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The document provides an overview of the expectations and requirements for students taking an A-Level Religious Studies course. It outlines that students will need to attend all lessons, complete weekly homework assignments taking approximately two hours total, and conduct independent research. Students will be formally assessed six times for each unit through timed essays and mock exams. Essays and exams will be marked using exam board mark schemes focusing on explanations for 30-mark questions and evaluations for 15-mark questions. The document also provides an outline of the course content which will include studying utilitarianism, situation ethics, and religious teachings on the nature and value of human life.
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![A/S RELIGIOUS STUDIES<br />HANDBOOK<br />RELIGION AND ETHICS<br />RELIGION ART AND THE MEDIA<br />HOW IS A/S RELIGIOUS STUDIES DIFFERENT FROM GCSE RELIGIOUS STUDIES?<br />GCSEA LEVELOne teacherTwo teachersWork in exercise booksWork on paper, you will need to keep an organised file of notes for both parts of the course which will sometimes be checked by your teacherShort homework tasks, around 20 minutes per weekLonger homework tasks, around one hour per week for each unit (two hours per week in total), sometimes the homework will be to write an essayLittle research expectedPersonal research expectedStraightforward topics involving mainly knowledge and understandingMore complex topics requiring a greater depth of understanding and the ability to think for yourselfMost topics distinct and separateTopics interlink requiring the ability to see connections between work covered in different lessonsShort answer questions and short essays for the examNo short answers only medium and longer essays required on the exam paperSimple examples and arguments required in answersA wider range of more complex examples required as well as a wider range of more in depth arguments<br />WHAT WILL I DO AND WHAT IS EXPECTED IN A/S RELIGIOUS STUDIES<br />,[object Object]](https://image.slidesharecdn.com/asrebooklet-110408053836-phpapp02/85/As-re-booklet-1-320.jpg)
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Study GuideEssentials ofPsychologyByRobert G. Turn.docx
Study Guide
Essentials of
Psychology
By
Robert G. Turner Jr., Ph.D.
About the Author
Robert G. Turner Jr., Ph.D., has more than 20 years of teaching
and education-related experience. He has taught seventh-grade sci-
ence, worked as a curriculum developer for the Upward Bound
Program, and taught sociology, social psychology, anthropology,
and honors seminars at the university level. As a professional
writer, he has written nonfiction books, journal and magazine arti-
cles, novels,
and stage plays.
Copyright © 2013 by Penn Foster, Inc.
All rights reserved. No part of the material protected by this copyright may be
reproduced or utilized in any form or by any means, electronic or mechanical,
including photocopying, recording, or by any information storage and retrieval
system, without permission in writing from the copyright owner.
Requests for permission to make copies of any part of the work should be
mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton,
Pennsylvania 18515.
Printed in the United States of America
04/13/16
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INSTRUCTIONS TO STUDENTS 1
LESSON ASSIGNMENTS 7
LESSON 1: PSYCHOLOGY: THE SCIENCE
OF THE MIND 9
LESSON 2: THE MIND AT WORK 43
LESSON 3: MOTIVATION, EMOTION,
DEVELOPMENT, AND PERSONALITY 75
ESSAY ASSIGNMENT 117
LESSON 4: PSYCHOLOGICAL DISORDERS 121
LESSON 5: PSYCHOLOGY FOR TWO OR MORE 143
CASE STUDIES ASSIGNMENT 165
SELF-CHECK ANSWERS 167
APPENDIX 173
iii
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YOUR COURSE
Welcome to Essentials of Psychology! You’re entering a course
of study designed to help you better understand yourself
and others. For that reason, you can think of this course as
practical. It should be of use to you in living your life and
reaching the goals you set for yourself.
You’ll use two main resources for your course work: this
study guide and your textbook, Psychology and Your Life, 2nd
Edition, by Robert S. Feldman.
OBJECTIVES
When you complete this course, you’ll be able to
n Describe the science and methodologies of psychology
in the context of its historical origins and major
perspectives
n Outline the fundamental structure of the human nervous
system and explain how it relates to the organization of
human sensory perception
n Relate altered states of consciousness to sleep, hypnosis,
meditation, sensory deprivation, and physiological
responses to psychoactive drugs
n Discuss the basic concepts of behavioral psychology,
including classical conditioning, operant conditioning,
and cognitive learning theory
n Describe the nature of human memory in relationship to
thinking processes, intelligence, creativity, and intuition
n Explain the basic concepts of human motivation in
relationship to emotions
n Discuss concepts ...
Introduction to Issues in American Education
This document outlines the agenda and syllabus for an introductory philosophy of education course. The first class will involve getting acquainted, reviewing the syllabus, and introducing philosophical topics like the role of education. Students will complete pair-share interviews and discuss their personal philosophies. The syllabus outlines course goals of exploring different philosophers' views and how philosophy influences policy. Expectations like attendance, plagiarism, and cell phone policies are reviewed. Grading will incorporate assignments, essays, and a final philosophy of education paper. The course aims to help students understand their own educational beliefs and how they have been shaped by experiences.
2009-2010 10 Syllabus
1) This document outlines the course guidelines for a 10th grade Western Perspectives class, including the essential question of "What does it mean to be human?". 2) Students will read and analyze texts to develop their understanding, with a focus on persuasive writing and vocabulary development. 3) Novels to be read include The Curious Incident of the Dog in the Night-time, Frankenstein, and Othello. 4) Classroom policies require students to be respectful, responsible, and rational, and outline consequences for late work and absences.
1syllabus RS 100 Intro Religious Studies, Fall 2015.docx
1
syllabus: RS 100 Intro Religious Studies, Fall 2015
REVISED: 6/27/2015
Catalog number: 14399 Classroom: SH390 8am to 10:45am
Ingrid Wilkerson, PhD
Email: [email protected] (Please put "RS100" in subject line of email or it may get missed!)
Office hours: SN 418 X6875 6:40 to 7:40 AM and 2 - 3 PM Friday and via Skype by appt
Description: This course introduces students to the discipline of Religious Studies via a look at the sacred texts and tales from a wide range of world views. Analytical tools of the discipline will be introduced and applied to the reading. Students will learn how to analyze a variety of beliefs academically, and strive to avoid filtering things through their personal belief systems. Because Religious Studies is an interdisciplinary field, students will be able to utilize the skills from this class in other disciplines, as well as in everyday critical assessments of information.
Key Goals: Students will familiarize themselves with the vocabulary of religious studies and the diversity of concepts about the sacred in the world. This will be accomplished by analyzing primary texts and mythologies regarding the divine and then comparing them to what we define as human. The interaction between humanity and divinity will show cultural specificity and reveal possible commonalities between seemingly disparate belief systems. Through actual analysis, students will develop a sense of examining the sacred outside of a faith-driven understanding. A variety of theoretical tools will be given to them to aid in their analyses of unfamiliar religious thought and students must develop their own sets of analytical questions while reading and “discuss” them with others.
Key Skills: Students will learn how to analyze primary texts, interpret and compare key concepts. These analytical skills outline a methodology of inquiry and application that can be utilized in any field (G.E. F.2 or S.5)
COURSE REQUIREMENTS:
ATTENDANCE and PARTICIPATION:will be 25% of your grade! (Sleeping in isn’t an option ;-) 100 points. You get ONE unexcused absence, then your grade will be reduced by 1/3 for each subsequent unexcused absence. To be considered a legitimate excused absence, I have to receive an email from you NO LATER than the day of the absence. No email /no excuse. I make the determination whether it is an acceptable reason or not. ALSO, it is your responsibility to sign the class roll sheet.
ASSIGNMENTS: 7 2-page essay papers written and turned in during class, regarding the reading. 10-20 points each for 120 points total. The number of writings depends on how much effort and understanding the class seems to be putting into understanding the readings.
QUIZZES: There is a syllabus quiz the first week you attend class worth 25 points so get used to checking your syllabus. WARNING: you don't want to start the class 25 points behind do you? There are 2 major quizzes: an online (Moodle) vocabulary quiz worth 50 points due midnight .
Study strategies5 24-12
The document provides tips for students on successfully continuing their education. It discusses how students must learn to juggle coursework, finances, and family responsibilities. It emphasizes setting priorities and keeping goals in sight to handle the challenges. The document then lists specific tips on taking control of one's life, developing self-confidence, avoiding procrastination, using effective study methods like SQ3R, and seeking help when needed.
PHIL101 B008 Win 20 ! # AssignmentsAssignmentsAssignmen.docx
PHIL101 B008 Win 20 ! " # Assignments
AssignmentsAssignments
Assignment List Week 7 - Philosophical Essay
Week 7 - Philosophical EssayWeek 7 - Philosophical Essay
DUE: Feb 23, 2020 11:55 PM
Grade DetailsGrade Details
GradeGrade N/A
Gradebook CommentsGradebook Comments None
Assignment DetailsAssignment Details
Open DateOpen Date Jan 6, 2020 12:05 AM
Graded?Graded? Yes
Points PossiblePoints Possible 100.0
Resubmissions Allowed?Resubmissions Allowed? No
Attachments checked for originality?Attachments checked for originality? Yes
Assignment InstructionsAssignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is
designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or
a works cited page. It will be your premier writing assignment focused on the integration and
assessment relating to the course concepts. Your paper should be written based on the outline
! You can access the new Success Center via the left hand navigation in your classrooms. This tool
is updated regularly and provides access to hundreds of relevant resources geared towards
your academic and professional goals. Check it out!
"
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javascript:void(0)
you submitted during week 4 combined with your additional thoughts and instructor feedback. You
will use at least three scholarly/reliable resources with matching in-text citations and a Works
Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all
paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
According to Socrates, must one heed popular opinion about moral matters? Does
Socrates accept the fairness of the laws under which he was tried and convicted? Would
Socrates have been wrong to escape?
Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to
hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem?
And (2) how would John Locke answer it?
Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and
(2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s
and Descartes’ philosophy. Do not give a plot summary of the movie – focus on ...
PHIL101 B008 Win 20 ! # AssignmentsAssignmentsAssignmen.docx
This document discusses the importance of relationships in infant and toddler development. It explains that early development occurs through interactions between infants and their caregivers. Positive relationships form the foundation for social, emotional, and cognitive learning. The quality of caregiver-child relationships and interactions significantly impacts development. Establishing trust is a key part of infant development according to Erikson's stages of psychosocial development.
Total Possible Score 4.00ContentTotal 3.00Distinguished - .docx
Total Possible Score: 4.00
Content
Total: 3.00
Distinguished - Responds with a thorough reflection that is related to all aspects of the journal prompt. Applies professional, personal, relevant prior knowledge, and/or other real-world experiences in a manner that is rich in thought and provides valuable insight into the topic. Analyzes preconceptions and biases by deconstructing elements of personal assumptions and synthesizes own awareness using new modes of thinking.
Proficient - Responds with a reflection that is related to almost all aspects of the journal prompt. Applies professional, personal, or other real-world experiences in a manner that provides valuable insight into the topic. Provides a limited analysis of preconceptions and biases and somewhat synthesizes own awareness using new modes of thinking.
Basic - Responds with a reflection that is related to most aspects of the journal prompt. Applies professional, personal, or other real-world experiences in a manner that provides limited insight into the topic but may not be wholly relevant to the journal prompt. Demonstrates self-reflection by identifying preconceptions or biases compared to new modes of thinking.
Below Expectations - Responds with a reflection that is related to some aspects of the journal prompt. Attempts to apply professional, personal, or other real-world experiences, but their relevance to the journal prompt is unclear. Self-reflection is vague and/or fails to relate to preconceptions or biases and new modes of thinking.
Non-Performance - The journal is either nonexistent or lacks the components described in the assignment instructions.
Coherence
Total: 0.60
Distinguished - Effectively communicates ideas or points in a logical and organized manner. Reflections are sophisticated and formulate wholly appropriate and pertinent connections between the journal topic and relevant prior knowledge.
Proficient - Communicates ideas or points in a manner that is mostly logical and organized. Reflections formulate appropriate connections between the journal topic and relevant prior knowledge.
Basic - Communicates ideas or points in a manner that demonstrates a limited understanding of content organization. Attempts to reflect upon journal topic, but the connections between the journal topic and prior knowledge are vague.
Below Expectations - Attempts to communicate ideas or points; however, the content organization is extremely limited. Fails to provide a reflection that connects the journal topic to prior knowledge.
Non-Performance - The journal is either nonexistent or lacks the components described in the assignment instructions.
Mechanics
Total: 0.40
Distinguished - Journal contains no errors related to grammar, spelling, and sentence structure.
Proficient - Journal contains only a few minor errors related to grammar, spelling, and sentence structure, but they do not distract the reader from the content.
Basic - Journal contains a few errors related to grammar, spelli ...
Successful Academic Habits
The document discusses establishing successful academic habits. It notes common myths that can undermine success, such as thinking one does not need to study hard or that cramming worked in the past. However, excellence requires developing habits like consistently meeting obligations and doing well repeatedly, not just occasionally. The document provides tips for time management, study skills, seeking help, and maintaining a growth mindset. Key recommendations include using a calendar to plan study and assignment times well in advance, actively studying course material, visiting professors or tutors when struggling, and setting specific academic goals.
Dr. Mohammed's Religion 101 Syllabus
This document provides the syllabus for a World Religions course being taught in the spring semester of 2010, outlining class details like time, location, instructor information, course requirements, grading policies, exam dates, and reading assignments. It notes that some class days will be cancelled due to mandatory furloughs and informs students they will still be responsible for completing assignments on those days. The syllabus aims to provide students with extensive information upfront to minimize questions during the semester.
SyllabusCourse SyllabusCourseInformationPrint th.docx
Syllabus
Course Syllabus
Course
Information
Print the complete syllabus
Course Number
REL 207
Course Title
Ritual, Symbol, and Myth
Credits
3 Credit Hours
Pre-requisites
ENG 102 or ENG 105 or ENG 108 with C or better; minimum 24 hours
Co-requisites
None
Faculty
Mariam Cohen
Catalog Description
Ritual, symbol, and myth as types of religious expression, with examples selected from the literate
and nonliterate religions of the world.
Course Overview
This course explores some of the principle ways in which humans employ myth, ritual, and
symbols to articulate and express religious beliefs and practices. It analyzes the relationships
among these three modes of religious expression, and their relationships to other dimensions of
religion. We will examine these aspects of religion as they occur in a variety of religious
traditions, comparing and contrasting different ways in which religion is experienced. Discussion
of these concepts will emphasize the development of critical thinking skills.
This course broadens students' understanding of the theoretical categories of academic study of
religion, thus meeting GS requirements in Humanities and Fine Arts that call for addressing
http://syllabus.next.ecollege.com/CurrentCourse/__System/__mainSyl.html
1 of 14 1/8/2013 5:38 PM
"questions of human experience and expression . . . human condition . . . basic human values . .
. (and) broader and deeper understanding of an individual's relationship to self, culture, and
nature." The course leads students to discover ways of creating and shaping collective and
individual religious identities through the various categories of religion. By offering opportunities
for students to evaluate theoretical constructs in light of data from specific religious traditions,
this course meets GS requirements in Literacy and Critical Inquiry (L), namely gathering,
interpretation, and evaluation of evidence . . . (and helping students to sustain and extend their
ability to reason critically and communicate clearly.
Learning Outcomes
At the completion of this course, students will be able to:
clarify our motives for studying religion.
define elements of critical thinking skills -- and begin to put them into practice.
be able to list and classify various definitions of "religion".
be able to describe the utility of various definitions of "religion".
critically examine the claim of a group to be considered as a "religion".
describe various ways that religious traditions conceptualize sacred power.
be able to define polytheism, monotheism, henotheism, dualism, unitarianism, and
trinitarianism.
be able to define agnosticism, atheism, and deism.
describe different types of myths.
describe the various functions of myths.
be able to discuss the relationship between "scientific" truth and the truth of myths.
describe different types of rituals.
describe the various functions of rituals.
be able to discuss the relationship between r ...
Session1
This document provides an overview of the EDCI 620 School Curriculum course, including introductions, journaling, and discussion activities on the first day. It reviews the syllabus, assignments, and policies. Key topics of the course are developing an understanding of curriculum theories, examining the impact of policies on curriculum and instruction, and understanding the history and societal influences on education. The instructional model is a seminar approach with small and large group discussions. Assignments include class participation, online responses, papers, a group presentation, and a final exam assessing comprehension of course content.
Yr 12 philosophy study skills induction booklet mke
This document provides an overview and expectations for a Year 12 Philosophy study skills course. It outlines that students should be well organized with notes divided into sections in an A4 binder. Regular attendance is important as is taking thorough notes and doing additional reading beyond assigned texts. Students are encouraged to keep up with current events by reading newspapers and watching news to find examples to support arguments in assignments and exams. The course involves lots of reading from provided core texts and students must read these fully to pass.
Yr 12 philosophy study skills induction booklet mke
This document provides an overview and expectations for a Year 12 Philosophy study skills course. It outlines that students should be well organized with notes divided into sections in an A4 binder. Regular attendance is important as is keeping up with assigned readings, which will prepare students for undergraduate studies. Students are expected to read beyond assigned texts by keeping up with current events and using examples in arguments. Maintaining a scrapbook of ethical issues in news can help with revision. The course consists of two units taught by different teachers and assessed through exams in May 2012.
Personal Philosophy of Education Paper Instructions & Rubrics.docx
Personal Philosophy of Education Paper: Instructions & Rubrics
This assignment is due on Monday of Module/Week 7, 11:59 pm (EST).
Using feedback from the other written assignments, the instructions for the Personal Philosophy of Education paper, and the grading rubric for the final Personal Philosophy of Education Paper, write this paper. This is the benchmark assignment for this course, so do your best work. The paper is to be 4 to 5 double-spaced pages (not including the title page, abstract, and reference page) in current APA format and include a minimum of 4 references. Submit the paper in Blackboard through SafeAssign by 11:59 p.m. (ET) on
Monday
of Module/Week 7.
DESCRIPTION OF THE PERSONAL PHILOSOPHY OF EDUCATION PAPER:
This paper is a statement of your personal philosophy of education, which should focus on the purpose of education, which is
why
education is carried out and not so much
how
it is carried out. Your purpose of education is to emphasize the long-range impact you believe education should have on individuals and on society—the outcome of education. As you convey your philosophy, you are to focus on its outcome rather than on the methods, practices, instruction, or classroom activities. Those are tools of carrying out your philosophy; therefore, a simple discussion of teaching strategies does not make up your philosophy of education.
As an academic paper, it is to be supported by the body of knowledge in the field, which is to include references to the literature from educational philosophy, psychology, curriculum, and learning theory. Treat this as a position statement, a persuasive paper. Make declarative statements of “ought” and “should.”
HEADINGS:
To ensure the paper meets the requirements of the grading rubric, you are to include the elements listed below. Note the required headings that are to be placed in the same order in your paper as they appear in the outline below.
1.
Title Page
a.
Title:
Consider the title of your paper to be your motto, slogan, or bumper-sticker version of your philosophy. It should be clear enough to give the reader some idea of what you believe about the purpose of education. Avoid statements that sound vague or flippant or that focus on the process of education. Consider adding a subtitle. Subtitles can bring clarity to the main title.
b.
Other Information on Title Page
· Student Name
· Liberty University
2.
Abstract
· Write this last as it is a summary of the entire paper.
· Place the abstract after the title page and before the introduction to the paper.
· The abstract should be what you would write on an employment application or what you would say verbally in an interview if asked directly about your philosophy of education.
·
First Sentence:
Write your thesis statement first. It should state what you believe the long-range impact education should have on students and society.
·
Paragraph:
Subsequent sentences should practically explain what you w.
1 Requirements for the Term Paper Psychology 2.docx
1
Requirements for the Term Paper
Psychology 209: Life Cycle Development
TOPIC: The topic of the paper must be related to one of the issues discussed in the area of human
life cycle development.
RESEARCH: (1) The student needs to propose a theme or an argument for this paper and explain how
the chosen topic reflects, or is related to, an important issue in the area of human life
cycle development. (2) Your paper must address one of these two Student Learning
Outcomes: (a) Identify the specific genetic and environmental influences (such as
socio-economic status, gender, race, ethnicity, English language learners, special
needs, culture, religion, schools, media, peers, and family) on physical, cognitive,
social, and emotional development. (b) Describe variables underlying socio-
economic status, racial, ethnic, and gender differences in lifespan development
The student is expected to do some original literature research, which means the student
cannot simply quote studies reported in a textbook or someone else’s paper (even though
they can serve as good leads for your own research). The student is expected to read and
summarize two original research psychology journal articles, published within the last
15 years, on a topic chosen by the student. The references should be listed in the
References section at the end of the paper (on a separate page), following the APA
format.
The best place to find peer-reviewed articles for your paper is through HACC’s eLibary:
You can go to: www.hacc.edu Library Find : Articles & Databases
“PsycArticles” or “ProQuest” or “PsycINFO”, etc. (You will need to enter your HACC
id and PIN at this point.). In PsycArticles, you should “Limit Your Results” by selecting
“Full text”, and “Scholarly (Peer Reviewed) Journals.
HACC’s eLibrary also has a psychology guide for psychology students:
http://libguides.hacc.edu/psychologyguide You will find the APA format information
under the “APA Citations” tab.
LENGTH
& FORMAT: The paper must be typed, double-spaced, and at least 6 pages in length (not counting the
cover page and References page, but no more than 8 pages). The print font used should
be either size 10 or size 12. The margins on all four sides should be one inch.
The general organization of the paper and the citations of references should follow the
APA format (copy of APA Manual is available in our library). In the APA format, the
paper should consist of sections such as synopsis, method, results, and discussion. These
sections (except synopsis) should be clearly labeled, and follow the right sequence.
Please see the sample outline on p.2. In the final Discussion section of the paper, the
student is expected to summarize the two studies cited, evaluate the findings, state your
own views/suggestions, and draw some conclusions, which should be relevant to the
...
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Michelangelo was a renowned Italian artist during the Renaissance period whose most famous works were painted in the Sistine Chapel. His paintings depicted important biblical scenes from Genesis and the Last Judgement. Michelangelo's art was groundbreaking for its realistic human figures and intricate details, but some of his nude depictions were initially controversial. His goal was to inspire believers and convey religious stories and symbols through magnificent works of art.
7architectureblog
The document provides an overview of common features found in Christian church architecture and their symbolic meanings. It describes traditional elements such as the orientation of churches facing east, lychgates at entrances, churchyards used for burials, and gargoyles serving as drainage pipes. Interior features discussed include fonts for baptism, columns representing trees or figures, ceilings symbolizing heaven, and screens dividing the nave from the chancel. The altar is described as the heart of worship, representing Jesus' sacrifice. Symbolism in religious art is also summarized, such as crosses symbolizing sacrifice and animals/birds representing Gospel writers or moral qualities.
6christianart kw bblog
Christian art can take many forms and serve various purposes in both public and private worship. It often depicts biblical stories and characters, religious themes like forgiveness or faith, and beliefs about Jesus and saints. Art is used in churches through stained glass windows, statues, paintings and other works depicting biblical narratives that teach religious lessons. It can also feature in private worship through icons and home altars that reinforce spiritual beliefs. While art spreads religious messages, some argue it could also influence Christianity negatively if misused or misinterpreted.
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As re booklet
- 2. You will have ten hours of teaching per fortnight which will be split between the two units. You are expected to attend all lessons and to be punctual.
- 3. You will be set homework every week for both units of the course. Each piece of homework will usually take a minimum of one hour to complete so you should expect around two hours of Religious Studies homework each week in total.
- 4. Homework tasks will vary in style. They will include: reading, essays, answering questions, note taking, preparing a presentation or speech etc.
- 5. If you are to get the most out of the course you should aim to complete independent study. This may mean rereading work covered in the lesson or finding new information using books, encyclopaedias or the Internet. Advice on independent study is found later in this booklet.
- 6. If you fail to meet the expectations for completing homework or work in class we will contact your tutor, head of sixth form and parents.
- 7. If you have a genuine problem completing homework that has been set either because you do not understand it or you have a problem we don’t know about, you should see your class teacher before the next lesson to explain. If you are not based at the school where you are taught, your teacher will give you their e-mail address so you can contact them for help during the week.
- 8. SUMMARY – BASIC EXPECTATIONS FOR A LEVEL STUDENTS
- 11. Include a date and title on every piece of work including homework and any handouts you are given.
- 12. File everything in date order.
- 13. As the year goes on you will find it useful to have a contents page at the front of your file so you can find things quickly. Start this immediately and update every week.
- 14. If you are absent collect and file any handouts from your teacher the next lesson.
- 15. Have a separate section at the back of your file for additional information collected during independent study.
- 16. Make sure that all work is completed. If you didn’t get a task finished in the lesson, make sure it is done at home.
- 17. Keep your file neat and tidy, this will be important when you get to revision. Concentrate on good presentation of all pieces of work.