Callum for Linhouse
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This document provides information about a student's interests and values. The student is a member of their local swimming club and enjoys backstroke and the individual medley. Their interests outside of school include playing pool, football, and playing with their sister. In school, they play the trumpet in the brass band and participate in sports and school plays. Their top two values are being friendly and responsible. If elected house captain, they would improve the field and playground, reduce homework, and add more after school clubs. They would hold monthly meetings to discuss activities and treats if their house wins the term.
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Jamie for Calderwood
Jamie Kennedy is running for House Captain. They enjoy acting in their free time and running on Sundays. In school, Jamie likes writing and reading homework. The most important school values to Jamie are being enthusiastic and friendly. If elected, Jamie would add more activities to Free Time Friday by getting suggestions, ensure no one plays alone by pairing up lonely students, make the garden look nicer by organizing a cleanup with volunteers, and discuss what students did each week and what they'd do if they won the term during house meetings.
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The document discusses the applicant's experience as an exchange student in America where they improved their English skills and learned about different cultures. They went on to work as a marketing assistant for an ESL school where they gained experience in market research, customer service, and student planning. The applicant was also the captain of their high school soccer team and led them to championships, learning about teamwork. They volunteered with the Red Cross for two years, helping at nursing homes and orphanages to take on social responsibility. In school, the applicant gave a presentation on international culture which was their first time public speaking and helped them learn to speak confidently.
The Person I Admire Most
The author admires their mother the most. Their mother was their best friend and they miss her everyday. The author sees many small features of themselves that remind them of their mother, such as liking the same foods and animals. The most important trait the author learned from their mother was helping other people, as she would help others almost all the time. The author strives to become an amazing person like their mother by continuing to work hard, help others without being selfish, and making a difference in others' lives.
about me...david ortega
David Ortega enjoys sports like football and basketball, considers Christianity a personal relationship rather than a religion, values his family and girlfriend who share his interests and morals, and hopes to marry his current Christian girlfriend after abstaining from sex until marriage.
About Me
Stephanie lives in El Paso, Texas with her family consisting of her parents and two brothers. She dislikes school but enjoys spending time with friends and is hoping to get into college with a scholarship, which may be difficult due to her average GPA of 88. In her free time, she enjoys playing soccer, swimming, camping, hanging out with friends, and staying active through various hobbies like snowboarding, which she wants to try.
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The person the narrator admires is not a famous singer or TV star like most teenagers, but rather their girlfriend. While she is not famous, she possesses good character, is thoughtful, and has taught the narrator important life lessons about acting mature, being patient, speaking their mind, being grateful, and appreciating what their parents provide for them. Through their experience together, the narrator has learned from their girlfriend's examples and perspectives, which is why they admire her above all others.
A person, who has involved me in sport. My friend Kseniya Povanova
Kseniya has been the narrator's best friend for 4 years since they met in school. She introduced the narrator to basketball and volleyball, encouraging her to join the school basketball team. While the narrator was not initially skilled, Kseniya's encouragement helped her improve. They spent their summers practicing volleyball daily, allowing the narrator to develop her skills and meet other players. Kseniya has supported the narrator's involvement in sports, helping her find success and enjoyment through athletic activities.
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Erik Rauterkus is running for president of the student council at Frick ISA. In his platform, he promises to make the school year as fun as possible while still focusing on learning. He acknowledges that promises like free pizza and no homework are unrealistic. Erik highlights his accomplishments from last year, such as starting a program to help people in developing countries and supporting various school events. He pledges to listen to students' ideas and implement the ideas that most students support. Erik argues that as a 6th grader, he will be more open-minded than upperclassmen about new suggestions to improve the school. He asks students to vote for him so he can make this the best year of school imaginable
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Jamie Kennedy is running for House Captain. They enjoy acting in their free time and running on Sundays. In school, Jamie likes writing and reading homework. The most important school values to Jamie are being enthusiastic and friendly. If elected, Jamie would add more activities to Free Time Friday by getting suggestions, ensure no one plays alone by pairing up lonely students, make the garden look nicer by organizing a cleanup with volunteers, and discuss what students did each week and what they'd do if they won the term during house meetings.
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The person the narrator admires is not a famous singer or TV star like most teenagers, but rather their girlfriend. While she is not famous, she possesses good character, is thoughtful, and has taught the narrator important life lessons about acting mature, being patient, speaking their mind, being grateful, and appreciating what their parents provide for them. Through their experience together, the narrator has learned from their girlfriend's examples and perspectives, which is why they admire her above all others.
A person, who has involved me in sport. My friend Kseniya Povanova
Kseniya has been the narrator's best friend for 4 years since they met in school. She introduced the narrator to basketball and volleyball, encouraging her to join the school basketball team. While the narrator was not initially skilled, Kseniya's encouragement helped her improve. They spent their summers practicing volleyball daily, allowing the narrator to develop her skills and meet other players. Kseniya has supported the narrator's involvement in sports, helping her find success and enjoyment through athletic activities.
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Erik Rauterkus is running for president of the student council at Frick ISA. In his platform, he promises to make the school year as fun as possible while still focusing on learning. He acknowledges that promises like free pizza and no homework are unrealistic. Erik highlights his accomplishments from last year, such as starting a program to help people in developing countries and supporting various school events. He pledges to listen to students' ideas and implement the ideas that most students support. Erik argues that as a 6th grader, he will be more open-minded than upperclassmen about new suggestions to improve the school. He asks students to vote for him so he can make this the best year of school imaginable
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2) In high school, the author sprained their ankle playing sports but was able to recover in 1.5 weeks and return to contributing to their track and basketball teams.
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- They were selected for their national hockey team and worked hard to improve their skills to succeed in this goal.
- After 10th grade, they got a sales job with a cellular company which provided customer experience despite a low salary.
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This journal entry expresses gratitude towards the writer's family, friends, and even enemies for helping them overcome adversity. The writer's parents have always supported them through difficulties, showing unconditional love. Friends provide encouragement and help with schoolwork. While enemies criticize them, this pushes the writer to work harder and improve, making them more resilient. The writer has learned from all these relationships and appreciates the role each plays in their life.
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This document summarizes key moments in the author's life from childhood to present day. It includes family photos from their early childhood in their province. Another photo shows their graduation from kindergarten where they ranked 2nd in their class. Their favorite time was grade school where they achieved success graduating elementary school and winning contests. A photo captures their high school graduation where they ranked 3rd and received awards. The document concludes by stating they are currently in high school.
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Dani Rothwell identifies her friends, family, future career goals in occupational therapy, and hobbies like scuba diving and craft as making up her occupational identity. She spends significant time with her flatmates and finds support from her family. Dani also enjoys challenging herself through adventure sports and helping others through babysitting. Her passion for scuba diving has made her more adventurous.
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This document summarizes the numeracy and maths journey of Mid Calder Primary School over several years. It outlines initiatives to improve teaching and learning in numeracy such as introducing planning formats, focusing on number teaching, purchasing new resources, and providing professional learning for teachers. It also details priorities like raising attainment in number and mental agility through strategies like number talks, differentiation, and developing growth mindsets. The document closes by noting positive impacts like improved pupil enjoyment of and mindsets toward math, high numeracy profiles, and parents feeling more confident supporting learning.
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Number talks are opportunities for children to discuss mental math strategies for solving calculations. They are a whole-school approach developed through action research. The document provides examples of number talks of increasing difficulty related to multiplication, division, time, and fractions for primary school students. It also discusses teaching math concepts using real-life examples, problem solving, assessments, and concrete materials. Suggestions are given for regular practice of math facts and using real-life contexts at home.
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The document outlines the plan for an evening event at a school. It begins with an overview of the school's priorities for 2016-2017, which include developing high quality learning approaches to improve outcomes and well-being for all students. It also discusses collaboration between cluster schools on initiatives like growth mindsets and visible learning. The evening will include classroom workshops and a request to complete an evaluation form before leaving.
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The document provides tips for developing numeracy and math skills in nursery-aged children. It suggests counting everyday objects and actions, using number songs and rhymes, counting objects in books from left to right, emphasizing the last number counted, and using math language like before, after, between. It also recommends exposing children to numbers in the environment, finger patterns, sorting and comparing objects by size, and using time language in daily routines. Useful websites for math games and activities are also listed.
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This document provides guidance for parents on supporting their child's numeracy and math skills. It recommends encouraging play with games and puzzles to develop number sense. When helping with homework, parents should remove distractions, set regular times, have high expectations, and speak to teachers if homework is too difficult. The document emphasizes developing a growth mindset in which children believe their math abilities can grow with effort over time rather than being fixed.
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This document outlines the expectations and policies for an English class taught by Mrs. James. It details her educational philosophy of learning from peers through motivation and active learning. Attendance and participation are required. The grading scale and homework/make-up policies are provided. Students are expected to dress appropriately and respect themselves and others. Classroom rules promote thoughtful work, asking questions, fairness, and resolving disagreements respectfully. The teacher believes in educating and helping students achieve their potential.
Nicole Gilmour CV
This document is a personal profile and CV for Nicole Gilmour, who is seeking an apprenticeship in electrical engineering. It outlines her contact information, education history including current courses at Dunfermline High School, work experience in food service roles, skills and qualifications relevant to the role, participation in scouting, interests such as hiking and music, and availability of references.
ShaunResume
Shaun Joplin has experience in education, athletics, and community involvement. He has worked as a behavioral specialist, site supervisor, assistant coach, and sales clerk. He volunteers with youth sports and has a background in football, basketball, and track where he received various honors. Joplin has a Bachelor's degree from Bowling Green State University and seeks to use his skills in counseling, leadership, and coaching.
Club slide show 2013 2014 final
This document provides information on various clubs offered at Monticello High School during the 2013-2014 school year. It lists the club name, location, sponsor, and brief description for each club. Key details include that clubs will meet the second Friday of each month during Mustang Morning and students can sign up for clubs by completing a preference form during their lunch period from September 3-6. If more students sign up than spots available, a lottery will be held to determine club membership.
Us calero welcome day
This document outlines the procedures and expectations for Mrs. Leal's U.S. History advisory class. It introduces communication norms like hand signals, bathroom procedures, and outlines the goals of developing self-awareness, social skills, and motivation through activities, discussions, and social emotional learning. Routines like name plates, binder organization, and class start/end rituals are also established.
Meet the teacher p7 2017-2018
The document provides information for parents about expectations and routines for Primary 7 students. It introduces the teachers, Mr. Glancy and Mrs. Redmond, and outlines expectations for respecting others and trying their best. It provides details on homework, required supplies, and responsibilities for P7 students. Transition activities to high school are mentioned, and there will be a separate meeting for parents of students attending Loch Insh High School.
Positive School Culture
This powerpoint is designed to help principals guide their teachers in creating a positive school culture. The idea started last year at the beginning of my master's program and had expanded to include specific areas that teachers need to focus on to create a positive learning environment in their classroom.
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Worple Primary School Curriculum Meetings - Lower key Stage 2
Worple Primary School Curriculum Meetings for parents/carers of pupils in lower Key Stage 2 - years 3 & 4, held during September 2016.
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This document provides guidance on developing and maintaining healthy friendships. It discusses the importance of having shared values and interests with friends, supporting each other through both good and bad times, and having principles like honesty and kindness at the center of relationships rather than making friends the sole focus. The document also addresses different types of friendships, peer pressure, problems that can arise like jealousy or bullying, and how to be a good friend.
Year 7 Head of Year Presentation
This document provides information for Year 7 students and parents at Chew Valley School. It introduces the Year 7 team, including the Head and Assistant Head of Year. Expectations for students academically and socially are outlined. Various support systems are in place for students, including tutors, specialist intervention, and pastoral support. Common concerns in the first two terms like friendships and organization are addressed. Current interventions for students include organizational, friendship, and self-esteem groups. The document also covers bullying prevention and what to do if bullying occurs. An upcoming Year 7 camp is mentioned as well as ways parents can support their children's success, including communicating with teachers and reinforcing school expectations at home.
Head of Year 7 Information Evening Presentation
This document provides information for Year 7 students and parents at Chew Valley School. It introduces the Year 7 team, including the Head and Assistant Head of Year. Expectations for students academically and socially are outlined. Various support systems are in place for students, including tutors, pastoral support, and intervention for literacy, numeracy, and behavior. Common concerns in the first two terms include friendships, organization, homework, and happiness. Current interventions offered include organizational, friendship, and self-esteem groups. The document also addresses bullying and provides advice on communication between home and school.
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This document discusses different types of friendships and qualities of good friends. It defines acquaintances as people you recognize but don't know well. Casual friends are people you share interests with like school or activities. Close friends are those you spend time with and share emotions. Intimate friends know each other very well and have a deep connection developed over time. The document provides tips for being a good friend, such as listening without judgment, keeping promises, and caring for others. It also covers signs of toxic friends and how to handle them, such as recognizing toxicity, setting boundaries, and potentially ending the friendship. Finally, it discusses how social media can impact friendships both positively and negatively.
Inset 2013 SMSC - Behaviour Systems - Safety
1. The document discusses various initiatives being implemented at Droitwich Spa High School related to student life and development, including a house system, assemblies, tutor time, and personal challenges.
2. Details are provided on how the house system will incorporate competitions and points to encourage participation and recognition across different activities and subjects.
3. Tutor time is described as a structured period for activities like thought for the day, citizenship topics, and personal challenges to support students' social, moral and cultural development.
Working with parents
The document discusses the challenges of being a tennis parent and provides strategies for coaches to work with parents. It notes that while parents' love and support can motivate their children, it can also place undue pressure that causes stress. Coaches are advised to communicate expectations to parents, involve parents in the program, and help parents understand the commitment and training needed so they can better support their children. The goal is to channel parents' enthusiasm into encouragement while avoiding overinvolvement and unrealistic expectations.
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The document discusses how to show respect to different people and groups. It states that respect must be earned and defines respect as caring for others and treating them nicely. It then provides examples of how to respect parents by helping out and taking care of things, teachers by listening and keeping their space clean, those in authority by listening and trusting them, friends by being there for them and not lying, classmates by being nice and helping them, and teammates by being on time, prepared, and giving full effort.
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This document provides information for parents about expectations and routines for Primary 7/6 students. It outlines that students will be expected to respect their environment and others. Homework will include spelling, reading, and maths assigned weekly. Parents are asked to ensure students come to school prepared and support completing homework. Various staff members will teach subjects like French, health, and learning support. The class will focus on place value in maths and genres related to the Jacobites in literacy. Rewards like Class Dojo points and Free Time Friday encourage positive behavior.
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The document outlines expectations and support for students in Primary 6. It details what students should bring to school each day, how parents can support learning at home in various subjects like reading, maths and spelling. It provides an overview of the term's topics in different subject areas including an IDL focus on the Jacobites. Homework expectations and the weekly timetable are also summarized.
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This document provides an agenda and information for a parent evening at Mid Calder Primary School. The agenda includes presentations on the school's evaluation for 2016-17, priorities for 2017-18, and classroom workshops. The school's self-evaluation found it was making good progress across areas like leadership, curriculum, learning and teaching. The school's priorities for 2017-18 include raising attainment for all by improving learning and teaching, increasing family engagement, and developing their nurture group. Other priorities are improving literacy, numeracy, well-being, and employability skills through strategies such as staff training and developing community links.
P2 meet the teacher 2017
This document provides information for parents about Primary 2 at Mid Calder school. It summarizes the teacher, Mrs. Smith, classroom expectations and values, as well as the typical school day schedule. It outlines what students need to bring each day and the school's policies on homework, behavior, and celebrating success. The curriculum focus for term 1 is also described, including literacy, maths, and an interdisciplinary unit on dinosaurs.
P1 meet the teacher 2017
This document provides information about the daily schedule, curriculum, and expectations for Primary 1 students at Mid Calder Primary School. It outlines the structure of the school day from Monday to Thursday and on Fridays. It also describes the school uniform policy, lunchtime procedures, subjects covered in class like literacy, numeracy, and integrated topics. Additionally, it provides details about homework, online tools used for recording student work, and achievements.
Meet the teacher Nursery
This document provides information for parents about Mid Calder Nursery Class. It introduces the staff and provides helpful hints for parents. It discusses the nursery curriculum, which focuses on learning through play. It also outlines the daily schedule and provides suggestions for how parents can help their children at home with literacy, numeracy, and language development.
Meet the teacher p5 2017-18
This document provides information for parents of students in Primary 5A & 5C at the school. It outlines the teachers' expectations for student behavior and work. It also provides details on how parents can support their children's learning at home, such as by helping with homework in various subjects like reading, math, and spelling. Suggested supplies for school and behavior management procedures are also mentioned.
Meet the teacher p4 2017 2018
This document provides information for parents about their child's Primary 4 class. It includes details about what students should bring to school each day, how parents can help support their child's learning at home by ensuring homework is completed and signed, and an overview of a typical school day including subjects like literacy, numeracy, and interdisciplinary learning. Free time on Fridays is discussed as a reward linked to the school's behavior policy. The teacher hopes to create a safe, respectful classroom where learning is relevant and fun through using a class charter and celebrating success.
Meet the teacher p3
This document provides information for parents about their child's Primary 3 class. It introduces the teacher, Miss Sherlow, and lists what students should bring to school each day. It also provides details on homework expectations, how parents can support learning at home in various subjects, and the typical daily schedule. The term 1 focus for math and literacy is also outlined.
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The document provides information about a residential trip to Loch Insh from October 2nd to October 5th. It includes:
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2) An outline of the daily schedule including activities like skiing, sailing, and a disco.
3) Information about expectations, transportation, and contact numbers in case of an emergency during the trip.
Welcome to P1 and P2/1 Transition Challenge
This document provides information and guidelines for students transitioning to Primary 1 (P1). It outlines routines, rules, and expectations regarding behavior in the classroom, playground, and during learning. Students are expected to follow instructions, be respectful of others, and try their best in their schoolwork and friendships. The document aims to prepare students for what is required of them in P1.
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This document provides information for parents about Mid Calder Primary School's Nursery Induction Evening in June 2017. It includes details about:
1) The school structure and staffing in the Nursery, including the teacher, early years officer, and practitioners.
2) The daily schedule for morning and afternoon Nursery sessions, as well as full day sessions.
3) The Early Level curriculum that is taught through play-based learning and child-led activities in areas like literacy, numeracy, health and wellbeing.
4) How parents can be involved through meetings, volunteering, and communicating via the blog, Twitter, or online learning journals.
P1 Induction 2017
This document provides information for parents about their child's first year, Primary 1, at Mid Calder Primary School. It outlines the school structure, daily schedule, curriculum overview, and other important details. The key points are:
- The school is organized into nursery, infant, middle, and upper areas. Primary 1 classes are in the infant area.
- A typical day for P1 students includes breakfast club, morning lessons, interval, afternoon lessons, and dismissal at 3:05 PM on Monday-Thursday and 12:30 PM on Friday.
- The curriculum focuses on developing literacy, numeracy, and health and wellbeing skills through play-based and interdisciplinary learning.
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Reading curriculum evening nursery
The document summarizes a reading curriculum evening for parents at Mid Calder Nursery Class. It outlines the nursery's reading curriculum which follows the Early Level Curriculum for Excellence and focuses on developing children's love of reading through planned and spontaneous activities. Examples provided include using sound pebbles, identifying letters in names, daily story time with book choices, rhyming activities, and asking questions to help understand stories. Suggestions are also given for how parents can support reading at home through games, materials, and finding helpful hints on the school blog.
Supporting reading at first level 2017 p2&3
This document provides information from a reading curriculum evening at Mid Calder Primary School. It discusses accessing reading guide videos through the school blog, supporting reading at home through enjoyment, fluency, and comprehension. Specific strategies are outlined like using reading strategy cards, Bloom's Buttons, and helpful websites to encourage skills development and understanding. The document concludes by thanking parents for attending and asking if there are any questions.
Reading Curriculum Evening
The document outlines Mid Calder Primary School's reading journey and initiatives to raise attainment in literacy. It discusses providing career-long professional learning for teachers focused on reading and spelling. New resources, activities, and digital tools were purchased and implemented to support skills development, assessments, and application of learning. Regular meetings used data to track strategies and their impact, and profiling engaged students in discussions about their progress from ages 3 to 18. The goal was to increase enjoyment of reading and make it a high priority across the school.
Supporting reading at early 2017 P1
This document provides parents with ideas to support early reading development at home, such as playing word games that focus on sounds, rhyming, and reading together to develop a positive view of reading. It directs parents to the school blog for additional reading videos and tips, such as allowing choice in texts, discussing texts beyond a child's reading level, and helping the child understand what was read by asking questions about sequencing, characters, and settings. Parents are also encouraged to help their child start interpreting pictures and read "between the lines" with adult support.
Supporting reading at early 2017 P1
This document provides parents with ideas to support early reading development at home, such as playing word games that focus on sounds, rhyming, and reading together to develop a positive view of reading. It directs parents to the school blog for additional reading videos and tips, such as allowing choice in texts, discussing texts beyond a child's reading level, and helping the child understand what was read by asking questions about sequencing, characters, and settings. Parents are also encouraged to help their child start interpreting pictures and read "between the lines" with adult support.
Supporting reading at second level P6&7
This document discusses the importance of questioning when reading to improve comprehension. It provides examples of questions to ask before, during, and after reading a text, such as wondering about characters, settings, and predicting what will happen. Questioning helps readers interact with the text, sets a purpose for reading, and requires readers to think beyond just the words on the page. The document also mentions benefits of reading texts that children enjoy, such as improved reading skills, vocabulary, attitudes, and knowledge.
Supporting reading at second level P5
The document outlines the reading curriculum for Primary 5 students. It includes focus reading sessions on group novels, sharing homework, and reading skills. Students will also work on reading for writing by looking at examples across genres and assessing their own and peers' writing. Digital technologies like Sumdog and Purple Mash will be used for tasks involving reliability of sources and skimming/scanning skills. Whole class texts and First News articles will provide material for differentiated reading comprehension activities. Reading skills will be applied across other subjects like maths problems and script reading. Students can choose their own novels and have time for reading pleasure. Parents are encouraged to support reading at home through challenging discussions, real-world materials, digital tools, and communicating about concepts covered.
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Callum for Linhouse
- 3. Interests outside school Member of the Development Squad for Livingston and District Dolphins (LDD) Swimming Club My favourite races are backstroke and Individual Medley (IM)
- 4. Interests outside school • Play pool and snooker with my friends in my garage • Play football with friends • Playing with my sister who is in Primary 3/2
- 5. Interests inside school Playing the Trumpet since Primary 5 in the brass band Taking part in sports activities to represent the school- Gala Cup 2015
- 6. Interests inside school Being a Playful Pal Team Leader this year I will make sure you have friends to play with Taking part in school assemblies and school plays
- 7. My top two values • Friendly – It is very important to like one another and be friendly to everyone – Some people are new to school and need to have good friends and see school as a friendly place – I am looking forward to being a Playful Pal so I can become someone else's friend
- 8. My top two values • Responsible – It is important to be responsible everyday for our actions – To look out for one an other – To be trustworthy when you are in school and out of school
- 9. Three things I would improve if I was your House Captain 1. To improve the field and playground 2. More work in school less work at home 3. To get more clubs after school
- 10. Monthly meetings 1. We would talk about things you would want to do 2. If we won the term we would also talk about what we would do and try and think of something new as a treat
- 16. GO LINHOUSE!!!!