is written down as a question and visualised. See figure 2 for an example of the goal cards.
Pictures of prototypes were collected that match specific goals and are from a range of design disciplines. Due to the design requirement of familiarity, many products are from everyday life. The prototypes are varied, but sketches, paper and computer animations were not included, the game focused only on tangible prototypes. Prototypes made by professional designers, university students and primary school pupils were included. For example, the form study prototype of the telephone was included and could be matched to the goal "is it pleasant to hold". In the game only 3D prototypes
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of technical artefacts were included. No complete overview of the pictures can be given in this article due to space limitations. See appendix 1 for an overview the design requirements for the game.
3.4 Data collection and analysis
A qualitative research approach was used. Data were collected during session four about playing the game, selecting a prototyping goal and making prototypes using video and audio. Two design teams were especially followed, team 1 consisted of four girls, team 2 consisted of four boys. A central camera was used to capture the teachers
instructions and some information about other teams was gathered. Pictures of prototypes were made at the end of session 4. The second researcher was present as observer and made notes.
Pre- and post-interviews were held. Interviews with nine pupils, one or two from each design team, took place between session 3 and 4. Post-interviews with at least one pupil from each team were held. All interviews took place in groups of two to four pupils. A post-interview was held with the teacher.
Open coding was applied. Some of the categories developed by Menold e.a. (2017) for analyzing university students views on prototyping were present in our data: speed, material, test and users. During the selection of a test goal additional more refined categories were developed to describe the selection heuristics: importance of goals, uncertainty of knowledge, hierarchy of goals, making an impression and available materials.
4 RESULTS
4.1 Intuitive ideas about prototyping prior to the intervention
To understand the intuitive ideas of the pupils the researcher interviewed the pupils prior to the intervention with the discussion game. The teacher had only told his class that the next step would be to build prototypes.
The interview started with telling about the solution that had been selected for elaboration (session 3), next the interviewer asked "have you done any thinking about your prototyping?".
The responses show that various ideas about prototyping exist in this classroom. Pupils may point to the materials used "We are going to use carton instead of real knives", "using clay is the most convenient" .
Pupils refer to the speed of the process , e.g. "The prototype is the quick way of working, for the real work you need to use more time".
Pupils saw prototypes are representations of the real thing that are not necessarily accurate. "Prototyping is possible on a computer, it does not have to work". A prototype "does not have to function necessarily", but "it would be nice if it functions".
Various goals for prototyping are described in response to an open question about it, e.g. to "see how it looks like". This refers to the goal of thinking and reflection-in-action that professional designers practice (Schön 1983). Other pupils mention getting information about failures and redesigning, e.g. "You can see were you run into" or it is done "to improve".
None of the pupils mentions explicitly goals related to technical feasibility but goals related to social desirability were explicit in the interviews, e.g. "Yes, how it is for people with rheumatism" or " If it (the design) is not too heavy?". Children at this age thus understand that prototypes are meant for testing in a social, user oriented direction. The ability to come up with ideas about testing for social desirability might be induced by their prior work in the biomedical design project, e.g. simulating rheumatics and thinking about the needs of " grandmother Tina".
Overall, the 10 to 12 year olds were before prototyping started aware of some of the characteristics of prototyping such as the use of cheap, easy available materials and that prototypes are not the real thing. These intuitive ideas of pupils are rather similar to those found among engineering students (Menold e.a. (2017); Deininger e.a. (2017).
4.2 Playing the discussion game
Various types of dialogue were identified during the playing of the game.
When the prototype cards were turned out, pupils
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in team 1 and 2 are actively involved in figuring out what the picture is about and show genuine interest in the prototype examples. A lot of exclamations are given Oo! Wow! when they turn the card and see the prototype. For example:
René: "eh, a horn of a telephone".
Marc: "Wajo (word showing excitement), that is a prototype of a telephone!" .
Ella figuring out what the prototype is about:
"What is this? A sweater and bag in one."
They also explain to other team members what the picture shows:
Mary: "This is a scale-model of a building".
Anna: "Ooo, thus this is a small building".
Through the game, they see a lot of prototypes and try to make sense of them.
The pupils in team 1 and 2 also comment on the low fidelity of some of the prototypes on the picture "Yes, it really doesn't look well", "It is a bit strange". A number of times they tend to think less of a prototype when it does not look nice – both during the game and as we shall see, also later on. This is consistent with Blikstein (2013) observation that pupils tend to prefer aesthetically pleasing prototypes.
As each pupil has a own hand-stock of five goal cards, they all individually select a goal matching the prototype on the picture best. At this point of the game, they - generally speaking – did not communicate to their team what they were doing, but some pupils use utterances that showed "deduction behaviour".
"This one not, this one not, this one not".
"And this one, does it work? No."
Or they forward a goal-card in their hand as a possibility:
"I think does it look attractive".
Or they indicate that none of their goal cards matches the picture:
"I have nothing at all that fits with it".
During this selection process, the video's and observations of the researcher and teacher, indicated that all pupils were actively involved in selecting goal cards.
In many instances, the selections made by an individual were not discussed. On other instances, an exchange about the goal takes place, but these exchanges are in general quite short.
Ella "I have, is there a market for this product?"
Mieke: "Yes, me too!"
Explicit arguments for choices are not often given. The pupils, do however, give arguments for their choice on a number of occasions. Selecting cards with design features that the prototype is lacking was common in both teams. For example, when a child looks at a post lock, figure 3, it tells the teammates: "I selected are the dimensions right because the stave looks a bit long".
Or when a team looks at a pinball machine, figure 4, one pupil, Mary, puts down a goal card and says "I have does it look cheerful? It does need some colours or so". Another girl reacts with "When I am in café, I would not think…this is a fun – a pinball machine. I mean you may use paint when you prototype".
What we see here happening is that pupils check if the prototype on the picture fulfils this test criterion when they read the question on the goal card, e.g. are the dimensions right. When the prototype did not achieve the goal, they selected the goal card. They made the pair goal-prototype thus in a different way than intended by the game-developer.
The relative absence of dialogue on the goals is partly caused by the fact that the two teams did not collectively select the best matching goal most of their playing time. In team 1 (the four girls), one of the participants concludes that "They all fit" when they look at the first prototype-picture and collects all goal cards to move on to the next picture without any discussion. This becomes the habit in the next rounds. However, this team clearly reject some goals as not fitting, e.g. I am doubting, there is not holder (of the telephone) with it"
Team 2 (the four boys) directly forgets to select collectively a card from the four goal cards and only
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in the last round the teacher joins in with this team and asks them to explain to him if the selected prototype can be used to test the goal "is it strong enough?".
What can we conclude? The game was successful in showing a lot of prototypes to the pupils and also in actively involving them relating these to possible goals. They kept on playing the game, moving enthusiastically to the next picture and checking their hand-stock for matching goals. However, three problems arose:
1. They hardly exchange arguments on their choices and do not learn from each other. This is amongst others caused by the fact that they do not collectively select the best matching goal.
2. They base their choices on design features that a prototype lacks as they use the question on the goal-card to evaluate the prototype. Instead of thinking, the prototype does not focus on this goal, they think the prototype does not pass the test.
3. Adaptations to the game and to the instructions given to the pupils about how to play the game are therefore needed, see section 5 for the changes we consider.
4.3 Selecting design goals prior to prototyping
The next assignment for each design team is to pick one key goal for their own prototyping process and if they want they can select two additional goals that are desirable to reach as well, see figure 1.
Prior to session four, team 1 had decided on making a pan to cook and cut potatoes and team 2 had decided to build a "bookchair". This is a special chair – the elbow rests will support the book and will enable grandmother Tina to read a heavy book.
Both teams took a set of prototyping goal cards and directly start to discuss goals for their own process. Similar to what they did in the game, they show deduction and selection behaviour as they check the goal cards. Sometimes without arguments, but often they are involved in a group dialogue. These dialogues show several types of reasoning:
1. They look for what is important and what not
2. They look for things in the design idea they do not yet know how to make or if it really works and things they already know
3. They relate goals to the materials that they want to use
4. They think about how to make a good impression with their prototype
5. They look for a hierarchy in the goals
Ad 1. They look for what is important or unimportant in the prototype:
Girl 1: It needs to be strong
Girl 2: It got to be strong.
Girl 3: But we are going to make a prototype what is not really to look if it is strong. (Team 1)
Ad 2. They look for goals related to things they do not yet know and have to figure out:
Girl 1: Do the different element fit together is the most important one.
Girl 2: yes, because we need to think about how we pull this thing out (Team 1)
Once a pupil mentions that they do not have to select a certain goal for prototyping because they are already sure that their idea meets the goal.
Boy 1: And is it safe?
Boy 2: No, not this one …it it anyhow safe.
Other boy: No, you don't know that.. (Team 2)
Ad 3. They relate goals to the materials that they want to use
The girls team has already decided prior to session four on some of the materials that will use to build the prototype and this influences the discussion as follows:
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Girl 1: Or select is it safe?
Girl 2: Yes, but if you pour hot water in it?
Girl 3: But it is from carton (Team 1)
And another fragment: " But this one as well (indicating the goalcard does it look cheerful with gestures) because we use a carton box to make it" (Team 2)
They start here with the choice of materials and then discuss which goals can be tested.
Ad 4. They think about how to make a good impression with their prototype
Pupils also discuss how they can make a good impression.
Girl 1 Because when. it looks very ugly….
Girl 2
Yes, just as with those children, the table
Girl 3 Imagine a company looking at it, if you get something like this or this. Then you will sure select this one because it looks neat (Team 1)
In this example they refer to a prototype they know for the discussion game and that they look down upon.
However, later on team 1 shows that they understand that their prototype does not have to look good at any price. They understand that other goals are more important to achieve. This is a great lesson learned and may – later on- make the prototyping process more effective.
Girl 1: Our pan doesn't have to look as if it comes from the Hema (Dutch department store)
Girl 2: Now, it should look a little., because else you have a very strange pan)
Girl 1: But it does not have to look attractive at any price.
Ad 5. They look for a hierarchy in the goals
In both groups the pupils understand that there are goals they are striving for and others not:
What are we going to make and what are we not going to do? (Team 2)
The teams discuss the relative importance of the goals and the right order to test these goals.
"And this one, does it fit in with the assortment? is not needed at all costs" (Team 1)
Or, look at this exchange:
Boy 1: I already know it (what to choose), this one to check if it is strong enough,
Boy 2: No, that is not our main goal. Actually, ..
Boy 1: Of course it is, because when it is feeble ….
Boy 2: No! This one! (puts goal card is it attractive down)
Why? When it is not attractive, why will people buy it? And after that, comes strong enough.
Boy 1: But it should be first strong enough. Do you know why? If it is feeble, you will fall through (the chair)
Boy 2: When it is not strong, it is also not attractive. Do you get that?
Boy 1: Yes, but you should first.. (Team 2)
When the teacher tells to wrap up, both teams make a final decision. Team 1 selects "Do the parts fit together" and specifies this as "How can we slide the lower part of the pan?". Consensus is not reached in team 2. Their discussion is unfinished and they disagree about the hierarchy of the goals. The goal written down (is it strong) is not supported by all team members.
Table 3 shows the goals from the six design teams. It shows that most teams decide to focus on goals related to technical feasibility. Team 4 focuses on social desirability. They choose to focus on something uncertain in their design idea that they view as important for their target group: But will this hold well? It is for people with rheumatics.
What can we conclude about selecting testing goals? The pupils in the two teams are consciously discussing and selecting goals relevant for their design idea. With the prototype discussion game as a basis, they are able to develop and apply sound and practical reasoning strategies towards prototype goals that are relevant.
The pupils understand that it is impossible to go for all goals at the same time and understand that adequate testing goals are related to something important that you are not sure about how to design it exactly or do not know how the idea will work in practice. They also reason from materials towards the goals and notice that some goals are not possible with the planned materials.
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Although nor the teacher nor the researcher had asked the design teams to specify their question, all teams, except team 2, had developed a very specific question to pursuit at this point, see Table 3. They are able to narrow down their focus and to ask specific questions to their prototypes as successful professional designers do.
The dialogues also show that it is not an easy job to find out on which goal to focus on to forward the design idea. The lack of consensus in the book chair team is not only due to a lack of time, but also because it is a complex process to understand which goals to discard and which ones to use in prototyping.
Table 3: Goals selected by the teams
4.4 Behaviour during prototyping
This paragraph describes how the selected prototyping goals were utilised during the prototyping process. Do the pupils refer to these goals, follow them and do the goals play a role when they make decisions about what to make? The behaviour of team 1 who had a specific, shared goal to focus on and team 2 who made a prototype without a specific testing goal will be described and compared.
Team 1: Moveable bottom Potato pan
Team 1 works on a potato pan that can be used to both cut potatoes and cook them. They selected the goal card "How do the parts together and specified there central question as "How can we make the lower part of the pan slide".
Two minutes after starting to build, this conversation takes place between the girls.
Girl: Look, you can just cut this off.
Girl: No, here! Because we are not going to make a working pan, isn't it?
Girl: And how about the bottom at the bottom?
Girl 1: yes, you can cut this. Yes, but look. This can become the bottom at the bottom because this has the same measurement as the side has
Girl: That is really handy. A handy box because it has already the right measurements.
Girl: But how to do it?
Girl: We cut it loose here and then we take a look. No, we cut it here loose.
Girl 1: but the bottom at the bottom needs to slide out of it.
We could not always identify who was speaking, but it is clear from the data that at least one girl or maybe two girls continuously remind the whole team during this episode that they have to make a moveable bottom. This does not only happen in the above episode but throughout the building process, and say things as
" But this "bottom at the bottom" should be pulled out"
"But this "bottom at the bottom" then?"
"Yes, but when we want the "bottom of the bottom" to go into it, then we should fix this completely together".
The team invents a word to describe the specific part that has to be moved, in Dutch "onderbodem" or dubbele bodem" that we translated with "bottom at the bottom" and "double bottom", see figure 5 for a picture of the prototype.
They use the specific goal to explain to each other what they are after. A very clear example is an episode that takes place after fifty minutes of building. At this point one of the girls indicates
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that she doesn't understand what they are doing. A few minutes the later the following dialogue takes place:
Girl: Do we need these things?
Girl: Yes, for the double bottom and for the knives.
Girl: But for this bottom, we really need to check it out, because I don't know yet…. .
Girl: Now, I do know that as you can lay it in the following way. The bottom is the bottom. And then with this kind of little things.
Girl: The bottom should be moveable. I know a little how we can do it.
Girl: Me too. With a big crack. .
Here, we see that the specific testing goal is helpful in explaining to each other what they are doing. On the video we see that they keep on tinkering collectively to make a moveable, sliding bottom.
The team as a whole is very much focused on achieving this specific goal. The girls were also able to tell each other at times that some goals are not important.
Girl 1: "What we are going to make now doesn't have to have to be life-size. It makes no difference that our pan is not yet very big, because …you won't be able to cook potatoes for a whole family in it, but yes….
Girl 2: But grandmother Tina is on her own, I assume that she won't eat more than three potatoes.
The team appears to be in a flow and is cooperating. The recorded dialogues show that team 1 is all the time focusing on building the sliding mechanism. They keep on relating what they are building and the decisions that they make to the goal of a moveable bottom. This team benefited in their prototyping activity from the clear, specific, shared building and test goal. The result was a prototype that showed the moving mechanism.
Team 2: book chair
The process in team two was quite different. These pupils wanted to build a chair that supports people with rheumatics when they read heavy books. Their key idea is that the book is supported by the elbow-rests of the chair.
As described before, this team did not agree on which prototyping goal to select and was the only team who did not formulate a specific goal in terms of their own prototype. Some team members wanted to check if the prototype was strong and safe enough, but others did not agree and had other preferences such as is the chair attractive.
During the prototype process none of these goals are mentioned explicitly. They describe and discuss what they are doing in terms of materials, e.g. "Shall we cut one or two flaps?". However, they do ask each other about why they need certain elements and materials, e.g. one of the boys asks "Why do we need a U?" and another one answers: "To sit in".
The cooperation in this team is not at all times smooth. Not all the pupils are always actively involved in the construction process, especially one pupil does not know what to do and hangs around. In the post-interview the team member evaluates their prototype as follows. "I think that when you proceed to make this, it would be a good idea".
What can we conclude about team 2 and what is different compared to team 1? The team does focus on a central concept from their design idea and builds a chair with elbow rests. They do not relate what they are making to a specific testing goal and have less clearly in mind what they want to discover through the prototyping. Their decisions are not backed up by a collectively shared testing goal and this might be the reason why one pupil does not know how to join the making process.
4 CONCLUSIONS
A specified testing goal will function as a shared anchor during making. A shared testing goal enables a design team to tune decisions about what to make and how to make towards the testing goal. It also supports pupils in realizing that other goals can be ignored, not because they are not relevant for the final design, but because they are not relevant at this point in time. A game like the developed prototype-discussion game is a good way to actively involve pupils in relating goals to prototypes. They enjoy to look at
59
pictures and selecting matching goals they become acquainted in a playful with a large variety of testing goals and various prototypes examples.
Although the game functioned well in becoming acquainted with testing goals and prototypes, a redesign of the game is needed. First, pupils need more explanation on how to form a prototypegoal pair. A few examples of good "pairs" or a demonstration by the teacher is needed. During When this demonstration is done with an ugly prototype that has great testing qualities, the misunderstanding that the prototype is meant to test good looks is directly tackled. Furthermore, the use of questions to describe test goals caused confusion. A new wording such as "To test - does it work?" might be needed as well.
Second, the game did not stimulate pupils enough to exchange arguments for selecting goals. Research on this is needed. Collective selection of one goal card as intended might solve the problem or a more radical change in the playing mechanism.
The prototyping discussion game was a well stepping stone towards goal selection for the own prototyping. The insights from the game were easily transferred to the own prototyping process. The pupils that we observed were able to develop and share sound heuristics for selecting prototypes without any help of a teacher. Five different strategies were observed:
When these strategies are collected, explicated and shared in a whole class activity, for example by introducing a moment of collective reflection halfway during the selecting process, pupils will learn even more about purposeful prototyping.
Five of the six design teams were able to select a goal card and formulate a specific design question. Selecting a prototyping goal is however a complex process and at times pupils may need teacher support. It seems crucial that pupils use very specific testing goals and understand that they may ignore other goals.
Making and testing is essential in learning design and technology as it enables children to reflect-in-action and learn from real-world phenomena. Fablabs and maker spaces provide new opportunities and prototypes related to these opportunities can be included in the game. More research on the types of prototypes that can be made in primary school contexts may support the selection of prototype pictures in the game. This would support the selection process of goals and increase pupils knowledge about the kind of materials that they can use in their context. In other studies on making and prototyping in primary school, the testing goal is given by the teacher (McFadden e.a. 2017; Looijenga 2015). This also increases intentionality and such a project prepares for design projects with student-selected testing goals. Also at university level, engineering students use goals set by their tutors, e.g. first design for feasibility and then for usability (Menold e.a. 2017).
Our findings show that pupils at a much lower age can learn to develop their own prototyping goals to engage in purposeful prototyping.
ACKNOWLEDGMENTS
This work was conducted as a master thesis for Science Education and Communication at the TU Delft. We thank the involved school, teacher and children.
REFERENCES
Baaki, J., Tracey, M.W. & Hutchinson, A. Give us something to react to and make it rich: designers reflecting-in-action with external representations, Int J Technol Des Educ (2017) 27: 667. https://doi. org/10.1007/s10798-016-9371-2
Blikstein, P. (2013). Digital fabrication and 'making' in education: The democratization of invention. In ; J .Walter-Herrmann and C. Bűching (Eds), FabLabs: Of machines, makers and inventors, 4, 1-21.
Boon, M., & Knuuttila, T. (2009). Models as epistemic tools in engineering sciences. In A. Meijers (Ed.), Philosophy of technology and engineering sciences (pp. 693–726). Oxford: Elsevier.
Camburn, B., Dunlap, B., Gurjar, T., Hamon, C., Green, M., Jensen, D., ., & Wood, K. (2015). A systematic method for design prototyping. Journal of Mechanical Design, Transactions of the ASME, 137(8).
Deininger, M., Daly, S. R., Sienko, K. H., & Lee, J. C. (2017). Novice designers' use of prototypes in engineering design. Design studies, 51, 25-65.
France, B., Compton, V.J. & Gilbert, J.K., Understanding modelling in technology and science: the potential of stories from the field, Int J Technol Des Educ (2011) 21: 381.
International Technology Education Association, & Technology for All American Project. (2007). Standards for technological literacy: Contents for the study of technology. Reston: International Technology Education Association. Kangas, K., Seitamaa-Hakkarainen, P. & Hakkarainen, K. Design expert's participation in elementary students' collaborative design process,
60
Int J Technol Des Educ (2013) 23: 161.
Kelley, T.R. & Sung, E, Sketching by design: teaching sketching to young learners,. Int J Technol Des Educ (2017) 27: 363.
Looijenga, A., Klapwijk, R., & de Vries, M. J. (2015). The effect of iteration on the design performance of primary school children. International journal of technology and design education, 25(1), 1-23.
Looijenga, A. R. Klapwijk, M. de Vries (2018). Attention and Action during the Design and Technology lesson: by fine-tuning task characteristics, 36 th International PATT Conference, Athlone, Ireland, 18-21 June 2018, pp. 278-287.
McFadden, J. & Roehrig, G., Engineering design in the elementary science classroom: supporting student discourse during an engineering design challenge, Int J Technol Des Educ (2018).
Meijers, A. W., & Kroes, P. A. (2000). The relational ontology of technical artifacts. Research in philosophy and technology, 20, Amsterdam, JAI, Elsevier Science, 81-96.
Menold, J., Jablokow, K. W., Simpson, T. W., & Waterman, E. A. (2016, June). The Prototype for X (PFX) framework: Assessing its impact on students' prototyping awareness. In ASEE Annual Conference and Exposition, Conference Proceedings (Vol. 2016).
Menold, Jessica, Kathryn Jablokow, and Timothy Simpson. "Prototype for X (PFX): A holistic framework for structuring prototyping methods to support engineering design." Design Studies 50 (2017): 70-112.
Ministry of Education of New Zealand. (2007). The New Zealand Curriculum. New Zealand: Wellington.
Ministry of Education of New Zealand. (2010). Technology curriculum support. New Zealand: Wellington.
Nia, M.G. & de Vries, M.J., Models as artefacts of a dual nature: a philosophical contribution to teaching about models designed and used in engineering practice, Int J Technol Des Educ (2017) 27: 627. https://doi.org/10.1007/s10798016-9364-1
Parker, W. S. (2011). Scientific models and adequacy-for-purpose. Modern Schoolman: A Quarterly Journal of Philosophy, 87(3–4), 285–
Schut, A. , Klapwijk R. and M. Gielen, Effects of Convergent and Divergent Feedback on Creative Thinking During Children's Design Processes, PATT, 36 th International PATT Conference, Athlone, Ireland, 18-21 June 201, pp 506-512.
Sennett, R. (2009). The craftsman. London, England: Penguin Random House.
Van der Lugt, R. (2005). How sketching can affect the idea generation process in design group meetings. Design studies, 26(2), 101-122.
Wall, M. B., Ulrich, K. T., & Flowers, W. C. (1992). Evaluating prototyping technologies for product design. Research in Engineering Design, 3(3), 163177.
White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and instruction, 16(1), 3-118.
Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
APPENDIX 1:
Design requirements for the game
Each pupil is actively involved in relating prototypes to testing goals.
Pupils learn from their peers through dialogue.
Pupils experience various prototypes. The prototypes differ with respect to the pursued goals and used media. The products that are represented are familiar to the students, but contain also new, unknown elements.
The pupils will learn about prototyping goals related technical feasibility and social desirability. Economic viability is considered less relevant in primary classrooms.
The testing goals are applicable to a range of artefacts so they are relevant for a range of design projects. However they also need to be tangible.
Pupils gain sufficient insight to select specific testing goals for their own prototyping process.
The game is fun to play and takes less than half an hour.
Teachers that are not yet experienced in design education are able to guide the learning process.
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Chapter 3 Extra Practice
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Course 1 • Chapter 3 Compute with Multi-Digit Numbers Lesson 3-5 1. 93 2. 19 3. 47 4. 30 R4 5. 166 R1 6. 158 7. 6 R7 8. 2 R21 9. 3 R4 10. 1 R38 11. 6 R47 12. 12 R7 13. 7 14. 29 R2 15. 5 16. 15 R6 17. 13 18. 16 R4 19. 21 R16 20. 29 R17 21. 21 R7 Lesson 3-6 1. Sample answer: 12 3 or 4 2. Sample answer: 20 4 or 5 3. Sample answer: 15 3 or 5 4. Sample answer: 50 10 or 5
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Juicy English.com Juicy English.com
Song titles and human values
Date: ______________________
I. Read the song titles and infer the human values in the songs.
- "Sorry" by Justin Bieber
- "You and I" by One Direction
- "See you again" by Wiz Khalifa featuring Charlie Puth
- "You got a friend in me" by Randy Newman
- "Thinking out loud" by Ed Sheeran
- "When a man loves a woman" by Michael Bolton
- "Forgive me" by Evanescence
- "(Everything I do) I do it for you" by Bryan Adams
- "I'll be there for you" by The Rembrandts
- "Stand by me" by Ben E. King
- "Hard to say I'm sorry" by Chicago
- "Apologize" by Timbaland featuring One Republic
LOVE
1. "(Everything I do) I do it for you" by Bryan Adams
2. _______________________________________
3. _______________________________________
4. _______________________________________
FRIENDSHIP
1. "Stand by me" by Ben E. King_______________
2. _______________________________________
3. _______________________________________
4. _______________________________________
FORGIVENESS
1. "Apologize" by Timbaland ft. One Republic_____
2. _______________________________________
3. _______________________________________
4. _______________________________________
Song titles and human values
Date: ______________________
I. Read the song titles and infer the human values in the songs.
- "Sorry" by Justin Bieber
- "You and I" by One Direction
- "See you again" by Wiz Khalifa featuring Charlie Puth
- "You got a friend in me" by Randy Newman
- "Thinking out loud" by Ed Sheeran
- "When a man loves a woman" by Michael Bolton
- "Forgive me" by Evanescence
- "(Everything I do) I do it for you" by Bryan Adams
- "I'll be there for you" by The Rembrandts
- "Stand by me" by Ben E. King
- "Hard to say I'm sorry" by Chicago
- "Apologize" by Timbaland featuring One Republic
LOVE
1. "(Everything I do) I do it for you" by Bryan Adams
2. _______________________________________
3. _______________________________________
4. _______________________________________
FRIENDSHIP
1. "Stand by me" by Ben E. King_______________
2. _______________________________________
3. _______________________________________
4. _______________________________________
FORGIVENESS
1. "Apologize" by Timbaland ft. One Republic_____
2. _______________________________________
3. _______________________________________
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Beyond Volume 14 Number 16
April 15, 2012
This Week's Core Competency
X MARKS THE SPOT The Scrols Studies for families in Belonging, Becoming, and going "LIKE A GOOD NEIGHBOR" LUKE 10:25-37
Love – I unconditionally and sacrificially love and forgive others. 1 John 4:10-12 This is love: not that we loved God, but that he loved us and sent his Son as an atoning sacrifice for our sins. 11 Dear friends, since God so loved us, we also ought to love one another. 12 No one has ever seen God; but if we love one another, God lives in us and his love is made complete in us.
The following poem by Jared Yaple entitled "Who is My Neighbor," inspired by the chapter titles in Wayne Gordon's book with the same title, is posted online at www.juststart.org:
My neighbor . . . is hurting, needs help, is someone who cannot help themselves, is someone who has been robbed, is someone who is half dead, is someone who is naked, is someone who is unable to ask for help, is of a different race, is a stranger, is someone who has been stripped, is a foreign traveler, has been beaten up, might require me to take a risk, can't walk, looks horrible, is of a different religion, ____________________________________
When people are trying to make God 'was', it is you and I, by our love, by the purity of our lives, by our compassion, who prove to the world that God 'is'.
- Mother Teresa
____________
_
________________________
is destitute, is a victim of injustice, has been passed by, can't say 'Thank You,' is someone who has been wounded, is someone nobody wants to help, is lonely, will cost me some time, is visible, is a victim, is someone who's been violated, is vulnerable, is a human being, feels humiliated, feels helpless, is poor, is someone I'm afraid to help, is someone who is dangerous to help, is someone who is discouraged, is someone who might cost me money, is in need of tender loving care, is someone who feels defeated, is someone . . . I am able to help.
For Discussion
Bill was on his way to work yesterday when he passed by a stranded motorist. She had pulled her car on to the shoulder to the left side of the road. Traffic was heavy, and there was no safe way to stop quickly. When he saw the next exit ahead, he considered circling back thinking he might be able to help. He had a cell phone; maybe she didn't. He could, at least, put her in his car and get her off the road and out of traffic. But he was already running late, and chances were she did have a cell phone and had already called for help. Nevertheless, it bothered him later that he had passed her by.
ENCOUNTER – read God's word to put yourself in
Luke 10:25-37
Cf., another translation
touch with him.
25 On one occasion an expert in the law stood up to test Jesus. "Teacher," he asked, "what must I do to inherit eternal life?"
26 "What is written in the Law?" he replied. "How do you read it?"
27 He answered: "'Love the Lord your God with all your heart and with all your soul and with all your strength and with all your mind'; and, 'Love your neighbor as yourself.'"
28 "You have answered correctly," Jesus replied. "Do this and you will live."
29 But he wanted to justify himself, so he asked Jesus, "And who is my neighbor?"
30 In reply Jesus said: "A man was going down from Jerusalem to Jericho, when he fell into the hands of robbers. They stripped him of his clothes, beat him and went away, leaving him half dead. 31 A priest happened to be going down the same road, and when he saw the man, he passed by on the other side. 32 So too, a Levite, when he came to the place and saw him, passed by on the other side. 33 But a Samaritan, as he traveled, came where the man was; and when he saw him, he took pity on him. 34 He went to him and bandaged his wounds, pouring on oil and wine. Then he put the man on his own donkey, took him to an inn and took care of him. 35 The next day he took out two silver coins and gave them to the innkeeper. 'Look after him,' he said, 'and when I return, I will reimburse you for any extra expense you may have.'
36 "Which of these three do you think was a neighbor to the man who fell into the hands of robbers?"
37 The expert in the law replied, "The one who had mercy on him."
25Just then a religion scholar stood up with a question to test Jesus. "Teacher, what do I need to do to get eternal life?"
26He answered, "What's written in God's Law? How do you interpret it?"
27He said, "That you love the Lord your God with all your passion and prayer and muscle and intelligence-and that you love your neighbor as well as you do yourself."
28"Good answer!" said Jesus. "Do it and you'll live." 29Looking for a loophole, he asked, "And just how would you define 'neighbor'?"
30-32Jesus answered by telling a story. "There was once a man traveling from Jerusalem to Jericho. On the way he was attacked by robbers. They took his clothes, beat him up, and went off leaving him halfdead. Luckily, a priest was on his way down the same road, but when he saw him he angled across to the other side. Then a Levite religious man showed up; he also avoided the injured man.
33-35"A Samaritan traveling the road came on him. When he saw the man's condition, his heart went out to him. He gave him first aid, disinfecting and bandaging his wounds. Then he lifted him onto his donkey, led him to an inn, and made him comfortable. In the morning he took out two silver coins and gave them to the innkeeper, saying, 'Take good care of him. If it costs any more, put it on my bill-I'll pay you on my way back.'
36"What do you think? Which of the three became a neighbor to the man attacked by robbers?"
37"The one who treated him kindly," the religion scholar responded.
Jesus said, "Go and do the same." (The Message)
Jesus told him, "Go and do likewise." (NIV(c)1984)
EXAMINE – what the passage says before you decide what it means.
* Circle "expert in the law" in v. 25.
purpose, and result respectively.
* Box "to" (2x) indicating purpose in v. 25.
* Highlight the expert's questions in vv. 25, 29.
* Circle "love" in v. 27.
* Underline "heart," "soul," "strength," and "mind" in v. 27.
* Draw a line from "live" in v. 28 to "life" in v. 25.
* Box "but," "to," and "so" in v. 29 indicating contrast,
2
* Circle "in reply" in v. 30.
* Underline the characters in the parable.
* Circle "but" indicating strong contrast in v. 33.
* Number the things the Samaritan did for the wounded man.
* Highlight Jesus' question in v. 36
* Bracket Jesus' command in v. 37.
day EXPLORE – the answer to these questions to better understand what the passage means. 2
Consult the explanation of the message and the notes to follow if you need help.
1. What do you infer about the expert from verse 25?
2. Jesus' answer is somewhat surprising. How so?
3. What's the significance of "heart," "soul," "strength," and "mind" in the expert's interpretation of the law?
4. Explain the comparison "love your neighbor as yourself" in verse 27.
5. Jesus said, "Do this and you will live." Good news or bad news? Explain.
6. Clarify the relationship of expert's second question to his desire to justify himself?
7. Explain the contrast introduced in verse 33.
8. Explain how the parable relates to the lawyer's question in verse 29.
9. Should we "go and do likewise" to inherit eternal life? Explain.
10. Discussion: Talk about the risks and rewards of being a Good Samaritan.
3
EXAMINE – an explanation of the message to better understand the meaning of the passage.
Jews in the first-century believed that they should love their neighbors as themselves just as the LORD commanded in Leviticus 19:18. Through Moses he told the entire assembly of Israel, "'Do not seek revenge or bear a grudge against one of your people, but love your neighbor as yourself. I am the LORD.'" And they generally agreed that "neighbor" meant "fellow-countryman" but excluded foreigners. Full proselytes were also considered neighbors, but there were some exceptions. The Pharisees tended to exclude those who were not Pharisees. Another group, the Essenes, taught their members to hate outsiders whom they called "sons of darkness." One rabbinical saying ruled that heretics, informers, and renegades "should be pushed (into the ditch) and not pulled out" (see Joachim Jeremias, The Parables of Jesus, 202, 203), and the popular understanding of the LORD'S command excluded personal enemies, "You have heard that God said: 'You shall love your fellowcountryman; but you need not love your enemy'" (Mt 5:43 paraphrased).
No wonder Jesus caused a stir when he said, "'But I tell you who hear me: Love your enemies, do good to those who hate you, bless those who curse you, pray for those who mistreat you. If someone strikes you on one cheek, turn to him the other also. If someone takes your cloak, do not stop him from taking your tunic. Give to everyone who asks you, and if anyone takes what belongs to you, do not demand it back. Do to others as you would have them do to you. If you love those who love you, what credit is that to you? Even 'sinners' love those who love them. And if you do good to those who are good to you, what credit is that to you? Even 'sinners' do that. And if you lend to those from whom you expect repayment, what credit is that to you? Even 'sinners' lend to 'sinners,' expecting to be repaid in full. But love your enemies, do good to them, and lend to them without expecting to get anything back. Then your reward will be great, and you will be sons of the Most High, because he is kind to the ungrateful and wicked. Be merciful, just as your Father is merciful'" (Lk 6:27-36).
You know the story of the Good Samaritan. Three men came across a man in desperate need, but only one-and the least expected one at that-did anything
4
to help. We aren't told why the priest and the Levite passed by on the other side, and we probably shouldn't speculate as to why they did, but we can't help it. Maybe the priest feared that contact with a man near death might leave him ceremonially unclean, and the ritual cleansing was costly and time consuming. Maybe the Levite wanted to avoid the complications that involvement with a person in need inevitably brings. One pastor brings this point home when he writes, "Involvement with 'problem people' often entangles us in embarrassing, difficult, and even dangerous situations. We may not feel good about choosing the other side of the road, but we feel a lot safer. Besides, others are better qualified. 'I'm a priest, not a paramedic.'" He goes on to candidly describe how we all too often feel. "People in need are problems, interruptions, nuisances. They intrude awkwardly on my privacy. They deflect me from my duty. They distract me from my responsibility. They keep me from my pleasures. I agree that they need help, and I hope that someone does help. But not me, not now, not here. I have a different agenda" (Gary Inrig, The Parables, 37).
The Good Samaritan stands in stark relief to the priest and the Levite. When he encounters the battered victim, he doesn't toss the man money, canned goods, used clothing, or religious tracts. Instead, he gets up close and personal. He dirties his hands tending to the man's wounds. He gives sacrificially of his time and money. "Go and do likewise," Jesus said (Lk 10:37). By contrast, many of our traditional outreach programs keep the poor at arms' length and merely offer "commodified" mercy. People need "relational" mercy, too.
One writer puts the point of Jesus' parable this way. "The lawyer wants to know if he can be a neighbor to a select, elite few. Jesus tells him through the Samaritan's example, 'Let the neighbor be you.' Rather than worrying if someone else is a neighbor, Jesus' call is to be a neighbor to those who have need. By reversing the perspective Jesus changes both the question and the answer. He makes the call no longer one of assessing other people, but of being a certain kind of person in one's activity" (Darrell L. Bock, The NIV Application Commentary: Luke, 301).
The Message of the Passage
Follow the example of the Good Samaritan by being a neighbor who shows love to others in need, even to those who might otherwise have nothing to do with you.
EMBRACE – how God spoke to you in his word.
Our desire is to not be merely hearers of the word, but doers of the word as James suggests in James 1:22. Try some of the challenges below to apply what you have learned this week.
* Journal your thoughts on the passage:
–Write about what God wants you to know . . .
–Write about how God wants you to feel . . .
–Write about what God wants you to do . . .
"Like a Good Neighbor"
(Use the space below for Sunday's message notes)
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STUDY – the commentaries to answer the questions.
vv. 30-35 "This parable, as the other parables, is not to be allegorized. The man leaving Jerusalem does not represent fallen Adam's exit from Paradise (Gen. 3:22-24); the robbers do not represent Satan and his demons; stripped him does not refer to humanity's loss of immortality; the priest does not represent the Law nor the Levite the Prophets or some other part of the OT or Jewish practice; the Samaritan is not Jesus; the oil and wine do not represent the Holy Spirit and/or gifts of the Holy Spirit; the inn is not the church; the innkeeper is neither the Apostle Paul nor the Holy Spirit; and the two silver coins refer neither to the sacraments of baptism and the Lord's Supper nor to anything else" (Craig A. Evans, Luke, NIBC, 178).
v. 25 expert in the law Lit., "lawyer" (ESV, NJB, NRSV). Experts in the law are also mentioned by Luke in 10:25; 11:45, 46, 52 and 14:3. The same are also called "teachers of the law," in 11:53, i.e., scribes.
v. 25 what must I do In other words, "What must I do to receive eternal life in the kingdom of God?" (Lk 18:18, 24; cf. Mt 5:48). Put differently still, "What must I do to share in the resurrection of the righteous" (Dan 12:2; Ps 37:18; cf., Jn 6:39, 40, 44, 54; 11:24), or "When future blessing comes, how can I know that I will receive it?"
v. 27 Love your God . . . The lawyer based his answer on Dt 6:5 and Lev 19:18. In essence he said one must be righteous to inherit eternal life in the kingdom, and one must love God with all his soul, strength, and mind and love his neighbor as himself to be righteous. Jesus agreed and answered, "'Do this and you will live.'"
v. 29 neighbor "For most Jews a neighbor was another Jew, not a Samaritan or a Gentile. [See Ac 10:28; cf. 11:3.] The Pharisees (John 7:49) and the Essenes did not even include all Jews. The Essenes taught that one was to love all the children of light who are part of the community but to hate the children of darkness who stand outside the community" (Robert H. Stein, Luke, 316).
v. 29 justify "The lawyer's question is really an attempt to create a distinction, arguing that some people are neighbors and others are not, and that one's responsibility is only to love God's people. The suggestion that some people are 'non-neighbors' is what Jesus responds to in his story" (Bock, 300).
v. 30 a man was going "Jesus story lacks the power today it had then, for we lack the cultural assumptions that made it such a shocking story. The expectations in the account are that the priest and Levite are the good guys, who could be expected to help the wounded traveler, but a Samaritan as a half-breed and renegade would be the last person from whom one could expect compassion" (300).
v. 30 Jericho The road from Jerusalem to Jericho descends approximately 3300 feet over a distance of about 17 miles. It was a dangerous road to travel because it ran through desert and rocky country well suited to give cover to robbers. Because many priests and Levites lived in Jericho, they had to make the dangerous round trip to Jerusalem regularly.
v. 31 priest A descendant of Aaron who offered sacrifices and presided over temple worship. One might have expected a devout priest to aid a man in need-presumably another Jew. Maybe he was worried that he would be defiled by contact with a man near death. "Ironically, those who were most concerned with keeping every requirement of the law (as seen through the grid of many oral laws and traditions), the priest and Levite, were unable to aid a fellow human being in great need for fear of becoming ceremonially 'unclean.' Because of their religious duties there was no room left for the duty that every person, especially a priest, has as neighbor to another. The Samaritan, however, was viewed as 'unclean,' as one with no concern for the oral laws and traditions (indeed, as one not worthy himself of receiving assistance from a Jew; see b. Sanhedrin 57a; Talbert, p. 123), and yet he is the one who fulfills the law" (Evans, 176).
v. 32 Levite A descendant of Levi who assisted the priests in their various temple duties. One might have expected him to help; the possibility of defilement was less acute for a Levite than for a priest.
v. 33 Samaritan "In 722 B.C. Samaria fell to the Assyrians, and the leading citizens were exiled and dispersed throughout the Assyrian Empire, Non-Jewish peoples were then brought into Samaria. Intermarriage resulted, and the 'rebels' became 'half-breeds' in the eyes of the southern Kingdom of Judea. After the Jews returned from exile in Babylon, the Samaritans sought at first to participate in the rebuilding of the temple. When their offer of assistance was rejected, they sought to impede its building (Ezra 4-6; Neh 2-4). The Samaritans later built their own temple on Mount Gerizim, but led by John Hyrcanus the Jews destroyed it in 128 B.C. (cf. John 4:20-21)" (Stein, 318).
v. 35 two silver coins If room and board at the inn cost one twelfth of a denarius, his payment in advance was sufficient for several days. The words "when I return" mean "on my return journey."
v. 37 the one The lawyer could not bring himself to answer, "the Samaritan." Instead he referred to the "hated outsider" in a roundabout way. "The idea of a good Samaritan was an oxymoron to a Jew" (Bock, 300).
6
Connect the FAMILY. Kids Kindergarten thru 6th grade receive Kid Pix tokens for discipleship activities completed during the week.
Family Time
Family time will help you take a break from your busy schedule and spend time connecting with your family. Tips for your Family Time: Keep it simple! Be flexible! Do it often! HAVE FUN!!
This week we are learning about the parable of the Good Samaritan. This story is a great example of how we love other people. One of the great lessons in this parable is the fact that the Samaritan expected nothing in return for his love and generosity. This week for Family Time, your family can become Secret Samaritans. This will take a little bit of preparation but will be worth it! As a family, choose three (or more) families that you want to secretly bless by leaving an unexpected gift on their doorstep. It could be homemade cookies, a pot of flowers, a "Thinking of you!" poster, or a themed gift basket. As a family prepare your "secret packages" and plan a delivery time. When you get to each house, have a member or two of the family run to the door, put the package down and ring the doorbell. Try to make it back to the car before you get caught! Talk to your kids about the blessing we get from God when we do kind things for others expecting nothing in return. Have fun and be safe on your mission of being "Secret Samaritans"!
What Does The Bible Say
What Do You Think
What R U Going To Do
Weekly Verse: Luke 10:25-37
The Good Samaritan
*What happened to the man traveling to Jericho?
*What did the priest and Levite do when they saw the man?
*What all did the Samaritan do to help the man?
*Who was the real neighbor in the parable?
MEMORY TIME
Post the kid-friendly Core Competency and the Memory Verse throughout the house. Core Comp
Love - Giving away lots of love and forgiveness even when others don't deserve it
Memory Verse
John 8:32, "Then you will know the truth, and the truth will set you free."
KIDPIX COUPON
I memorized CC ____ and Verse ____. Family completedSay ____Think ____Do ____
Child's name _________________________ Grade ____ Parent's signature _________________________
Earn tokens by completing the Bible study portion of this page.
Questions: firstname.lastname@example.org
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*Who is your neighbor according to Jesus?
*How do you act when you love someone?
*If you say you love God, how does God expect you to treat those around you?
Make it your goal this week to say and show each of your family that you love them at least 5 times each day. Secretly keep count on a piece of paper each time you do. Before going to bed thank God for letting you love your neighbor!
CORE COMPETENCIES
10 CORE BELIEFS
Trinity 2 Corinthians 13:14 I believe the God of the Bible is the only true God - Father, Son, and Holy Spirit.
Biblical Community Acts 2:44-47 I fellowship with other Christians to accomplish God's purposes in my life, others' lives, and in the world.
Salvation By Grace Ephesians 2:8-9 I believe a person comes into a right relationship with God by His grace, through faith in Jesus Christ.
Authority of the Bible
2 Timothy
3:16-17 I believe the Bible is the Word of God and has the right to command my belief and action.
Personal God Psalm 121:1-2 I believe God is involved in and cares about my daily life.
Identity in Christ John 1:12 I believe I am significant because of my position as a child of God. Church Ephesians 4:15-16 I believe the church is God's primary way to accomplish His purposes on earth today.
Humanity John 3:16 I believe all people are loved by God and need Jesus Christ as their Savior. Compassion Psalm 82:3-4
I believe God calls all Christians to show compassion to those in need. Eternity John 14:1-4
I believe there is a heaven and a hell and that Jesus Christ is returning to judge the earth and to establish His eternal kingdom.
Stewardship 1 Timothy 6:17-19 I believe that everything I am or own belongs to God.
10 CORE PRACTICES
Worship Psalm 95:1-7 I worship God for who He is and what He has done for me.
Prayer
Psalm 66:16-20
I pray to God to know Him, to lay my request before Him and to find
direction for my daily life.
Bible Study Hebrews 4:12 I read the Bible to know God, the truth, and to find direction for my daily life.
Single-mindedness Matthew 6:33 I focus on God and His priorities for my life.
Spiritual Gifts Romans 12:4-6 I know and use my spiritual gifts to accomplish God's purposes.
Giving Away My Time Colossians 3:17
I give away my time to fulfill God's purposes.
Giving Away My Money
2 Corinthians 8:7 I give away my money to fulfill God's purposes.
Giving Away My Faith Ephesians 6:19-20
I give away my faith to fulfill God's purposes.
Giving Away My Life Romans 12:1 I give away my life to fulfill God's purposes.
10 CORE VIRTUES
Joy John 15:11 I have inner contentment and purpose in spite of my circumstances.
Peace Philippians 4:6-7 I am free from anxiety because things are right between God, myself, and others.
Faithfulness Proverbs 3:3-4 I have established a good name with God and with others based on my long-term loyalty to those relationships.
Self-Control Titus 2:11-13 I have the power, through Christ, to control myself.
Humility Philippians 2:3, 4 I choose to esteem others above myself.
Love 1 John 4:10-12 I sacrificially and unconditionally love and forgive others.
Patience Proverbs 14:29 I take a long time to overheat and endure patiently under the unavoidable pressures of life.
Kindness/Goodness
1 Thess. 5:15
I choose to do the right things in my relationships with others.
Gentleness Philippians 4:5 I am thoughtful, considerate and calm in dealing with others.
Hope
Hebrews 6:19-20
I can cope with the hardships of life and with death because of the hope I have in Jesus Christ.
About the Authors
Tom Bulick (M.A. in Educational Leadership, Eastern Michigan University, Th.M. in Old Testament, and Ph.D. in Bible Exposition, Dallas Theological Seminary). For more than thirty-five years, Tom has served as pastor, faculty member, and administrator. Tom was Vice President for Student Life and Associate Professor of Religious Studies at Trinity Western University (Vancouver, B.C.) for twelve years before accepting the position of Spiritual Formation Pastor at Pantego Bible Church. He and his wife Ruth have been married forty-two years and have one son, Zach.
Keith Smith (B.A. in Speech Communication, Texas Tech University and M.A. in Religious Education, Southwestern Baptist Theological Seminary) is the Family and Children's Pastor at Pantego Bible Church. Keith speaks at children/student camps across the country. He has developed a number of relational parenting seminars designed to motivate parents to empower their parenting by emotionally connecting with their kids. Keith lives with his wife, Denise, and their two children, Jordan and Alex.
8001 Anderson Blvd. Ft. Worth, TX 76120 1-866-PANTEGO Fax 817-275-6403 www.pantego.org
The mission of THE SCROLLS is to help you develop the beliefs, practices, and virtues of a follower of Jesus Christ called The 30 Core Competencies through your own active reading of the Bible. Send any questions or comments you may have about this lesson to Tom Bulick. His e-mail address is email@example.com. | <urn:uuid:27de2a9c-d65a-497e-8816-e8e98f8c847d> | CC-MAIN-2021-17 | https://wearecentral.org/mt-content/uploads/2020/09/apr-15-2012.pdf | 2021-04-12T15:39:16+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038067870.12/warc/CC-MAIN-20210412144351-20210412174351-00016.warc.gz | 704,253,095 | 6,192 | eng_Latn | eng_Latn | 0.99641 | eng_Latn | 0.998803 | [
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Pilgrims Way Primary School – Topic web Year 2 Term 1
Days to Remember/ Where in the World
Science(please see scheme of work for more detail): Materials
* Identify and compare the suitability of everyday materials including wood, plastic, glass, brick, rock, paper and cardboard for particular uses. Find out how the shapes of some materials of solid objects can be changed by squashing, bending, twisting and stretching.
* Learn about scientists who have developed new materials (John Dunlop, Charles Mackintosh and John Macadam)
Digital Publication: Use Purple Mash Materials Writing projects
* Create publications and presentations for a purpose
* Format text to change font style, size and layout
* Use appropriate templates, layouts, and formatting tools
History: BONFIRE NIGHT
* Understand the term 'parliament'
* Recognise the main events leading up to the gunpowder plot.
* Recognise Guy Fawkes and his role within the gunpowder plot.
* Ask and answer questions about the gunpowder plot.
* Use sources to know about the key features of the event.
* Retell the events around Guy Fawkes' arrest.
* Recognise ways in which we celebrate Bonfire Night.
WHY DO WE HAVE REMEMBRANCE DAY?
* Use sources to find out who we remember on Remembrance Day.
* Ask and answer questions about why we have Remembrance Day.
* Find out what happens on Remembrance Day.
* Know the significance of poppies.
Digital Research: Use teacher selected websites and describe what they can see in photographs of the period
* Use selected digital resources to answer questions
* Understand that search engines act like a librarian
Art: CREATE PICTURES USING DIFFERENT MEDIA (link into pictures from around the world)
* Explore ideas using digital sources.
* Experiment with tools and techniques e.g. layering, mixing media, scraping through.
* Create textured paint by adding sand and plaster.
* Apply shapes with glue or stitching.
* Create fabrics by weaving.
* Explore sculptures with a range of malleable media.
* Arrange and glue materials on different backgrounds.
* ICT Digital Media: Use painting tools to create images for a purpose - use Purple Mash 2 Paint a Picture to explore different tools and brushes – Firework picture
Music:
* Use voices expressively and creatively by singing songs and speaking chants and rhymes.
* Play tuned and untuned instruments musically.
* Listen with concentration and understanding to a range of high-quality live and recorded music.
* Experiment with, create, select and combine sounds using the interrelated dimensions of music.
R.E: (See Southwark agreed syllabus) Judaism (unit 2) and Celebration (QCA topic)
Computing
Computing
Using Technology Safely
* Communicating Online
* Personal Information
* Staying Safe/Getting Help
Coding and Programming
* Algorithms and Decomposition
* Programming on screen
* Sequence, Repetition, Selection
* De-bugging
Entitlement and enrichment: The Monument/ Museum of London/ The Science Museum
Topic writing links: (please teach during Friday's literacy lesson and work in topic/Science books)
* Write a character description for Guy Fawkes.
* Make a wanted poster for Guy Fawkes.
* Retell the story about the gunpowder plot.
* Interview Guy Fawkes.
* Write a very simple eye-witness account. • Write a poem about Bonfire Night.
Literacy books which link to the topic:
* Guy Fawkes and the Gunpowder Gang.
* Hare and Guy Fawkes.
* Guy Fawkes: Guilty or Innocent?
Geography: THE CONTINENTS AND OCEANS OF THE WORLD.
* Name and locate the world's seven continents (Africa, Australia, Asia, Europe, North America, South America and Antarctica)
* Name a country in each continent (except Antarctica)
* Use maps, atlases and globes to locate the continents.
* Use simple compass directions and directional language to describe the position of the continents on the map.
* Name and locate the world's five oceans (Pacific, Atlantic, Indian, Arctic and Southern)
* Use aerial photographs and maps to recognise landmarks.
Digital Research– Explore the continents and oceans using Google Maps satellite view – zoom in to identify key features – switch between map and satellite view and compare to an atlas – discuss how the pictures got onto to the Internet – who took them?
* Use online mapping tools and apps to find information
* Navigate websites and online tools using buttons and menus
* Understand that people put things on the internet for different reasons
D.T: MAKE A MODEL GUY FAWKES
* Colour fabrics using a range of techniques e.g. layering, mixing media, and scraping through.
* Cut out shapes which have been created by drawing round a template onto the fabric.
* Join fabrics by running stitch, glue, staples, over sewing and tape.
* Decorate fabrics with buttons, beans, sequins, braids and ribbons.
P.E
Games, gymnastics and dance
Follow the Val Sabin scheme of work (located in the PPA room)
* Write a simple diary from a soldier's perspective.
* Watch a Remembrance Day parade and write about it.
* Write a poem about poppies.
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"Law's Cool: Creating Change with Civic Education"
ABA Law Student Division Work-A-Day Community Service Program "Law's Cool: Creating Change with Civic Education" October 2010
Public Interest Committee
Committee Chair Ethan Ashley 11 th Circuit Governor Howard University School of Law firstname.lastname@example.org
Trevor Hall
13 th Circuit Governor St. Mary's University School of Law email@example.com
Tommy Preston
Representative to the ABA Board of Governors University of South Carolina School of Law firstname.lastname@example.org
Committee Members:
Ronald Morris
5 th Circuit Governor Mississippi College School of Law email@example.com
"It cannot be doubted that in the United States the instruction of the people powerfully contributes to the support of the democratic republic." Alexis de Tocqueville
ABA Law Student Division Work-A-Day Community Service Program "Law's Cool: Creating Change with Civic Education" October 2010
Table of Contents
ABA Law Student Division Work-A-Day Community Service Program "Law's Cool: Creating Change with Civic Education" October 2010
What Is Work‐A‐Day?
Work-A-Day is the annual public service project of the ABA Law Student Division, which brings law students from across the country together to participate in a one-day public service project in their communities. The 2010 Work-A-Day theme is civic education and we have entitled this year's program "Law's Cool: Creating Change with Civic Education."
Law schools and law students are encouraged to create activities and events during the first two weekends of October (or any other day/week/or month that is convenient to your law school) to contribute to the civic education of the youth in your communities.
This Work-A-Day Tool Kit will help get you started, but please feel free to be creative in designing programs that target the unique educational and civics-related challenges in your community. This is a meaningful way for law students to give back to the community, helping educate youth about the critical but often-neglected subject of civics and showing youth how they can participate in our country's future by engaging with it today. The Law Student Division encourages all law students and law schools to get involved by implementing a Work-A-Day initiative this year. Your community will benefit from your efforts.
If you have any questions, please contact one of the ABA Law Student Division Public Interest Committee members:
Committee Chair Ethan Ashley th
Trevor Hall
11
Circuit Governor
Howard University School of Law
13 th Circuit Governor St. Mary's University School of Law firstname.lastname@example.org email@example.com
Committee Members:
Ronald Morris 5 th Circuit Governor Mississippi College School of Law firstname.lastname@example.org
Tommy Preston
Representative to the ABA Board of Governors University of South Carolina School of Law email@example.com
The Crisis of Civic Disconnect in Our Youth
The following is an illustration of the influences that create the need for law student involvement in educating youth about our government, its workings, and its sustained vitality only through their participation. While this is not an exhaustive list, it will provide insight into the ways by which students in your community can be most helped. In sum, the Work-A-Day program you design will be most effective in overcoming negative influences as you educate the community on civic-related issues, which will provide awareness and ultimately create change.
Lack of Knowledge
Students today are entering the ranks of "voting citizens" with little understanding of the structure of their government. High school graduates are unable to enumerate basic aspects of our system of government, recognize the implications of that system on their personal freedoms, or understand the nature of other systems of government for comparison.
Lack of Curriculum Focus
With the increased classroom focus on results in the core aspects of curriculum, such as mathematics and science, an increasing number of curricula are sacrificing civics instruction in favor of core subject areas. Many states are not just making this sacrifice in the short term, but are instituting policies such as eliminating state teacher certification in civics that indicate this change is permanent. As a result, it is important for our communities to make up the deficit and prepare our youth for their proper role in our society.
Lack of Participation
The recent presidential election was notable for the large number of young voters. While this recent turn of events is a step in the right direction, it is an outlier, as the young voters demographic has historically had the lowest turnout of any age-group. Even where students have an understanding of the electoral process, many hold the view that participation is unimportant. Part of your Work-A-Day program should inspire students to take up their role as voters, whose opinion and participation matter for our country to succeed in the democratic experiment our forefathers started more than 200 years ago.
Background Information
The following information can be used in marketing to your law student population as well as working with local partners in order to finalize your 2010 Work-A-Day programming.
Lack of Knowledge
"[The republic] can be lost, it is being lost, it is lost, if it is not understood. [What is needed is] the restoration of the self-identity of the American people." Justice David Souter 1
The U.S. Citizenship and Immigration question bank is used to test the knowledge of immigrants seeking citizenship, and citizenship applicants correctly answer the 100 questions an average of 92.7% of the time. A recent survey by the Goldwater Institute, 2 involving students answering only 10 questions from the bank, found that:
- Over two-thirds failed to identify the two parts of Congress
- 85% did not know the length of a Senator's term of office
- Half of the students could not identify the two main political parties
The same study showed that law students have a role to play, finding that more than 90% of students were not aware of the number of Supreme Court justices.
Lack of Curriculum Focus
The decrease in civics curriculum focus has led to a correlative decrease in youth civic engagement over the same period. 3
"Rather than being revamped, civics education has been all but removed from our public schools… [leading to youth being] disengaged from our civic life". Justice Sandra Day O'Connor. 4
1 Souter Decries Lack of Civics Knowledge, Plans to Do Something About It. Debra Cassens Weiss. ABA Journal, May 21, 2009.
3 Niemi, R. "Trends in Political Science as They Relate to Pre-College Curriculum and Teaching." Paper presented at the Social Science Education Consortium, Woods Hole, Massachusetts, June 22-25, 2000.
2 "Freedom from Responsibility: A Survey of Civic Knowledge Among Arizona High School Students." Matthew Ladner, Ph.D. Policy Brief, Goldwater Institute. June 30, 2009.
4Joel Connelly, " O'Connor: Flawed education leaving Americans ignorant of government" Seattle PostIntelligencer, September 15, 2009.
Lack of Participation
Participation correlates to civics knowledge, as exemplified by the discrepancy between voter participation among college students and those who do not go on to college. 5
Voters between the ages of 18-21 have experienced the highest decline in voter turnout (at least 13%) among all age groups since 1972, the first year they were eligible to vote. 6
Youth don't believe there are tangible results of voting, especially with regard to the issues most important to them. 7
5 National Association of Secretaries of State. New Millennium Survey: American Youth Attitudes on Politics, Citizenship, Government, and Voting, "Section Four: Political Socialization," 1998.
7 Institute of Politics. Campus attitudes towards Politics and Public Service (CAPPS) Survey. Harvard University, Kennedy School for Government, October 2001. www.ksg.harvard.edu/iop/2001-IOP-Survey.pdf.
6 Center for Information and Research on Civic Learning and Engagement (CIRCLE). "Research and Information: Political Participation and Voting," www.civicyouth.org/research/areas/pol partic.htm
Project Ideas for Your Campus
The Public Interest Committee is pleased to provide you with some suggestions and quick ideas for student leaders at law schools to organize on your campus. We encourage you to read more on our website (www.abanet.org/lsd/work-a-day/).
Community Advocacy
- Identify key legal aspects of civic education that are going unaddressed, using the previous considerations (lack of knowledge, curriculum, and participation) as your starting point.
Develop Educational Materials
- Identify local providers of civic education. These organizations can include law school clinical programs and local and state bar associations. Collect information on the services these organizations provide and offer to help them advertise their services. Additionally, consider contacting these organizations to provide legal research and client support.
- Create literature or informational materials on civics that can be disseminated to people interested in participating in the initiative. Synthesize these materials so that community members can understand the extent of this need. Distribute these materials through organizations that reach large segments of your community such as community centers, labor unions, churches, malls, grocery stores, and student unions.
- Identify local and national organizations in your community that are involved in educational outreach to primary and secondary school students. Create materials such as pamphlets, posters and fliers that identify these organizations, explain what these organizations can specifically provide to students in your community, and distribute these materials to locations in your communities that target individuals who may have children, or oversee students, who would benefit from the help.
- Author an article for your local newspaper (city, regional, school, etc) about the deficiency in civic education and the implications for the future of both students and our country.
- Spend a weekend with students from your law school investigating alternative means of delivering civic education to students. Compile this list and distribute in community centers.
Educate the Community
- Approach local schools about distributing materials or holding a symposium for their students, parents, and other community members on civic education.
- Contact a civic education organization in your community. Sponsor an event at your school or at a community center in which you discuss how to best bring civics knowledge to students. Assemble this information and disseminate in your community.
- Host a Pancake Breakfast or Spaghetti Dinner made by students. Advertise that admission is free with their children. Invite local professionals to speak at the breakfast or dinner about our governmental structure and the importance of participation. Think of providing parental and youth activities so that each group is able to gain the most benefit from the event.
- Identify schools in your community that especially suffer from the lack of civicsfocused curriculum. Specifically, consider talking to non-traditional parent-students at your law schools about the curriculum being offered to their children.
- Coordinate with local schools a date and time when groups of law students can give short lessons to students in their classrooms, of a type and length that doesn't impinge upon the already-stretched school schedule. This is a great opportunity to involve non-traditional students at your school in an activity that will cater to their desire to be involved in their children's lives, and their enthusiasm in this regard will spur other law students to participate.
- Identify local polling places and coordinate with high schools to advertise the locations to their voting-eligible students. Consider organizing an event that will bring these students together on a weekend during the voting period to turn casting their vote into the fun and socially engaging experience it should be.
- If your state allows it, provide instruction to students about the process for becoming registered to vote, including their parents if the children are of a younger age. Younger students will be inspired to learn more about their civic responsibilities if they see their parents taking an active role.
- Sponsor a brunch for 50+ community members. The students can serve the food while participants engage in group discussions of the difference in the civics knowledge of youth, the lack of civics-focused curriculum, and the implications for the future of our nation. Consider inviting a leader from a local, civics-education organization to speak to these community members about ways they can donate their time and efforts to help alleviate the problem.
- Encourage and develop relationships with local schools to help sponsor a day in which students visit their local Congressperson, City Hall, or any local government official's office. This will create a practical understanding and provide context for how the local government structure actually functions.
Educate Law Students
- Contact the local and state bar associations and assist in the creation or implementation of primary and secondary school outreach curriculum on civic education that can be implemented more broadly.
- Gather information from students in your law school and in surrounding law schools. Contact your SBA leaders, ABA Representative, and ABA Circuit Governor to communicate ideas and projects that have greater effect.
- Create materials that can be distributed at law schools to discuss the need for their participation and ways they can help in an individual capacity. Conduct a workshop at your law school, and if possible, in conjunction with other law schools, to explain national and law school-specific programs and organizations that they can become a part of to help further civic education.
Fundraising
The above events and programs might require financial contribution, and the following are ideas to fund those events For example, the civics lessons might be made more engaging if the law students volunteering to teach dressed in the role of various historical figures or governmental bodies.
- Approach community businesses to sponsor a bowling event in which sponsors pay a small amount of money per pin knocked down and extra amounts for spares and strikes. Serve refreshments at a minimal cost and donate proceeds.
- Climb the stairs to the top of a tall building in your city. Sponsors can donate a certain amount for every floor climbed. This same activity can easily be accomplished with similar distance athletic pursuits such as running, biking, or walking a particular distance and garnering sponsorship.
- Host a law student race, run, basketball game, softball game or boxcar derby.
- Host an art show for children. Sell hot dogs, hamburgers, baked goods, and other easily prepared food.
- Work with the neighborhood Chamber of Commerce to have merchants donate items, gift cards, and other items. Use these items as give-aways at your various events, such as awards for students who pay attention to the classroom lessons, or as a drawing to bring students, parents, and law students to the various informational sessions.
- Work-A-Day takes place in October. The historic nature of civic education lends itself to colorful depictions of historic context, and allows the lessons to be brought to life for your audience. Have fun with the potential.
Getting Started
Create a Committee
The first step in developing a successful Work-A-Day initiative is to create a planning committee, comprised of faculty, staff, and students that are charged by your school organization or administration with developing and implementing a plan for a successful "Law's Cool: Creating Change with Civic Education" campaign.
- It is important that you put together a diverse team, council, or committee of the proper size. Remember that inclusion is better than exclusion. In fact, this year's Work-A-Day initiative is perfectly suited for participation by non-traditional students, who may have children of their own who would benefit from a better knowledge of civics. Find a way for willing individuals to participate. It is important to create a broad base of participation. Diverse participation will cultivate a well-rounded program that will ultimately create a greater impact in the community.
Determine the Objective
- The committee should define its overall objective. Do you want to reach out to the students in your school, the community, families in the community or a combination of all three?
- Consider whether your main objective is to disseminate information, fundraise or offer hands-on contact through an organization. It could be a combination of all these or some variant that we have not mentioned.
- Support for your public service initiatives from all levels of your law school is important, but support from administration is critical. If you are interested in accomplishing multiple tasks, consider creating teams co-chaired by members of the administration. This allows the committee to have authority and legitimacy while serving in an advisory role for the administration.
Measurability and Accountability
- For your public service plan to be successful, it must have two components: (1) it must be measurable and (2) there must be accountability. Committees help create accountability. The committee should develop benchmarks that helps track their progress and aids in reporting to school administrators.
Make a Plan
- If your goal is to incorporate public service at your law school on a long-term basis, the length of your committee's plan will be critical. Although it is important to develop a plan that will provide long-term sustainable change, it is also important to have some short-term accomplishments to create momentum. In this case, a plan could be designed for 12 to 18 months. You could then create quarterly checkpoints for consistent follow-up.
- If your objective is to create a campaign for only the short term, then your plan should reflect those goals that you decide are most important for your current WorkA-Day project. Again, developing a plan that will include achievable goals is important to entice momentum for future campaigns. Create a timeline to include checkpoints for reviewing your progress throughout the planning process.
- Education is critical for the success of any initiative. Your committee might want to develop a "Law's Cool: Creating Change with Civic Education" pamphlet or PowerPoint presentation for faculty, staff, and students to review.
- For any Public Service Committee to be successful, its champions must be recognized. Present awards and demonstrate the law school's commitment internally and throughout the community.
Tips for Success
Below are some planning ideas to keep in mind that will help your hard work pay off and ensure that your attendees will leave your program or event appreciating a unique experience.
- Recruit presenters (faculty, staff or practitioners) for your educational programs who represent different ethnic groups, gender, and lifestyles.
- Advertise your "Law's Cool: Creating Change with Civic Education" initiative using creative, high-quality publicity. Try to use titles that students can easily understand and that specifically identify the topic of the program.
- Use bulletin boards to demonstrate the legal issues associated with the situation being conveyed to the youth and offer situational examples that highlight these messages.
- Make a commitment not to "mask" the issues or bury your initial intent by focusing on entertaining attendees. Bring the issues to the forefront of your event.
- There is a fine line between providing the facts and initiating a shock effect, which is something you want to avoid. Remember, your objective is to create a life-long passion for your cause not shocking your audience into short-term action.
- Take advantage of the various social media outlets like Facebook, Twitter, etc. to help advertise your initiative, get feedback from attendees and participants, or even to share ideas with other law schools.
- Plan early. Promote your event in the law school and in the community in order to provide maximum attendance and create a link between the law school and the surrounding community.
- Consider contacting local schools, community centers, churches, and other community or educational institutions where youth are the audience to nurture.
Avoiding the Pitfalls
In constructing a Work-A-Day event, it is important to develop your programs in a way that makes everyone feel included. There are many common mistakes that student leaders inadvertently make which could hinder their hard work. Here are a few tips to keep in mind as you plan your event.
- Check the calendar to prevent scheduling your event to coincide with any religious observance that may exclude some members of your school or community.
- Be sure to be inclusive. Provide means and accessibility to community members with disabilities. Include a diverse mixture of individuals as speakers and invited guests in your activities and publicity.
- The scope and publicity of your event should convey an open invitation to all and create interest in your cause. If you are planning a fundraiser in the evening, consider a family event. If it is a luncheon in the afternoon, consider creating an atmosphere that will entice a lively forum.
- Avoid mottos or program titles that may be misconstrued as insensitive.
- In your publicity, you want to encourage interest. Don't guilt your audience into participating. While you want to bring your cause to the forefront of your event, you also want to generate genuine enthusiasm and give your audience a sense of being part of the solution. This can be accomplished whether you are having a community fair to raise money or a forum to discuss and educate individuals about civic-related issues in the community.
- Attempt to have things donated by your local bar associations, community groups, law firms, businesses, etc. In addition to thank you letters, be sure to give donors credit for their support of your event by recognizing them in a program or with signs acknowledging the amenities they have so graciously provided.
- Don't be afraid to ask other organizations at your institution to participate even if they're not part of your law school.
Helpful Resources
ABA Resources
- www.abanet.org/publiced/schoolshome.html (ABA Division for Public Education)
- www.abanet.org/publiced/lawday/schools/lessons/ (Sample classroom lessons for grades K-High School from the ABA Division for Public Education)
- www.abanet.org/publiced/lawday/guide2007full.pdf (Law Day 2007 Planning Guide - Liberty Under Law: Empowering Youth, Assuring Democracy)
- www.abanet.org/publiced/lawday/2008/Full_catalog.pdf (Law Day 2008 Planning Guide - The Rule of Law: Foundation for Communities of Opportunity and Equity)
- www.abanet.org/youthatrisk/ (ABA Commission on Youth at Risk)
- www.abanet.org/publiced/pathways/CivicLearningResource_BOOKLET_lores. pdf (Paths to 21 st Century Competencies Through Civic Education Classrooms: An Analysis of Survey Results of Ninth Graders)
- www.abanet.org/publiced/PED_Brochure(Final).pdf-2009-09-03 (Brochure Educating the Public About the Law: The Work of the ABA Division for Public Education)
- www.abanet.org/publiced/YouthInGovtYMCA.pdf (Brochure - ABA and the YMCA Youth in Government: Partners in Civil Engagement)
Other Resources
- www.kernhigh.org/civiceducation (Kern High School District- Civic Education program)
- http://www.civnet.org/ (Online Civic Education Community)
- http://bensguide.gpo.gov/ (Ben's Guide to U.S. Government for Kids)
- http://www.billofrightsinstitute.org/ (Bill of Rights Institute)
- http://www.civicmissionofschools.org/ (Campaign for the Civic Mission of Schools)
- http://www.civiced.org/index.php (Center for Civic Education)
- http://www.civicyouth.org/?page_id=246 (CIRCLE- The Center For Information & Research on Civic Learning and Engagement)
- http://www.civication.com/home/ (Civication. INC.)
- http://ericir.syr.edu/cgi-bin/lessons.cgi/Social_Studies/Civics (Educator's Reference Desk: Civics Lesson Plans)
- http://www.cived.net/rsrc_civren.html (National Alliance for Civic Education)
- http://www.civiced.org/index.php?page=stds (Center for Civic Education)
- http://www.youthleadership.net/index.jsp (Civics Lesson Plans, Student Mock Election- Youth Leadership Initiative) | <urn:uuid:1121caf6-328f-4f63-a97a-54a2dea9c5b9> | CC-MAIN-2016-40 | http://www.americanbar.org/content/dam/aba/migrated/lsd/work-a-day/toolkits/civics.authcheckdam.pdf | 2016-09-28T00:13:00Z | crawl-data/CC-MAIN-2016-40/segments/1474738661289.41/warc/CC-MAIN-20160924173741-00172-ip-10-143-35-109.ec2.internal.warc.gz | 319,319,052 | 4,933 | eng_Latn | eng_Latn | 0.861759 | eng_Latn | 0.996522 | [
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Choi Il Chul: Three-Fold Hardships of the Korean Hibakusha
My name is Choi Il Chul. I am the president of the Korea Atomic Bomb Casualty Association. Since atomic bombs were dropped on Hiroshima and Nagasaki, 54 years ago, more than half a century has passed.
In the present world, nuclear weapons, whose destructive power is incomparable with the three atomic bombs completed in 1945, have been stockpiled. Their destructive power is said to be equivalent to 1 million times that of the Hiroshima-Nagasaki type bombs.
Compared to the estimated damage from a nuclear war that can be caused by the present level of nuclear weapons, the A-bomb damage of Hiroshima and Nagasaki might be seen as very small. But what was that very small damage of the two cities actually like? I believe we have to face up to the real damage caused and to take a lesson from them to prevent another tragedy by deeply considering the consequences of a future nuclear war.
On August 6, 1945, I was a twelve-year-old 6th grader of a primary school. At that moment, I was at home, located 1.3 km from the epicenter. Fortunately, as I was inside the house and, I did not suffer the effects of strong heat rays. Though my house instantly collapsed by the blast, I was saved under the space of a piece of leaning furniture and did not suffer severe injuries.
When the black rain fell, I was inside a building in the suburbs where I took shelter, and I seemed to have escaped the effect of radioactivity contained in the rain. In my family, my older sister's husband was missing. My immediate older brother was caught by the bomb very close to the blast center and was found in an aid station. Three days after he was taken to the place of refuge, he died. My parents did not experience the A-bombing since they were already evacuated from the city. But they entered the city just after the bombing and looked for their families for several days. Because of that, both of them died soon after they came back to Korea.
According to a survey conducted by the Police Bureau of the then Ministry of Interior of Japan at the end of 1945, it was estimated that the number of Koreans victimized by the atomic bomb were 70,000 in Hiroshima and 30,000 in Nagasaki. Of a total of 100,000, 50,000 were killed by the bomb, and of the 50,000 survivors, 7,000 have remained in Japan, and about 43,000 returned to South Korea or North Korea.
Within five years after they returned, among 9,900 people with heavy injuries, 6,930 (70%) died. Also, 5,300 of the 16,500 with lighter injuries (32%), and 5,600 among 16,000 with no apparent injuries (35%) died. Sixty percent of the victims who returned to the homeland have died of diseases and in the Korean War. Now it is estimated that there are about 10,000 survivors in South Korea.
Now the registrants of our association total about 2,300. Every year, around 40 to 50 members die due to their old age, but it is offset by around the same number of survivors who newly register, obtaining the Hibakusha certificate in Hiroshima and Nagasaki. So our membership has not changed in the last four to five years.
We, the Hibakusha in South Korea, have been suffering from triple hardships.
First is the 36 years of colonial rule by the Japanese imperialists. Under the harsh oppression by the colonial rule, many people could not help leaving their homeland and going into exile. During the Second World War, the Korean people were forced to pledge their loyalty to the Japanese emperor and were brought to Japan for forced labor. As a result, those who lived in Hiroshima and Nagasaki or who were brought there for forced labor fell victim to the Abombing.
Second, after the end of the war, the prevailing historical perception in South Korea has been that the A-bombings brought liberation and independence to the homeland. Due to the difficulty of receiving sympathy from the public, the A-bomb survivors have been left abandoned in the society, which expresses no interest in our plight.
Third, in 1957, the Atomic Bomb Medical Treatment Law was enacted in Japan, which made it possible for the sufferers to receive treatment. But this law was not applied to the Korean victims, and we have been left without any care and attention.
The worst error of Japan in the post-war days is that Japan has not made honest apology or given effective compensation to the victims for its aggression and atrocities in South Korea and other Asian countries.
The damage we, the A-bomb victims in Korea, have suffered is the damage Japan inflicted on us during its colonial rule and the war of aggression. Japan bears a responsibility to make an apology and to repair the damage it caused. The State of Japan as a whole must take this postwar responsibility. Whatever form of state compensation, therefore, it should be provided to us. The Hibakusha Aid Law enacted in Japan in 1994 does not have any provisions to distinguish the sufferers by nationality or residential conditions. So this law must be applied to the survivors living abroad.
To achieve this, in solidarity with citizens' groups in Japan, we are developing the citizens' movement and carrying on a court struggle for war compensation from Japan and the application of the Aid Law to A-bomb survivors living in South Korea.
As I told you before, the atomic bombs used against Hiroshima and Nagasaki had a yield of 20kt (TNT), which was very small compared with that of currently stockpiled nuclear arms. Even these small bombs burned all living things to death, destroyed everything, and instantly reduced the two cities to ashes with heat rays of several thousand degrees Celsius, enormous blast waves, and lethal radiation.
The destructive power of the current H-bombs is in the megaton class. Once a war starts, all individuals or states will completely lose their rational senses. It is, therefore, hard to foresee when a next nuclear war would break out.
If a nuclear war breaks out in the future, I am sure it would lead the whole human race to annihilation, and the earth would see its last day. As long as nuclear weapons exist on earth, world peace will not be ensured.
In concluding my presentation, I would like to wish you good health and success in your work and to pray for the abolition of nuclear weapons and world peace. Thank you very much.
Choi Il Chul is the President of the Korea Atomic Bomb Casualty Association. | <urn:uuid:3c566eca-ffe6-4f4f-9863-500a4893dbd6> | CC-MAIN-2021-43 | https://www.afsc.org/sites/default/files/documents/Choi%20Il%20Chul,%20Korea.pdf | 2021-10-21T12:05:55+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00386.warc.gz | 772,791,643 | 1,384 | eng_Latn | eng_Latn | 0.99917 | eng_Latn | 0.999455 | [
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Name :
Standard and Expanded Form
Thousands: S3
8 ten thousands + 5 thousands + 1 ten + 5 ones 1) Write in standard form. Members, please worksheet. log in to download this
2 thousands + 2 hundreds + 7 tens + 1 one 2)
7 hundred thousands + 6 ten thousands + 8 thousands + 3 hundreds + 6 ones 3)
6 hundred thousands + 9 thousands + 7 hundreds + 3 tens + 9 ones 4)
6 thousands + 5 hundreds + 9 tens 5)
1) 5,745
2) 96,318
3) 974,832
4) 10,101
5) 43,094
Write in expanded form.
PREVIEW
www.mathworksheets4kids.com
Not a member? Please sign up to access. gain complete
Gain complete access to the largest collection of worksheets in all subjects!
Printable Math Worksheets @
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Name :
Standard and Expanded Form
Thousands: S3
8 ten thousands + 5 thousands + 1 ten + 5 ones 1)
2 thousands + 2 hundreds + 7 tens + 1 one 2)
7 hundred thousands + 6 ten thousands + 8 thousands + 3 hundreds + 6 ones 3)
6 hundred thousands + 9 thousands + 7 hundreds + 3 tens + 9 ones 4)
6 thousands + 5 hundreds + 9 tens 5)
85,015
2,271
768,306
609,739
6,590
1) 5,745
2) 96,318 9 ten thousands + 6 thousands + 3 hundreds + 1 ten + 8 ones
3) 974,832
+ 8 hundreds + 3 tens + 2 ones 1 ten thousand + 1 hundred + 1 one PREVIEW
4) 10,101
5) 43,094
5 thousands + 7 hundreds + 4 tens + 5 ones
9 hundred thousands + 7 ten thousands + 4 thousands
4 ten thousands + 3 thousands + 9 tens + 4 ones Gain complete access to the largest collection of worksheets in all subjects!
Write in expanded form.
Write in standard form.
www.mathworksheets4kids.com
Members, please
worksheet.
log in to
download this
Not a member?
Please sign up to
access.
gain complete
Printable Math Worksheets @
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Name:_________________
Date:_________________
5th grade - Geometry - List 1of3
WhichWord? Sentences
Circle the letter of the word that best completes the sentence.
1) A butterfly's balanced wings have ______.
A. translation
B. symmetry
C. quadrilateral
D. obtuse angle
2) The ______ was less than ninety degrees.
A. acute angle
B. obtuse angle
C. translation
D. quadrilateral
3) A square is an example of a ______.
A. quadrilateral
B. obtuse angle
C. rotation
D. scale model
4) The ______ lines made 4 right angles.
A. acute angle
B. coordinates
C. perpendicular
D. parallel lines
5) ______ will never intersect.
A. perpendicular
B. parallel lines
C. translation
D. symmetry
6) The ______ of a circle is twice the radius.
A. diameter
B. rotation
C. rectangular
D. parallel lines
7) An ______ is more than ninety degrees.
A. coordinates
B. rectangular
C. obtuse angle
D. quadrilateral
8) The square will turn one ______ to the left.
A. diameter
B. parallel lines
C. coordinates
D. rotation
9) She used ______ to plot her position.
A. symmetry
B. quadrilateral
C. obtuse angle
D. coordinates
10) She drew a ______ between the points on the graph.
A. parallel lines
B. diameter
C. perpendicular
D. line
Page 1 of 2
Name:_________________
Date:_________________
5th grade - Geometry - List 1of3
WhichWord? Sentences
Circle the letter of the word that best completes the sentence.
11) A ______ shape has no depth.
A. obtuse angle
B. rotation
C. acute angle
D. two-dimensional
12) The book was ______, not square.
A. parallel lines
B. rectangular
C. quadrilateral
D. acute angle
13) She used the graph to make a ______ of the shape.
A. perpendicular
B. rectangular
C. symmetry
D. translation
14) A ______ is a bigger or smaller replica.
A. rotation
B. two-dimensional
C. scale model
D. rectangular
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th
ELA Assignments for Week of May 11
– May 15
th
Grammar: Lesson 25 Adverbs
Monday, May 11: Read the Introduction and complete Exercise A
Tuesday, May 12: Complete Exercise B & C
Wednesday, May 13: Fifth Grade Freeze! – Catch-up on Make-up Work
Thursday, May 14: Complete Review
Friday, May 15: Complete Quiz
Grammar: Odysseyware – Gentilcore ELA – Adverbs (ONLY IF YOU OPTED-IN)
Monday, May 11: Modifying with Adverbs
Tuesday, May 12: Making Adverbs from Adjectives
Wednesday, May 13: Fifth Grade Freeze! – Catch-up on Make-up Work
Thursday, May 14: Showing Comparisons with Adverbs
Friday, May 15: Quiz: Adverbs and Adjectives
Vocabulary: Unit 15 – Nine, Ten Hundred
Monday, May 11: Review the words and definitions and complete Exercise A & B
Tuesday, May 12: Complete Exercises C & D
Wednesday, May 13: Fifth Grade Freeze! – Catch-up on Make-up Work
Thursday, May 14: Complete Color Match
Friday, May 15: Complete Quiz
Vocabulary: Odysseyware – Gentilcore ELA – Elements of English (ONLY IF YOU OPTED IN)
Monday, May 11: Elements of the English Language
Tuesday, May 12: Prefixes and Suffixes
Wednesday, May 13: Fifth Grade Freeze! – Catch-up on Make-up Work
Thursday, May 14: Phrases, Adjectives, and Adverbs
Friday, May 15: Quiz: Parts of Speech, Context Clues, Punctuation
Reading "What Makes Oceans So Salty?":
Monday, May 11: Read "What makes oceans so salty?" and Annotate
Tuesday, May 12: Complete the Comprehension Quiz and Power Words
Wednesday, May 13: Fifth Grade Freeze – Catch-up on Make-up Work
Thursday, May 14: Complete writing response, skill is Summarizing
Friday, May 15: Complete writing response, skill is Summarizing
*You DO NOT have to complete the Science Lesson Sparks*
Additional Activities
1. Home Reading Log – Due Monday, May 18
2. Study Island Lesson – 3d Summarize Informational Texts – Due Monday, May 18
3. Accelerated Reader Quizzes
a. AR can now be accessed at home, click on the link below
https://global-zone08.renaissance-go.com/welcomeportal/24187
When you summarize nonfiction, you give a BRIEF retelling of the text. A good summary will give you the main idea along with a few of the most important details.
To write a summary, start with the MAIN IDEA sentence.
To do this, think TACO:
Text: Begin the sentence by naming the text
Action: state the author's action
Central Idea: Give the central idea or topic
Objective: End with the author's objective for writing the piece
EXAMPLE: "In the article, "Bats," author Jan Jennings examines the habitats of bats and how global warming is affecting them.
Once you have the main idea sentence finished, add two or three DETAILS from the text that support the main idea and then you've got a summary
Use caution when selecting the details you use. Be careful to pick details that are important to the main idea. Some ideas might be interesting, but not very important! | <urn:uuid:4d61f7c4-9222-4b70-aab4-b67364729023> | CC-MAIN-2021-43 | https://www.rsd.k12.pa.us/Downloads/ELA%20Assignments%20for%20Week%205_11.pdf | 2021-10-21T10:50:29+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00385.warc.gz | 1,144,708,048 | 737 | eng_Latn | eng_Latn | 0.978117 | eng_Latn | 0.990176 | [
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Year 2 Newsletter Term 1
Changes
This term, our topic is Changes. We will look at changes that happen as humans and animals grow. We will look at how toys such as doll's houses have changed through the ages.
In RE we will be learning about Judaism and celebrations in a Jewish home. In PSHE we will learn about feelings, positive relationships and support networks as we enter into a new year at school.
English
Maths
In our English lessons, we will be learning how to write poems with the theme of friendship. We will be reading Tadpole's promise and retelling the story. We will also read Stanley's stick and write our own version. For Black History Month, we will be reading Clean up which links in with our topic of Changes. There will be daily phonics lessons following the Read, Write Inc program. We will begin to look at starting to write using cursive handwriting and work on common spelling patterns.
In Maths, we will begin by focusing on place value and calculation within 100. We will use pictorial representations and physical resources as well as learning mental methods.
We will continue to develop our reasoning and problem solving skills, using specific mathematical language.
We will practice our times tables daily focusing on the 2, 5 and 10 times tables.
It would really support your child if you could help them to learn these tables at home.
Science
Our topic this term is changes and growing up. We will look at the different stages of human and animal development and how and why they change. We will also describe the importance of exercise and eating the right amounts of different types of food and hygiene.
Computing
Keyboard skills
This term we will have a focus on using keyboard skills. By the end of the term, children will be able to confidently create, edit and save word documents using school laptops.
Online Safety
This term children will continue to learn about online safety.
You will also find plenty of advice and support about keeping your child safe online at the Thinkuknow Parents and Carers Website:https://www.thinkuknow.co.uk/parents
P.E
This term PE is on Thursday and Friday. Please ensure children come to school with a Crown Lane PE kit on these days in their bags to change into (trainers, black, blue or grey jogging bottoms and a white t-shirt). Please make sure your child has their name written in all of their clothing.
Home learning
Please read with your child daily and practice the 2, 5 and 10 x tables.
Please read with your child at least twice before bringing the reading book back to be changed. Books will be changed on a weekly basis.
Home-School Communications
All our communications with parents are via the School Comms app. If you have not already signed up to this, please go the website:
https://login.schoolgateway.com/0/auth/login
This will give you information on how to create a log in and how to download the app.
If you have any issues, please can you contact the school office.
Thank you for your support
Miss Gordon and Miss Leonie (Royal Class)
Miss Caneda and Miss Farida (Turquoise Class) | <urn:uuid:6817d91e-50f7-42a2-bfb3-bed6cfa4124b> | CC-MAIN-2021-43 | https://www.crownlane.lambeth.sch.uk/_site/data/files/curriculum-2021-22/term-1/6EE2542FEFAE1080E8CEB765BED2DA20.pdf | 2021-10-21T11:54:05+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00388.warc.gz | 857,709,104 | 650 | eng_Latn | eng_Latn | 0.998702 | eng_Latn | 0.998814 | [
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17 th September 2021
Dear Year 11 Students
Year 11 Core Mock Examinations – week commencing 4
th October 2021
Usually by this point in Year 11, you would have had the opportunity to sit assessments in the Sports Hall, as you will do for the examinations at the end of the year. I wrote to you back in May to say that your end of Year 10 assessments would be held in your normal lessons, but that there will be a short 'Core Mock' exam period at the start of October. We know that it is important for you to experience assessments in this setting, and in previous years this has helped to reduce anxiety in the summer examinations and make them run more smoothly.
These core mock exams will be in English, Maths and Science. Your teachers will be sharing with you in lessons what to prepare, led by the Curriculum Leaders for each subject. There will be assessments in lessons for your other subjects, so please remember that these core mocks are just one set of assessments. Next half term you will have a full set of mock examination, with the chance to show what you can do in exams in each subject.
Enclosed is a timetable for the week. We are planning for all assessments take place in the Sports Hall, and information on how they will be run will be shared with you in form time. If you have examination concessions, you may sit these assessments in a different venue.
We will run these core mocks following the rules that apply for external exams, so you need to be aware of those rules and make sure you follow them:
* No mobile phones, iPods, MP3s, MP4s or SmartWatches are to be taken into any examination. All wrist wear, including watches, bracelets etc. should be removed and placed on the desk in clear view.
* No food, sweets or chewing gum allowed in any examination. You may bring a drink (water only) in a clear plastic bottle with a screw top and label removed.
* You must bring appropriate equipment with you to all examinations. This includes pens, pencils, eraser, ruler and calculator (if allowed). Please note you do need to bring your own calculator as we do not have any available to be handed out to you. Your equipment should be in a clear pencil case or a clear plastic bag.
* You should follow instructions from staff on where to line up, ready to go into the Sports Hall and find your designated seat.
* You are not permitted to communicate with each other whilst in the Sports Hall during examination times.
* If you are not in a timetabled exam, you will be in lessons as normal.
I have also included with this letter the guidance I sent to you last term, with tips on how to prepare for assessments in English, Maths and Science.
We want you to do the best you can in Year 11, so if you are worried about these or any other assessments, do talk to your form tutor, your class teacher, or your Progress Leader Mrs Wood.
Yours faithfully
Miss M Ward Assistant Headteacher
Email: email@example.com
Preparing for English Language assessments:
* Read – the focus is on reading fiction and non-fiction texts so reading for pleasure is actually a good way to broaden your vocabulary, revise the structure of novels/letters/newspaper articles etc. and see a range of punctuation and paragraphing structures being used.
* Practise writing…describe a place you have been, your room, the qualities you look for in friend; you could google search for interesting pictures and use those as a base for description.
* Use the blurbs of books and create your own narrative; a good way would be to write an opening for the novel…you could then compare it to the actual opening to see if you've used any similar techniques.
* Argue… write your parents a really persuasive letter; try to convince them to let you go to that party or to buy you the latest computer game…they still may not let you but it's all revision!
*
Use Mr Bruff – he has created videos that explore the new GCSE paper -
https://www.youtube.com/watch?v=Ch-XgnluOf4 This link takes you to paper 1, question 1 and then the others are available in the box down the right hand side.
* Use the exam board website: AQA English Language and have a look at past papers, mark schemes and examiners' reports. Try doing the questions and then having a look at the mark scheme and the answers they suggest you could have given.
Preparing for English Literature assessments:
* Read your key texts – a lot! Remember it is closed book so everything you can remember is vital. You can watch any versions that there may be of the texts but remember that they often change things or miss things out so test yourself and try to spot the differences.
* Make note cards, mind maps, lists, character profiles, post it notes etc. to remember key themes, quotes/references, character traits, structures, writer's techniques…
* Create revision mats with key characters, themes, quotes, context etc.
* Condense your class notes on texts and poems – as you will only have poem titles to spur your memory try creating mind maps around each title.
* Record yourself talking though your notes and listen to it back.
* Use audio books and YouTube videos such as Mr Bruff; again, he has some new videos that deal with the new papers https://www.youtube.com/watch?v=BWoR3gMLVvw (although some of his older ones that deal with set texts would still be valuable.)
* Use revision notes/guides, practice questions and your exercise books from your class, and resources on Teams.
* Practise questions and use the marking grids and feedback from your teachers to help you review your responses – again, these can be found on the AQA website under GCSE English Literature.
* You can also follow Mrs Brown's twitter account: https://twitter.com/MrsBee98885769 for revision ideas, prompts, tasks etc.
Preparing for Maths assessments:
* Don't make flash cards by just copying information from one place to another. If you want to use them, try to make the notes from memory and then check the information is correct. Equally, do not just read through your notes or your revision guide and think that it will stick. To revise maths, you need to do some maths.
* Do lots of practice questions. There are lots available on mymaths, mathswatch, Corbett maths, Hegarty maths, Mr Barton maths, Just Maths, BBC bitesize – the list is endless! There are also resources on Teams
* Try not to just plough through past papers. Break them up into sections and concentrate on the type of questions that you struggle with. Equally, when using revision guides, don't feel like you need to do all the questions from a particular topic. It works a lot better if you space out the questions over a number of months. This will also make use of the retrieval effect. It is important to revisit topics that you haven't studied for a while in order to make sure that you still understand them
* Try not to reach for the answers if you get stuck, get a parent/friend/sibling to look at the first line of working and give you a pointer. Take a look back in your notes or revision guide for hints.
Preparing for Science assessments:
* Don't just read your notes or a revision guide! You must do something active; Use the revision guides, to read the notes and then complete the revision exercises at the end of each chapter.
* Don't just work on the bits you are already confident with. Focus on your weaker areas using a revision guide and other resources, such as www.doddlelearn.co.uk, https://www.senecalearning.com/ and BBC Bitesize.
* Apply your knowledge by completing past paper questions, using resources from the AQA website, Teams and https://www.physicsandmathstutor.com/
* Work on your maths skills – 20% of the total marks will come from testing your maths skills.
* Learn the required practicals. 15% of the total marks will be from questions about these so learn the definitions of key scientific terms used, create a brief outline of the methods, key equipment used and how the practical could be improved. The Freescience lessons website has very good videos to explain all the practicals. | <urn:uuid:c0e8ea6d-eb3b-4f38-b038-5e931c9ec9e6> | CC-MAIN-2021-43 | https://www.queenelizabeths.derbyshire.sch.uk/wp-content/uploads/sites/5/2021/09/Year-11-Core-Mock-Exams-October-2021.pdf | 2021-10-21T10:29:06+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00389.warc.gz | 1,133,329,884 | 1,746 | eng_Latn | eng_Latn | 0.99906 | eng_Latn | 0.999118 | [
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FS Historians
Over Foundation Stage (FS), in history, the children will:
Explore different places and the local environment
Find out about different people
Learn about themselves and their family
By the end of FS, a child who is attaining typically will be able to:
Sort objects into old and new
Understand their own personal timeline
Talk about past and present events in their life and their family
Answer 'how' and 'why' questions about their experiences
Begin to show an interest in other people (Reception)
Begin to recognise similarities and differences between themselves and their peers
Talk about the queen and know that the queen rules our country
By the end of KS1 a child attaining typically will be able to understand and use the following vocabulary:
king
differences
past
new | <urn:uuid:9620b223-cd94-4930-a0f5-423c5f3567e2> | CC-MAIN-2021-43 | https://www.stocksbridgenurseryinfants.co.uk/wp-content/uploads/2020/03/Foundation-Stage-History-Goals.pdf | 2021-10-21T13:11:34+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00387.warc.gz | 1,175,300,150 | 164 | eng_Latn | eng_Latn | 0.995525 | eng_Latn | 0.995525 | [
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* Dance – Compile a playlist of their favorites songs. Meditate before you start and ask your loved one to choose the first song.
* Honor them during a New Moon Ritual
* Play their favorite music at dinner
* Call a predetermined phone number (a family member or friend) and leave a message for them
* Write a poem or story about them or how you feel
* Write a letter to them and mail it to a predetermined address
*
Learn about and use oracle cards daily or weekly
* Call on friends and family for conversations, gatherings, rituals that will support your grief
* Set an extra plate for them at holidays, special occasions or on a weeknight
* Visit a Medium, Shaman or a Psychic
* Learn about the power of crystals
* Light candles (always light candles)
* Meditate (always meditate)
* Read books/watch movies they enjoyed or you think they would have enjoyed
* Eat at their favorite restaurants
* Visit the cemetery or a special place they loved. Meditate while you open your heart to them
* Wear their clothes
* Buy a plant they loved ( or you love) and create an intention around it and care for it
* Do that secret/special thing you shared
* Talk to them (always talk to them)
* Love them in the non physical
Heal Through Love Life Coaching www.healthroughlove.com
413.270.5950 | <urn:uuid:31399329-423c-4fd3-b906-3e7d1b06654c> | CC-MAIN-2021-43 | https://healthroughlove.com/wp-content/uploads/2020/10/October-Love-Practices-For-Grief.pdf | 2021-10-21T11:15:06+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00387.warc.gz | 396,944,881 | 289 | eng_Latn | eng_Latn | 0.984419 | eng_Latn | 0.984419 | [
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Joanna A. Educator
EDUCATION
La Salle University - Philadelphia, PA
Bachelor of Arts in Elementary and Special Education
Cumulative GPA: 3.9, Major GPA: 3.97
Dean's list scholar (all semesters)
Founder's Scholarship and La Salle Mission Grant
CERTIFICATIONS
PA Pre K-4 Elementary Education
PA Pre K-8 Special Education
PROFESSIONAL EXPERIENCE
Simmons Elementary School – Horsham, PA
Student Teacher, Grade 4
Fall 20XX
- Designed and implemented lesson plans to accommodate individual learning styles of 24 diverse fourth grade students through utilization of the 4MAT system in reading, math, science, and social studies
- Used various forms of technology, such as SmartBoard, Study Island, Class Dojo, ABCya, iPads, and Discovery Education throughout lessons
- Created and carried out a behavior management plan that encompassed the needs, challenges, and accomplishments of the 24 students
- Monitored and evaluated student progress; marked and tracked progress on excel spreadsheet
- Taught guided reading lessons in small groups of 5-6 students; matched students to appropriate level
- Enforced classroom expectations that were set forth by the classroom teacher
Ellwood Elementary School – Philadelphia, PA
Classroom Assistant, 1 st /2 nd grade resource room
Fall 20XX/Spring 20XX
- Worked one-on-one with students that had various reading disabilities; assisted primarily with language arts skills
- Adapted lessons and skills to the needs of the students
Joseph Pennel Elementary School – Philadelphia, PA
After School Math Teacher, Grade 3 After School Program
- Taught math lessons to 32 diverse third grade students using the program Math Blaster
Jenkintown Elementary School – Jenkintown, PA
Classroom Assistant, 1 st grade
- Observed and worked one-on-one students, including special education students
- Attended and participated in staff meetings
Pastorius Elementary School – Philadelphia, PA
Classroom Assistant, 2 nd grade
- Instructed 8-10 students on their reading using Reading Rabbit and ABCya
PRACTICUM EXPERIENCE
Willow Grove Day Camp – Willow Grove, PA
Head Camp Counselor
Fall 20XX
Fall 20XX/Spring 20XX
Spring/Summer 20XX
May – August 20XX
- Provided health, art, recreation, and team building activities for at-risk girls aged 9-10
- Developed positive relationships with the children and served as a role model to encourage good character
HONORS
Alpha Epsilon Alumni Honors Society Active participant in the Pennsylvania State Education Association Committee member for revision of La Salle University's Integrated Math & Science curriculum
Expected May 20XX | <urn:uuid:59b3de1a-fa18-43d1-ba04-d64e8e9dd2c2> | CC-MAIN-2021-43 | https://www.lasalle.edu/wp-content/uploads/sites/190/2017/02/Education-Elementary-Sample.pdf | 2021-10-21T11:20:44+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00387.warc.gz | 1,011,646,200 | 584 | eng_Latn | eng_Latn | 0.980218 | eng_Latn | 0.980218 | [
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John Port Spencer Academy
PERSONAL, SOCIAL, HEALTH AND ECONOMIC EDUCATION (PSHE) POLICY
Safeguarding Team
Please see the safeguarding page on our website for the latest information about our Safeguarding Staff Team
Included in the policy
AIMS ATTAINMENT TARGETS SUBJECT CONTROL OVERARCHING CONCEPTS ESSENTIAL SKILLS
Published: December 2020
To be reviewed: December 2021 or before
AIMS
The overarching aim for our PSHE education is to provide students with:
* Accurate and relevant knowledge;
* Opportunities to turn that knowledge into personal understanding;
* Opportunities to explore, clarify and if necessary challenge, their own and others' values, attitudes, beliefs, rights and responsibilities;
* The skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives.
ATTAINMENT TARGETS
There are no attainment targets for PSHE education. The Department for Education end of Key Stage statements are used to inform the assessment process. Opportunities for both Assessment for Learning and Assessment of Learning will be built into provision. Baseline assessment, in order to understand students' prior learning, will ensure new learning is relevant and progress can be assessed. Providing students with opportunities to reflect on and assess their learning, recognising its relevance to their day to day lives and how they are progressing is a fundamental aspect of PSHE education. Assessment of PSHE education will encompass opportunities for teacher, peer and self-assessment.
SUBJECT CONTROL
The three overlapping and linked 'Core Themes' (Health and Wellbeing, Relationships, Living in the Wider World), expressed as areas of core knowledge, understanding, language, skills and strategies, and taught in accordance with students' readiness, are appropriate across all Key Stages and build upon Early Years Foundation Stage Learning. It is important to recognise that many decisions about both health and lifestyle are made in a social context or are influenced by the attitudes, values and beliefs of significant others.
Our PSHE education respects and takes account of students' prior learning and experiences. Programmes reflect the universal needs shared by all children and young people as well as the specific needs of the students in the Academy. PSHE education is taught through a progressive programme, revisiting themes, whilst increasing the challenge, broadening the scope, and deepening students' thinking.
The programme is taught mainly through our collapsed Enrichment days where we work hard to organise a mixture of tutor led lessons as well as inviting a range of guest presenters with specific expertise. In addition to our Enrichment days the programme is taught in timetabled citizenship lessons, as well as in timetabled Philosophy, Religion and Ethics (PRE) lessons. Registration time with form tutors and themed assemblies each week also play are large role in our PSHE programme. Our PSHE programme has also been mapped out to show where all other subject areas contribute.
Our PSHE education prepares students for both their futures and their present day-to-day lives. It is essential that students have the opportunity to recognise and reflect on how learning is relevant to them and can be applied in their own lives. Our PSHE education has a rich body of knowledge taught through topics.
OVERARCHING CONCEPTS
* Identify their personal qualities, attitudes, skills, attributes and achievements and what influences these;
* Relationships (including different types and in different settings);
* A healthy (including physically, emotionally and socially) balanced lifestyle (including within relationships, worklife, exercise and rest, spending and saving and diet);
* Risk (identification, assessment and how to manage risk rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings);
* Diversity and equality (in all its forms);
* Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts);
* Change (as something to be managed) and resilience (the skills, strategies and 'inner resources' we can draw on when faced with challenging change or circumstance);
* Power (how it is used and encountered in a variety of contexts including persuasion, bullying, negotiation and 'win-win' outcomes);
* Career (including enterprise, employability and economic understanding);
* PSHE education makes a significant contribution to the development of a wide range of essential skills.
2
The intrapersonal skills required for self-management
* Critical, constructive self-reflection (including being aware of own needs, motivations and learning, strengths and next steps for development, how we are influenced by our perception of peers' behaviour);
* Learning from experience to seek out and make use of constructive feedback;
* Setting challenging personal goals (including developing strategies to achieve them and knowing when to change them);
* Making decisions (including knowing when to be flexible);
* Recognising some of the common ways our brains can 'trick us' or 'trap us' in unhelpful thinking (including generalisation, distortion of events, deletion of information, misconceptions or misperceptions about the behaviour of peers);
* Resilience (including self-motivation, adaptability, constructively managing change including setbacks and stress);
* Self-regulation (including managing strong emotions e.g. negativity and impulse);
* Recognising and managing the need for peer approval;
* Self-organisation (including time management).
The interpersonal skills required for positive relationships in a wide variety of settings
* Active listening;
* Empathy;
* Communication (non-verbal and verbal including assertiveness and recognising how this differs from aggressive and passive behaviour; being able to present and communicate ideas, arguments and thoughts effectively);
* Team working (including agreeing clear and challenging outcomes, facilitation, co-operation, networking and the ability to provide, receive and respond to, constructive feedback and take on different roles; the ability to recognise and learn from others' experience);
* Negotiation (including flexibility, self-advocacy and compromise);
* Recognising and utilising strategies for managing pressure, persuasion and coercion;
* Responding to the need for positive affirmation for self and others.
Skills of enquiry
* Formulating questions;
* Gathering and using data (including assessing the validity and reliability of sources of data and using a variety of sources);
* Analysis (including separating fact from opinion);
* Planning and deciding;
* Recalling and applying knowledge creatively and in novel situations;
* Drawing and defending conclusions using evidence and not just assertion;
* Identification, assessment (including prediction) and management of risk;
* Evaluating social norms;
* Reviewing progress against objectives.
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Robert Capa
BlueHill-esl.com TOEIC
Name _______________________________________________ Date ____________________________________________
1. Robert Capa is a name that has for many years been synonymous with war photography
3. In 1936, after the breakout of the Spanish Civil war, Capa went to Spain and it was here over the next three years that he built his reputation as a war photographer. It was here too in 1936 that he took one of his most famous pictures, The Death of a Loyalist Soldier. One of Capa's most famous quotes was 'If your pictures aren't good enough, you're not close enough.' And he took his attitude of getting close to the action to an extreme. His photograph, The Death of a Loyalist Soldier is a prime example of this as Capa captures the very moment the soldier falls. However, many have questioned the authenticity of this photograph, claiming that it was staged.
2. Born in Hungary in 1913 as Friedmann Endre Ernő, Capa was forced to leave his native country after his involvement in anti government protests. Capa had originally wanted to become a writer, but after his arrival in Berlin had first found work as a photographer. He later left Germany and moved to France due to the rise in Nazism. He tried to find work as a freelance journalist and it was here that he changed his name to Robert Capa, mainly because he thought it would sound more American.
4. When World war II broke out, Capa was in New York, but he was soon back in Europe covering the war for Life magazine. Some of his most famous work was created on 6th June 1944 when he swam ashore with the first assault on Omaha Beach in the D-Day invasion of Normandy. Capa, armed only with two cameras, took more than one hundred photographs in the first hour of the landing, but a mistake in the darkroom during the drying of the film destroyed all but eight frames. It was the images from these frames however that inspired the visual style of Steven Spielberg's Oscar winning movie 'Saving Private Ryan'. When Life magazine published the photographs, they claimed that they were slightly out of focus, and Capa later used this as the title of his autobiographical account of the war.
6. In 1947 Capa was among a group of photojournalists who founded Magnum Photos. This was a co-operative organization set up to support photographers and help them to retain ownership of the copyright to their work.
5. Capa's private life was no less dramatic. He was friend to many of Hollywood's directors, actors and actresses. In 1943 he fell in love with the wife of actor John Austin. His affair with her lasted until the end of the war and became the subject of his war memoirs. He was at one time lover to actress Ingrid Bergman. Their relationship finally ended in 1946 when he refused to settle in Hollywood and went off to Turkey.
7. Capa went on to document many other wars. He never attempted to glamorize war though, but to record the horror. He once said, "The desire of any war photographer is to be put out of business."
9. Capa's legacy has lived on though and in 1966 his brother Cornell founded the International Fund for Concerned Photography in his honor. There is also a Robert Capa Gold Medal, which is given to the photographer who publishes the best photographic reporting from abroad with evidence of exceptional courage. But perhaps his greatest legacy of all are the haunting images of the human struggles that he captured.
8. Capa died as he had lived. After promising not to photograph any more wars, he accepted an assignment to go to Indochina to cover the first Indochina war. On May 25th 1954 Capa was accompanying a French regiment when he left his jeep to take some photographs of the advance and stepped on a land mine. He was taken to a nearby hospital, still clutching his camera, but was pronounced dead on arrival. He left behind him a testament to the horrors of war and a standard for photojournalism that few others have been able to reach.Capa died as he had lived. After promising not to photograph any more wars, he accepted an assignment to go to Indochina to cover the first Indochina war. On May 25th 1954 Capa was accompanying a French regiment when he left his jeep to take some photographs of the advance and stepped on a land mine. He was taken to a nearby hospital, still clutching his camera, but was pronounced dead on arrival. He left behind him a testament to the horrors of war and a standard for photojournalism that few others have been able to reach.
1
Robert Capa
BlueHill-esl.com TOEIC
Name _______________________________________________ Date ____________________________________________
1. Why did Capa change his name?
b. because he had been involved in protests
a. to hide his identity
c. to sounds more American
d. because he had to leave Hungary
2. Capa originally wanted to be
b. a writer
a. a photojournalist
c. American
d. a protestor
3. Capa went to Spain to
b. build his reputation
a. fight in the civil war
c. have a holiday
d. take photographs
4. Capa's famous picture Death of a Loyalist Soldier
b. was definitely genuine
a. was taken by someone else
c. wasn't even taken in Spain
d. cannot be proven genuine or staged
5. When World War II broke out Capa
b. swam ashore on Omaha Beach
a. went to New York
c. went to Europe
d. went to Normandy
6. A mistake meant that
b. Capa lost both of his two cameras
a. only one hundred of Capa's photographs were published
c. Capa's images inspired an Oscar winning movie
d. Most of Capa's images of the D-Day landing were destroyed
7. Capa's private life was
b. spent mostly in Hollywood
a. less dramatic than his professional life
c. very glamorous
d. spent in Turkey
8. Capa wanted his work to
b. show how glamorous war can be
a. be very famous
c. show the true horror of war
d. make lots of money
Robert Capa
BlueHill-esl.com TOEIC
Name _______________________________________________ Date ____________________________________________
9. Which sentence best paraphrases paragraph 5?
b. Despite having many good friends and lovers, Capa always put his work first
a. Capa had a tragic private life and was never able to settle down and find happiness
c. Capa wanted to make friends with important people in Hollywood so that he could move into the movie industry
d. Capa's private life was very complicated. He could not choose between the two women he loved, so he went off to work in Turkey.
10. Which sentence best paraphrases paragraph 4?
b. Capa took some of his most famous photographs during the D-Day invasion, but most were tragically destroyed in an accident.
a. Capa never tried to avoid danger. He risked his life to take photographs of the D-Day invasion, but then destroyed most of them.
c. Capa only kept the best eight D-Day photographs as the others were out of focus. These inspired the visual style of a Hollywood film.
d. Capa left Europe when the war broke out and went to take his most famous photographs of the D-Day invasion. | <urn:uuid:d5104c8f-e38d-4ee1-b0b9-6152b6111873> | CC-MAIN-2021-43 | https://files.secure.website/wscfus/8333699/29133403/toeic-robert-capa.pdf | 2021-10-21T12:38:57+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00389.warc.gz | 352,903,986 | 1,580 | eng_Latn | eng_Latn | 0.999559 | eng_Latn | 0.99975 | [
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My Journal: Identity and Spirituality
You can use this document as your personal journal of reflection. As you work through the first four lessons, you should transfer your thoughts on each of these important questions into this journal. This will help you later on in the course as you complete your assignments and then at the end of the course as you consider how your viewpoint may have stayed the same or changed.
These questions will help you see how a person's identity can be related to or strongly linked to their religious and spiritual beliefs.
Learning Activity 1.1
What are your beliefs or values? Would you consider yourself spiritual?
How have your family or your friends shaped your beliefs?
What culture do you identify with? Do you also identify with a religion?
In what ways does studying religion and different beliefs or traditions enhance the ability to understand and appreciate diversity?
In what ways might the study of religions reduce the tendency of people to negatively judge those who are different from them?
How would you answer the question "What is religion?"
Learning Activity 1.2
Can you think of a time in your life when you might have judged someone who held beliefs different from yours? Did you use the same standards and processes you use for yourself? Was it fair to use those methods?
You have had a quick overview of the anthropological, theological, historical, and sociological approaches to studying religion. Which approach would you choose to examine your own beliefs? Why?
In terms of your personal belief system, what is something that you have faith in?
What is your spiritual background, and what are your beliefs? How might those beliefs influence your point of view towards a different set of beliefs or religion?
Why will it be easy or difficult for you to be open to exploring religions and spiritual traditions?
Learning Activity 1.3
Who are you? Take a moment and reflect on the question.
Do your beliefs have an impact on who you are? Why or why not?
Learning Activity 1.4
Have you ever had an experience where you tried to discover who you are? Briefly describe the process you went through. Do you believe you have a purpose for being here on earth? If so, what is it? | <urn:uuid:d57c41f6-e1bf-49e0-90dd-d96da9a17479> | CC-MAIN-2021-43 | https://courseware-www.ilc.org/hrt3m_html/assets/locker_docs/hrt3m_01_my_journal.pdf | 2021-10-21T12:31:37+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00390.warc.gz | 278,674,777 | 444 | eng_Latn | eng_Latn | 0.998039 | eng_Latn | 0.998161 | [
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Thomas Gray Primary Geography Scheme of Work (Key Learning) Year 2
Thomas Gray Primary Geography Scheme of Work (Key Learning) Year 2
Communicate Geographically Mapping
Communicate Geographically Fieldwork/Trips
Communicate Geographically Other
[x] Use a range of maps (including picture maps) at different scales.
[x] Use vocabulary such as bigger/smaller, near/far.
[x] Use a range of maps and globes (including picture maps) at different scales.
[x] Use a range of maps and globes (including picture maps) at different scales.
[x] Know that maps give information about places in the world (where/what?).
[x] Use large scale maps and aerial photos of the school and local area.
[x] Recognise simple features on maps e.g. buildings, roads and fields.
[x] Recognise landmarks and basic human features on aerial photos.
Know that symbols mean something on maps.
[x] Use simple fieldwork techniques such as observation and identification to study the geography of the school and its grounds as well as the key human and physical features of its surrounding environment.
[x] Use simple compass directions as well as locational language when describing features and routes.
[x] Use cameras and audio equipment to record geographical features.
[x] Use aerial photos and plan perspectives to recognise landmarks and basic human and physical features.
[x] Observe daily weather pattern. Walk around local area/local park
[x] Use maps and other images to talk about everyday life. Draw and write about simple geographical concepts. Express views about these environments and recognise how people
[x] Know that maps give information about places in the world (where/what?).
[x] Recognise simple features on maps e.g. buildings, roads and fields.
[x] Recognise that maps need titles.
[x] Recognise landmarks and basic human features on aerial photos.
[x]
[x] Trip to Manchester Airport
[x] Speak and write about, draw, observe and describe simple geographical concepts such as what they can see where.
[x] Notice and describe patterns.
[x] Use vocabulary such as bigger/smaller, near/far.
[x] Know that maps give information about places in the world (where/what?).
[x] Locate land and sea on maps.
[x] Recognise simple features on maps e.g. buildings, roads and fields.
[x] Recognise landmarks and basic human features on aerial photos.
[x]
[x] Use simple compass directions (NSEW).
[x] Possible bus tour of Liverpool
[x] Speak and write about, draw, observe and describe simple geographical concepts such as what they can see where.
[x] Notice and describe patterns.
Thomas Gray Primary Geography Scheme of Work (Key Learning) Year 2
See Y1/2 Additional Vocabulary List | <urn:uuid:a823480c-143e-4617-8bfd-1248d8cee2a5> | CC-MAIN-2021-43 | http://thomasgrayprimary.co.uk/wp-content/uploads/2020/09/Geography-Y2-Scheme-of-work.pdf | 2021-10-21T11:31:49+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00391.warc.gz | 90,638,331 | 561 | eng_Latn | eng_Latn | 0.591167 | eng_Latn | 0.984818 | [
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Year 3 Curriculum Objectives 2021 – 2022: Term 4
Objectives in red were missed last year during lockdown
SCIENCE
Forces and magnets
Compare how things move on different surfaces.
Notice that some forces need contact between two objects, but magnetic forces can act at a distance.
Observe how magnets attract or repel each other and attract some materials and not others. Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials.
Describe magnets as having two poles.
Predict whether two magnets will attract or repel each other, depending on which poles are facing.
Working Scientifically
asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings.
COMPUTING
Computer Science-Computational Thinking
(identify and incorporate missed objectives from year 2)
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
ONLINE SAFETY: Rights and Responsibilities (SCARF) See Computing Curriculum
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
DT
Design
use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
apply their understanding of how to strengthen, stiffen and reinforce more complex structures
To link to Science topic: Forces and magnets: How magnets work | <urn:uuid:b374a40a-ff39-4042-a549-8b1c90ab3e93> | CC-MAIN-2021-43 | https://www.crownlane.lambeth.sch.uk/_site/data/files/curriculum-2021-22/overviews/year-3/7B27A11B5C82B46A36B2ACB5FE5894C3.pdf | 2021-10-21T10:49:02+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00391.warc.gz | 880,867,157 | 639 | eng_Latn | eng_Latn | 0.993137 | eng_Latn | 0.993137 | [
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[PROFILE: Blane Neffendorf, Teacher]
Virtue:
Community
Professional:
Education: Education: Bachelor of Science in Early Childhood Education from Texas State University
Experience: Previous Experience: Student taught at Llano elementary.
6th grade science in Marble falls. 6th grades science in Corpus Christi. This will be my second year here with Doss CCSD.
Personal:
Interest: I love all things science. From learning about the types of rocks to space exploration, I enjoy learning about the world around me.
Hobbies: I love gardening and growing plants of all kinds (trees included) I also love working on home projects and building things such coffee tables or wind chimes.
Quote:
"Whenever you are down, remember you are part of something greater. There are others who will have your back and together we can make a difference. So let us love, inspire, support and grow the community that we are a part of." ~Anonymous~ | <urn:uuid:b61140f7-cd85-4176-a1e1-d20ce228ba3d> | CC-MAIN-2021-43 | https://dossccsd.org/wp-content/uploads/2009/05/Blane-N.-Profile-2021.pdf | 2021-10-21T12:16:19+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00391.warc.gz | 331,233,865 | 199 | eng_Latn | eng_Latn | 0.998531 | eng_Latn | 0.998531 | [
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The Porta San Michele in Bressanone
Carpenter's pencil, with stumping.
Signed with initials A. M. at the lower right.
Inscribed Brixen on the verso.
Further inscribed (by Guido Kern) Original-Zeichnung / von A. von Menzel / Wert in April 1943 er. 1500 R.M – 2000 RM / Professor G. J. Kern on the verso.
180 x 113 mm. (7 1/8 x 4 1/2 in.)
Adolph Menzel visited the mountain town of Brixen, in the province of South Tyrol, in the summer of 1881. (At the time, Brixen was part of the Austrian Empire, but with the annexation of the South Tyrol by Italy after the First World War, its name was changed to Bressanone.) At the beginning of September that year, the artist travelled from Munich to Innsbruck, and from there took the Brenner Railway, via Brixen, to Bolzano. He was in Brixen on the 2nd of September, when he signed the guest book of the Hotel Elephant, a 16th century villa surrounded by gardens.
This drawing depicts the Porta San Michele (St. Michaelstor), one of the main entrances to the historic centre of Brixen/Bressanone. First mentioned in the 12th century and originally the chief eastern entrance to the town, the gate takes its name from the Romanesque church of San Michele nearby. The façade of the gate is decorated with faded 16th century frescoes – only vaguely suggested in Menzel's drawing - depicting Saint Sebastian, Saint Martin and the Beggar, Saint Christopher and Saint Anne with the Virgin and Child, as well as the coat of arms of the early 16th century Archbishop Christoph von Schrofenstein.
Menzel's view of the Porta San Michele is likely to have been made from the 15th century bell tower of the adjoining church, known as the Torre Bianca (Weißer Turm), or White Tower. The present sheet, drawn on a page of one of the many sketchbooks the artist habitually carried with him on his travels, shows him studying the fall of sunlight on the rough stone walls of the gate, depicted with passages of delicate stumping, as well as the mural decoration of the walls and the mass of figures passing through the portal.
Menzel made at least two other drawings in Brixen/Bressanone during his brief visit in 1881; a view of the courtyard of the Köstlan mansion, now in the Kupferstichkabinett in Berlin, and a study of the side of a house in the centre of the town, now in the Städel Museum in Frankfurt.
Artist description:
Adolph Friedrich Erdmann von Menzel began his career working in his father's lithography shop in Breslau (now Wroclaw in Poland) and later in Berlin, where his family moved in 1830. A brief period of study at the Akademie der Künste in Berlin in 1833 seems to have been the sum total of his formal training, and he is thought to have taught himself how to paint. At the outset of his career he worked as an illustrator, his activity in this field perhaps best exemplified by a series of some four hundred designs for wood engravings produced to accompany Franz Kugler's History of Frederick the Great, published in instalments between 1840 and 1842. During the late 1840's and 1850's he was occupied mainly with a cycle of history paintings illustrating the life of Frederick the Great.
In 1861 Menzel received his most important official commission, a painting of The Coronation of King William I at Königsberg, on which he worked for four years. In the following decade, his lifelong interest in scenes of contemporary life culminated in what is arguably his masterpiece as a painter; the large canvas of The Iron Rolling Mill, painted between 1872 and 1875 and immediately purchased by the National-Galerie in Berlin. The last three decades of his career saw Menzel firmly established as one of the leading artists in Germany, a prominent figure in Prussian society and the recipient of numerous honours including, in 1898, elevation to the nobility. In the late 1880's he began to abandon painting in oils in favour of gouaches, although old age meant that these in turn were given up around the turn of the century. Yet he never stopped drawing in pencil and chalk, able always to find expression for his keen powers of observation. A retrospective exhibition of Menzel's work, held at the National-Galerie in Berlin a few weeks after the artist's death in 1905, included more than 6,400 drawings and almost 300 watercolours, together with 129 paintings and 250 prints.
A passionate and supremely gifted draughtsman, Menzel was equally adept at watercolour, pastel, gouache and chalk. He was also able to draw with either hand, although he seems to have favoured his left. An immensely prolific artist (over four thousand drawings by him, together with 77 sketchbooks, are in the collection of the Nationalgalerie in Berlin alone), it is said that Menzel was never without a sketchbook or two in his pocket. His friend Paul Meyerheim described the artist's appearance: 'In his overcoat he had eight pockets, which were partially filled with sketchbooks, and he could not comprehend that there are artists who make the smallest outings without having a sketchbook in their pocket…an especially large pocket was installed…to hold a leather case, which held a pad, a coupe of shading stumps and a gum eraser.' Menzel was widely admired as a draughtsman by his contemporaries, both in Germany and abroad, and Edgar Degas, for one, is known to have owned at least one drawing by him. | <urn:uuid:144041d2-4c6a-47c2-b05a-9bc3911177ea> | CC-MAIN-2021-43 | https://www.stephenongpin.com/PrintObjectPdf/index?objectID=820581 | 2021-10-21T11:47:44+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585405.74/warc/CC-MAIN-20211021102435-20211021132435-00390.warc.gz | 1,185,121,656 | 1,251 | eng_Latn | eng_Latn | 0.995041 | eng_Latn | 0.998468 | [
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Ocean Academy Whole School Curriculum Overview 2021/22 Year 3
TERM
Conditions
Learning Skill
Focus
AAT Skills Focus
ATL Curriculum
Focus
Year 3
Driving
Question
Employability link
*Gatsby 2,4,5
Reading
Writing purpose
(Explicitly taught)
Oracy
Maths
Science
Humanities
(Hist/Geog/RE)
Computing
PE
Art
Music
DT/STEM
PSHE
RSE
MFL: Spanish
Time Cop - Solving mysteries of the past
How can we, as archaeologists, use tombs to learn
The boy who grew dragons: Andy Shepherd
Egypt Magnified by David Long & Harry Bloom
The Egyptian Cinderella: Shirley Climo
To explain 'how to train your dragon'!
Children come to school to learn. They should spend less time playing at break times and more time
To create an observational drawing of a flower using
Revision and revise Y3 learning and begin to apply
Ocean Academy Whole School Curriculum Overview 2021/22: Year 4
TERM
Conditions
Learning Skill
Focus
AAT Skills Focus
ATL Curriculum
Focus
Year 4
Driving
Question
Employability link
*Gatsby 2,4,5
Reading
Writing purpose
(Explicitly taught)
Orcay
Maths
Science
Humanities
(Hist/Geog/RE)
Computing
PE
Art
Music
DT/STEM
PSHE
RSE
MFL
A Shakespeare story - Shakespeare stories for
Poetry for Kids: William Shakespeare (Dr.
William Shakespeare and changes in theatre over the ages
Revision and revise Y3-4 learning and begin to apply
*Gatsby: 2-Learning from career and labour market information. 4-Linking curriculum learning to careers.5-Encounters with employers and employees
Ocean Academy Whole School Curriculum Overview 2021/22: Year 5
TERM
Conditions
Learning Skill
Focus
AAT Skills Focus
ATL Curriculum
Focus
Year 5
Driving
Question
Employability link
Gatsby 2,4,5
Reading
Writing purpose
(Explicitly taught)
Oracy
Maths
Science
Humanities
(Hist/Geog/RE)
Computing
PE
Art
Music
DT/STEM
RSE
PSHE/RSE
MFL
*Gatsby: 2-Learning from career and labour market information. 4-Linking curriculum learning to careers.5-Encounters with employers and employees
Were the Vikings blood-thirsty invaders or civilised
To write a factfile on tawny owls.
Children get a better education when they are home-schooled because they get closer attention to
their learning. In school, you have to share the adults.
To use pastels to replicate the work of Munch but
Experiment, design, make and evaluate a product that uses levers
Revision and revise Y3-5 learning and begin to apply
Ocean Academy Whole School Curriculum Overview 2021/22: Year 6
TERM
Conditions
Learning
Skill Focus
AAT Skills
Focus
ATL
Curriculum
Focus
Year 6
Driving
Question
Employability link
Reading
Writing purpose
(Explicitly taught)
Oracy
Maths
Science
Humanities
(Hist/Geog/RE)
Computing
PE
Art
Music
DT/STEM
RSE
PSHE/RSE
MFL
*Gatsby: 2-Learning from career and labour market information. 4-Linking curriculum learning to careers.5-Encounters with employers and employees
Friend or foe: Michael Morpurgo
'We shall never surrender' Winston Churchill
Is it sweet and fitting to die for one's country?
The charge of the light brigade: Alred Tennyson
To create a background scene with bold colours using pastels with a printed animal in camouflage.
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Social Studies 7 Course Outline 2022-2023
Miss. Leah Toma firstname.lastname@example.org
780-835-5421
Text: "Our Canada: Origins, Peoples, Perspectives" Rees, Anderson Gerrits, and Allaire. Thomson Nelson, 2006.
Welcome to Social Studies! I am very excited for our year together and getting to know you. I know we will have a fantastic time and that with hard work and regular attendance, you will be successful!
What is Social Studies?
Social Studies is the study of people in relation to each other and to their world. It is an issues-focused and inquiry-based interdisciplinary subject that draws upon history, geography, ecology, economics, law, philosophy, political science and other social science disciplines.
Social Studies 7
Grade 7 students will explore the origins, histories and movement of people who forged the foundations of Canadian Confederation. They will examine how the political, demographic, economic and social changes that have occurred since Confederation have influenced ways in which contemporary Canada has evolved.
Social Studies 7 is broken down into three major units made up of two learner outcomes.
Unit 1: Diverse Peoples
Chapters 1-4 September-December
Students will demonstrate an understanding and appreciation of the distinct roles of, and the relationships among, the Aboriginal, French and British peoples in forging the foundations of Canadian Confederation.
- What characterized the societies of these people?
- What characterized their relationships with each other?
Unit 2: Towards Confederation
Chapters 5-8
December-March
Students will demonstrate an understanding and appreciation of the key events that affected relationships among the Aboriginal, French and British peoples and that shaped the agreement that eventually founded Canada: Confederation.
- What challenges of coexistence did these events provoke?
- How did the solutions to those challenges affect the future?
Unit 3: After Confederation
Chapters 9-11 April-June
Students will demonstrate an understanding and appreciation of how the political, demographic, economic and social changes that have occurred since Confederation have presented challenges and opportunities for individuals and communities.
- How have events and policies since Confederation shaped Canadian society?
- What ideas of citizenship have shaped Canada since Confederation?
Local and Current Affairs
Current affairs play a central role in learning and will be integrated throughout the course. Ongoing reference to current affairs adds relevance, interest, and immediacy to social studies issues. Through classroom discussions and activities, students will demonstrate an understanding and appreciation of how the media informs and shapes our knowledge of point of view, perspective and worldviews.
Opportunities may include current events in local communities, issues with local, provincial, national and/or global relevance, cultural celebrations, visits from dignitaries and elders, and special events.
Supplies
Students will need the following for every class: binder, pens/pencils, loose-leaf paper and pencil crayons.
Evaluation
Evaluation of student learning is reported in four terms. Term marks will be based on "Assignments/ Projects" "Quizzes" and "Unit Tests." The final course mark will be a blend of four term marks (80%) plus the final exam mark (20%).
Classroom Expectations
Students are expected to:
- Arrive to class on time with all required materials
- Show respect to all classmates, educational assistants, the teacher and to themselves
- Submit all assignments on time
- Make up for work missed. Students who are absent are responsible for finding out what they missed and completing it. This can be done by asking classmates or emailing the teacher.
- Respect the rights of others and contribute to a safe learning environment for all
- Come to class with a positive attitude and a willingness to participate
Cell Phones
We will regularly use technology in the classroom to enhance and facilitate learning, but having and using cell phones is a privilege. Cell phones are not to be used in class without the permission of the teacher. If a phone is used without permission, it will be confiscated by the teacher and returned at the end of the day.
My classroom expectations and rules align with the Fairview High School student handbook. For any questions, comments or concerns you may have, please refer to the hand book or feel free to contact me directly. | <urn:uuid:f6dc1d25-7495-431e-8a0f-10d1ced0747f> | CC-MAIN-2022-40 | https://www.fairviewhigh.ca/download/398565 | 2022-10-02T13:11:12+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00724.warc.gz | 795,075,929 | 869 | eng_Latn | eng_Latn | 0.996932 | eng_Latn | 0.997323 | [
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Assessment for Insulin Injection by Pen
Name: ____________________________________________ Date: _________________
Circle the most correct answer to each question and take the completed test to the school nurse or school district administrator for scoring.
1. It is important to prime the insulin pen every time you prepare for administration.
a. True
b. False
2. Which answer is correct regarding insulin administration?
a. It is all right to give a little more insulin than ordered.
b. Insulin is given into the subcutaneous tissue which is between the skin and the muscle, or more commonly called the fat tissue.
c. It is not important to rotate the sites of injections.
d. Shaking the pen hard helps to ensure the molecules of insulin are awake.
3. Which of the following statements is accurate regarding insulin by pen?
a. It is important to check the needle for sharpness.
b. Make sure to prime the pen before dialing up the correct dose.
c. Insulin cartridges never need to be replaced.
d. Recap the needle and use it again tomorrow.
4. If the school nurse has directed you to do so, encourage students with diabetes to assist in their diabetic care which will help them learn self-care skills.
a. True
b. False
5. What is considered to be the best sequence of events in administering insulin by pen?
a. Check the 5 Rights, wash hands and apply gloves, prepare needle, prime insulin pen, dial in the correct dosage of insulin, administer insulin and document medication.
b. Prime insulin pen, wash hands and apply gloves, screw the pen needle into place.
c. Check the 5 Rights, dial in the correct dosage of insulin, wash hands and apply gloves, document medication and administer medication.
d. Wash hands and apply gloves, prime insulin pen, administer insulin and recap the needle.
Number correct: _______of 5 answers.
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Social 10 Course Outline Semester 1, 2022
FAIRVIEW HIGH SCHOOL
Room 23 Monday to Friday, B Block (11:04 - 12:16pm), Wed PULSE (10:14 - 10:59)
Miss Toma, firstname.lastname@example.org
Extension 40023 – Google Classroom Code: 2p53d3m
TEXTBOOK: Living in a Globalized World. Globa, et al. Oxford. 2007.
COURSE MATERIALS: Binder, paper, pencil, pen, Chromebook/Laptop
Why is Social Studies important?
1. Social studies provide opportunities for students to develop the attitudes, skills and knowledge that will enable them to become engaged, active, informed and responsible citizens.
2. Recognition and respect for individual and collective identity is essential in a pluralistic and democratic society.
3. Social studies help students develop their sense of self and community, encouraging them to affirm their place as citizens in an inclusive, democratic society.
4. Students bring their own perspectives, cultures and experiences to the social studies classroom. They construct meaning in the context of their lived experience through active inquiry and engagement with their school and community
Course Overview
Students will explore multiple perspectives on the origins of globalization and the local, national and international impacts of globalization on lands, cultures, economies, human rights and quality of life. Students will examine the relationships among globalization, citizenship and identity to enhance skills for citizenship in a globalizing world. The infusion of multiple perspectives will allow students to examine the effects of globalization on peoples in Canada and throughout the world, including the impact on Aboriginal and Francophone communities.
Rationale
Globalization, the process by which the world's citizens are becoming increasingly connected and interdependent, demands that students explore responsibilities associated with local and global citizenship and formulate individual responses to emergent issues related to globalization. Recognizing and appreciating the influence of globalization will lead students to develop individual and collective responses to emergent issues.
Related Issue 1: The globalization of identity and culture
Unit Issue (-1): To what extent should globalization shape identity?
(-2/ -4): Should globalization shape identity?
September
Focus Questions:
- What is globalization?
- Is globalization having a positive or negative impact on the formation of identity?
- To what extent does globalization influence your life?
- To what extent is globalization enhancing or eroding cultural identity?
- To what extent should globalization shape identity and culture?
- To what extent do media and communications technology affect identities?
- To what extent should we respond to the opportunities that globalization provides for identity?
Related Issue 2: Impacts of Historical Globalization
Unit Issue (-1): To what extent should contemporary society respond to the legacies of historical globalization?
(-2/-4): Should people in Canada respond to the legacies of historical globalization?
October - November
Focus Questions:
- What are the historical origins of globalization?
- To what extent does cultural contact affect people?
- To what extent was historical globalization motivated by imperialism?
- To what extent should contemporary society make amends for the negative impacts of historical globalization?
- To what extent was historical globalization a positive or negative development on people's lives?
- To what extent are contemporary societies affected by historical imperialism?
Unit 3: Economic and Environmental Globalization
Unit Issue (-1): To what extent does globalization contribute to sustainable prosperity for all people?
(-2/-4): Does globalization contribute to sustainable prosperity for all people?
November - December
Focus Questions:
- What is economic globalization?
- Which economic ideas have most influenced the development of contemporary economic globalization?
- To what extent has the expansion of economic globalization affected people's lives? Has it created economic prosperity?
- To what extent does globalization affect the environment?
- To what extent does economic globalization contribute to sustainable prosperity for all people?
- Can sustainability and prosperity be balanced in a globalizing world?
Unit 4: Assessing and Addressing Globalization
Unit Issues (-1): To what extent should we embrace globalization? AND, to what extent should you, as a citizen, respond to globalization?
(-2/ -4): Should I, as a citizen, respond to globalization?
December - January
Focus Questions:
- To what extent does globalization affect the quality of life and access to human rights?
- To what extent is globalization enhancing or diminishing national sovereignty?
- To what extent is globalization strengthening or weakening democracy?
- Does it empower individuals and/or groups in society?
-
To what extent is globalization a threat to human security?
- What civic responsibilities should we embrace in relation to globalization?
- Is resistance to globalization futile or hopeless?
- What is our place as individuals, in a globalizing world?
- What are the most effective strategies you could use to demonstrate responsible Global citizenship?
EVALUATION:
Assignments/Projects: 20%
Essays:
25%
Unit Exams/Quizzes: 25%
Final Exam:
30% of total course mark
** PLEASE NOTE**
Abiding by the guidelines of Fairview High School
* Regular attendance is expected. This is to ensure success in each of your courses as well as limit the disruptions to the classroom.
* Tardiness or being late will not be tolerated. Any amount of time missed as a result of being late, will be accounted for and subsequently made up.
* Completing all assignments as per instruction and by the deadline will be expected.
* Treating your fellow students and myself as a teacher, with dignity and respect, are expected behaviours for this class.
* Cheating will not be tolerated! This could include, but not be limited to, the following:
* tendering another's work as your own
* downloading information from the Internet and not citing it
* cutting and pasting from documents not your own
* paraphrasing another's writing
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Lesson Notes
E-communication
Lesson
4
E-commerce & E-learning
The e-ffect of the Internet has been e-normous. We cannot say that, because the e- prefi x stands for electronic. This is the shortest way to show that we are talking about something involving the Internet. While we know that you will realise the advantages of using the Internet, we hope you will also be aware of disadvantages. The Internet is not always the best option for everyone. Many users can get better information faster by using the librarian as a "search engine". It really depends on how well you know and use the Internet's e-tools.
Lesson Outcomes
* Explain terms like e-commerce and e-learning
By the end of the lesson you should be able to:
* Discuss the advantages and disadvantages of e-commerce
* Know how to use group communication, including chat rooms, newsgroups and forums to help with e-learning
Lesson notes
This involves buying, selling and doing business on the Internet. The easy part of setting up a business on the Internet is creating the website and showing what your business offers. The hard part is getting people to visit your website. If you are planning to have an Internet business, you must either pay to advertise on a much used site like Google, which will provide a link to get to your website, or do some research on keywords to include that will put your URL at, or near the top of a search engine's list.
E-commerce
E-government
E-banking
E-learning
Internet banking allows you to do any transactions except the impossible ones like drawing cash. Internet banking is less expensive than going into the bank, and is very secure as long as the client keeps his or her passwords safe, does not log in to his or her account in public places, and remembers to log off if he or she leaves the PC.
The very fi rst thing on your e-learning list should be learning to use search engines so that you get a list of fewer, more relevant sites, rather than millions that just might be useful. Then you should fi nd forums and chat rooms related to what you are learning. There you can get answers to your questions from people with the same interest. Always read the FAQs, or frequently asked questions, fi rst. Maybe your question has already been answered 500 times and the other users will not thank you for asking again.
There are many different government websites where you can download forms and documents or get information you might need. The Department of Education has past papers and memos for the Matric exams that will help for your fi nal exams.
To do task 2, click View, Toolbars, Forms. Add a table and some text boxes and buttons to your document. Use Tools, Protect Document. This will ensure that the user can fi ll in the form, but not change it.
Reminder: Do not give your personal details unless you know it is safe to do so.
Task
1. Using 2 columns in a word processing document, list the pros and cons of e-government.
2. Use your word processor to create a form the government could use to fi nd out details about you as a citizen. | <urn:uuid:d8dbcab4-4893-4c9a-8903-be920ed0427a> | CC-MAIN-2022-40 | https://learn.mindset.africa/sites/default/files/resourcelib/emshare-show-note-asset/1474_fdoc.pdf | 2022-10-02T12:04:26+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00727.warc.gz | 390,507,341 | 649 | eng_Latn | eng_Latn | 0.998576 | eng_Latn | 0.998576 | [
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TAKE ACTION ON
CLIMATE CHANGE
C limate describes the typical weather that a location experiences over long periods of time. Since no part of New Brunswick lies more than 200 km from the ocean, the province experiences a blend of continental and maritime climates. This is fairly consistent over many years, but over time, these weather conditions can change. When they do we call it climate change.
What is climate change? Climate change is a change in long-term average weather patterns. It is important to learn about climate change because it affects the environment as well as the people, plants and animals that depend on it.
Take Action on
Climate Change
Climate change is a major concern today due in large part to the actions of people over the past 100 years. It may seem hard to believe that people can influence the Earth's climate but when we do things that send greenhouse gases into the air, we are making our planet warmer.
Some energy, like the energy your body needs, comes from the food you eat. But other energy, like the energy that is used to light and heat much of your school, comes from fossil fuels like coal and oil. Burning these fuels releases greenhouse gases.
We contribute to greenhouse gases whenever we use energy to do things such as:
* Turn on a light
* Heat or cool your home
* Drive a car
* Take a hot shower
* Play a video game
* Wash and dry your clothes
These activities are not wrong; we just have to learn to be smart about them. For example, turn off the TV when you are done or reduce the amount of time you spend in the shower. See Be Energy Efficient for more tips.
So, what's the big deal? Well, if temperatures continue to rise, the Earth will face many problems. As the climate changes, there may be changes in the natural environment that people depend on. Here in New Brunswick we can expect changes such as temperature and rain increases, more storms, rising water levels and more frequent flooding as well as the potential for low water levels and droughts.
But it's not too late! If we try, we can all do our part to reduce the amount of greenhouse gases that we put into the environment.
Here are some ways you can help make a difference!
* Learn about the environment. To get started, ask a teacher for some suggestions. Then, choose a topic and create a project that you can present to your class so that they can learn too.
* If possible, save energy by taking the bus, riding a bike, walking or skateboarding to school.
* Start a recycling program at your school. See Ready, Set, Recycle!
* Invite guest speakers to your school from your local electricity company or other government agencies to encourage conservation. i g h t s o f f
* Start a "Lights Off" campaign.
* Take an annual climate change poll at your school. Ask students and staff how they get to school each day. Graph the results, showing the percentages of people who walk, bike, drive or take the bus.
* Help your family to look for produce that are in season and locally grown. The transportation of food over long distances releases large amounts of greenhouse gases each year.
These are just a few of the many things you can do to put less greenhouse gases in the air. Can you think of some other activities? Remember, every effort you make to reduce your impact on the environment counts!
Be part of the solution! Take action and make your commitment strong. | <urn:uuid:9cb4ccf5-d28e-4b0c-8e39-bc52d44c3358> | CC-MAIN-2022-40 | https://www.electionsnb.ca/content/dam/gnb/Departments/env/pdf/LandWaste-TerreDechets/TakeActionClimateChange.pdf | 2022-10-02T13:31:53+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00725.warc.gz | 781,543,118 | 712 | eng_Latn | eng_Latn | 0.998008 | eng_Latn | 0.998336 | [
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Social 8B Course Outline 2022-2023
FAIRVIEW HIGH SCHOOL
Room 23, Monday, Tuesday, Thursday, C Block
Miss Toma, email@example.com Google Classroom Code: q4z5I2w
Text: Fitton, A., Goodman, D.M., O'Connor, E. Worldviews Contact and Change
Course Overview
Historical Worldviews
-Alberta Education
Grade Eight Social Studies expands on the concept of intercultural contact and continues to develop historical thinking skills through an examination of past societies in different parts of the world.
This program of studies is broken down into three major historical worldviews
Unit 1: Renaissance Europe Origins of a Western Worldview
September – December
Through an examination of Renaissance Europe, students will demonstrate an understanding and appreciation of how the exchange of ideas and knowledge contributed to shaping the worldview of the Western world.
Chapter 1: Times of Change
Chapter 2: The Expansion of Trade
Chapter 3: The Humanist Approach
Chapter 4: The Exchange of Ideas
Chapter 5: The Age of Exploration
Chapter 6: "O Brave New World"
Unit 2: Worldviews in Conflict The Spanish and the Aztecs
January - March
Through an examination of the Spanish and Aztec societies, students will demonstrate an understanding and appreciation of how intercultural contact affects the worldviews of societies.
Chapter 7: The People of the Sun
Chapter 8: For the Good of the People
Chapter 9: Spain Looks Westward
Chapter 10: A Deadly Meeting
Chapter 11: Worldviews in Conflict
Unit 3: Japan:
April - June
From Isolation to Adaptation
Through an examination of Japan, students will demonstrate an understanding and appreciation of the ways in which beliefs, values and knowledge shape worldviews and contribute to a society's isolation or adaptation.
Chapter 12: Shaping a Unique Worldview
Chapter 13: Japan Under the Shogun
Chapter 14: Edo Japan: A Closed Society
Chapter 15: Contact and Change in Meiji Japan
Chapter 16: Return to Roots
Local and Current Affairs
Through activities and classroom discussion, students will demonstrate an understanding and appreciation of how the media informs and shapes our knowledge of point of view, perspective and worldviews.
Learning Strategies
* reading / reading comprehension questions
A variety of strategies will be used over the course of these studies such as some of the following:
* notes and lectures will be given
* use of graphic organizers to aid in comprehension and organization of detail ie. Venn diagram
* small and large group discussion as well as cooperative learning activities ie. Jigsaw and inquiry projects
Supplies:
Pens/pencils
Binder
Loose-leaf paper
Pencil crayons/markers
Evaluation:
Evaluation of student learning will be reported in four terms.
In-class assessments will be made to facilitate student improvement.
Term reporting will be based on daily and major assignments, chapter exams and the current event portfolio.
The final course mark being a blend of the four term marks (75%) and the final exam mark (25%).
Assignments/Projects/Current events:
40%
Quizzes:
10%
Unit Exams:
25%
Final Exam:
25%
Expectations
Students are expected to:
- Participate in a positive manner and show respect to fellow classmates, educational assistants, and the teacher.
- Arrive to class on time, with required materials.
- Respect the rights of others and share their opinions in an open and safe classroom.
- Make up for work missed due to an absence in a timely manner.
- Complete all assignments on time. (Unless discussed with teacher ahead of time)
Cell Phones
Technology will be used regularly in the classroom to enhance and facilitate learning. Cell phones are not to be used without the permission of the teacher during class time. Abiding by the policies of Fairview High School there will be a pocket chart where students will place their cell phones at the beginning of the class period.
* Please Note *
Abiding by the guidelines of Fairview High School;
- Regular attendance is expected. This is to ensure success in each of your courses as well as limit the disruptions to the classroom.
- Completing all assignments as per instruction and by the deadline will be expected.
- Tardiness or being late will not be tolerated. Any amount of time missed as a result of being late, will be accounted for and subsequently made up.
- Treating your fellow students and myself as a teacher, with dignity and respect, are expected behaviours for this class.
- tendering another's work as your own
- Cheating will not be tolerated! This could include, but not be limited to, the following;
- downloading information from the Internet and not citing it
- paraphrasing another's writing
- cutting and pasting from documents not your own
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GCHD COVID-19 Response Guidance 2022-2023
At this time, the Michigan Department of Health and Human Services (MDHHS) and the CDC recommend the management of COVID-19 transition from a pandemic emergency response model toward a more standard approach used in the management and control of other respiratory viral diseases, such as influenza. Seasonal variations in COVID-19, as well as the appearance of more virulent or contagious variants may cause modification in this approach.
Currently, in the preK-12 school setting, schools should focus on basic illness prevention, detection, and responding to in-school clusters of cases, ongoing transmission in the school, and outbreaks.
Important strategies for COVID-19 and other illness prevention should include:
- Recommending COVID-19 vaccination, including proper booster doses when appropriate, to all eligible students and staff.
-
Recommending seasonal influenza vaccination and other routine vaccinations.
o Free school-based curricula are available for all grade levels to educate about the immune system and how it works, diseases and their causes, and vaccines and the science behind them. Go to https://vaccinemakers.org/lessons.
- Supporting students, staff, and families who choose to continue to wear a mask even if not needed.
- Following isolation guidance for students and staff diagnosed with or showing symptoms of COVID-19 or other illnesses.
- Promoting transmission prevention strategies following a case or exposure to a case of COVID-19, including masking, testing, symptom monitoring, and, potentially quarantine.
- Cases of COVID-19 must be reported to GCHD as required by the public health code.
- Monitoring for potential signs of clusters or in-school transmission. If you are concerned about a cluster or outbreak, consult with GCHD.
- Monitor COVID-19 conditions in your area using the following webpages:
o CDC: COVID-19 Integrated County View
[x] NOTE: at a CDC HIGH COVID-19 Community Level, indoor masking is recommended.
o MDHHS: Coronavirus Webpage
o MDHHS: K-12 Aged ISD Reporting
o MI Safe Start Map
What is required of schools in regards to COVID-19?
- Positive COVID-19 cases (confirmed or probable), must be excluded from school based on the Michigan Public Health Code: 333.5201 and the Michigan Administrative Code (p. 2-3).
.
- Notify GCHD of COVID-19 cases per the Michigan Public Health Code
- Standard school infectious disease policies mandate requiring students and staff to stay home when sick.
What to do if someone tests positive (isolation)
Here is a general overview of guidance for students and staff, regardless of vaccination status.
- Isolate at home for at least 5 days after symptom onset
o Day 0 is the day symptoms started or test sample was collected. Use the calendar below for how to count days after testing positive.
- On day 5, does case have no symptoms or symptoms are resolving?
o If yes, Can stop isolation on day 6. However, should continue to wear a well-fitting mask around others through day 10.
o If no, should NOT stop isolation - continue isolating until symptoms resolve or 10 days have gone by since tested positive or first developed symptoms. If case has a fever, continue to isolate until fever goes away (24 hours fever-free with no medication).
o "Resolving symptoms," means symptoms have gotten noticeably better. Some symptoms (like fatigue and loss of taste and/or smell) may last a longer time.
- GCHD strongly recommends that neither students nor staff return to school if they are still feeling ill.
- Continue to wear a mask around others for another 5 days, including at home.
o When a student or staff returns to school between days 6 and 10, they should wear a KN95, N95, or surgical mask, and not a cloth mask.
o If a student or staff returns on Day 6, they should wear a mask at all times except while actively eating.
Which test can be used?
- In almost all circumstances, rapid antigen tests and PCR tests are both acceptable options for testing.
- Most at-home rapid antigen test results are not reported to the Michigan Disease Surveillance System (MDSS) except for certain at-home tests that include an app. Schools should report any positive at-home antigen test results to the Health Department.
Expanded Mitigation Measures
Schools may wish to enhance mitigation strategies if local COVID-19 or other illness transmission is worsening or there are other concerning changes. These enhancements could include:
- Ensure ventilation allows the maximum amount of outdoor air, filtration of recirculated air, and use of outdoor spaces to the maximum possible.
o Ventilation is one of the most important COVID-19 prevention strategy for schools and childcare settings. Good ventilation can reduce the number of virus particles in the air, thereby reducing the likelihood of spreading COVID-19.
o Good ventilation and indoor air quality are important in reducing airborne exposure to viruses and other airborne illnesses, chemicals, and odors. Buildings vary in design, age, heating, ventilation, and air conditioning (HVAC) systems, and their ability to provide adequate ventilation and air filtration.
o For more detailed guidance, see the EPA's Clean Air in Buildings Challenge and the Harvard Healthy Buildings.
- Encourage masking or consider mandatory masking during periods of increased respiratory illness.
Watch Closely for Signs of Illness Clusters or Outbreaks
A COVID-19 outbreak should be suspected when a school building is experiencing an increase in COVID-19 cases among students and staff that are above a level at which would be expected. The official definition of COVID-19 K12 school-associated cluster and outbreak are listed in the table below.
School Based COVID-19 Definitions
K-12 school-transmission
School-associated cases where the most likely place of exposure is determined to be the school setting or a school-sanctioned extracurricular activity.
K-12 school-associated cluster
At least three (3) cases or multiple cases comprising at least 10% of students, teachers, or staff within a specified core group* meeting criteria for a school-associated COVID-19 case; with symptom onset or positive test result within 14 days of each other§, AND NO likely known epidemiologic link to a case outside of the school setting.
K-12 school-associated outbreak
At least three (3) cases or multiple cases comprising at least 10% of students, teachers, or staff within a specified core group* meeting criteria for a probable or confirmed school-associated COVID-19 case with symptom onset or positive test result within 14 days of each other§; who were not identified as close contacts of each other in another setting (i.e. household) outside of the school setting; AND epidemiologically linked in the school setting or a school-sanctioned extracurricular activity.
* A "core group" includes but is not limited to extracurricular activity†, cohort group, classroom, before/ after school care, etc.) † A school sanctioned extracurricular activity is defined as a voluntary activity sponsored by the school or local education agency (LEA) or an organization sanctioned by the LEA. Extracurricular activities include, but are not limited to, preparation for and involvement in public performances, contests, athletic competitions, demonstrations, displays, and club activities.
§ For onset, use symptom onset date whenever available. If symptom onset date is unknown or if a case is asymptomatic, use specimen collection date for the first specimen that tested positive. The 14-day period refers to 14 days before the date of first symptom onset or first positive test sample.
https://preparedness.cste.org/wp-content/uploads/2021/08/CSTE-Standardized-COVID-19-K-12-School-Surveillance-Guidance-for-Classification-ofClusters-and-Outbreaks.pdf
Recommended strategies for responding to a cluster or outbreak
- Temporarily implementing a universal masking policy. This can be done at the classroom, grade, or school level depending on the extent of transmission and the structure of the school.
- Increase handwashing, cleaning, and disinfection efforts.
- Limit visitors to the school to only those necessary for student support and instructional purposes.
- Notify all potentially exposed students and staff. Individual contact tracing does not have to occur, but staff, students, and their families need to be notified of the occurrence of an outbreak in their class, grade, team, or school.
Beyond COVID-19: Basic Public Health Recommendations
Require sick students and staff to stay home. Use the follow resources for determining when to stay home.
- The When to Keep Your Child Home guidance from the American Academy of Pediatrics.
- The GCHD Communicable Disease Reference Chart for Schools and Daycares
Report Appropriate Information to the Local Health Department (LHD)
Michigan Law requires schools and childcare centers to report specific diseases according to Act No. 368 of the Public Acts of 1978. Any reportable disease that is suspected or known to have occurred in the school or a schoolsanctioned activity, including chickenpox, COVID-19, pertussis, measles, mumps, rubella, Haemophilus influenzae Type B, meningitis, encephalitis, hepatitis, tuberculosis, or any other serious or unusual communicable disease must be reported within 24 hours. Any unusual occurrence, outbreak or epidemic of any disease or condition must also be reported within 24 hours. Please visit our School Reporting webpage for more information.
Request Information from Parents and Staff Regarding Illnesses
- It can be helpful to keep some form of line list of students and staff that are ill, documenting either the diagnosis given by a healthcare provider or their symptoms. This documentation can help to identify patterns that might suggest a cluster or outbreak.
- To better assist with your reporting, supply guidance to parents/guardians about illness reporting. Put a message on your absentee line voice message asking parents/guardians to please include the illness (if known) and who diagnosed it OR a detailed description of symptoms such as vomiting, diarrhea, fever, rash, or sore throat when reporting their child's absence.
School Closure Should Be a Last Resort
- Most outbreaks (COVID-19 or other illness outbreaks) will not need school closure. However, there may be some
A line list should capture, at a minimum, the following information:
- Name of child or staff member
- Parent/guardian name (for child)
- Street address and city
- Phone number of parent or staff member
- Date of birth
- Sex
- Symptom onset date
- Symptoms
- Date last attended/worked in facility
- Areas/rooms attended/worked in facility two days before symptom onset (or date of positive test, if asymptomatic) until time left facility
instances where closure can be considered for disinfection or other mitigation actions, or at the discretion of the school district due to operational issues. Consult with GCHD as needed for guidance and recommendations.
- School closures due to illness should be reported immediately to GCHD regardless of whether it is an outbreak of one disease, a closure due to a variety of illnesses, or a closure due to staff illnesses. | <urn:uuid:b2281bc5-0df0-4e2f-b887-5f4e6431f1ac> | CC-MAIN-2022-40 | https://cdn5-ss10.sharpschool.com/UserFiles/Servers/Server_18854385/File/Covid-19%20Files/2022-2023%20COVID-19%20School%20Guidance_08.24.2022.pdf | 2022-10-02T13:14:28+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00729.warc.gz | 192,759,301 | 2,288 | eng_Latn | eng_Latn | 0.994302 | eng_Latn | 0.99631 | [
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LANGUAGE Policy
Approved by: Board of Directors, January 2018
Last review on: April 2022
Next review due by: April 2023
Our Rationale
At St Peter's School, we understand that language is the foundation of learning. It provides us with frameworks around which we construct our conceptual understanding and through which we critically engage with the world around us. It enables us to relate to others and negotiate meaning, allowing for intellectual, social and emotional development and overall well-being. Our understanding of language extends beyond the purely linguistic to include non-verbal elements and multimodal representations.
We understand that languages are dynamic and evolving. They are the means by which we express ideas and concepts but they also change over time and vary according to the communities and speakers that use them. For this reason, we focus upon the ways in which language is used in social contexts and is socially-constructed by speakers. We see languages as mutable resources which are not necessarily tied to geographical contexts.
We recognise that students are active agents in their own learning. They bring prior knowledge and experience, engage with learning opportunities in collaboration with others, thus enabling them to make connections, reflect upon their experiences and construct meaning together.
We consider that all students are unique, with diverse backgrounds, needs and personalities, which we meet by providing learning experiences which attend to different learning styles, through differentiation and awareness of individual identity, including their linguistic biography. Our families come from over 40 different countries and many have lived and worked in various cultures and form households in which various languages are spoken. For this reason, the social reality at school is complex and diverse, both linguistically and culturally. Likewise, the school's teaching staff is international and plurilingual, with teachers communicating mostly in English, but also in Spanish, German, Catalan or French, depending on their origin or identity.
At school, we believe that language learning incorporates all of the different languages which form part of our community and that all members of staff actively contribute to the language development of our students, through interaction, the provision of collaborative
experiences which are intellectually challenging and the creation of shared understanding. To this end we are in the process of creating a series of essential agreements which represent our core principles as a school.
Our Purpose
This document describes our perspective on language, important principles when learning a language and how these principles influence our teaching and use of language.
* In conjunction with our core curricular documents, it provides the school with a framework that will promote consistency in approach across the school.
* It provides families with information about our principles and our practices and assists them in understanding our curriculum and teaching practices.
* It will be a tool for teachers to reflect on their language practice and guide professional learning and appraisal.
* It will assist new members of staff in understanding the principles and practice related to language learning in school.
The points in this policy describe what we value and what we strive to achieve. Our practices may not reflect all the points described in this policy but we aim to do so and to engage in constant reflection with reference to our guiding principles.
The policy is reviewed on an annual basis to see to what extent it reflects actual practice within school and is both coherent and consistent with the school philosophy. This review is carried out by the corresponding Heads of Language Departments, the Language Coordinator and Head of Education and shared with teachers. Parents have access to the policy via the website and through parent meetings and public events in school.
Our Philosophy
The notion of plurilingual competence is central to our philosophy as educators. From the earliest stages in school our students experience language as a means of communication and of understanding their world. Over time they begin to differentiate
between how people communicate differently according to context and gradually they begin to make sense of different language systems and conventions. Their individual linguistic repertoire is both dynamic and developing, their resources may vary widely from one language to another and over time but they have a:
single, interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks
(CEFR 2001 Section 126.96.36.199).
Consequently, our main objective is that a student at St Peter's is able to draw upon their combined knowledge and skills base to communicate effectively in diverse contexts in the languages which make up their individual linguistic repertoire as well as in English. We also aim to provide students with the necessary experiences, skills and strategies to be able to mediate texts, concepts and communication effectively across cultures and languages, thus promoting intercultural understanding and awareness.
Language is seen as comprising learning language itself, learning about language and learning through language, and is a principal connecting element across the curriculum.
Not only do we aim to make language learning inquiry-based and relevant, but also collaborative, allowing students voice and agency in their learning. In therefore follows that the focus on language extends beyond the boundaries of the classroom to include language use in social contexts around school, at home and in the community, both locally and internationally through links with students in other schools. Additionally, the use of technology enables students to expand their perspectives by researching and mediating information and exchanges through a variety of media.
Within school, class teachers collaborate with teachers of Additional Languages and Language Support teachers, together with Learning Specialists to plan integrated programmes of inquiry which reinforce, support and extend language learning.
In addition to those languages which are actively taught in school the school actively supports encourages and supports the development of home languages as a linguistic resource for the whole community. Where school is unable to do so, families are recommended institutions which offer classes in specific languages if they choose to continue with lessons in home languages. In addition, within school, students are actively
encouraged to use pedagogically-based strategies to link use of their home languages to support their language learning.
The school is currently developing training and resources in collaboration with students to support the integration of home languages into the school, through the library and through classroom resources in conjunction with centres of higher education.
To this end we also collaborate with different universities which offer degrees in bilingual education, such as the Universidad Autónoma de Barcelona, Universidad Ramon Llull (Blanquerna), Sant Pablo CEU (Abat Oliba), Universidad de Lleida and Universidad Internacional de Cataluña. We also regularly participate in research programmes into plurilingual education and have hosted an annual congress (Learning Through Language) which aims to build bridges between universities and local and international schools, and in which different educational proposals are debated, shared and reflected upon, always within the context of language acquisition. http://www.stpeters.es/blog/tag/learning-through-language/
Our Language Policy
Our language programme covers all of our year groups from N1 (age 12 months) through to the Diploma Programme, incorporating the Early Years, PYP, MYP and Diploma continuum.
We draw upon current local and European policy together with IB principles to create our language programme. Throughout the programme we focus on communicative, plurilingual and pluricultural competences together with more specific language strands, comprising reception, (spoken, written and visual), production/expression (spoken, written and visual) interaction (spoken, written, visual and online) and mediation (of texts, concepts and communication). During class time students are encouraged to use the target languages, they are encouraged to express themselves freely during recreation.
Languages of instruction/Additional languages
Our main language of instruction is English, but the subjects of Spanish, Catalan (both coofficial languages in Catalonia), together with French are also taught. Chinese is also
taught as an extracurricular language.
Language Support
Students who, on arrival, do not have a high level of Spanish, Catalan or English, receive special tuition in smaller groups, which prepare them to access normal classes. The contents of these special classes enable the child to carry out simple communicative exchanges and to express their basic needs or to refer to common everyday situations.
Learning Support for Language
Where specific needs are identified for students in languages teachers differentiate activities in coordination with the Support Centre, which may, on occasions, provide specific learning plans and provide additional support in class or by withdrawing students or groups of students as required.
Language Qualifications
During their school years, students will take exams from external institutions for the purpose of validating the knowledge they have in their various languages. In addition, when they complete ESO (accredited by the Generalitat de Catalunya and the Ministry of Education) they acquire level C from the Instituto Cervantes in Spanish and level C in Catalan. At present St Peter's School is a Cambridge examining centre for international
IGCSE and 'A' level exams and an exam preparation centre for the ESOL qualifications (First, Advanced and Proficiency).
To reinforce the language policy the school organises trips and exchanges in which students have the opportunity to practise the different languages which they learn at school and to get to know cultures in different environments. Examples of destinations include: Biarritz, Berlin, New York, London and Paris.
To consolidate use of the local language we organise trips to places of cultural or natural interest where Catalan is used as the language of communication.
We also take part in forums in which oral language skills, including mediation, form a key element:
Languages of communication within school and with families
The principal working language at school is English, but other languages are used in certain situations depending upon the usage made by families or teachers.
The Early Years and PYP Programme
The focus in Early Years is upon global language development. We aim to provide a rich set of educational experiences in the target language (English) and encourage and model use of English in the classroom. Our aim is to create environments in which the target language is the main language used and modelled to ensure that students have maximum exposure to the language. However, we also encourage and welcome the child's own contributions in other languages and use these as opportunities for learning, by comparing and contrasting and modelling responses in the target language. The child's whole linguistic repertoire is respected and valued and seen as fundamental, not only for their successful acquisition of new language but also for their sense of identity and social and emotional wellbeing.
Spanish is introduced into the curriculum through gym lessons up until Year 1.
At this stage students who arrive with little or no prior knowledge of English are supported by teachers within the classroom. If additional learning support is required this is planned in conjunction with the learning specialists from the Support Centre.
From Year 1 upwards students are introduced to Spanish and Catalan as additional languages and French is also introduced in Year 5.
Our programme is based upon units of inquiry which are planned by class teachers in conjunction with specialists. Opportunities for learning about language across languages are provided through joint thematic planning of units wherever appropriate, but language learning also takes place in stand-alone classes and, from time to time, in joint activities in which more than language is used. As in the Early Years we focus upon the target languages in class, but welcome and encourage pedagogically-based strategies to link use of their home languages to support their language learning.
Students who, on arrival, do not have a high level of Spanish, Catalan or English, receive special tuition in smaller groups, which prepare them to access normal classes. The contents of these special classes enable the child to carry out simple communicative exchanges and to express their basic needs or to refer to common everyday situations.
Where specific needs are identified for students in languages teachers differentiate activities in coordination with the Support Centre, which may, on occasions provide specific learning plans and provide additional support in class or by withdrawing students or groups of students as required.
The Middle Years Programme
Our language policy reflects the requisites of the MYP programme. Each member of staff recognises that each one has an important, active role to play in developing the linguistic competences of our students. In an international context such as St Peter's School the recognition and support in perfecting the home languages of our students is a very important factor. To this end we have access to materials in different languages in our Resource Centre. Students are able to use these resources whenever they need them and they are guided and advised as to how best to use them by teachers and the school librarian.
The school offers those students are not proficient enough in English or Spanish to follow the main classes are the chance to take part in language support classes in which they are introduced to the basic notions necessary for them to follow classes in subjects which are taught in those languages. The teacher who is responsible for Language Support classes in both Spanish and English follows the MYP methodology and plans their classes according to levels/phases.
For a student to be able to follow a Language and Literature course either in Spanish or English they must have at least level/phase 4 in Language Acquisition. Any student who has not reached level 4 in Language Acquisition cannot take the Language and Literature course in the corresponding language.
Where specific needs are identified for students in languages teachers differentiate activities in coordination with the Support Centre, which may, on occasions provide specific learning plans and provide additional support in class or by withdrawing students or groups of students as required.
The Diploma Programme
The School Language Policy meets the requirements of the Diploma Programme of the International Baccalaureate as it follows a multilingual curricular design.
St Peter's School offers a programme in both languages (Spanish and English), so that the student can obtain a bilingual certificate as an additional extra in their learning. For this reason, we offer language and Literature both in Spanish and in English as subjects in group 1 and group 2. In this way, in both options there are subjects in Spanish and English.
In our Admissions Policy, the level requirements for Spanish and English are stated according to the pathway the student has chosen.
"The most important thing you gain when you learn a language is that you establish what is called a bridge between your mother tongue and the target language. This bridge is essential in communication and mutual understanding among diverse nations and varied cultures." Ahmed Anter
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Living Life in all its Fullness - John 10:10
KIRK FENTON CE PRIMARY SCHOOL
Curriculum Policy
September 2021
Review Date: Autumn 2023
Our Vision
Rooted in Christian belief, our vision for every member of this school community is to feel valued and respected, regardless of age, gender identity, sexuality, race, faith, belief or ability. Through developing a love of learning, each individual will have the opportunity to reach their full potential and aspire to become the person they were born to be.
Let your light shine before others, that they may see your good deeds and glorify your Father in Heaven. Matthew 5:14-16
Rationale
Our curriculum is designed to provide a broad, balanced and relevant curriculum for the pupils at our school. Our vision is to provide inspirational learning experiences that will ignite a love for life-long learning within the children and enable them to develop as confident, articulate and happy individuals who achieve academic excellence.
We have taken great care to design our curriculum to achieve our vision and ensure that our values underpin it.
The curriculum at Kirk Fenton meets the requirements of the National Curriculum 2014 and is designed to reflect the needs of our school and its community. We aim to ensure that our curriculum is exciting and challenging and reflects our pupils' interests and needs, celebrating traditions that are important to our community and opening up the world for our children as global citizens.We strive to create and provide opportunities for our pupils to develop their creativity and imagination; promoting new interests and an awareness of the wider world in the hope that they will become courageous advocates of change to make the world a better place for all.
Promoting an enjoyment of reading and a love of books underpins everything that we do and the use of exciting and stimulating texts is a key feature across the curriculum. We ensure that we deliver a broad and balanced curriculum using appropriate resources including texts that we believe champion diversity and equality, challenging disadvantage and stereotyping. We try to promote a mix of new and classic texts to support both learning within the classroom and reading purely for pleasure.
Planning
We work together across school to ensure that children in the Foundation stage follow the statutory guidelines for EYFS and key stages 1 and 2 receive their full entitlement to the statutory National Curriculum and the locally agreed syllabus for RE. During the planning process teachers formulate an annual plan ensuring coverage in all subjects. Subject Leads check for breadth and depth in their subject and further checks are made as the curriculum is taught throughout the year.
Long term plans cover an academic year. They are coherent and balanced plans for each subject which ensure progression and links between subjects. They can be found on our website.
Medium term plans provide more detailed learning objectives and activities for each subject. Expected learning outcomes are grounded in an understanding of achieving key knowledge or skills and teachers assess against these throughout the year.
Short term plans are the teachers daily lesson plans for their own personal use. These cross reference to the medium term plans to ensure coverage and rigour, pace and progress.
Teachers use learning objectives and age related expectations for their year group/s and understand how to broaden and deepen learning experiences in order to secure progress and academic achievement.
We believe that, where possible, links should be made between subjects. The integrity and distinct features of individual subjects are retained but where subjects can be naturally taught alongside each other we plan to do so.
Subjects are not always taught weekly or throughout the year; a professional judgement is made whether the subject is taught in blocks of time or in regular lessons. We ensure the curriculum is planned to cover the whole curriculum and teachers use time to cover each subject area in a manageable and meaningful way. In this way we can achieve more depth of learning, and linking subjects provides opportunities to apply the knowledge, skills and understanding gained in one subject in another. For example, pupils may develop their writing skills through an extended piece of writing in history to build upon the skills and understanding developed during an English lesson.
Subjects:
English
We teach the full programme of study as described in the National Curriculum across our classes. This includes speaking and listening, drama, reading and writing.
Reading sits at the heart of the Kirk Fenton curriculum and our long term plans include a wide range of diverse texts which reflect our inclusive vision and values. A love for reading is promoted throughout the school with a recently refurbished library, texts linked to wider areas of the curriculum, daily reading time and quality books in classrooms. We believe the development of Literacy skills is central to improving a child's life chances. Teachers have high expectations for all children to achieve and enjoy English and to be able to use the skills they have acquired in a range of contexts.
At Kirk Fenton, EYFS and KS1 teachers use 'Letters and Sounds' as the core basis for teaching phonics*. Letters and Sounds is a systematic approach for teaching children to read using phonics. In EYFS we begin with a short revision of phase 1 to ensure all children have the opportunity to feel confident listening and speaking in a classroom environment. We then introduce phase 2 sounds, continuing with phases 3, 4 and 5 in Year 1. Phonics teaching is carefully planned, reinforcing and building on previous learning to secure children's progress. Regular ongoing assessment using Phonics Tracker allows us to quickly identify any sounds children find difficult and put additional support in place. Year 1 children participate in the Year 1 national phonics screening in the summer term. It is expected that children entering Year 2 will start phase 6 which develops a variety of spelling strategies including homophones (word specific spellings) e.g. see/ sea, spelling of words with prefixes and suffixes, doubling and dropping letters where necessary. The spelling of common exception words and tricky words are taught continuously throughout the phases.
*A new phonics scheme is currently being researched and will be in place for 2022-2023, in line with the Government's phonics validation process.
At Kirk Fenton, our reading for pleasure pathways include a variety of fiction, non-fiction, poetry and graphic novels. Books are carefully chosen and reviewed each year so that new releases may be included alongside texts from our literary heritage. These can be found on the individual year group English long term plans. Our main reading scheme is Collins Big Cat. This is supplemented by a range of materials from other schemes such as Oxford Reading Tree and Project X. Regular home reading is encouraged to build confidence, fluency and expression with books that match each child's current reading ability. In school, small group guided reading, 1:1 and whole class reading help children learn to read and transition to read to learn.
Reading comprehension becomes more formalised from Year 2 with the introduction of Reading VIPERS. Focus on the reading skills of vocabulary, inference, prediction, explanation, retrieval and sequence/summary give children the opportunity to engage with a wide-range of texts in different ways.
All children have the opportunity to regularly visit the school library. Refurbished in summer 2021, we have a growing collection of new texts including magazines, subject specific texts as well as books by popular authors.
At Kirk Fenton we follow The Write Stuff approach for writing from EYFS to Year 6. Through explicit teaching and sentence scaffolding, children are able to learn what to write and how to write with grammar techniques built into each lesson.
Mathematics
We believe that maths is the foundation for understanding the world and is key to the future success of all of our children. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
We believe all children can achieve in maths, and teach for secure and deep understanding of mathematical concepts through manageable steps. As our pupils learn, we aim to give them an appreciation of the beauty and power of mathematics, and for them to leave our school as confident mathematical learners.
At Kirk Fenton we follow the White Rose schemes of learning. These are designed to support a mastery approach to teaching and learning, as well as to support the aims and objectives of the National Curriculum. The White Rose schemes have number at the heart and time is spent reinforcing number to build competency. It also provides opportunities to build reasoning and problem solving into each lesson. Using this approach, all children who are introduced to a concept have the opportunity to build on their abilities by following a concrete-pictorial-abstract approach.
Science
At Kirk Fenton, scientific enquiry sits at the heart of our science curriculum. We engage children through stimulating hands-on, minds-on learning to create a love of science and pave the way for future study. We explore the world around us through cross-curricular learning, create and answer questions as we deepen our understanding. We learn in collaboration with others and also from others as we study the discoveries and inventions of a wide range of scientists who have changed and continue to change the course of our lives. In 2021 we achieved the Primary Science quality Mark.
Computing
At Kirk Fenton we want our children to become digital citizens, digital creators, digital communicators and digital investigators. We teach computing skills through a combination of Purple Mash (all children) and Google Classroom (from Year 2). Our younger children have the opportunity to develop their computational thinking by giving and following instructions
(algorithms) and interacting with floor robots. E-safety is a fundamental part of our curriculum to equip our children to be responsible and safe online citizens; these key skills form part of our extensive RSHE curriculum. We use Google Chromebooks throughout school and within a variety of different subjects.
Design Technology
The curriculum for Design and Technology at Kirk Fenton largely follows the National Curriculum. Children will have opportunities to investigate, design and make using a variety of equipment and resources. They will be taught to use tools appropriately and will have opportunities to develop their creative skills in a variety of contexts, including cooking.
Geography
Geography in all year groups is split into four key areas:
* Locational knowledge
* Place knowledge
* Human and physical geography
* Geographical skills and fieldwork
The curriculum is designed to be progressive in terms of knowledge and skills so that children are able to build on what they have already learned. It links closely with the work we do with the Global Neighbours scheme.
History
The History curriculum at Kirk Fenton builds on the knowledge of global, national and local history alongside the study of significant historical individuals. Like Geography the curriculum is designed to build knowledge and skills progressively to aid pupils' understanding and ability to remember key events of the past. We recognise the importance of teaching chronology and teachers ensure that they demonstrate how their history topics fit into a chronological framework.
PE
Teachers use the Real PE scheme of work to teach the PE Curriculum at Kirk Fenton. Planned activities are taught both inside and outside. Pupils develop skills and understanding in dance, gymnastics, invasion games, net and wall games and athletics. Opportunities to take part in more specialist activities are planned in conjunction with external providers throughout the year, sometimes as part of a residential visit. All children take part in competitive events throughout the year often involving competitions and tournaments against other schools. School sport is supplemented by a variety of extra-curricular sports clubs which are free for all pupils.
RHSE
Personal development is a strong feature of our school. We believe that children should be happy and able to socialise and we work hard to develop their personal skills through direct teaching and a range of pastoral activities with trained staff. This underpins all our teaching and pervades all areas of school life through the 'hidden curriculum'. We provide regular opportunities for children to develop spiritually through RHSE as well as in RE and collective
worship. RHSE is broken down into 5 main areas across all ages from Year 1:
* Me and my relationships
* Keeping myself safe (including peer on peer abuse)
* Healthy lifestyles
* Citizenship
* Careers Information and financial capability
Where possible, links are made to other subjects such as Science and DT (Cooking and healthy diets)
Music
The Music Curriculum at Kirk Fenton is broken down into 4 areas:
* Performing
* Composing
* Listening and Understanding
* Focus Composers
Links are made to other subjects where possible and progression is assured in the level of skills and knowledge acquired. All pupils in Key stage 2 learn a musical instrument which could be recorder, ukulele, violin, viola, cello, guitar or keyboard. These are taught by a specialist teacher. Children also have extra-curricular activities such as a singing workshop and taking part in the annual Young Voices concert with other schools.
Art
Our Art curriculum is split into 3 areas:
* Drawing and painting
* 3D Media
* Key Artists
In line with the National Curriculum pupils in each year group are expected to explore and refine their application of practical skills and record through the use of a range of media. They demonstrate growing confidence in explaining and discussing their ideas and recording their experiences, and learn to understand art by sharing personal opinions and ideas. Art is often taught alongside other subjects particularly History, geography or Science.
Modern Foreign Languages
We offer French language lessons to children in Key stage 2 in line with our local high schools.The curriculum is broken down into listening, speaking, reading, writing, grammar and French culture and is progressive across the key stage in order to support children with remembering and retaining what they learn.
Extra Curricular activities
Across the whole of our curriculum, we encourage classes to visit a variety of places including museums, places of worship, theatre and exhibitions related to their learning. We also invite visitors into school such as musicians, artists, authors and many more to enrich the children's learning. We offer a range of activities and clubs before and after school that differ throughout the year sometimes run by school staff and at other times by specialists.
Monitoring and Evaluation
The Headteacher monitors the curriculum termly and over time.
Subject Leads monitor coverage and progression in their own subject by analysing medium and long term planning and reviewing pupils' books. They also monitor children's work and assessments and compare these with the planning and teacher expectations.
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Exam
Name___________________________________
ESSAY. Write your answer in the space provided or on a separate sheet of paper.
1) What is the definition of the quantity takeoff?
2) How does the quantity takeoff fit into the overall estimating process?
1) The quantity takeoff is where the estimator prepares a complete list of materials, labor, and equipment necessary to complete a construction project.
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Teaching Caselettes
Teaching Notes
MUHURU BAY, KENYA
Joslyn Ogden
An American student at a civic engagement site is faced with the choice of whether, against the express wishes of the community, to take an HIV-positive child on a dangerous overnight drive to a medical clinic. The next day, the student's situation is further complicated by her group's decision to call in a medical helicopter to evacuate a fellow student who has been bitten by a scorpion.
This case presses students to assess trade-offs between relieving suffering in the short-term and setting a precedent the program can't sustain in the long run and between helping an individual and respecting the wishes of the local community. At the same time, the specific dilemmas raise the broader issue of what a more systemic approach to solving problems of health care delivery might look like and what kind of knowledge students will need to advance such an approach.
Please refer to the "Ethics of Engagement" overview at the end of these teaching notes to familiarize yourself with the general ethical framework this case was created to illustrate.
This work is licensed under the Creative Commons Attribution - Noncommercial - No Derivative Works 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/. You may reproduce this work for non-commercial use if you use the entire document and attribute the source: The Kenan Institute for Ethics at Duke University.
Issues: This case draws out two of the classic Right-Right Dilemmas: short-term versus long-term and individual versus community. It also presents a dilemma between the local values of the people in the placement site and what may be perceived as more progressive, modern values that the American students bring to the context. The questions below are designed to facilitate class discussion.
1. What are the challenges to acting ethically in this case?
This case raises the issue of fairness – between the girl and the American student and between the girl and other sick children in the community. Exactly what does fairness look like in this context?
2. Can you identify any Right-Right, Right-Wrong, or Wrong-Wrong Dilemmas?
Short-term vs. Long-Term:
Anticipated short-term benefits of taking the girl to clinic include relieving her suffering and possibly saving her life and bonding more closely with the girl to encourage her development.
Longer-term drawbacks include setting a precedent of providing healthcare for the children that the American non-governmental organization (NGO) can't maintain; leaving an impression of showing favoritism among the students; recognizing that because the girl likely has AIDS her condition will not sustainably improve; and concern about the NGO's image in the community in that if aid was provided, the NGO may be viewed positively ("they really cared for her") or negatively ("they overstepped their bounds").
Individual vs. Community:
The Western world tends to prioritize individual well-being over that of community. By taking this one child to the clinic, the American students are expressing their value of the individual.
The community likely recognizes the significant dangers on the road leading to the clinic. They may also anticipate the potential backlash that taking the girl to the clinic will cause due to it being perceived as unfair.
Students should recognize that treating one girl in one village won't make an impact on the millions of other African children who need medical care. Suggest that a longer-term solution involve studying barrier to healthcare delivery in Africa.
3. How would you respond in this situation? How would you justify your response? Push students to identify the resolution principles that underlie their resolution attempts. Draw out questions that each resolution principle leads the students to ask:
Utilitarianism – Can we replicate this for every child here? Given her long-term prognosis, is going to the clinic the best use of our limited resources?
Principle-Based – What is the highest principle that should be followed? Preservation of individual life? Providing the best healthcare the participants in the situation have access to?
Care-Based – If you were the girl, how might you want this to be resolved?
1. What would change if the context was different? If the girl was bitten by a scorpion? If the week before, villagers had been car-jacked along the same road? How do these changes impact your decision and justifications for the decision?
Students should recognize that context matters and affects our decisions.
Tie up conversation by emphasizing the importance of preparation, critical reflection, and follow-up. Especially with critical reflection and follow-up, students should be asking themselves when they face these Wrong-Wrong Dilemmas, "What is the burning question this situation raises? How can I prevent similar situations from arising?" Students should be invited to study, learn, and work toward ameliorating the circumstances leading to such WrongWrong Dilemmas.
Overview of Ethics of Engagement Case Studies
These case studies were developed as part of a workshop series the Kenan Institute for Ethics provided for students preparing for intensive civic engagement experiences. The goals for the summer experience were three-fold: to gain self-knowledge, to deepen students' commitment to life-long civic engagement, and to help the communities in which they lived and worked for the summer. Student projects took place in local and global locations, ranging from working with African immigrants in Ireland, to documenting social change movements in South Africa, to managing environmental organizations in Portland, Oregon.
We have included two cases based on actual student experiences in the field--one domestic, set in Durham, North Carolina, and another abroad, set in Muhuru Bay, Kenya. These cases set forward the ethical dilemmas the students faced on personal, organizational, and systemic levels. They also present scenarios in which there is no clear right answer. Rather, the students in each case study are challenged by seemingly intractable problems for which there seem to be only wrong and perhaps less wrong solutions.
In constructing the teaching notes, we referred to the "Right-Right Dilemmas" paradigm drawn from Rush Kidder's book, How Good People Make Tough Choices. We modified this concept, suggesting that the students will likely face "Wrong-Wrong Dilemmas" in their summer placements, in which both the community and individual goods are compromised; neither loyalty nor truth can be fully achieved; long-term and short-term prospects are equally pessimistic; and neither justice nor mercy can be experienced by all those affected by the dilemma.
In the workshop, we also introduced the students to three "Resolution Principles," which we offered as frameworks to enable clear thinking about ethical dilemmas. These principles are the classical ethical principles of
Utilitarianism - providing the greatest good for the greatest number
Deontology / Principle-Based (Kantianism) - following the highest principle as absolutely as possible
Care-Based - emphasizing the importance of relationships and paying attention to the particular context and individuals involved
After reading the cases, students in the workshop were divided into small groups to discuss the questions listed in the teaching notes and then returned to the large group for a facilitator-led discussion. Given the significance and difficulty of the tensions faced by the characters in the cases, a good session often ended with significant debate, rather than consensus about a right course of action.
Our aim with these cases is to provide students preparing for civic engagement experiences with tools they will find helpful as they face morally serious dilemmas in real-world contexts radically different than those in a university setting. | <urn:uuid:6c73552e-f808-4e7e-8e57-bedfdaa6544c> | CC-MAIN-2022-40 | https://kenan.ethics.duke.edu/wp-content/uploads/2018/01/MuhuruBay_TN2015.pdf | 2022-10-02T13:45:57+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00733.warc.gz | 388,893,645 | 1,523 | eng_Latn | eng_Latn | 0.998293 | eng_Latn | 0.998766 | [
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Books:
E ANISE/Anika Denise
Pigs Love Potatoes
E EMMETT/Jonathan Emmett
The Princess and the Pig
E FALCONER/Ian Falconer
Olivia
E PETERSON/Mary Peterson
Piggies in the Pumpkin Patch
E RUEDA/Claudia Rueda
Nursery Rhyme:
This little piggy went to market, This little piggy stayed at home, This little piggy had roast beef, This little piggy had none. And this little piggy went... "Wee wee wee" all the way home...
Moore Memorial Public Library
1701 9th Ave. N. Texas City, TX 77590 Phone: (409) 643-5983 or 5966
Early Literacy Tip: Writing
Fine motor skill activities help get hand muscles strong and ready to properly hold a pencil:
Games/activities using an eyedropper or a clothespin, playing with puzzles, games/activities where they rip (or rip and crumple) paper, pop bubble wrap, stringing beads/pasta, squeezing spray bottles, | <urn:uuid:197df7fa-8870-4ffc-8763-bf1cb59df3d7> | CC-MAIN-2022-40 | https://library.texascitytx.gov/DocumentCenter/View/2964/Book-Lists-for-Kids-Pigs-PDF | 2022-10-02T14:01:30+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337322.29/warc/CC-MAIN-20221002115028-20221002145028-00735.warc.gz | 405,219,526 | 236 | eng_Latn | eng_Latn | 0.963837 | eng_Latn | 0.963837 | [
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Root words
An activity by Sherry Matson Kenai Peninsula Borough School District Kenai, Alaska
Here is a kid-tested fun way to teach ROOT WORDS (of Latin and Greek origins) in conjunction with your study of MARINE BIOLOGY. Familiarity with some of the common Latin and Greek "building blocks" of our English words, and knowledge of the way these roots are used, provides a powerful tool for vocabulary building. Recognition of familiar roots in new words offers the thrill of discovery and promotes a feeling of confidence. As one of my students put it, "It's a great way to impress your parents!"
Method:
You will meet up with dozens of words in the study of marine biology which have Greek or Latin roots. There are non-scientific terms (marine biology, radial symmetry) and technical terms (echinoderm, dendraster excentricus).
Approach a new word like a puzzle: "Wow! Here's a seastar called Solaster. Let's see if we can figure out its meaning. What words do you know that start with sol? (hints if necessary: solar, solarium, solstice) What do they all have to do with? Right! Sun! And aster? (asteroid, astronaut, astronomy) Star! So here we have Sol + aster = sun star! Why do you suppose this seastar is called a sunstar?"
Keep a list in the room of the roots you learn, and the words that can be built with them. Let kids add to it. If the kids ask about the origin of a word you don't know, look it up together. Does disaster have anything to do with star? Wow! Disaster literally means against the stars - out of luck, bad news!
Going one step beyond: This is a great challenge for all!
After the kids have a few roots under their belt, encourage them to create and draw machines or animals that can be named by putting the root words together.
Some examples:
Echinooctocycle (a spiny eight-wheeled vehicle)
FOR SEA—Institute of Marine Science ©201 J. A. Kolb
Pachydermousbipod (a thick-skinned two-footed animal)
and they created a pachyvalvologist (a scientist who studies thick shells).
Older kids come up with telebeneaquaporters (a machine for carrying pure water far away) and polycephalic unipods (many-headed one-footed creatures).
To get you started, here are a few roots to experiment with: | <urn:uuid:76500a58-f158-4e7e-b67f-64a18742ccea> | CC-MAIN-2024-22 | http://www.forsea.org/wp-content/uploads/2019/09/F3u1a2rs-root.pdf | 2024-05-26T05:45:27+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00883.warc.gz | 39,824,535 | 530 | eng_Latn | eng_Latn | 0.998066 | eng_Latn | 0.998909 | [
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Queens
The Red Queen is having a huge party in Wonderland. The party takes place at an immensely large 10 9 ×10 9 chessboard, made specially for this occasion out of large ebony and ivory tiles. N queens were invited to the party. They scattered all over the chessboard and started attacking each other.
You are given the coordinates of each of the N queens. Compute the number of pairs of queens that attack each other.
Standard chess rules apply – a queen attacks cells in her row, column, and on both diagonals she occupies. In each of the 8 directions, the attacked cells are precisely the cells between the queen's location and the first occupied cell in that direction, inclusive. (Or, if there is no other queen in some direction, all cells until the end of the board are attacked.)
Input
The first line of the input contains the integer N (1 ≤ N ≤ 100 000).
Each of the next N lines contains two integers ri, ci (1 ≤ ri, ci ≤ 10 9 the queens. No two queens share the same cell.
Output
Output a single line with the number of attacking pairs.
Example
) – the row and the column of one of | <urn:uuid:56c24a04-999b-4f06-8b9b-3a4000b76da3> | CC-MAIN-2024-22 | https://testovac.ksp.sk/tasks/ls14-queens/download/ | 2024-05-26T04:55:29+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00885.warc.gz | 501,238,136 | 254 | eng_Latn | eng_Latn | 0.998751 | eng_Latn | 0.998751 | [
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Year 2 Home Learning Spring 2
Please see below the home learning for Spring 2, the aim is for at least one of these projects to be completed and presented to the class. Deadline for these to be in school is Friday 22 nd March 2024.
Remember you should also be reading to an adult at least five times a week and weekly completion of Numbots and/or Times Tables Rockstars. If you need any support with logging on, please speak to your child's teacher.
English
Maths
This half term 2O and 2H are going into a competition on TTRS and Numbots. It is your job to go on it as many times as possible to be the winning class! Good luck!
History
Do some research about Victorian schools then write a list of school rules.
Would you have liked to have gone to school in the Victorian times?
Later in the half-term we'll be looking at the story 'Robot Rumpus'. To prepare for this either draw a robot using different shapes or make a 3D model. Once you've designed your robot write a simple set of instructions for how to program it using time conjunctions and imperative verbs i.e. First press the red button to switch the robot on. You could even name for robot design.
Science
This half-term we will be continuing our 'materials' topic.
Using different materials around your house create a bridge like structure that could be used for a gingerbread
man to cross. | <urn:uuid:55ab587e-6f3d-44c6-a03d-6893ac25d7f1> | CC-MAIN-2024-22 | https://www.chalkridgepri.hants.sch.uk/assets/Documents/Attachments/Year-2-Spring-2-Home-Learning.pdf | 2024-05-26T05:17:34+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00885.warc.gz | 616,911,449 | 304 | eng_Latn | eng_Latn | 0.999051 | eng_Latn | 0.999051 | [
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CS 101
HOMEWORK 4: WHILE LOOPS
* Create a new Python script file that you will name CS101 Homework4.py Save this file in a folder on your computer where you will keep all your homework assignments.
* When finished, upload your file in Google Classroom using the Homework 4 assignment link. Don't forget to add comments at the beginning of each task and throughout your code for clarity.
* Answer all questions using while loops. We will learn about for loops next class.
Tasks
1. Display the numbers from -3 to 18 in order.
2. Write a program to add all numbers from 1 to 1000, inclusive.
3. Same task as the previous problem but instead ask the user for both the starting and ending numbers to add up and display the result.
4. Write a program that prints the factorial of a positive integer the user enters. Hint: n! = n ∗ (n − 1) ∗ .. ∗ 2 ∗ 1
*5. Write a program that asks the user for an integer and print the number of digits in the integer they entered. Hint: use the % operator | <urn:uuid:11b0a137-3fb9-47e9-a5ce-c078e70279f6> | CC-MAIN-2024-22 | https://schoolnova.org/classes/ay2023/CS101_online/CS101_online-2023-10-22-file2.pdf | 2024-05-26T05:15:08+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00885.warc.gz | 454,565,029 | 238 | eng_Latn | eng_Latn | 0.998448 | eng_Latn | 0.998448 | [
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JEA CURRICULUM CHATTER
Weekly ideas, lessons, activities and more for the journalism classroom
Vol. 1, Issue 11 • Week of Oct. 23 to 29, 2023
Designed by Jim Streisel, MJE
This Week's Focus: Turning observations into stories
FIND IT AT JEA.ORG
Last week, we worked to hone students' observational skills. They can then use those skills as an information-gathering technique to make their narrative writing more interesting. But observation on its own isn't necessarily journalism; however, it can lead to some great story ideas.
Just as a reminder, here's the example of an observation I wrote several years ago in our school's media center computer lab. From those observations, I generated this list of journalistic questions based on that observation. You'll note that each of those questions could serve as a possible story idea or angle. An angle, after all, is defined as the journalistic question you want readers to think about a specific topic.
THE LESSON: TURN OBSERVATIONS INTO ANGLES
Last week's activity, as you may recall, was to have your students be a "fly on the wall" to practice their observational skills. For this week's activity, see if your students can do what I did — craft several potential journalistic questions based on those observations. Then have them pick their best one and try to further develop the angle. What students could they interview who might be affected by that angle? What experts? What research could they conduct to add credibilty and timeliness to the story?
New C:JET issue on the way
Winter issue features several articles with direct ties to JEA curriculum, including this one
Media Literacy: Trust
Chris Waugaman, MJE, says, in a time of artificial intelligence, trust remains the guiding principle for coverage.
Reporting: Extraordinary Stories
Veteran journalism adviser Phillip Caston, CJE, states what should be obvious: Every school is full of students with extraordinary stories. It's up to student journalists to uncover the details, details, details. | By Kate Plows, CJE
Writing: Courage and Curiosity
Bobby Hawthorne offers some advice when it comes to teaching writing: Lighten up. Make it fun. Focus on real, relatable people. | By Katrina Berry-Ivy
Yearbook: The End
Managing Equipment and Collaborating with Others
Description
During this lesson, students will address the question, "If I were in charge of the photography section of a publications lab, what would the photo gathering process look like?" Students will see examples and evaluate the positives and negatives of different systems for planning photography, communicating with writers, working with the Maestro process and checking equipment out and in.
Objectives
* Students will learn how to work with a writer to develop specific needs and ideas when it comes to planning photos.
* Students will think critically about what an equipment checkout policy needs to address.
The link
The link to the full lesson is HERE. NOTE: This lesson is available free to everyone during the dates listed at the top of this page. Want to have access all the time? If you're not a member yet, consider joining JEA today for access to all of the resources.
You've Got Style
It's clear what should be on the title page of a yearbook. But what should be on the last page of the yearbook? Yearbook advisers from across the country share their ideas.
Buying a classroom set of cameras is challenging. The winter 2023 issue features a camera-buying guide to help you search for the right equipment.
Suggestions from Cindy*
TIME, DATE, PLACE
Use that order most of the time if a sentence includes all three elements.
Example
NFL football kicks off at 7:20 p.m. Sept. 7 in Arrowhead Stadium.
Note
Don't insert a comma between the time and date.
* Style pro Cindy Horchem, CJE, is a retired adviser and the current JEA business and projects coordinator | <urn:uuid:76694795-d038-4ebe-8504-d4252c5a4f55> | CC-MAIN-2024-22 | https://curriculum.jea.org/wp/wp-content/uploads/2023/10/JEA-Curriculum-Newsletter-Issue-11.pdf | 2024-05-26T06:25:12+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00888.warc.gz | 160,883,529 | 829 | eng_Latn | eng_Latn | 0.998976 | eng_Latn | 0.998976 | [
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Name :
Picture Subtraction
1) Cross out 5 Rubik's cubes. How many are left?
10
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Printable Math Worksheets @
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Score :
Fact 1-5: S1 | <urn:uuid:06834a08-7237-44a1-842e-32d018a3ed6c> | CC-MAIN-2024-22 | https://www.mathworksheets4kids.com/subtraction/picture/facts/color/pic-sub-fact1to5-1.pdf | 2024-05-26T05:32:24+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00888.warc.gz | 778,533,652 | 186 | eng_Latn | eng_Latn | 0.973405 | eng_Latn | 0.973405 | [
"eng_Latn"
] | false | docling | [
640
] | [
2.890625
] | 1 | 0 |
Furqaan Academy Online Quarter 2 Newsletter
Newsletter edited by Jenna A. 11th Grade Faduma A. 9th Grade
The History of Palestine
Early History of Palestine
Palestine is one of the most important places to Muslims. It is the home place of Al-Masjid al-Aqsa in Jerusalem. It contains the Dome of the Rock, which is where the Prophet Muhammad (PBUH) did the Night Journey. It is extremely important for all Muslims to respect and love Palestine. The early history of Palestine is very rich and deep. It is mentioned in the Quran, where it is referred to as "Al-Ard AlMuqaddasah" or "The Sacred Land." All Muslims should have a good and strong connection to Palestine.
Islamic Rule
After the Islamic conquests in the 7th century, Palestine came under Muslim rule. The Umayyad and Abbasid rulers played a significant role in developing the region. The Crusades in the 11th century led to a temporary loss of control, but Muslims eventually regained control over the land. They built multiple Masajid during this time period.
Ottoman Empire
In the 16th century, the Ottoman Empire took control of Palestine. The Muslims were freely allowed to practice their religion, and they promised them the protection of their Masjids built in the early Islamic period.
Modern Era
Right now, Palestine is going through a lot of problems, as we all know. The problems all started after World War I. Palestine was taken over by the British through the League of Nations Mandate. The creation of Israel led to conflicts between the two over the stolen territory in 1948. Ever since then, the conflicts have been growing and becoming more serious.
Please do not forget to make dua for our brothers and sisters in
Palestine :)
Omar I. 8th Grade
Upcoming
November 3rd 2023 Events!
Parent Teacher Conference
December 11-15th 2023
6-12th Midterms
December 22nd 2023
Qtr. 2 ends/ Sem. 1 ends
December 25-29th 2023
Winter Break
January 1-5th 2024
Winter Break
FAO CLUBS
Mondays - 6-12th Newsletter club
Tuesday, Wednesday - 6-12th
Homework club
Tuesday - Elementary Reading Club
PALESTINIAN CULTURE
Palestinian culture is filled with a rich tapestry of traditions and memories that have been passed down through generations. My culture has been shaped by our history, traditions, and values. We value hospitality, family, and community, and our culture is expressed through our vibrant music, cuisine, and art. Our traditional clothing adorned with intricate embroidery and elegant keffiyehs is a beloved aspect of our culture. The delicious aroma of our cuisine filled with flavorful spices like falafel, hummus, shawarma, and maqluba, is a testament to our heritage. We also have a long history of having deep appreciation for poetry and literature. Palestinian culture is a beautiful tapestry woven together by our history, traditions, and values.
Donyia R. 10th Grade
My experience in Palestine as a child
I was the only one of my siblings who was born in Palestine. A few years later, I moved to Palestine and lived there for 5 years. I experienced Isreals attacking my hometown. When I was ten, I was at my grandparents' house. I was playing with my cousins until the aunt looked over to the window and saw the real car. Driving around my grandparents' house at the moment, I didn't know what was going on until I and everybody else in the room started to panic, and my mom led me and my siblings to a room and hid my coach. There was another time when the Israelis took my cousin. They came at 4 a.m. in the morning and forcefully took my cousin, who had been taken for 3 years. Israel also took my grandma's land; they took her land just to make a road so they could go in and out of our hometown. They did not pay or make a deal; they just took it with no permission. Also, when my grandma was younger, she was shot by the Israelis in Ramallah. Badly, she got hit by her hip; it's something that hurt her badly.
Huda A. 10th Grade
Why is Palestine Important for all Muslims?
Palestine is important because a lot of muslims live there and are being affected by the war. Many people have lost their jobs or became homeless.
Kids starve. The war has destroyed a lot of buildings and homes. Many people then became homeless or dirty. The war is between Israel and
Palestine. Israel is attacking Palestine and stealing/destroying their land. Muslims are trying to free Palestine to save their loved ones and themself from any danger from the war. The place in Palestine where the war is taking place is in Gaza, Palestine. Israel is attacking Palestine and has killed an unknown number of civilians.
Sakinah M. 6th Grade
Children's Life in Gaza
Life for kids in Palestine, especially in Gaza, isn't normal at all. There's this ongoing fight and lots of tough stuff they have to deal with, like warplanes flying overhead and not having enough food or water because of the blockade. It's really tough on them, and a lot of kids are getting hurt or even killed. The situation in Gaza is getting worse because of the blockade. There's not enough electricity, gas, food, or water, and it's making life even harder. Kids should be playing and having fun, but instead, they're struggling to find clean water and stay safe from bad weather. It's not easy for them at all.
On top of everything else, the mental health of Palestinian kids is suffering too. Many of them are feeling sad, scared, and upset because of all the bad things happening around them. School isn't safe anymore, and they have to do evacuation drills because they're worried about attacks. But even with all this, the kids are showing how strong they are in the face of everything going on.
"Al-Israa Wa Al Miraj"
The event of Al-Israa and Al-Miraj is a big deal in Islam. It's about when the Prophet Muhammad (SAWS) had this really cool journey. First, he went from Mecca to Jerusalem, where Al Aqsa Mosque is located, on a special creature called Buraq. Then he prayed with the other Prophets in Jerusalem ( In the Al Aqsa Mosque ). After that, he went to heaven through 7 levels and met different Prophets along the way. At the highest level Allah SWT spoke to him and ordered that Muslims should pray 50 times a day. However Prophet Muhammad (SAWS) asked Allah SWT if it could be fewer than that because it might be hard for the Muslims to pray 50 times a day. Therefore, Allah SWT reduced it to 5 times a day. Muslims celebrate the event of Israa wal Al-Miraj on the 27th day of the .month Rajab
Noor K. 7th Grade
Palestinian Flag
The Palestine flag is broken down to three colors green, white, and black horizontal stripes that radiate from a red triangle that is positioned at the hoist of the flag. The shared ancestry of those flags accounts for the striking resemblance to the designs of numerous other countries. The Pan Arab flag, from which the Palestine flag originated, gave the flag its meaning. The Khawarij movement is represented by the red part; Muhammad at the Rashidun Caliphate is symbolized by the black stripe; the Umayyad Caliphate is represented by the white section; and the Fatimid Caliphate is represented by the green stripe.
Jenna A. 11th Grade
What is Currently Going on in Gaza
Introduction:
The ongoing conflict between Palestine and Israel has garnered significant attention worldwide. This article aims to provide an overview of the situation in Palestine and Gaza, shedding light on the Palestinian perspective and their struggles. It is important to approach this topic with sensitivity and respect for all parties involved.
Historical Background
The roots of the Israeli-Palestinian conflict can be traced back to the early 20th century when tensions arose over competing national aspirations in the region. The establishment of the State of Israel in 1948 led to the displacement of hundreds of thousands of Palestinians, creating a deep sense of injustice and dispossession.
Current Situation
In recent years, the situation in Palestine and Gaza has been marked by ongoing violence, political disputes, and humanitarian crises. Palestinians in the West Bank and Gaza Strip face numerous challenges, including restricted movement, limited access to basic services, and economic hardships. The Israeli occupation and settlement expansion have further complicated the situation, leading to increased frustration and resentment among Palestinians.
Gaza Strip
The Gaza Strip, a densely populated coastal enclave, has been particularly affected by the conflict. Since 2007, when Hamas took control of the territory, Israel has imposed a blockade on Gaza, severely restricting the flow of goods and people. This has resulted in a dire humanitarian situation, with limited access to clean water, healthcare, and education. The frequent outbreaks of violence have further exacerbated the suffering of the Gazan population.
Palestinian Struggles
Palestinians continue to face challenges in their pursuit of selfdetermination and statehood. Many Palestinians argue that their rights to land, freedom, and dignity have been systematically violated. They seek an end to the occupation, the right of return for refugees, and the establishment of an independent Palestinian state with East Jerusalem as its capital.
International Response
The Israeli-Palestinian conflict has drawn international attention and efforts to find a peaceful resolution. Various peace initiatives, negotiations, and UN resolutions have been proposed, but a for human rights, and a negotiated settlement that addresses the legitimate aspirations of both Israelis and lasting solution remains elusive. The international community has called for an end to violence, respect for Palestinians.
Children's Life in Gaza, Palestine
For those who don't know, about 50% of the Gaza population are children under the age of 18. These kids live in constant fear of what could happen at any moment. Many children speak up that they are aware of the fact that they may not grow up. They grow up in a place of constant violence. They have lost their homes, stores, schools, and families. According to a report over 75 Palestinian lineages have been completely removed from the face of the earth. Thousands of palestinian children have died throughout the years of occupation, and only this week it has been reported that over 700 palestinian
children have been killed due to the Israeli bombings. Thousands of young children have lost their beloved siblings because of these unholy and evil acts of the Israeli government.
These children also suffer from severe poverty, and just a few days ago, the Israeli government cut off all
water, food, electricity, and fuel supply to these children. Children are being starved to death and the
Israeli government will continue to not supply these children with these common necessities for life.
Numerous families are finding it difficult to meet their basic needs such as food, clothing, and shelter.
The education system in Gaza is in a crisis. Schools have been destroyed by airstrikes from the IDF
(Israeli defense forces). Many students cannot go to classes regularly due to this. This is made worse because many teachers have left or have even been killed due to the violence and instability. As a result, children in Gaza are not getting the education they need to have a better future. This may sound scary, but Allah will always be with the Palestinian people, and he will always protect them.
Jacob W. 8th Grade
What does Palestine Stand for?
PALESTINE
PALESTINE
P
erseverance
A
gile
L
ife
E
verlasting
S
till standing
T
ogether
I
ntellectual
N
oble
Equal
P
atient
A
miable
L
abor
E
mbattled
S
oulful
T
erritorial
I
nspiring
N
ostalgic
E
nduring
Hanifa S. 7th Grade
Noor K. 7th Grade
PALESTINE
Proud land, ancient and free, A haven of culture and history, Longing for peace, your story untold, Endurance shines in your spirit bold.
S
truggle and hope, intertwined,
T
ravel through time, resilience defined.
I
n your heart, echoes a resilient tune,
Noble land under the shining moon,
Everlasting dreams, beneath the sun.
Rayann S. 10th Grade
PALESTINE
PALESTINE
P
eople
A
griculture
L
iberty
E
conomy
Stereotypical Teaching
Image News
E
nemy
Waleed R. 7th Grade
P
eople are dying and suffering
Allah saving them and helping them
L
osing everything
Eating loss because they can get food
Striving for their happyness they once had
T
he people that they lost
I
man is stronger than ever
Never losing their hope for an end
Everyone praying for freedom
Yamin M. 6th Grade
What is happening in Gaza?
Palestine is teaching the world the meaning of what real war is. People are being killed on a daily basis by the thousands and still Palestinian do not want to leave their homelands like Israel is asking them to do. Children here are crying because they don't have a phone while kids in Gaza are crying because they don't have a home. The IMF (Israeli Military Forces) Didn't allow ambulances to carry the wounded so they bombed them. Israel and America found out that the AN ( Arab Nations ) sent numerous trailers and trucks of Medical supplies, Food and Water, Clothes, and many more useful objects. They denied the fact that Gaza was getting support from the AN (Arab Nations) and they refused to let them enter Gaza strip.
Waleed R. 7th Grade
PALESTINE What does Palestine Stand for? PALESTINE
How can you bring attention to what's happening in Gaza, Palestine?
You might ask what is Gaza, it's a place in Palestine that is being attacked by Israel. This war has been going on since May 14th 1948 till this day. That is really long, almost a century. Gaza Strip is one of the most spoken about topics right now.
What are some of the ways we could bring this topic up more? Some ways could be by protesting in different cities, by writing letters to the government representatives in our areas. We also can donate money to the organizations that helping to ease people's live in Palestine. Some other ways could be posting on social media about what is happening because the Tv and Radio news only talk about one perspective Israel's, so we tell people the truth about Palestine. If most of us write letters to people in the government that could be effective. We will ask them to help Palestine by supporting the Cease Fire resolution. We need to take action not just sit down and watch the Genocide taking place on
the daily news.
Israeli people have been killing Palestinians like women, and children. Israeli occupied forces have been taking lands, houses, killing civilians for a while now. The Palestinian land is being violently assaulted and we have to help in any way possible because Allah will reward us graciously.
Faisal H. 7th Grade | <urn:uuid:18d2fbbb-50bc-4e3e-8083-d81a5d822492> | CC-MAIN-2024-22 | https://online.furqaanacademy.org/wp-content/uploads/2024/02/Quarter_2_Newsletter.pdf | 2024-05-26T05:47:34+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00884.warc.gz | 366,189,073 | 3,281 | eng_Latn | eng_Latn | 0.9955 | eng_Latn | 0.998211 | [
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CHANNAHON
|
CREST HILL
|
JOLIET
|
MINOOKA
|
ROMEOVILLE
|
SHOREWOOD
WaterWONDERS
Ever wonder where exactly your water comes from when you turn on the tap or think about how it is made safe for you to drink? This new section will provide you with some insider knowledge that you can use to impress your friends. This quarter we will cover the Chicago facilities that will eventually provide water to the Grand Prairie Water Commission (GPWC).
Sawyer Purification Plant
The GPWC is being formed to bring Lake Michigan water purchased from Chicago to its member communities. But how will Chicago collect, treat, and convey water to the Commission?
Chicago operates two water purification plants where Lake Michigan water is treated for distribution to more than 5 million people in northeastern Illinois. Water for the GPWC will be collected from Lake Michigan at the 68th Street/Dunne Intake Crib located more than 2 miles out in the lake and conveyed through a 14-foot diameter tunnel beneath the lake bottom to the Sawyer Water Purification Plant (WPP). At the Sawyer WPP, the water passes through traveling screens before beginning a complex process of purification. Chemicals are added as the water moves through mixing basins to start the process of "flocculation" and help small particles bind together so they can be effectively removed in settling basins and a large gallery of graded sand and gravel filters. Filtered water is then disinfected before it flows into the City's South Tunnel System. The Sawyer WPP can currently treat up to 720 million gallons of water per day.
Chicago treats its water to exceed the standards for safe, high-quality drinking water required by the US Environmental Protection Agency, the Illinois Department of Environmental Protection, and the Illinois Department of Public Health. Water quality is monitored by staff in the City's laboratory 24 hours a day, 365 days a year to confirm that the City's targets for water quality are being met or exceeded.
South Tunnel Zone Water Tunnels gpwc-il.org
Chicago's South Tunnel system is a network of tunnels up to 16-feet in diameter constructed in rock about 150 feet below ground. The tunnels convey treated water from the Sawyer WPP to multiple pumping stations located across the southern part of the City. To serve the GPWC, Chicago will construct a new connection to the tunnel system near 84th Street and Kedvale. The GPWC will construct additional tunnel, storage, and pumping facilities to lift the water from the tunnel and pump it toward the member communities. More information on the GWPC facilities will be covered in a future newsletter.
Flocculation is a process where individual particles form into small lumps as a result of a chemical reaction between the particles and another substance.
Allocations Secured!
In order to use water from Lake Michigan, a community in northeastern Illinois must obtain a Lake Michigan water allocation from the Illinois Department of Natural Resources (IDNR). The IDNR manages Illinois' withdrawal of water from Lake Michigan, and is responsible for ensuring that this precious resource is used efficiently and in compliance with Supreme Court decisions and the Level of Lake Michigan Act.
As part of the allocation application process, communities are required to create plans to manage water loss in their systems. These plans may include replacing old water lines and confirming all water connections are being properly metered and billed.
As of February 9, 2024, Crest Hill, Channahon, Joliet, Minooka, Romeoville, and Shorewood all had final allocation orders approved. With these allocations secured, the communities are positioned to proceed with formation of the Grand Prairie Water Commission later this Spring.
As part of the allocation process, communities are required to
MANAGE WATER LOSS.
Consider installing a rain barrel to catch all that free water! A rain barrel can provide irrigation water for your flower beds and trees as we go into the hot summer months.
APRIL BRING MAY FLOWERS showers
CONSERVATION CORNER
JOLIET SPOTLIGHT Community
In an effort to empower its water customers, the City of Joliet introduced an on-line Customer Water Portal in 2023. Using the Portal, residents can monitor their water usage in near-real time and set alerts for high or unusual usage.
The Portal is easy to use, and a video is available here to help individuals get their account set up. Customers using the system have provided positive feedback and are happy to have a tool to help them conserve water.
Roll out of the portal coincides with City efforts to standardize and upgrade its water meters. The new water meters register in smaller increments and provide for more accurate tracking of water use in addition to providing near-real time data.
gpwc-il.org
Joliet offers other opportunities to help residents conserve including a rain barrel program, low flow toilet rebate, and a quarterly conservation challenge. To learn more visit www.RethinkWaterJoliet.org. | <urn:uuid:8f7b4347-dca7-4a54-a4c4-4ae5df189097> | CC-MAIN-2024-22 | https://www.gpwc-il.org/_files/ugd/8f7348_2d814df4c1ed43cca0a9142b79e056d0.pdf | 2024-05-26T05:53:39+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00887.warc.gz | 700,402,068 | 1,016 | eng_Latn | eng_Latn | 0.996892 | eng_Latn | 0.99702 | [
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Aspiring4Excellence
Professional Excellence Personal Power
Presentation Skills
(Year 10 to Year 13)
The Presentation Skills Workshop is a One Day Event designed to equip young people with the skills required to deliver a powerful presentation.
The Programme will focus on developing the young person knowledge and skills in the following areas:
- Power of presence, body language and use of tone of voice
- The importance of researching material
- Different delivery methods and styles
- Do's and Don'ts of PowerPoint
- Planning and timing of presentation
- Creating energy and excitement
- Handling questions and potential objections
- Overall confidence
The Programme is set in a business context and students are expected to take on the mind set of young professional delivering a formal presentation.
The subject matter for the presentation can be provided by the school/college and where possible the school/college can judge their final presentations.
The students work in teams in preparing and presenting their work. Students are encouraged to be creative and resourceful in their delivery style and use of material.
The objective of the Programme is for the students to fully understand the importance and power of body language and understand their style. They day will help to enhance their self confidence and public speaking as well as their communication skills and team work.
This is a full interactive day with lots of challenges and opportunities to develop their own unique style. Students will at times be stretched beyond their comfort zone however, will find the day rewarding. | <urn:uuid:cf170170-ff14-4394-ba31-bdeed67496a0> | CC-MAIN-2024-22 | http://www.aspiring4excellence.com/Presentation%20Skills.pdf | 2024-05-26T05:51:40+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00884.warc.gz | 31,196,282 | 297 | eng_Latn | eng_Latn | 0.997524 | eng_Latn | 0.997524 | [
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EARLY CHILDHOOD
NEXTGEN
DIGITAL
WEEK OF JUNE 7TH
LOOK FOR JESUS
WHAT YOU NEED: New Testament picture Bible
WHAT YOU DO: Help your child find specific pictures of Jesus.
WHAT YOU SAY:"I have a very special book for us to look at today. Can you tell me the name of this book? Yes! This is the Bible. I really like this kind of Bible because it has pictures in it. We are going to use the pictures to play a game of 'I Spy'. I'll call out a story picture about Jesus. Then, I want you to spy the picture with your little eyes. Sound good? Our first story picture is when the angel told Jesus's mom, Mary, that she was going to have a baby. Show me the picture when you spy it. Yay! You found Mary and the angel! Let's do that again! Now, I want you to look for Jesus when he was a baby born in a stable in Bethlehem. Show me the picture when you spy it. Yay! You found baby Jesus! (Continue with Jesus feeding the huge crowd with just a small lunch of bread and fish, and Jesus stopping the storm on the sea.) God's Son, Jesus, was born a long time ago. He grew up to do amazing things that only He can do. People wrote down what they saw Jesus do so that we can believe in Jesus, too! Who can believe in Jesus? I can believe in Jesus!"
WATER PLAY
WHAT YOU NEED: toy boat, male Little Person toy and a sink
WHAT YOU DO: Fill your sink with water and supervise your child playing with the toys in the sink.
WHAT YOU SAY: "We get to play in the water today! Let's pretend that this guy is Jesus, and he's going to be on a boat just like in our Bible story today. A BIG storm came and made the boat bounce all around in the waves! But Jesus said, 'STOP!' and the storm stopped! Jesus did such amazing things, and I'm so glad we get to learn all about Him in the Bible!"
MEMORY VERSE
WHAT YOU NEED: no supplies needed
WHAT YOU DO: Say the verse with the motions and invite your child to do it with you. Repeat several times.
WHAT YOU SAY: "I am going to say our new memory verse. Watch me! These are written (open your hands like a book) so that you (point out) may believe (point to head) that Jesus is the Christ, (point up) the Son of God. (Rock baby.) John 20:31. (Open your hands like a book.) Now, let's do it together! Are you ready? These are written (open your hands like a book) so that you (point out) may believe (point to head) that Jesus is the Christ, (point up) the Son of God. (Rock baby.) John 20:31. (Open your hands like a book.) God gave us the Gospels and the Bible so that we can learn and believe in Jesus! Who can believe in Jesus? I can believe in Jesus!" | <urn:uuid:881d9050-6144-44dd-9dee-0f8fb5dcab40> | CC-MAIN-2024-22 | https://messiahstcharles.org/wp-content/uploads/2020/06/nextgendocecjune7.pdf | 2024-05-26T05:08:56+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00893.warc.gz | 339,557,127 | 663 | eng_Latn | eng_Latn | 0.99723 | eng_Latn | 0.99723 | [
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Read, color, cut and match.
bilgeceingilizce
Three
blue
marbles
A pink
dressed
doll
A green
plane
Two
brown
teddy bears
A red
car
An orange
basketball
A
yellow
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Year 2 Home Learning Spring 1
Please see below the home learning for Spring 1, the aim is for at least one of these projects to be completed and presented to the class. Deadline for these to be in school is Monday 5 th February 2024.
Remember you should also be reading to an adult at least five times a week too.
Maths
English
Please keep practising your 2s, 5s, and 10s times tables.
Our main themes are time and mass in Spring 1. As part of your homework you could make a clock with hands that move using card (for the hands), a paper plate and split pins.
Geography
Our learning is based around the book 'Hike' by Pete Oswald. For your homework write a short paragraph about where you would like to travel to for a 'hike'. Try to give a reason (using the conjunction 'because') explaining why you would want to travel there. Then write a list of equipment you'd need to take.
For our 'Frozen Planet' topic please make an artic animal puppet using materials you have at home (paper plates, card, paper etc). Here are some examples of what you could create.
Science
We are continuing with our materials topic. For your homework make a 'cold' (i.e. snow, ice, the Arctic) collage using different materials from home. Other mediums could also be used i.e. pencil, chalk, pen or paint.
Here is an example but please use your creativity, the example does not need to be replicated. | <urn:uuid:4de75f5f-0934-446f-a61a-1c512ad35385> | CC-MAIN-2024-22 | https://www.chalkridgepri.hants.sch.uk/assets/Documents/Home-Learning/Year-2-Spring-1-Home-Learning.pdf | 2024-05-26T05:52:00+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00892.warc.gz | 610,884,567 | 320 | eng_Latn | eng_Latn | 0.999174 | eng_Latn | 0.999174 | [
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Workflows Checklist Documenting
Identify your resources
List out tasks that should be accomplished
Find out who is responsible for each step and assign roles
Create a workflow diagram to visualize the process
Test the workflow you created
Train your team on the new workflow
Deploy the new workflow | <urn:uuid:d5426999-425a-4b15-abd7-efe11f93530b> | CC-MAIN-2024-22 | https://www.smartsheet.com/sites/default/files/2021-06/IC-Documenting-Workflows-Checklist.pdf | 2024-05-26T06:22:41+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00893.warc.gz | 857,262,601 | 58 | eng_Latn | eng_Latn | 0.978131 | eng_Latn | 0.978131 | [
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Few of us spare much thought for our body's strongest organs – our bones – but sometimes they need a little support too. By Rachel McGregor bones help prevent weak bones as we age. them
n the world's ever-burgeoning wellness industry, our bones don't get much press compared to, say, diabetes, cardiovascular disease or cancer. Maybe it's because bone-related maladies don't result in the same shocking fatality statistics. But our bones are made up of living tissue – each one a complete organ made up of bone tissue, marrow, blood vessels, epithelium and nerves – and just like the rest of our body, their health can fail too. I
helping to build bone density. Weight-bearing and muscle-strengthening exercises are your bones' best friends. Weight-bearing exercises make you move against gravity while upright (think dancing, hiking, jogging or climbing the stairs), whereas muscle-strengthening exercises involve working against gravity while sitting, standing or prone (like weight lifting). When stress is applied to the bones and muscles, the body stimulates bone growth.
Why is bone health important?
It's
From your head to your toes, bones provide support and shape for your body. The skull protects the brain and gives structure to face; the spinal cord, a pathway for messages between the brain and the body, is protected by the vertebra of the back; the ribcage shelters the heart, lungs, liver and spleen; and the pelvis helps protect the bladder, intestines and, in women, the reproductive organs.
2 | CONSUMe plenty of calcium our bones' major building material and we need about 1 000mg a day (or 1 200mg a day for women over 50 and men over 70. See page 38 for the top 10 foods to help build bone density). A supplement can help if you're not getting enough from your diet.
The two main types of osseous tissue (or bone tissue) that give rigidity to the skeleton are compact and spongy tissue. The compact variety, as the name might suggest, forms the extremely hard outer portion of the bone, while the less dense spongy (or cancellous) tissue fills the hollow interior.
Our bones constantly change throughout life, being broken down and replenished. In youth, the body makes new bone faster than it breaks down old bone, so your bone mass increases (bone mass – or bone density – is determined by the amount of minerals, usually calcium and phosphorus, the bones contain). Most of us reach our peak bone mass before the age of 30. After that, bone remodelling – the process in which our bones are completely replaced every seven years or so – continues, but we begin to lose more than we gain.
But why is bone density so important? Think of your bones as a retirement annuity – the more you store up when you're young, the greater the rewards later. The higher our peak bone mass, the more we'll have 'saved up' to
34
autumn 2013
So what can we do to encourage healthy bones? 'A balanced diet with appropriate calcium intake, coupled with exercise will influence your bone density,' says Dr Naven Naidoo, an orthopaedic surgeon based at Life Mount Edgecombe Hospital in KwaZulu-Natal. 'It is important to note that the function of bone is to provide the body with structure; load bearing is the skeleton's function. Bone is a living organ and when loading is not encouraged, as it would be during exercise, which stimulates muscle contraction, bone density will reduce. In the same way that one loses muscle bulk by stopping exercising, bone loses density if it is not used.'
In youth, the body makes new bone faster than it breaks down old bone
It's clearly a 'use it or lose it' situation, so here's what you can do to ensure that your bones stay stronger for longer:
Six ways to build strong bones
1 | Work out In the long term, exercise is probably the most important factor in
4 | Stub out that ciggie Smoking seriously increases your rate of bone loss. 5 | Cut back on the vino Stick to no more than two alcoholic drinks a day for men and one drink a day for women. Anything more will interfere with your body's ability to absorb calcium.
3 | vitamin d is also essential for healthy bones, because it helps your skeleton remodel and promotes calcium absorption. Your body produces vitamin D when it comes into contact with sunlight, but you can also get it through food sources like tinned tuna, eggs, sardines and milk, as well as supplements.
if
6 | Consider hormone therapy you're female. Oestrogen, especially when started soon after menopause, can help maintain bone density. Consult your GP to discuss your options. ■
helping hand
For general practitioners, orthopaedic surgeons, dieticians and other healthcare professionals based at Life Healthcare hospitals, email Janet Young at firstname.lastname@example.org or fax 086-500-7535.
shutterstock images
➜ Over half your body's bones are in your hands and feet.
➜ The only bone fully grown at birth is in your ear (which is also where the smallest bone in your body is located). The stape (also known as the 'stirrup') is hardly larger than a grain of rice.
➜ Your bones consist of a surprising 50 percent water.
➜ Your bone marrow produces about two million red blood cells every second.
➜ When you were born, you had over 300 bones. As you grew, some of these bones began to fuse together and now you have only 206 bones.
➜ Human thigh bones (the femur bones) are stronger than concrete.
➜ Humans and giraffes have the same number of bones in their necks, but giraffe vertebrae are just much longer.
www.lifehealthcare.co.za
35 | <urn:uuid:72e2612b-d47a-4ac1-b2e7-38d1e3d439be> | CC-MAIN-2024-22 | https://robynmaclarty.co.za/wp-content/uploads/2022/08/35_SS-intro.pdf | 2024-05-26T06:34:20+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00894.warc.gz | 436,535,721 | 1,227 | eng_Latn | eng_Latn | 0.99781 | eng_Latn | 0.997668 | [
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Only Half the Story
Key Concepts
1. Shrimp have unique structural and behavioral adaptations.
2. Life cycles of marine animals are predictable.
3. The oceans and coasts are a source of food for humans.
4. Humans use a variety of techniques for harvesting shrimp from coastal waters.
Background
Background can be found in "Shrimp - No Small Wonder."
Materials
For each student:
* "Only Half the Story" student worksheet
Teaching Hints
This review activity helps to improve reading skills through the use of a modified CLOZE procedure. It also serves to reinforce some of the key vocabulary from the preceding activities.
Key Words
metamorphosis - the more or less sudden change in some animals as they develop through distinct stages such as larva, pupa, adult plankton - plants and animals that swim weakly, or not at all, and drift with ocean currents
scavengers - animals that eat decaying plants and animals
Answer Key
A favorite seafood of many people is SHRIMP . Shrimp are SCAVENGERS , feeding on dead and decaying plants and animals.
Female shrimp lay eggs which hatch into free drifting PLANKTON .The baby shrimp remain as plankton for about one month. At the end of this time METAMORPHOSIS , which means changing form, occurs. Shrimp are very unusual. At about two years of age the male shrimp change and become FEMALE shrimp. Amazing!
Shrimp are captured in traps called SHRIMP POTS . The pots are filled with bait and placed on the ocean bottom. The shrimp can get into the pot but they can't get out. Harvested shrimp are COOKED in rock salted water. Once they are cooked they are ready for your dinner table.
Only Half the Story
The story below needs your help. Several words are missing. Write in the missing words. Use the list of words below the story. Put the word that makes the most sense in each blank.
A favorite seafood of many people is . Shrimp are , feeding on dead and decaying plants and animals.
Female shrimp lay eggs which hatch into free drifting . The baby shrimp remain as plankton for about one month. At the end of this time , which means changing form, occurs. Shrimp are very unusual. At about two years of age the male shrimp change and become _____________________ shrimp. Amazing!
Shrimp are captured in traps called . The pots are filled with bait. They are placed on the ocean bottom. The shrimp can get into the pot but they can't get out. Harvested shrimp are in salted water. Once they are cooked they are ready for your dinner table.
shrimp pots
plankton
scavengers
female
cooked
shrimp
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Reading for new teachers Extract from Geography National Curriculum (2007)
Geographical enquiry and skills
1 In undertaking geographical enquiry, pupils should be taught to:
a. ask geographical questions [for example, 'How and why is this landscape changing?', 'What is the impact of the changes?', 'What do I think about them?'] and to identify issues
b. suggest appropriate sequences of investigation [for example, gathering views and factual evidence about a local issue and using them to reach a conclusion]
c. collect, record and present evidence [for example, statistical information about countries, data about river channel characteristics]
d. analyse and evaluate evidence and draw and justify conclusions [for example, analysing statistical data, maps and graphs, evaluating publicity leaflets that give different views about a planning issue]
e. appreciate how people's values and attitudes [for example, about overseas aid], including their own, affect contemporary social, environmental, economic and political issues, and to clarify and develop their own values and attitudes about such issues
f. communicate in ways appropriate to the task and audience [for example, by using desktop publishing to produce a leaflet, drawing an annotated sketch map, producing persuasive or discursive writing about a place].
2 In developing geographical skills, pupils should be taught:
a. to use an extended geographical vocabulary [for example, drainage basin, urban regeneration]
b. to select and use appropriate fieldwork techniques [for example, land-use survey, datalogging] and instruments [for example, cameras]
c. to use atlases and globes, and maps and plans at a range of scales, including Ordnance Survey 1:25,000 and 1:50,000 maps
d. to select and use secondary sources of evidence, including photographs (including vertical and oblique aerial photographs), satellite images and evidence from ICT-based sources [for example, from the internet]
e. to draw maps and plans at a range of scales, using symbols, keys and scales [for example, annotated sketch maps] and to select and use appropriate graphical techniques to present evidence on maps and diagrams [for example, pie charts, choropleth maps], including using ICT [for example, using mapping software to plot the distribution of shops and services in a town centre]
f. to communicate in different ways, including using ICT [for example, by writing a report about an environmental issue, exchanging fieldwork data using email]
g. decision-making skills, including using ICT [for example, by using a spreadsheet to help find the best location for a superstore]. | <urn:uuid:f61de077-c08d-4100-99f9-5f546b1c87d2> | CC-MAIN-2024-22 | https://geography.org.uk/wp-content/uploads/2023/05/ITE_TTIS_ReadingGeographicalskills2007NC_2022.pdf | 2024-05-26T06:01:06+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00895.warc.gz | 235,064,070 | 521 | eng_Latn | eng_Latn | 0.995023 | eng_Latn | 0.995023 | [
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Procrastination
What is Procrastination?
Procrastination is putting off or avoiding doing something that must be done. It is natural to procrastinate occasionally. However, excessive procrastination can result in guilt feelings about not doing a task when it should be done. It can also cause anxiety since the task still needs to be done. Further, excessive procrastination can cause poor performance if the task is completed without sufficient time to do it well. In short, excessive procrastination can interfere with school and personal success.
Why Do Students Procrastinate?
There are many reasons why students procrastinate. Here are the most common reasons:
1. Perfectionism. A student's standard of performance may be so high for a task that it does not seem possible to meet that standard.
2. Fear of Failure. A student may lack confidence and fear that he/she will be unable to accomplish a task successfully.
3. Confusion. A student may be unsure about how to start a task or how it should be completed.
4. Task Difficulty. A student may lack the skills and abilities needed to accomplish a task.
5. Poor Motivation. A student may have little or no interest in completing a task because he/she finds the task boring or lacking in relevance.
6. Difficulty Concentrating. A student may have too many things around that distract him/her rom doing a task.
7. Task Unpleasantness. A student may dislike doing what a task requires.
8. Lack of Priorities. A student may have little or no sense about which tasks are most important to do.
How Do I Know if I Procrastinate Excessively?
You procrastinate excessively if you agree with five or more of the following statements:
1. I often put off starting a task I find difficult
2. I often give up on a task as soon as I start to find it difficult.
3. I often wonder why I should be doing a task.
4. I often have difficulty getting started on a task.
5. I often try to do so many tasks at once that I cannot do any of them.
6. I often put off a task in which I have little or no interest.
7. I often try to come up with reasons to do something other than a task I have to do.
8. I often ignore a task when I am not certain about how to start it or complete it.
9. I often start a task but stop before completing it.
10. I often find myself thinking that if I ignore a task, it will go away.
11. I often cannot decide which of a number of tasks I should complete first.
Procrastination
What is Procrastination?
12. I often find my mind wandering to things other that the task on which I am trying to work.
What Can I Do About Excessive Procrastination?
Here are some things you can do to control excessive procrastination.
1. Motivate yourself to work on a task with thoughts such as "There is no time like the present," or "Nobody's perfect."
2. Prioritize the tasks you have to do.
3. Commit yourself to completing a task once started.
4. Reward yourself whenever you complete a task.
5. Work on tasks at the times you work best.
6. Break large tasks into small manageable parts.
7. Work on tasks as part of a study group.
8. Get help from teachers and other students when you find a task difficult.
9. Make a schedule of the tasks you have to do and stick to it.
10. Eliminate distractions that interfere with working on tasks.
11. Set reasonable standards that you can meet for a task.
12. Take breaks when working on a task so that you do not wear down.
13. Work on difficult and/or unpleasant tasks first.
14. Work on a task you find easier after you complete a difficult task.
15. Find a good place to work on tasks.
Above all, think positively and get going. Once you are into a task, you will probably find that it is more interesting than you thought it would be and not as difficult as you feared. You will feel increasingly relieved as you work toward its accomplishment and will come to look forward to the feeling of satisfaction you will experience when you have completed the task.
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Page 1
Teaching music at secondary school
School resources
Since the second half of the twentieth century, music education in schools has seen a gradual shift away from a musical appreciation approach that was common to throughout most of the twentieth century, towards a more practical approach to teaching, learning, and assessing music. There has been ongoing debate among music educationalists as to whether music education should emphasise listening and theory or playing and performing. However, if one of the objectives of music education is to provide students with both an understanding of and experiences in and with sound so that they can learn to express themselves musically, it stands to reason that students need to engage with both music conceptual knowledge and practice. Therefore, while the turn towards more practice-focused programmes was both welcome and necessary, it is also important to ensure that practice does not supplant theoretical and conceptual knowledge. Ideally, the two types of knowledge complement each other.
As described in Music education in schools, the shift towards music as practice runs the risk of sidelining the 'knowledge-that' required for deep learning 1 . For example, if music focuses only on procedural skills without reference to knowledge-that (theoretical knowledge), students may well be short-changed as they do not have access to or at least awareness of the knowledge about how music works. For example, students may be taught a number of songs on the ukulele, which, if done well, is likely to be an engaging and rewarding experience. However, if concepts such as keys, chords, harmony, melody, and so on are not also introduced, learning the ukulele can become context-bound rather than an experience that can open up other forms of experience and learning 2 . This is not to say that music theory and conceptual knowledge should dominate the content and pedagogy of classrooms, but rather that it should be integrated into creative, music-making activities such as composition.
There is considerable research from social realism and cognitive science that suggests the need to recalibrate the balance between 'knowledge-that' and 'know-how-to' if we want deep learning to occur. Imagine a scenario where a teacher wants to develop students' listening capabilities to utilise in their music making – in other words, to be able to listen beyond a surface level and, over time, become musical critical thinkers. Students first need to listen to and recall a lot of different types of music. Secondly, they need to develop fluency with a range of music-specific concepts and language that describe musical processes and phenomenon 3 . Thirdly, students need to find out what has been written about the significance of the music in which they are particularly interested within its stylistic field. These three aspects involve using concepts as the conduit of learning. In other words, if a student wants to understand, share their understanding, and argue in favour for a particular piece of music, they need to be able to aurally perceive how the music is constructed and creates its affects, describe these aspects, and then devise an argument in the music's favour. The student might need to call on concepts such as chordal juxtaposition, regular and irregular phrase lengths, timbral combinations, changes of meter, and so on; to put what they hear into words and to form their argument about why this music is worthy of study.
This type of criticality cannot emerge without a great deal of listening experience (the musical equivalent of learning 'content' and 'facts' stored in the long-term memory), fluency with the specialised conceptual language of the subject, and putting this growing knowledge to use in performing, composing, arranging,
and so on. Cognitive science research indicates that students need to encounter lots of factual content which is ordered and categorised through the main concepts of the subject. If our curriculum is predominantly a practice-based one, focused on the 'know-how-to' of performing and composing, it is important also to teach the 'knowledge-that' (conceptual knowledge) that can deepen the knowledge of the practice.
Ideally, the two forms of knowledge go hand-in-hand and enhance each other, although there is always more pedagogical challenge with how to approach music theory in ways that do not turn students off its importance. In this regard, it is advisable that music lessons begin with action and sound, and that concepts are brought into learning conversations as they are required. In the popular Musical Futures approach primarily used at intermediate and lower secondary school, students are given a high level of control over content selection, sequence, and pace of learning, with an emphasis on applied knowledge (know-how-to) as they learn to play songs of their own choice in friendship groups. Theoretical knowledge (knowledge-that) only appears when it is needed, if at all. An expert teacher may utilise the Musical Futures approach as a mechanism for motivation and practical engagement in the junior levels of secondary school and then, over time, may gradually reveal the concepts (knowledge-that) embedded in the music and the musicking. Rhythm games, learning popular songs with ukulele or guitar, and composing using sequencing software are all excellent content for the development of musical know-how-to and knowledge-that required for deep learning. Ideally, theory should be embedded in and emerge from practice, so theory's meaning and use are made clear to students, rather than theory being approached as something that is abstract and acquired from a book.
Lesson exemplar: Introduction to chords on the ukulele
Planning for teaching should start with the key question: 'what is it I want my students to learn?' To enable deep learning, lesson design needs to clarify the subject concepts that underpin the chosen topic. For example, in the lesson outlined below for Year 9 or Year 10 music, the goal is to teach the class to play chords on the ukulele. This is fun and interesting in itself, but teachers can also use this activity as a means to increase students' understanding about chords, chord progressions, and harmony en route to composing their own songs. The deeper level of learning is about the concepts – in this case, chords and chord progressions – which are generalisable subject concepts that can be applied to many different styles of music and many different learning contexts such as composing, performing, and analysing. In this way, the lesson is not only about learning to play chords on the ukulele, but also about other equally important empowering music knowledge such as understanding how harmony, realised as progressions of chords, generates form and structure in music.
In the sample music lesson outlined below, students explore the main concepts of chord and chord progression (both quite dense 'knowledge-that' concepts made up of related superordinate and subordinate concepts) and the skill of chord finding and playing a chord progression with a regular pulse on the ukulele - 'know-how-to'. The key argument in this approach to lesson design is that it is necessary to differentiate between knowledge-that – the concepts and content – and the skills and competencies - know-how-to – in order to make sure that each is well taught and that they are brought together. Teaching only skills limits students' wider understanding of how music actually works, while teaching only how things work without making music fails to recognise music as an aural and practicebased phenomenon. First and foremost, we must make sounds and make music, and then we can bring conceptual understanding to what we do.
Lesson Design Dimensions
Intended Learning Outcome(s): At the end of this lesson
* Students will know that a chord is two or more notes sounding together that creates harmony.
* Students will know that a chord progression is two or more chords sounding in a sequence.
* Students will know how to play the chord progression I, IV, V, I in C major on the ukulele, keeping a steady pulse.
Skills: Chord finding and changing on the ukulele, maintaining pulse and tempo
Key Content/Activities: (briefly state the key material/activities that actualise the concepts or skills to be taught): learning a I, IV, V chord progression in C major on a ukulele in groups and culminating activity playing as a class with a backing track.
Connection to previous and subsequent lesson(s): This lesson reinforces and extends prior knowledge of beat, ensemble, and tempo, and introduces the concepts of harmony, chords, chord progressions, and tab notation. It is setting up the foundations required for song writing.
Assessment for Learning: (data for the teacher on how students' learning is going): Students will perform the chord progression as a class and in groups finding each chord and executing the chord changes accurately while maintaining a steady pulse. The teacher is assessing chord accuracy, chord change accuracy, maintenance of beat, and ensemble accuracy of each student in small groups. Exit cards can be used for knowledge-that definitions.
Resources: teacher composed or pre-existing song, class set of ukuleles, PPT slides with definitions of key concepts, ukulele info (parts, tab for chords), and task instructions, Axis of Awesome YouTube clip, chord progression backing track.
Reflection/Evaluation: (what went well? what needs to be amended?)
Glossary
Articulation: the way in which a sound is attacked or sounded
Dynamics: how (relatively) loudly or softly music is played
Graphic notation: the representation of sounds and form through graphic means rather than using traditional notes on a staff
Musicianship: musical intelligence, or the ability to engage with and respond to music
Pitch: how (relatively) high or low a note is
Staff: the set of five horizontal lines used in typical Western musical notation
Timbre: the tone colour or quality of a sound
Tab (tablature) notation: a diagrammatic from of notation that indicates where the fingers are placed to generate a chord on a guitar or ukulele.
Useful resources
Ministry of Education. Into Music series: Volume 1 (2001), Volume 2 (2002), and Volume 3 (2003).
Ministry of Education (1992). Music education: Standard two to form two: A handbook for teachers. Wellington: Learning Media.
Regelski, T. (2004). Teaching general music in grades 4-8: A musicianship approach. Oxford University Press.
Endnotes
1 McPhail, G. (2016). The future just happened: Lessons for 21st-century learning from the secondary school music classroom. Curriculum Matters, 12, 8-28.
2 Dewey, J. (1938). Experience and Education. New York: Macmillan Company.
3 I call this 'thingification'. 'Thingification' occurs when we name things, usually as concepts: for example, we might hear certain things happening in a piece of music (such as syncopated rhythms or loud dynamics), but until we have them pointed out and have the teacher introduce the specialised language for that thing, we have not 'thingified' it! Having specialised language gives the student power to hear and talk about things.
PREPARED FOR THE EDUCATION HUB BY
Dr Graham McPhail
Dr Graham McPhail is a senior lecturer in the Faculty of Education and Social Work at the University of Auckland. He took up this position in 2015 after twenty years of work in the secondary education sector. His research is centred on the role of knowledge in the curriculum, in particular within C21 schooling and music education contexts. He was lead editor for New Zealand's first volume on secondary school music education Educational Change and the Secondary School Music Curriculum in Aotearoa New Zealand published by Routledge in 2018. Graham has published widely, with over 50 outputs in a wide range of journals, books, and CDS both in New Zealand and internationally. | <urn:uuid:c6a961d1-d001-48ac-bb06-aee86f906297> | CC-MAIN-2024-22 | https://theeducationhub.org.nz/wp-content/uploads/2022/03/Teaching-music-at-secondary-school.pdf | 2024-05-26T04:49:52+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00892.warc.gz | 494,829,997 | 2,382 | eng_Latn | eng_Latn | 0.997012 | eng_Latn | 0.998464 | [
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Garry Oak Meadow Preservation Society
Dedicated to Protecting Victoria's Heritage Landscape
Seedling Donation Policy Version 1, August 2013
Donating Seedlings to the GOMPS Nursery
The goal of the Garry Oak Meadow Preservation Society's (GOMPS) Nursery Project is to produce young seedlings from locally-collected acorns to satisfy the public demand.
Our nursery will provide strong, healthy trees, genetically-molded by Mother Nature for our area, to local governments, major landowners, restoration projects and the general public.
The Garry oak, and many other oaks, have not been favoured by commercial nurseries due to their slow growth so growers often dedicate their land to fast growing, high-sales species to maximize profit. Our GOMPS Nursery will focus solely on Garry oak trees and aims to produce a single crop each year. GOMPS will grow Garry oaks until they are about 6-7 years old and of suitable strength to withstand the hardships of our urban settings.
In our operation of this mono-crop nursery, prevention of disease and pest attacks will help to achieve healthy plant development and subsequent growth. This policy addresses the issue of accepting donated seedlings with a goal to helping the public understand GOMPS's position on the matter of accepting donated seedlings.
Disease and Pests
Garry oaks are susceptible to several diseases and pests that could arrive at our nursery in soil from external sources. Our operations will not encourage or support the moving of soil within the growing areas of the Garry oaks, which range from the Comox Valley south to Greater Victoria. This policy conforms to agricultural regulations already in practice in the Saanich Peninsula which restrict the movement of soil in the plan to reduce the spread of the Golden Nematode and Sudden Oak Death. The latter arrived in Greater Victoria in 2007 on imported plants.
In addition to soil-borne micro-organisms, plants themselves may be hosts for insects and other pests, such as moths, wasps, weevils and loopers at varying stages of their development. Reducing soil transport will also help to control the spread of invasive plants, whose seeds, roots or stems may be moved and infest other areas. While in nature the damage done by these threats may be minimal, in a single-crop nursery environment, such contamination could infect or damage our entire inventory of plants!
Seedling Donation Policy
Version 1, August 2013
The operations of the GOMPS Nursery will use sterile soil-less (peat based) growing media in containers as a foundation for all acorn sowing and seedling transplants. By eliminating soil from our operations we will reduce the likelihood of introducing soil-borne diseases and pests into our operations and prevent them from spreading after our stock is sold and planted out. If this is successful we will also benefit from a reduction or elimination of chemical controls (i.e. pesticides) in our operations.
Healthy Plant Growth and Development
The Garry oak is a hearty tree, well adapted to the drought stresses present in our Mediterranean-like climate. As we enter into an era of predicted temperature increases courtesy of global warming the Garry oak becomes a highly prized contender for tree plantings of all types.
A major factor in its ability to survive in such climates is the Garry oak's root system. As the primary root emerges from the acorn it grows downward into soil to form a tap root from which laterals will branch later. Proper development of the tap root ensures a healthy tree will grow from the founding root. In nursery operations this aggressive downward growth requires optimal soil conditions such as deep containers for early growth.
Acorn Source Identity
GOMPS will record the source of all acorns and maintain the identity of the trees until sold. This will increase the allocation to the most-suitable locality, thus improving performance.
To maintain quality and ensure all of our trees develop and grow as healthy as possible we have decided not to accept seedlings from sources other than our own operations. Without removing all soil (see above concerns for pathogens and pests) or growing media it will be impossible for GOMPS to assess the root development of seedlings it receives as donation.
GOMPS and its Nursery Project are grateful that your thoughts are of us but we must decline to accept any and all donated Garry oak seedlings for the reasons outlined above. | <urn:uuid:d46f6e99-9744-48af-ba08-83682d37327c> | CC-MAIN-2024-22 | http://www.garryoak.info/uploads/1/3/3/6/13366326/gomps_seedling_policy.pdf | 2024-05-26T04:39:46+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00895.warc.gz | 40,014,789 | 898 | eng_Latn | eng_Latn | 0.99759 | eng_Latn | 0.997722 | [
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Syllabus 3 rd : 2016-17
ALWAYS REMEMBER:
EDUCATION =KNOWLEDGE; KNOWLEDGE=POWER
POWER=RESPECT;
RESPECT=HAPPINESS
1.ENGLISH
Good English well-spoken and well-written will open more doors than a college degree. Bad English will slam doors you don't even know existed. William Raspberry.
Books prescribed:
1. ELT Buzz Word Communicative English Main – Course -3
2. ELT Buzz Word Communicative English Work – Book -3
3. ELT Dialogues -3; 4.English Writing book .
Semester -1 :-
English Reader :- Lesson 1 to 7 (including poems )
English Work book :- Work sheets 1 to 7 ( including Summative assessment )
Dialogues : Unit 1 to 5 ; Writing : First half of the writing book .
Semester – 2 :-
English Reader :- Lesson 8 to 11 (including poems )
English Work book :- Work sheets 8 to 11 ( including Summative assessment )
Dialogues : Unit 6 to 10;
Writing : Later half of the writing book .
Pattern :-
Max. Marks :- 250;Main course :- 80 marks; Work book :- 40 marks ; Dialogue book :- 50 marks
CCE :- 30 marks ( Based on weekly , monthly test , home work etc. ); Oral :- 50 marks
Main course :-
5. Creative Activity / Composition . 10 marks
6. Reading Comprehension . 10 marks
7. Short answer type questions . 5x2= 10
8.
Dictation . 10 marks
9. Poem re-producing (any of two from main course/ work book ). 10 marks
Work – Book
1.
Reading . 10 marks
2. Simple Grammar . 10 marks
3. Vocabulary . 10 marks
4.
Spelling . 10 marks
5.
Writing . 10 marks
Dialogue:-
1. Listening 3 tracks, understanding and answering the questions . 30 marks
2. Describing the simple things ( 5-7 ) sentences ) . 10 marks
3. Speaking ( role – play etc. ) . 10 marks
2.Punjabi
I think English is fantastic, rich and musical language, but of course your mother tongue is the most important........William Tyndale
Books Prescribed :-Punjabi Naveen Udaan – 1 , Punjabi writing book.
Semester 1 :-Reader –page 1 to 11; Writing – First half of the writing book .
Semester 2 :-Reader – Page 12 to 17; Writing – Later half of the writing book .
Pattern of testing :-
Max. Marks :- 150: Written :- 80 marks;
Oral / verbal :- 50 marks;
CCE :- 20 marks .
Written for Semester 1 :-
Oral / verbal :-
Dictation . 10 marks ; Writing book . 20 marks
Book reading . 10 marks;
Poem recitation . 10 marks
Internal / Assessment :- 20 marks ( Based on weekly , monthly test , home work , Project , Activity etc. )
3.Hindi
Hindi has always been such a language that it never boycotted any word just because it's of foreign origin. ....Dr. Rajendra Parsad
Books Prescribed :-- Rachna Sagar Jharna – 2; Pacific Hindi writing book .
Semester 1 :- Lesson 1 to 11 .
Writing :- First half of the writing book.
Semester 2 :- Lesson 12 to 17 .
Writing : Later half of the writing book .
Pattern :-
Max. Marks :- 150: Written :- 80 marks; Oral :- 50 marks;
CCE :- 20 marks.
Written
Matching / fill in the blanks with correct words . 5 marks
Word formation with lagan- maatra . 10 marks
Short questions . 10 marks
Tick the correct ( MCQs ). 10 marks
Picture names . 5 marks
Matching . 5 marks
Fill in the blanks with proper words . 5 marks
Usages of sentences . 5 marks
Ginti . 10 marks
Shabadarth . 5 marks
Oral / Verbal :-
Dictation . 10 marks
Writing – book . 20 marks
Book reading . 10 marks
Poem .
10 marks
4.Mathematics
"Without Mathematics, there is nothing you can do. Everything around you is Mathematics. Everything around you is numbers"
....Shakuntala Devi
Book Prescribed :- Rachna Sagar New Mathematics – 3
Division of work :-
Semester 1 :- Chapter 1 to 4 , 9, 10, 11, 13.
Counting 1 to 500; Table 2 to 12 .
Semester 2 :- Chapter 5 to 8 , 12 .
Counting : 501 to 1000. Tables: 13 to 20.
Pattern :-
Max. Marks :- 150
Arithmetic :- 100 marks .;Practical :- 30 marks
CCE :- 20 marks ( Based on weekly test , monthly test , home work , etc . )
Structure of Question paper :-
Oral / Practical :-
Counting : 10 marks; Activity :10 marks. Tables: 10 marks.
5.Art & Craft
I dream of painting and then I paint my dream
--Vincent Van Gogh
Prescribed – book :- Living Art .
Semester 1 :- Book Page 1 to 20 .
Drawing :- Butterfly with Flower , parrot and Fishes with water.
Craft – work :- make flowers with tissue paper , pencil dust hut , wall hanging with match box.
Testing :-
Max. Marks :- 120 marks
Book based work :- 50 marks;Drawing test :- 50 marks; Project :- 2x 10 = 20 marks
Semester 2 :-Book page 21 to 40 .
Drawing :-Fruit basket , scenery , aeroplane .
Craft work :-make paper flower , pen holder , and scenery with glazed paper.
6.Computer science
Man is still the most extra-ordinary computer of all.
--John F.Kennedy
Book Prescribed :- Password to Information Technology ( Pace maker)
Semester 1 :- Chapter 1 to 5 .
Semester 2 :- Chapter 6 to 9 .
Pattern :-
Max. Marks :- 150 marks
Written :- 80 marks
Practical :-50 marks
CCE :- 20 marks ( Based on weekly test , monthly test , home work , project etc . )
Structure of question paper :-
Summative questions from the given exercise .
7.EVS.
Trees are the Earth;s endless effort to speak to the listening heaven. Rabinder Nath Tagore.
Prescribed book :- New Way Grukul EVS – 1
Semester 1 :-Chapter 1 to 11
Semester 2 :-Chapter 12 to 18
Pattern :-Max. Marks :- 150; Theory :- 100 marks; Practical :- 50 marks
Assessment :- 50 marks
Structure of question paper:-
Practical / Viva :-
Project :- 10 marks
Viva :- 10 marks
Book work :- 10 marks
Assessment work :- Based on weekly tests , monthly tests , home work etc.
8.General Knowledge:
The first step towards knowledge is to know that we are
ignorant.
.......Richard Cecil.
Book prescribed:
Semester I :
Semester II:
Structure of the question of paper:
PDE ( Personality Development Evaluation)
Personality is too a man what perfume is to a flower
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Year 1 Home Learning Autumn 1
Our Year 1 weekly home learning expectations are to read your e book at home to an adult, at least 5 times a week. To share books with adults at home (be read too.)
You are also expected to complete at least one of these projects which you will bring in to present to the class. Deadline for these to be in school is Monday 16 th October 2023.
Maths
How many different numbers can you find in your house and around your local area. Record these numbers in any way you can. E.g take photos, make the number, draw the number, write the number.
What is the largest number you can find?
Creative
Take inspiration from our text drivers 'The Rainbow Fish,' The Lion Inside' and 'Mr Tiger Goes Wild' design an animal puppet or mask.
English
A-Z animal list. Can you think of an animal that begins with each letter of the alphabet? Sound out each word using the phonics you have learnt. If you are able to, try to add sound buttons underneath the words.
Science
Having learnt about the properties of materials, make a poster about properties and uses of different materials. This could be photos/pictures of objects and labels to say what it is made from and the properties of the material. | <urn:uuid:77c98e36-5524-442d-9131-26fc7bdb45de> | CC-MAIN-2024-22 | https://www.chalkridgepri.hants.sch.uk/assets/Documents/Home-Learning/Year-1-Autumn-1-Home-Learning.pdf | 2024-05-26T05:24:45+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00898.warc.gz | 604,989,953 | 268 | eng_Latn | eng_Latn | 0.999276 | eng_Latn | 0.999276 | [
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Proposal for the establishment of a Emergency Preparedness Plan for Animals within the Scenic Rim Region
In Queensland due to our Geographic and Climatic Considerations we can be subject to floods and fire catastrophes. When such a catastrophic event overwhelms a community, the first instinct for many is to grab their loved ones and head to safety. Many Queenslanders couldn't likewise imagine leaving their animals behind but haven't included the necessary preparations in their own emergency plans.
Emergencies come in many forms, and they may require anything from a brief absence from your home to permanent evacuation. Each type of disaster requires different measures to keep pets safe. The best thing a person can do for their pets/Livestock is to be prepared.
The likelihood that you and your animals will survive an emergency such as a fire or flood, Cyclones or terrorist attack depends largely on emergency planning done today. Some of the things you can do to prepare for the unexpected, is assembling an animal emergency supply kit and developing a pet care buddy system. Whether you decide to stay put in an emergency or evacuate to a safer location, you will need to make plans in advance for your pets. Keep in mind that what's best for you is typically what's best for your animals. If it is not safe for you to stay, it is not safe for them either.
Listed below are some basic steps any Queenslander can do to ensure the safety of their pets.
Get a Rescue Alert Sticker
Most Australians will want to take their pets with them during a major evacuation. However there may be circumstances were this is not practical. In this event you should you should let any would be rescuer or authority what animal is inside the residence. You can imagine the surprise of a fireman if during checking your home to ensure safety of its occupants he comes across an angry dog or a collection of venomous snakes.
In the United States several agencies offer a free emergency pet alert sticker 1 for your home. This easy-to-use sticker will let people know that pets are inside your home. Make sure it is visible to rescue workers, and that it includes:
1. the types and number of pets in your household; 2) the name of your veterinarian; and 3) your veterinarian's phone number. If you must evacuate with your pets, and if time allows, write "EVACUATED" across the stickers.
2. You can easily make this notice up yourself if such a sticker is not available.
Arrange a Safe Haven
Arrange a safe haven for your pets in the event of evacuation. DO NOT LEAVE YOUR PETS BEHIND. Remember, if it isn't safe for you, it isn't safe for your pets. They may become trapped or escape and be exposed to numerous life-threatening hazards. Contact your veterinarian for a list of preferred boarding kennels and facilities in your area.
1. Ask your local animal shelter if they provide emergency shelter or foster care for pets (When animals become lost during a disaster, they often end up at a local shelter).
2. Identify hotels or motels outside of your immediate area that accept pets.
3. Ask friends and relatives outside your immediate area if they would be willing to take in your pet 2 .
1 See Annex.a.
Evacuation Preparation
If you must evacuate your home in a crisis, plan for the worst-case scenario. If you think you may be gone for only a day, assume that you may not be allowed to return for a week. When recommendations for evacuation have been announced, follow the instructions of local and state officials. To minimize evacuation time, take these simple steps:
Keep an Evacuation-Pack and supplies handy for your pets. Make sure that everyone in the family knows where it is. This kit should be clearly labelled and easy to carry. Items to consider keeping in are attached. 3
You may wish to also consider stocking up on the items you may need during a disaster now, so you do not get caught unprepared. Such as One-week supply of food. Oneweek supply of fresh water. If officials declare your household water unfit to drink, it's also unsafe for your pets. Medication. If your animal takes medication, a replacement supply may not be easily available following a disaster.
Comfort your animals they will appreciate your calm presence and soft, comforting voice if they are stressed following a disaster or while evacuated, and you may find it comforting to spend time with them, too.
Choose "Designated Caregivers"
This step will take considerable time and thought. When choosing a temporary caregiver, consider someone who lives close to your residence but not so close to be affected by the same emergency situation. Consider people who have met your pet and have successfully cared for animals in the past. He or she should be someone who is generally home during the day while you are at work or has easy access to your home. A set of keys should be given to this trusted individual. This may work well with
2 Red Rover from crisis to care 06/13 email@example.com
neighbours who have pets of their own—you may even swap responsibilities, depending upon who has accessibility.
Special Considerations
Special Considerations for Birds
1. Birds should be transported in a secure travel cage or carrier.
2. In cold weather, make certain you have a blanket over your pet's cage. This may also help reduce the stress of travelling.
3. In warm weather, carry a spray bottle to periodically moisten your bird's feathers.
4. Have recent photos available and keep your bird's leg bands on for identification.
5. If the carrier does not have a perch, line it with paper towels that you can change frequently.
6. Keep the carrier in as quiet an area as possible.
7. It is particularly imperative that birds eat on a daily basis, so purchase a timed feeder. If you need to leave your bird unexpectedly, the feeder will ensure his daily feeding schedule.
8. Items to keep on hand: Catch net, heavy towel, blanket or sheet to cover cage, cage liner.
Special Considerations for Reptiles
9. A snake may be transported in a pillowcase, but you should have permanent and secure housing for him when you reach a safe place.
10. Take a sturdy bowl that is large for your pet to soak in. It's also a good idea to bring along a heating pad or other warming device, such as a hot water bottle.
11. Lizards can be transported like birds (see above).
Special Considerations for Small Animals
12. Small animals, such as mice and guinea pigs, should be transported in secure carriers with bedding materials, food and food bowls.
13. Items to keep on hand: Salt lick, extra water bottle, small hide box or tube, a week's worth of bedding.
Helping Pets Recover after a Disaster
Your pet's behavior may change dramatically after a disaster, becoming aggressive or defensive. Be aware of their wellbeing and protect them from hazards to ensure the safety of other people and animals. Watch your animals closely and keep them under your direct control as fences and gates may have been damaged. Pets may become disoriented, particularly if the disaster has affected scent markers that normally allow them to find their home 4 .
Be aware of hazards at nose and paw or hoof level, particularly debris, spilled chemicals, fertilizers and other substances that might not seem to be dangerous to humans. Consult your veterinarian if any behavior problems persist.
4 http://www.readyforwildfire.org/Animal-Evacuation/
A microchip is the best way to reunite lost pets. Your pet should also be wearing up-todate identification at all times. Include your cell phone number and the phone number of a friend or relative outside your immediate area. If your pet is lost, you'll want to provide a number on the tag that will be answered even if you're out of your home.
Practice loading your pet into a carrier and vehicle. If your away find a friend who can evacuate your pet along with its Grab and Go Bag. Remember, you are ultimately responsible for the wellbeing of your pet in an emergency. You now have the tools and resources to assist you in meeting this responsibility. Your pet will thank you for it and one day just might save your life in return!
Agricultural Animals
Introduction
Animals are as important to some people as any family member. When disasters strike they affect the wellbeing of animals, and the public has justifiably asked "Who's looking out for the animals? What plans do we have for them? What about the horses and the cattle? Safeguard your animals, your property and your business by taking precautions now, no matter what the risks are in your area. Do you know how to protect your farm animals from risks posed by natural disasters, including collapsed barns, freezing weather, flooding, dehydration, and electrocution? From barn fires to hazardous materials spills to natural disasters, emergency situations often call for special measures to shelter, care for, or transport farm livestock, and poultry.
Although the consequences of emergencies can be similar, knowing the risks specific to your community and your region can help you better prepare. It is even more important to be aware of the risks in your area if you live on a farm with livestock and poultry.
Plan to shelter in place
If you remain on your property during an emergency, you will need to decide whether to confine large animals in an available shelter or leave them outdoors. Survey your property for the best location for animal sheltering. Ensure that your animals have access to high areas in case of flooding, as well as to food and clean water.
If your pasture area meets the following criteria, your livestock may be better off out in the pasture than being evacuated. A safe pasture has:
1. Native tree species can uproot easily.
2.
No overhead power lines or poles.
3. No debris or sources of blowing debris.
4. No barbed wire fencing.
5. At least one acre (0.4 hectares) of open space. Livestock may not be able to avoid blowing debris in smaller spaces.
Ensure that you have enough food and essentials supplies for you and your family for at least 72 hours (three days). If your property does not meet these criteria, consider evacuating your animals, but only on the advice of your veterinarian or local emergency management officials.
Plan to evacuate
1. Contact your local emergency management authority and become familiar with at least two possible evacuation routes. Familiarize all family members and employees with your evacuation plans.
2. Arrange in advance for a place to shelter your animals. Plan ahead and work within your community to establish safe shelters for farm animals, such as fairgrounds, other farms, racetracks, and exhibition centers.
3. Ensure that sufficient feed and medical supplies are available at the destination.
4. Be ready to leave as soon as an evacuation is ordered. In a slowly evolving emergency, like flooding, plan to evacuate at least 72 hours before anticipated high point.
5. If you will be hauling a high-profile trailer such as a horse trailer, it may not be possible to evacuate heavy loads safely in high winds. Also, once the emergency
hits roads may be restricted to emergency service vehicles and not open to traffic.
6. Set up safe transportation. You will need to have access to trucks, trailers, and other vehicles suitable for transporting each type of animal, along with experienced handlers and drivers. You may need access to a portable loading ramp to load, or unload, animals.
7. If animals are evacuated to a centralized location such as a fair ground for shelter and will co-mingle with other animals of unknown health status try to:
o Make sure your animals have sufficient identification (e.g. ear tags or brands) to be able to tell them apart from others.
o minimize the contact among animals from different premises.
o protect feed and water from contact with wild animals and birds. Verify the health and vaccination status of animals which must be co-mingled.
o handle any mortalities in a manner to minimize the possible spread of contagious diseases.
o monitor the health and wellbeing of the animals on a daily basis, whether sheltered in place or evacuated. Seek appropriate veterinary medical advice and services on suspicion of an animal disease problem.
o Accommodation will need to include milking equipment for dairy cows (as applicable). Milk may need to be stored separately from cows of other herds. Milk "pickup" companies should be notified where to pick up the milk.
Prepare a farm emergency kit
Make an emergency kit so you have emergency supplies in one location and let everyone know where it is. Check and update contents regularly. Include the following items and personalize according to your needs:
1. Current list of all animals, including their location and records of feeding, vaccinations, and tests. Make this information available at various locations on the farm.
2. Supplies for temporary identification of your animals, such as plastic neckbands and permanent markers to label animals with your name, address, and telephone number.
3. Basic first aid kit.
4. Handling equipment such as halters, cages, blankets, and appropriate tools for each kind of animal. Include bolt-cutters to quickly free animals in an emergency.
5. Water, feed, and buckets. Tools and supplies needed for sanitation.
6. Emergency equipment such as a cell phone, flashlights, portable radios (with weather radio band) and batteries. Other safety and emergency items for your vehicles and trailers.
7. Food, water, and emergency supplies for your family 5 .
Backyard poultry evacuation kit
Leg bands with an emergency telephone number and photos of birds can help you identify them if they escape or get lost.
Feed and water for 7 -10 days. Vitamin and electrolyte packs (stress packs) may help ease stress.
Sufficient feeders and waterers for the number of birds.
Detergent, disinfectant, gloves and other cleaning supplies for cleaning cages.
Feeders and drinkers.
Extra absorbent bedding material (newspapers can work temporarily) to line cages or temporary coops.
If evacuating chicks, consider their special needs (heat, food, equipment).
5 Primary Industries and Regions South Australia (PIRSA)
Equine and livestock evacuation kit
7-10-day supply of feed, supplements, and water
Bandanas (to use as blindfolds)
Batteries (flashlight, radio)
Blankets
Copies of veterinary records and proof of ownership
Cotton halter
Duct tape
Emergency contact list
First aid kit
Flashlight
Fly spray
Grooming brushes
Heavy gloves (leather)
Hoof knife
Hoof nippers
Hoof pick
Hoof rasp
Instructions
Diet: record the diet for your animals.
Medications: list each animal separately, and for each medication include the drug name, dose and frequency. Provide veterinary and pharmacy contact information for refills.
Knife (sharp, all-purpose)
Leg wraps and leg quilts
Maps of local area and alternate evacuation routes in addition to GPS (in case of road closures)
Non-nylon halters and leads (leather/cotton)
Nose leads
Plastic trash cans with lids (can be used to store water)
Portable livestock panels
Radio (solar, hand cranked and/or battery operated)
Rope or lariat
Shovel
Tarpaulins
Trash bags
Twitch
Water buckets
Wire cutters
Equine identification
* microchip
* tattoo
* halter tag
* neck collars
* leg band
* brand
* mane clip
* luggage tag braided into tail or mane
*
clipper-shaved information in the animal's hair
* livestock marking crayon, non-toxic, non-water-soluble spray paint, or non-watersoluble markers to write on the animal's side
* permanent marker to mark hooves. 6
6 https://www.avma.org/public/EmergencyCare/Pages/Large-Animals-and-Livestock-inDisasters.aspx
How zoos protect and evacuate animals during wildfires
Within the Scenic Rim Region there are several small private and one large Zoos. Not all animals can be safely evacuated. With fires in the bush becoming increasingly common, zoos must prepare for disaster. In California the wildfires have put planning for fire emergencies at the forefront, zoos across that country are ramping up their plans to protect their animals from catastrophe.
This month two Zoos have hit the headlines in America, Los Angeles Zoo is home to more than 1,400 mammals, birds, amphibians, and reptiles many of them endangered species and Santa Barbara Zoo came very close to being wiped out by fire.
Zoo staff carried out the following actions and it suggested that Wildlife parks, Zoos and private wildlife rescuers (many of whom have large numbers of animals they are rehabilitating in private small holdings) here do the same.
Staff from the above Zoos have a list of priority animals, those that are highly endangered, genetically very valuable for breeding programs, or are the type of "ambassador animals" that bring in visitors. Those are the animals they attend to first in an emergency.
Other animals were relocated (birds and some small primates) to the parking lot which was sheltered from the smoke. Transport crates to transport large animals, although initially considered was rejected as many animals cannot cope with the stress of being crated and moved. Many are not trained to go into crates, like birds or small mammals, and moving such big or dangerous animals such as a Giraffe or Lion is a logistical nightmare, particularly in a hurry 7 .
7 https://www.nationalgeographic.com/animals/2018/11/zoos-protect-animals-firedisaster/
Annex.1.
Emergency Preparedness for Pets
Is your family prepared for a major emergency, evacuation or natural disaster? How about your pets? Making arrangements before the chaos of an emergency can increase your pet's chances of survival and greatly reduce the fear and anxiety your pet will experience 8 .
Create a pet emergency survival kit (Grab n' Go Bag). Keep your pet's kit with your family's emergency survival kit for quick and easy access.
Some items to include:
* Towel/blanket with your smell on it
* Basic pet first aid kit
* Can opener
* Fresh water and canned food
* Any medication that you pet may need
* Current vaccination records
* A photo of your pet in kit or mobile phone – can prove ownership
* Remember to pack poop bags!
Store your Grab and Go Bag in a pet crate. Check the kit twice a year (an easy way to remember is to do it when you check your smoke alarms bi-annually) to ensure freshness of food, water, and medication, and to restock any supplies you may have "borrowed" from it. A microchip is the best way to reunite lost pets. Your pet should also
8 FEMA R-7 2017 www.ready.gov
be wearing up-to-date identification at all times. Include your cell phone number and the phone number of a friend or relative outside your immediate area. If your pet is lost, you'll want to provide a number on the tag that will be answered even if you're out of your home. Practice loading your pet into a carrier and vehicle. If your away find a friend who can evacuate your pet along with its Grab and Go Bag.
Remember, you are ultimately responsible for the wellbeing of your pet in an emergency. You now have the tools and resources to assist you in meeting this responsibility. Your pet will thank you for it and one day just might save your life in return!
Annex. A
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Geography's Big Ideas – what do they involve?
INTERACTION
* How are different elements linked? (inc. physical-human; human-human; physical-physical)
* What are the 'power geometries' of the links?
* How does change in one element knock on to others? How might this affect different groups?
* What can we learn about it by 'zooming in and out' of scales?
1.1a, 1.2a, 1.3b, 1.4a, 1.6a,b
Note: references are to the concepts section of the 2008 NC for England.
DIVERSITY
* How and why does it vary over space? (differences in form, function, pattern of distribution etc)
* How does this affect different groups and how is it managed?
1.1a, 1.2b, 1.7a, 1.7b
PLACE TIME
SPACE
PERCEPTION & REPRESENTATION
* How do different people experience it (directly or indirectly)?
* How do they communicate this experience? How does this affect their own and other people's views and actions?
1.1b, 1.7b
CHANGE
* How and why has it been different in the past?
* How might it be different in the future? (prediction)
* What has the nature, rate and extent of change been like?
* Which of the different future paths are more/less desirable?
* How can the more desirable outcomes be achieved?
1.1a, 1.2b, 1.4a, 1.5a, 1.6a,b
Geography's big ideas: Possible approaches to Amazon Rainforest topic
Final outcome activity:
activity:
'system'
Amazon Rainforest
DIVERSITY
Sample enquiry question:
What's special about the Amazon
Rainforest?
CHANGE
Sample enquiry
question:
Should people be
allowed to
destroy the
Amazon
rainforest?
PERCEPTION &
REPRESENTATION
Sample enquiry question:
Whose Amazon: empty space or loaded
store cupboard?
INTERACTION
Sample
enquiry
question:
How well does
the Amazon
rainforest
'work'?
Final outcome
activity:
Analytical essay
responding to
enquiry question.
Final outcome activity:
Illustrated oral presentation
contrasting two different maps and
suggesting how each would affect the
actions of decision-makers at national
Final outcome
Display board
illustrating
ecosystem
interlinkages
and evaluating
the ways
people can
work with or
against the
Short 'myth-busting' booklet for visiting tourists
outlining different types of forest and the unique
characteristics of the Amazon, including the variety
of environments to be found there.
Processes/methods focus: How easy is it to check up on rainforest destruction? (GIS)
Note: this chart just shows the way that
different concepts could be 'showcased'
through a particular topic – only one or two
questions would actually be chosen.
level.
Some ideas for enquiry questions – Amazon Rainforest
Each question is designed to 'showcase' a certain big concept. This isn't to say that activities in that enquiry sequence won't develop thinking around other concepts too; it is just a matter of focus. Which concept in particular will drive your planning and shape the children's learning? Which one will help you choose which activities to include and which to leave out this time? I've found that foregrounding one concept in this way really sharpens up my thinking, giving more focus and direction to the sequence. Ideally, enquiry questions should have both 'pith and rigour' (i.e. be both well-phrased engaging questions that children want to answer and carefully designed to draw out high quality geographical learning). See Re-presenting Geography section 2.1 for more details about this. Formulating really good enquiry questions is not easy to do – try starting from rigour (geography teachers are already good at this), then moving to pith! This isn't to say that all questions should be teacher-formulated at all, but these ideas apply to those that are.
DIVERSITY
* Amazon Rainforest: an 'unbroken green carpet'?
* What's special about the Amazon rainforest?
* Tribal life: the past or the future?
* How could you live in the Amazon Rainforest?
* What can be learned from the Yanomami? (cultural understanding focus)
* Why do so many species live in the Amazon? (a bit lacking in pith, this one – can you make it better?)
CHANGE
* Will the Amazon Rainforest still be there in 2010?
* Should people be allowed to destroy the Amazon rainforest? (see Re-presenting Geography section 2.2)
* How did the car change the Amazon? (focus on the rubber boom)
* Trees or Televisions? (see Re-presenting Geography section 2.3)
* What should happen to the Amazon?
INTERACTION
* Who should decide the Amazon's future?
* How well does the Amazon 'work'?
* Can the Amazon's resources be used sustainably? (bit lacking in pith, this one – can you make it better?)
* Should we buy chewing gum/hardwood furniture/Brazilian beef….?
* Would nature reserves work in the Amazon? (scale focus)
* Why is the Amazon rainforest there?
PERCEPTION & REPRESENTATION
* Who does the Amazon belong to?
* Whose Amazon: empty space or loaded store cupboard?
* Amazon Rainforest: 'an impenetrable green hell'?
PROCESSES/METHODS
* How easy is it to check up on rainforest destruction? (GIS focus)
Acknowledgements:
This work was developed for Suffolk Advisory Service's Heads of Geography Conference, November 2007, and also used with Somerset LEA's Heads of Geography Conference in that month. It draws on ideas from Re-presenting Geography (Taylor 2004) which could not have been developed without the inspiration of Christine Counsell, and Michael Riley's excellent article (2000) 'Into the Key Stage 3 history garden: choosing and planting your enquiry questions', Teaching History, 99, pp. 8-13.
Geography's big ideas: Planning chart
Final outcome activity:
Liz Taylor 27.11.07
DIVERSITY
Sample enquiry question:
CHANGE
Sample enquiry
question:
PERCEPTION &
REPRESENTATION
Sample enquiry question:
INTERACTION
Sample
enquiry
question:
Final outcome
activity:
Final outcome activity:
Final outcome
activity:
Processes/methods focus:
Note: this chart just shows the way that
different concepts could be 'showcased'
through a particular topic – only one or two
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