The document summarizes activities that Year 7 students participated in as part of a "Stop the Clock Day" event focused on designing ideas for improving their school. The students were split into groups and tasked with planning, designing, and building models of their ideas. They proposed practical solutions and explored possibilities for improving the school. The winning design was selected and featured ideas such as a glass tube connecting different school departments. Student feedback indicated they enjoyed having input into the potential design of a new school building.
Alaina Diebolt's Interational Practicum in the Dominican RepublicLakeland College
Alaina Diebolt did an international practicum with fellow Lakeland College human services students in the Dominican Republic in April 2012. Her presentation covers what she learned about a different culture as well as herself during the travel and work done with the Community Service Alliance.
Ryan Brosseau was one of the Lakeland College human services students who went on an international practicum to the Dominican Republic in April 2012. This powerpoint summarizes some of the things he learned about the culture and school system there, his favorite experiences and how the practicum confirmed his career choice.
Community Service Alliance is an organization based in Santo Domingo, Dominican Republic that facilitates volunteer and study abroad opportunities for individuals to live and learn through service in the Dominican Republic. Through these programs, participants have the chance to experience a unique cultural exchange while helping the community. The documents provide an overview of the education system in the Dominican Republic and observations from visits to various schools that show disparities between private, public, rural and urban schools in terms of resources and infrastructure. Photos give a glimpse into daily life and culture through images of food, music, agriculture, animals and transportation.
In 2014, students from Lakeland College Alberta, Canada flew to Hawaii for their International Practicum. These students are enrolled in the school of human services and studying programs such as Child and Youth Care, Educational Assistant and Early Learning and Child Care. The students were asked to create presentations to illustrate their international practicum experience.
In 2014, students from Lakeland College Alberta, Canada flew to Hawaii for their International Practicum. These students are enrolled in the school of human services and studying programs such as Child and Youth Care, Educational Assistant and Early Learning and Child Care. The students were asked to create presentations to illustrate their experiences.
In 2014, students from Lakeland College Alberta, Canada flew to Hawaii for their International Practicum. These students are enrolled in the school of human services and studying programs such as Child and Youth Care, Educational Assistant and Early Learning and Child Care. The students were asked to create presentations to illustrate their experiences.
The newsletter summarizes events at the British International School in Hanoi for the week. It discusses a visit from motivational speaker Ben Heason, Open Day where parents observed classrooms, and the annual charity bazaar. It also provides updates on sports competitions between schools, upcoming parent teacher conferences, and the focus on myths and legends in the Year 5 curriculum.
2014 Hawaii International Practicum - Kids hurt too - ShaunLakeland College
In 2014, students from Lakeland College Alberta, Canada flew to Hawaii for their International Practicum. These students are enrolled in the school of human services and studying programs such as Child and Youth Care, Educational Assistant and Early Learning and Child Care. The students were asked to create presentations to illustrate their experiences.
Alaina Diebolt's Interational Practicum in the Dominican RepublicLakeland College
Alaina Diebolt did an international practicum with fellow Lakeland College human services students in the Dominican Republic in April 2012. Her presentation covers what she learned about a different culture as well as herself during the travel and work done with the Community Service Alliance.
Ryan Brosseau was one of the Lakeland College human services students who went on an international practicum to the Dominican Republic in April 2012. This powerpoint summarizes some of the things he learned about the culture and school system there, his favorite experiences and how the practicum confirmed his career choice.
Community Service Alliance is an organization based in Santo Domingo, Dominican Republic that facilitates volunteer and study abroad opportunities for individuals to live and learn through service in the Dominican Republic. Through these programs, participants have the chance to experience a unique cultural exchange while helping the community. The documents provide an overview of the education system in the Dominican Republic and observations from visits to various schools that show disparities between private, public, rural and urban schools in terms of resources and infrastructure. Photos give a glimpse into daily life and culture through images of food, music, agriculture, animals and transportation.
In 2014, students from Lakeland College Alberta, Canada flew to Hawaii for their International Practicum. These students are enrolled in the school of human services and studying programs such as Child and Youth Care, Educational Assistant and Early Learning and Child Care. The students were asked to create presentations to illustrate their international practicum experience.
In 2014, students from Lakeland College Alberta, Canada flew to Hawaii for their International Practicum. These students are enrolled in the school of human services and studying programs such as Child and Youth Care, Educational Assistant and Early Learning and Child Care. The students were asked to create presentations to illustrate their experiences.
In 2014, students from Lakeland College Alberta, Canada flew to Hawaii for their International Practicum. These students are enrolled in the school of human services and studying programs such as Child and Youth Care, Educational Assistant and Early Learning and Child Care. The students were asked to create presentations to illustrate their experiences.
The newsletter summarizes events at the British International School in Hanoi for the week. It discusses a visit from motivational speaker Ben Heason, Open Day where parents observed classrooms, and the annual charity bazaar. It also provides updates on sports competitions between schools, upcoming parent teacher conferences, and the focus on myths and legends in the Year 5 curriculum.
2014 Hawaii International Practicum - Kids hurt too - ShaunLakeland College
In 2014, students from Lakeland College Alberta, Canada flew to Hawaii for their International Practicum. These students are enrolled in the school of human services and studying programs such as Child and Youth Care, Educational Assistant and Early Learning and Child Care. The students were asked to create presentations to illustrate their experiences.
This document provides a summary of Moravian College from the past to present based on interviews with alumni from different eras. It discusses how the food options, technology, and sense of community have changed drastically over the decades. In the past, students had fewer food selections and strict rules around meals. Communication was done in-person rather than social media like today. While aspects of the college have modernized, the overall warm atmosphere remains the same according to alumni. The article also highlights a student play aimed at starting discussions on controversial topics and a personal story about living with ADHD.
Kids Helping Kids - Final PresentationHans Mundahl
The document summarizes Kids Helping Kids Project Week from March 4-8, 2013. It discusses facts about child poverty in Maine and the work of Preble Street Resource Center in Portland to help those in need. Students reflected on volunteering at food pantries and seeing the dire circumstances of people with little food. The document also discusses Good Will-Hinckley in Fairfield, Maine transitioning to a charter school called MeANS, while continuing its mission. Students reflected positively on interacting with students at Good Will-Hinckley and learning about their school experiences. The week aimed to help others and gain new perspectives.
This document provides a summary of the Hume City Council Libraries and Learning Summer Program occurring from December 2016 to February 2017. It lists various events for children, youth, and adults, including storytimes, craft activities, cultural programs, homework help, and technology workshops. The events will take place across several libraries in the Hume City Council area and aim to foster literacy, skills development, and community connections.
The newsletter provides summaries of events at a school over the period of July to September 2017, including:
1) Various competitions held for different classes like dance, storytelling, declamation and debates.
2) Celebrations of festivals like Janmashtami, Hindi Diwas and Independence Day.
3) Workshops on topics like pottery, yoga and circuits were conducted.
4) The installation ceremony of the Interact Club for 2017-18 and their achievements are summarized.
The Greek mobility program hosted 19 students from Denmark, Finland, Sweden, and Spain at the 4th Gymnasium of Chania in Crete from September 29th to October 5th 2018. Over the course of four days, the students participated in a variety of cultural activities focused on sport, nature, culture, and gastronomy. The Greek students described their experience as hosting the international students as "life-changing" and "extraordinary" as it allowed them to form new friendships and open their perspectives to other cultures despite initial fears or discomfort with the language barrier. Many noted they had a far better time than expected and would like to participate in such a program again.
A Snapshot of the Curriculum at Ilsham C of E AcademyChris Acky
Welcome to Ilsham Primary School. The school has internet cafes in classrooms to help with learning. Classes participate in activities like silk screening flags, visiting elderly homes, Christmas productions, and cycling proficiency. Students learn about cultures like Uganda and India. Classes study topics through activities like a Mad Hatter's tea party, beach investigating, and dressing up for a Roman day. The school celebrates learning with displays and exhibitions for parents. It aims to provide a happy and challenging learning environment.
Liceo De San Pablol had a long history. It was built after World War II by the Jesuits. At that time until 2 years before my graduation the name of the school was Ateneo de San Pablo. It was managed by the Jesuits. It has an American colonial architecture. Huge pillars sprawling corridors, wide windows, doors made of acacia wood. Ateneo was an exclusive school for boys during my time. Today however, the Diocesan priests which owned the land got back their property and renamed the school to Liceo. After more than 2 decades I get to visit my old school this time as a Technology Teacher training Liceo Teachers.
The document summarizes activities and events that took place at St. Faith's School in London as part of their participation in the 1-2-3 Health Comenius project. It describes how the school created official partnerships with schools in Poland, Italy, Spain and Turkey in 2011. It discusses cultural exchange activities between partner schools, including students making Christmas cards for each other and celebrating European cultures. It highlights the success of hosting visitors from partner schools and how the project helped the school community become more aware, tolerant and united.
James Haggerty School, Kenya Expedition, July 2010
We built a school within the Naisari community in July 2010 using funds raised by our students. As of 1st September 2014, more than 1,000 students have been enrolled.
Rebecca Wilson describes her experience volunteering at a children's home and school in rural Kenya. She taught English to 40 students with little resources and faced communication barriers. Through outdoor activities like exploring the local environment, the students began to appreciate the natural features around them for the first time. The experience strengthened Rebecca's teaching skills and made her appreciate geography's ability to integrate other subjects and create hands-on learning experiences. She plans to use what she learned in Kenya to enhance her own students' education.
This document summarizes learning immersion trips taken by students from the SIS Group of Schools in Indonesia. It focuses on a trip taken by students from Singapore School Kebon Jeruk to Bali, where they participated in cultural activities including learning to make gamelan instruments, visiting a museum and glass blowing factory, and learning about local farming practices. The purpose of these trips is to provide students with real world, hands-on learning experiences outside the classroom.
This document provides a history of the Auckland Kindergarten Association (AKA) from its founding in 1908 to its current operations. It discusses how the AKA was established by a group led by Martha Washington Myers to provide early childhood education opportunities. Over the past 100 years, the AKA has grown from a few kindergartens to operating over 100 kindergartens and early learning centers, serving over 14,000 children annually. The document outlines the philosophy of kindergarten education and the role of Kindergarten Associations in New Zealand.
The students from Amerikan Kültür Lisesi visited a local nursing home for an ITEC project. The goals of the trip were to show appreciation for older generations, allow grandparents to bond with students, and have intergenerational sharing of life experiences. Before visiting, students created posters and baked treats. At the nursing home, they sang songs, had brunch together, listened to stories and jokes from the residents, and asked questions. Both the students and one student quoted found the experience meaningful and a way to build understanding between young and old. The teacher found integrating an intergenerational activity improved students' respect and allowed teaching history in a more engaging way outside the classroom.
The document summarizes the journey of creating an educational book through a partnership between the Department of Education and UnionBank of the Philippines. It describes how UnionBank developed reading workbooks for students integrated with values education over several years, benefiting over 2.5 million students. Evaluation studies found the program improved reading achievement and positively impacted values. The final product of this collaboration is an institutionalized textbook to be used nationwide in Grade 2 classrooms.
The document discusses education systems in different ancient civilizations and modern Canada. It describes how in ancient Egypt, education was introduced in the early 1800s and consisted of Islamic and modern schools. In ancient Mesopotamia, there was no formal education system and children learned skills from their parents. Formal schooling in ancient Greece was mostly for men and not women or slaves, while in ancient China, Confucianism influenced education and both wealthy and common people could attend schools. Today in Canada, education is either public and free or private, and most programs require 16 years of schooling from ages 5 to 17 or 18.
Students in years 7, 8, and 9 participated in a creative writing workshop where they wrote 50-word "Mini Sagas" that would be entered into a national competition. According to student feedback, the workshop was fun and enthusiastic, a chance to be creative and see classmates' writing skills, with surprises, treats, and an engaging activity that used their imaginations compared to other school subjects.
Kids-Camp is proposing a Summer Camp 2012 event from July 1st to 7th in Guwahati, Assam to promote learning and fun for 300+ kids aged 3-12 daily. The week-long camp will include activities like art, magic shows, games, dancing, visits to local attractions. It aims to foster Kids-Camp as a leading brand in kids' events across India. Sponsorship opportunities include title sponsor for Rs. 200,000 or associate sponsor for Rs. 75,000, with branding benefits like logo placement and stalls. The event will be held at the District Library Services Auditorium.
The document announces that Granada Hills Charter High School's senior project exhibition will take place in the quad before graduation, allowing 3-4 volunteers from each English class to present their senior projects to the community and showcase the diverse topics they researched over the semester such as cyberbullying, energy drinks, veganism, and obesity. The senior project was established to give students time and space to present their topic on a larger scale than their English class and the English department is excited to launch the exhibition to see the projects students worked hard on.
The residential school system in Canada forcibly removed Indigenous children from their families and communities for over a century in order to assimilate them into Euro-Canadian culture and Christianity. Over 150,000 Indigenous children attended the schools where many suffered physical, sexual, and emotional abuse. This caused severe and intergenerational trauma for Indigenous communities as their culture and languages were destroyed. While the government has apologized and provided some reparations, Indigenous groups argue more action is needed to address the ongoing impacts and heal from this dark part of Canadian history.
The document summarizes the results of an Ofsted inspection at John Kelly Girls' Technology College. The overall grade was Good with Outstanding features. It highlights positive quotes from the report praising the school's sense of community, outstanding student support, and innovative community partnerships. It expresses pride in the inspection results and thanks all members of the school community for their contributions.
This newsletter summarizes special moments from the first academic term at Green Heights International American School (GHAIS). It highlights two sections: school activities with a focus on academic achievements, and uniquely cool moments of student life. Some key events covered include celebrating Hajj and 6th of October, a "Speak English" campaign, a STEM education initiative, school trips, sports activities, and the election of the new Student Council. The newsletter aims to showcase precious school memories and moments to keep them alive in students' minds.
This document provides a summary of Moravian College from the past to present based on interviews with alumni from different eras. It discusses how the food options, technology, and sense of community have changed drastically over the decades. In the past, students had fewer food selections and strict rules around meals. Communication was done in-person rather than social media like today. While aspects of the college have modernized, the overall warm atmosphere remains the same according to alumni. The article also highlights a student play aimed at starting discussions on controversial topics and a personal story about living with ADHD.
Kids Helping Kids - Final PresentationHans Mundahl
The document summarizes Kids Helping Kids Project Week from March 4-8, 2013. It discusses facts about child poverty in Maine and the work of Preble Street Resource Center in Portland to help those in need. Students reflected on volunteering at food pantries and seeing the dire circumstances of people with little food. The document also discusses Good Will-Hinckley in Fairfield, Maine transitioning to a charter school called MeANS, while continuing its mission. Students reflected positively on interacting with students at Good Will-Hinckley and learning about their school experiences. The week aimed to help others and gain new perspectives.
This document provides a summary of the Hume City Council Libraries and Learning Summer Program occurring from December 2016 to February 2017. It lists various events for children, youth, and adults, including storytimes, craft activities, cultural programs, homework help, and technology workshops. The events will take place across several libraries in the Hume City Council area and aim to foster literacy, skills development, and community connections.
The newsletter provides summaries of events at a school over the period of July to September 2017, including:
1) Various competitions held for different classes like dance, storytelling, declamation and debates.
2) Celebrations of festivals like Janmashtami, Hindi Diwas and Independence Day.
3) Workshops on topics like pottery, yoga and circuits were conducted.
4) The installation ceremony of the Interact Club for 2017-18 and their achievements are summarized.
The Greek mobility program hosted 19 students from Denmark, Finland, Sweden, and Spain at the 4th Gymnasium of Chania in Crete from September 29th to October 5th 2018. Over the course of four days, the students participated in a variety of cultural activities focused on sport, nature, culture, and gastronomy. The Greek students described their experience as hosting the international students as "life-changing" and "extraordinary" as it allowed them to form new friendships and open their perspectives to other cultures despite initial fears or discomfort with the language barrier. Many noted they had a far better time than expected and would like to participate in such a program again.
A Snapshot of the Curriculum at Ilsham C of E AcademyChris Acky
Welcome to Ilsham Primary School. The school has internet cafes in classrooms to help with learning. Classes participate in activities like silk screening flags, visiting elderly homes, Christmas productions, and cycling proficiency. Students learn about cultures like Uganda and India. Classes study topics through activities like a Mad Hatter's tea party, beach investigating, and dressing up for a Roman day. The school celebrates learning with displays and exhibitions for parents. It aims to provide a happy and challenging learning environment.
Liceo De San Pablol had a long history. It was built after World War II by the Jesuits. At that time until 2 years before my graduation the name of the school was Ateneo de San Pablo. It was managed by the Jesuits. It has an American colonial architecture. Huge pillars sprawling corridors, wide windows, doors made of acacia wood. Ateneo was an exclusive school for boys during my time. Today however, the Diocesan priests which owned the land got back their property and renamed the school to Liceo. After more than 2 decades I get to visit my old school this time as a Technology Teacher training Liceo Teachers.
The document summarizes activities and events that took place at St. Faith's School in London as part of their participation in the 1-2-3 Health Comenius project. It describes how the school created official partnerships with schools in Poland, Italy, Spain and Turkey in 2011. It discusses cultural exchange activities between partner schools, including students making Christmas cards for each other and celebrating European cultures. It highlights the success of hosting visitors from partner schools and how the project helped the school community become more aware, tolerant and united.
James Haggerty School, Kenya Expedition, July 2010
We built a school within the Naisari community in July 2010 using funds raised by our students. As of 1st September 2014, more than 1,000 students have been enrolled.
Rebecca Wilson describes her experience volunteering at a children's home and school in rural Kenya. She taught English to 40 students with little resources and faced communication barriers. Through outdoor activities like exploring the local environment, the students began to appreciate the natural features around them for the first time. The experience strengthened Rebecca's teaching skills and made her appreciate geography's ability to integrate other subjects and create hands-on learning experiences. She plans to use what she learned in Kenya to enhance her own students' education.
This document summarizes learning immersion trips taken by students from the SIS Group of Schools in Indonesia. It focuses on a trip taken by students from Singapore School Kebon Jeruk to Bali, where they participated in cultural activities including learning to make gamelan instruments, visiting a museum and glass blowing factory, and learning about local farming practices. The purpose of these trips is to provide students with real world, hands-on learning experiences outside the classroom.
This document provides a history of the Auckland Kindergarten Association (AKA) from its founding in 1908 to its current operations. It discusses how the AKA was established by a group led by Martha Washington Myers to provide early childhood education opportunities. Over the past 100 years, the AKA has grown from a few kindergartens to operating over 100 kindergartens and early learning centers, serving over 14,000 children annually. The document outlines the philosophy of kindergarten education and the role of Kindergarten Associations in New Zealand.
The students from Amerikan Kültür Lisesi visited a local nursing home for an ITEC project. The goals of the trip were to show appreciation for older generations, allow grandparents to bond with students, and have intergenerational sharing of life experiences. Before visiting, students created posters and baked treats. At the nursing home, they sang songs, had brunch together, listened to stories and jokes from the residents, and asked questions. Both the students and one student quoted found the experience meaningful and a way to build understanding between young and old. The teacher found integrating an intergenerational activity improved students' respect and allowed teaching history in a more engaging way outside the classroom.
The document summarizes the journey of creating an educational book through a partnership between the Department of Education and UnionBank of the Philippines. It describes how UnionBank developed reading workbooks for students integrated with values education over several years, benefiting over 2.5 million students. Evaluation studies found the program improved reading achievement and positively impacted values. The final product of this collaboration is an institutionalized textbook to be used nationwide in Grade 2 classrooms.
The document discusses education systems in different ancient civilizations and modern Canada. It describes how in ancient Egypt, education was introduced in the early 1800s and consisted of Islamic and modern schools. In ancient Mesopotamia, there was no formal education system and children learned skills from their parents. Formal schooling in ancient Greece was mostly for men and not women or slaves, while in ancient China, Confucianism influenced education and both wealthy and common people could attend schools. Today in Canada, education is either public and free or private, and most programs require 16 years of schooling from ages 5 to 17 or 18.
Students in years 7, 8, and 9 participated in a creative writing workshop where they wrote 50-word "Mini Sagas" that would be entered into a national competition. According to student feedback, the workshop was fun and enthusiastic, a chance to be creative and see classmates' writing skills, with surprises, treats, and an engaging activity that used their imaginations compared to other school subjects.
Kids-Camp is proposing a Summer Camp 2012 event from July 1st to 7th in Guwahati, Assam to promote learning and fun for 300+ kids aged 3-12 daily. The week-long camp will include activities like art, magic shows, games, dancing, visits to local attractions. It aims to foster Kids-Camp as a leading brand in kids' events across India. Sponsorship opportunities include title sponsor for Rs. 200,000 or associate sponsor for Rs. 75,000, with branding benefits like logo placement and stalls. The event will be held at the District Library Services Auditorium.
The document announces that Granada Hills Charter High School's senior project exhibition will take place in the quad before graduation, allowing 3-4 volunteers from each English class to present their senior projects to the community and showcase the diverse topics they researched over the semester such as cyberbullying, energy drinks, veganism, and obesity. The senior project was established to give students time and space to present their topic on a larger scale than their English class and the English department is excited to launch the exhibition to see the projects students worked hard on.
The residential school system in Canada forcibly removed Indigenous children from their families and communities for over a century in order to assimilate them into Euro-Canadian culture and Christianity. Over 150,000 Indigenous children attended the schools where many suffered physical, sexual, and emotional abuse. This caused severe and intergenerational trauma for Indigenous communities as their culture and languages were destroyed. While the government has apologized and provided some reparations, Indigenous groups argue more action is needed to address the ongoing impacts and heal from this dark part of Canadian history.
The document summarizes the results of an Ofsted inspection at John Kelly Girls' Technology College. The overall grade was Good with Outstanding features. It highlights positive quotes from the report praising the school's sense of community, outstanding student support, and innovative community partnerships. It expresses pride in the inspection results and thanks all members of the school community for their contributions.
This newsletter summarizes special moments from the first academic term at Green Heights International American School (GHAIS). It highlights two sections: school activities with a focus on academic achievements, and uniquely cool moments of student life. Some key events covered include celebrating Hajj and 6th of October, a "Speak English" campaign, a STEM education initiative, school trips, sports activities, and the election of the new Student Council. The newsletter aims to showcase precious school memories and moments to keep them alive in students' minds.
Good morning! We’d like to share with you the recently completed Innovations Academy newsletter, it’s a fun read. Please share with anyone who might enjoy hearing about our therapeutic day school.
We currently have openings in both our elementary/middle school and high school/vocational education programs and would welcome your questions and comments. Thank you for taking the time to see what Innovations has been doing over the last few months. Have a great Thursday!
Documenting the Stories of Irene: An Ethnographic JourneyVTFolklifeCenter
Jacki McCarty, 8th grade English teacher and Sarah Ibson, 8th grade Social Studies teacher at Harwood Union Middle School partnered with the Vermont Folklife Center on a documentary project in the wake of Hurricane Irene.
In the early days after Hurricane Irene, eighty-five 8th grade students at Harwood sat down to write a prompt about the Hurricane and the Community Response. What grew out of that exercise was a semester long ethnographical interview project that culminated in 5 student produced documentaries.
This powerpoint, originally shared at the Vermont Association of Social Studies in Manchester, Vermont, details the origin of the idea, the scope and sequence of the project, and shows one of the
five final documentaries.
Including references to the tools, technology, and community resources utilized by students to successfully complete the project.
To view the final documentary, visit: http://www.youtube.com/watch?v=_Vn5bmEhm7o
For more information, contact:
The newsletter provides an overview of events from Term 1 of the Future Footprints program in 2016. It discusses the Welcome to Country event at Kings Park, the first student camp, and the election of the Student Council President and Vice President. It aims to inspire and support Indigenous students to be successful, confident leaders.
The GiggleIT Project was implemented at William Clarke College to engage students in reading, writing, and learning about other cultures. Students participated in writing jokes, poems, and stories about their culture and other countries. They enjoyed seeing their work published online and communicating with other students internationally. The project was successful in promoting the library and increasing student enthusiasm for learning. It provided opportunities for teachers and the librarian to collaborate using technology.
This document summarizes the efforts of St. Joseph's Primary School to become a School of Sanctuary. It discusses how the school has worked to learn about, embed, and share the values of welcoming refugees and those seeking sanctuary. The school has engaged in numerous projects, workshops, and discussions to educate students and the community about refugees. It has also taken steps to make refugees and those seeking sanctuary feel included by employing staff from refugee backgrounds and providing volunteer opportunities. The school shares its work through various exhibitions and showcases to spread awareness about welcoming those in need of sanctuary.
The document provides updates from Hill School in New Zealand. It discusses several recent events at the school including a senior production, Matariki celebrations to mark the Māori New Year, a cultural mufti day, and an assembly to commemorate World War 1. It also summarizes classroom highlights from Room 13 and Room 19, including learning about different cultures, writing goals, and success in the Mathex math competition.
This document outlines Annabel Smith's views on experiential education and community engagement. It discusses combining academic and experiential learning, collaborating with local partners, and engaging students in addressing global issues. It provides examples of programs that integrate community interaction and partnerships into the curriculum. The document emphasizes evaluating initiatives, sharing experiences, and adapting programs based on feedback from participants.
This document outlines the Snapshots of Remote Communities project, a photography and storytelling initiative that documents students' local communities. It discusses the project's history and partnerships between schools, regional museums and the National Museum of Australia. Teachers from participating Western Australian schools introduce themselves and share how they plan to implement Snapshots in their classrooms to explore community histories through student photography and exhibitions.
Service-learning involves students engaging in activities to address community needs while also promoting student learning and development. Reflection and reciprocity, where all parties involved benefit, are key concepts of service-learning. This document outlines a service-learning course where ESOL students volunteered with various organizations in Savannah, Georgia to practice their English skills while helping their community. Students reported learning more about social problems, non-profits, and communication skills from this experience. Both students and volunteer organizations found benefits, though agencies cited demands on staff time as a drawback. Overall, most felt the benefits of service-learning outweighed any problems.
This newsletter from the British International School in Hanoi provides information on upcoming events and activities at the school. It includes summaries of trips taken by Year 9 students to Sapa and Year 5 students to the Red River. It also announces a visit from rock climber Ben Heason and the second Challenge Day competition involving business, geography, ICT and English departments. Contact information for various school departments is provided at the end.
The document provides a summary of classroom and school activities from the Principals' report to the Board of Trustees. It discusses the results of a spelling competition, a performance by the Pasifika group, a technology challenge, cross country events, mini wheels activities at lunchtime, an upcoming middle school production, Book Week celebrations, an overnight stay and hangi prepared by the enrichment class, leadership opportunities for students, and fundraising efforts. It also provides highlights from Room 10 including their learning about culture, writing development, art activities, and physical education.
Yr5 Unit 1 Curriculum Newsletter 2015-16MrBobEnglish
The newsletter provides information about the upcoming unit of inquiry for Year 5 students. The central idea is that children have rights and responsibilities. Students will inquire into the reasons for establishing rights, responsibilities that come with rights, and how actions can affect rights and opportunities. They will learn about these concepts in their main subjects as well as in French, Portuguese, art, music, and other specialty classes. The newsletter encourages parents to support their child's learning at home by discussing rights and responsibilities.
This newsletter summarizes the events of the first semester at Green School and looks ahead to the second semester. It reflects on the learning experiences in each division and thanks the community for their support. It also announces upcoming events at Kul Kul Farm and shares reflections from the GSPA on their first semester of operation.
The newsletter from the British International School in Hanoi provides information on upcoming events at the school including a visit from renowned rock climber Ben Heason and the school's annual winter show. It also summarizes anti-bullying activities during the week and the secondary school's challenge day competition between student teams. The principal's message expresses gratitude for the school's teachers and upcoming opportunities for students including the silver level Duke of Edinburgh International Award.
1) The document describes a program called Global Classroom that connects classrooms around the world through an interactive website.
2) A teacher from Maine, USA initiated the program and connected his classroom with a teacher from Khasavyurt, Russia.
3) The classes exchanged ideas and perspectives on different world regions through discussion boards on the website and had their first video conference call.
The Year 5 students at Windhoek International School will begin a new unit of inquiry on how cities change over time. They will explore why people migrate between rural and urban areas and how cities evolve through buildings, culture, and entertainment. Students will develop skills in social studies, writing, reading, math, French, Portuguese, ICT, music, and physical education as they inquire into cities around the world and how they reinvent themselves.
Working in partnership: libraries and youth agencies (notes)Emma Sherriff
The document discusses a partnership between Plymouth Libraries and the Plymouth Youth Offending Prevention Service to provide educational and social programs for at-risk youth. It describes programs like the Secondary Inclusion Programme and HeadSpace that offer literacy activities, film projects, and a supportive space in the library. The partnership aims to engage socially excluded youth, prevent offending behavior, and raise educational achievement through collaboration between youth agencies and librarians.
This document outlines the behavior policy of John Kelly Girls' Technology College. It aims to establish a climate of good behavior by encouraging student responsibility and creating a secure learning environment. The policy is applied consistently to uphold all students' right to respect. Inappropriate behaviors are addressed through sanctions proportional to the misdeed, such as detention or exclusion. The policy works with other college practices and policies to help students reach their potential and maintain the college's reputation.
The document outlines an academy's uniform policy, noting that the uniform aims to instill pride in students, support positive behavior, and ensure all students feel welcome regardless of background, as well as protect students from social pressures related to dress. The policy details the specific uniform requirements and states that the academy will make reasonable efforts to accommodate students and families while maintaining the overall uniform policy.
The document outlines several procedures and policies for home-college communication and agreements at a school:
1) It details various procedures for parents/carers to communicate with the college regarding student absences, appointments, changes of address, signing homework planners, and raising concerns.
2) It provides information on parent consultation evenings, newsletters, and the complaints procedure for communicating more generally.
3) It presents a home-college agreement that aims to establish a strong partnership between home and college to support student success, including respective responsibilities of the college, parents/carers, and students.
The document outlines the anti-bullying policy of John Kelly Girls' Technology College. It defines bullying as using strength or power to hurt someone physically or emotionally through intimidation or demeaning acts. The policy aims to create a secure environment and eradicate bullying by encouraging students to report incidents and establishing procedures to effectively investigate and resolve bullying. It also seeks to support victims, make bullies accept responsibility, and promote an anti-bullying ethos across the school. The effectiveness of the policy relies on its relationship with other school practices and policies regarding teaching, learning, personal development, and partnerships with parents.
The document outlines the collective worship and spiritual/moral guidance policy of John Kelly Girls' Technology College. It defines collective worship as a time for the school community to reflect on common concerns. The policy aims to promote the students' spiritual, moral, social and cultural development. It also establishes that the governing body, principal and staff are responsible for establishing and reviewing the policy to ensure inclusiveness and appropriateness.
Crest Girls Admissions Procedures And Casual Admittancejkgtc
The document outlines the admissions procedures for Crest Girls' Academy for September 2010 intake and casual admittances during the academic year. For September 2010 intake, primary school parents will receive application forms to submit by October 21st, applications will be entered into a database, and offers will be sent in March by the local education authority. For casual admittances, parents contact the college directly, details are passed to admissions and the student may be placed on a waiting list or processed immediately for an interview and assessments before starting on the next available Monday.
This policy outlines the aims and procedures for exclusions at John Kelly Girls' Technology College. It aims to ensure student and staff safety while also reducing the need for exclusion. The policy describes the circumstances in which exclusion may be used, such as for breaches of the behavior policy or if keeping a student in school would harm others. It provides examples of reasons for exclusion including verbal abuse, physical abuse, indecent behavior, damage to property, drug/weapon possession, theft, violence, and sexual offenses. The procedures for fixed-term and permanent exclusions are explained. Permanent exclusion is usually a last resort but may be used for a single serious incident. The policy covers exclusions for off-campus behavior and drug-related incidents
This document outlines the complaints policy and procedures for John Kelly Girls Technology College. It provides the legal framework for handling complaints according to education law. It defines the scope of the policy as not covering individual teachers or the principal. It then details the multi-stage process for handling initial concerns, formal complaints to the principal, and appeals to the governing body complaints committee. It also addresses resolving complaints, record keeping, and vexatious complaints.
This document contains an application form for staff at John Kelly Girls Technology College to apply for INSET/staff development training. It requests information such as the title and date of the training course, the provider, whether it is during a weekend or holiday, any cover required for classes, and resources needed. It must be signed by the applicant's line manager. If approved, the applicant must complete an evaluation form within one week of the training to summarize the content, aspects relevant to their needs and the college development plan, potential improvements, plans for personal action, and whether they would present to colleagues.
The document provides updates from John Kelly Girls' School in April 2009. It summarizes events including:
- John Kelly Girls' winning the Citizenship Foundations Mock Trial Competition.
- A message from Kashmir Education Foundation thanking the school for fundraising efforts that helped build a new school.
- Various school events, competitions and performances in subjects like science, technology, PE, and the arts.
The document summarizes activities that took place during International Week at a school to celebrate different cultures. On various days, students participated in activities to learn about different languages using signs and Braille. A French entertainer performed for students. After school activities included henna tattoos, hair braiding and tasting international food. A performance on Thursday featured poems, songs and music in different languages. The week aimed to value cultural differences.
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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February 2009 Newsletter
1. Stop The Clock Day – Designing Our Future
Year 7
As part of their new curriculum, all of Year 7 had a
“Stop the Clock” day on 16th
December. With the
help of visiting architecture students and designer
Clare Burnett they discussed the future of the school
and what features a new building might need. The
students were split into 14 groups, and each group had
to plan, design and build a model of their ideas.
Many great ideas were put forward, and the 14 teams
competed against each other to produce the best
design and model. Some designed entire schools, while
others concentrated on one part of the school which they
felt needed the most improvement.
Learning objectives: students proposed practical ways
forward, in manageable steps. They generated their own
ideas and explored possibilities, and communicated
what they had learned in relevant ways to a new
audience. The students collaborated with others in
groups to work towards a common goal – designing a
future school.
Newsletter
February 2009
Students working on a design for a new
block of toilets
One of the finished designs for a new school
Football pitch Swimming pool
Student Feedback
The girls really enjoyed the chance to have their
say on what a new school might look like and
what features they would like to see.
“I liked being able to adapt our funky ideas into
models”
“We worked together and voted on everything
fairly”
“I didn’t think it would be fun for architects, but it
was!”
“Now we know we have to keep our own
environment tidy”
Glass tubes lead between departments
The winning design for a new school!
Student Feedback
“We want to study law, dance, cheerleading,
football, acting, astronomy.”
“More recycling, maybe solar lighting”
“Our building now is not suited to our learning
needs”
With many thanks to Noushaba Jaffrey for student
support and Angus Gulliver for technical assistance and
photography throughout the day
Mr Moore and Ms McCann History and Science
2. Moving from good to outstanding!
Following our successful OFSTED report in November
2008, part of our action plan is to develop learning and
teaching and moving the standard of ‘good’ lessons to
‘outstanding’. In order to achieve this, we invited John
Bayley, an educational expert to come and speak to
members of staff who work in the learning and teaching
committee. We met with him on 5th
February 2009.
Our first session was fantastic and exciting! Staff gained
many ideas and left the meeting feeling very enthused.
One of the ideas we are developing across the college is
sharing positive messages with students to improve
relationships and the learning environment.
We have included an example of positive messages
below and a photograph of the committee working with
John Bayley.
http://www.jbayley.co.uk/
Thank you.
Mr McGill / Ms Shah
Assistant Principals Technology and Languages
Helping you learn.
What can I do to help my teacher?
Make me happy!
listen to each ofus individually and help m e!8.Sircan
work hard to ensure we have exciting lessons.7.Sircan
think aboutourwork outside ofthe classroom .6.W e can
work hard to com plete objectives and supporteach other.5.W e can
allhelp each otherby wanting to learn and achieve.4.W e can
be responsible form yselfand respectfulto others.3.Ican
listen to allinstructions,questions and answers.2.Ican
sitdown atthe startofthe lesson and ‘getready’to learn.1.Ican
Students’ Comments
“We want to learn Food Technology.”
“We need a new playground, and benches to eat
outside; more apparatus, running track, field, climbing
wall, swimming pool. More sports, tennis, football,
cricket.”
“Signs in corridors so you know where you are and
where to go.”
“More toilets, sensors on taps and dryers.”
“Bigger building with automatic doors.”
“Gardening club with a pond”
“Library – more books than computers.”
“Plant trees to reduce the carbon footprint.”
“We want a fun, clean, happy school. So we look
forward to going to school”
Welcome sign in multiple languages
Practical block &
Humanities building
Garden
house
Dining
room
3. Year 8 trip to Amazonia at the Young Vic
theatre
In January a group of ten Year 8 geography students
accompanied by Mr McKenzie of the Modern Foreign
Language department went to see the play ‘Amazonia’
at the Young Vic Theatre and to attend a theatre
workshop afterwards. The tickets were generously
donated by Canning House, a Latin American cultural
and social non profit organisation, as part of their
schools programme to promote and create awareness of
issues and developments in Spain, Portugal and South
America. Students in Year 8 study Brazil as part of their
Geography syllabus. They look at the importance of the
Amazon ecosystem, the issues surrounding its
destruction and the attempts to conserve it.
The play tells the story of a period of momentous
change in the lives of the villagers of ‘Todos Os Santos’,
a community in the heart of the Brazilian Amazon. As
new destructive forces confront the villagers, the solution
is to be found amongst more traditional ways being and
adherence to the knowledge of indigenous peoples and
their belief in the spirit world.
The students found out that the play was also inspired
by the real life Brazilian people’s hero Chico Mendes. He
was a rubber tapper and Brazil’s first real ecologist who
brought our attention to the forest’s destruction due to
greedy and exploitative practises. He was murdered by
a powerful landowner for being too outspoken.
The girls enjoyed the play and patiently waited for an
hour afterwards to begin the workshop. A group of Year
7 girls’ from a school in a South East London was also
involved in the workshop. Our girls showed a lot of
patience and good will, participating enthusiastically in
all the activities.
Amazonia and Chico Mendes
Mr MacKenzie Modern Languages
Babylon Exhibition: Myth and Reality
Year 11 students participated in a curriculum
enhancement afternoon which involved a trip to the
British museum on Tuesday, February 10th
.
The students visited the special exhibition: Babylon:
Myth and Reality which gave them a basic
understanding of the great civilisation of Babylon where
modern Iraq stands now.
They learnt about Cuneiform writing, Babylon’s Hanging
Gardens (one of the Seven Wonders of the World) and
the Tower of Babylon. They also viewed a copy of the
earliest map of the world devised by the Babylonians
and watched a video about how the city of Babylon
(situated south of Baghdad) has been destroyed over
the last few decades by wars and negligence and what
the international community is doing to protect it.
The students even had time to visit the Egyptian wing
where they viewed real mummies and human bones but
it didn’t spoil their appetite for snacks!
Ms Hemamda
Ms Hemamda and Mrs Jawad Modern Languages
John Kelly Cookbook
I would like to extend a massive thank you to all of you
who have contributed recipes for the cookbook. All of
them sound delicious and I look forward to trying them
out. We are still in need of more recipes however, so
please keep them coming in.
To celebrate the John Kelly half-centenary we intend to
design and publish a John Kelly Girls’ Cookbook, with
recipe contributions from staff, students, parents and
carers. The intention is to have the cookbook split into
sections by country, so as to celebrate the many
cultures represented at the school, and to be published
by July in a similar, professional way to our yearbooks
are. Please donate any tried and tested recipes you
would like to be included in the cookbook; they do not
have to be typed or written out neatly as we will do that.
Many thanks.
Mr Jayapal Maths
4. Year 9 Combined Cadet Force
In January John Kelly Girls' first ever combined cadet
force began their training programme. After an extensive
selection process seven year 9 students were chosen
after proving they were prepared to commit to the
programme for a minimum of two years.
During their time in the cadets the girls will learn various
skills such as, survival skills, weaponry skills, map
reading, communication and leadership.
The cadet training takes place every Tuesday after
school at Highgate school, where the girls are working
closely with pupils from Highgate.
Well done girls and keep up the good work!
Breathing Places update
Our work on our patch of land at the side of the college
is really getting underway now that spring is just around
the corner. We are very keen on getting as many of our
community involved as we possibly can and are looking
for volunteers to help us develop plots of land, get our
allotments started, plant, and prune or simply give us
advice on anything to do with good gardening.
If you are interested in hearing more please contact me
via email at kma_eng@jkgtc.brent.sch.uk
Ms Aylott Assistant Principal
Mosaic ‘World of Work’ visit to Lovells LLP
A group of girls from year 10 and the sixth form were
given the opportunity to go to Lovells law firm. The visit
was organized by Ms Mngaza and made possible by the
Mosaic network group of mentors. At the law firm we
were talked to by trainees and qualified lawyers. We
discussed our career aspirations with them and gained a
better understanding of the different paths laid out by
law as a career option. After the group presentation we
were given a tour around the building and we were able
to talk to the lawyers and trainees one on one, and ask
them questions about their lives and how and why they
chose law as a career.
It was a fantastic opportunity for all the girls to broaden
their views about a choice of career. We also learned a
variety of different aspects of law that we did not know
existed. Overall it was a very worthwhile experience.
Thank you Ms Hamdi, Ms Waseem and Ms Akbar for
taking us to Lovells.
Salwa Abdulrahman Sixth form
On Wednesday 11th
February a group of 25 Year 10
students went to Lovell’s Law Company in Farringdon to
get more experience about being a lawyer. One of the
trainees gave us an introduction about studying to be a
lawyer. One of the International Finance lawyers told us
about the different business trips they get to go on. At
first I wasn’t sure about what I was going to do in the
future but after this experience I have thought long and
hard about being a lawyer. The visit was extremely
interesting, especially when they gave us a tour of the
building and provided us with lunch. I was surprised
about how much lawyers can earn even when they start.
Very posh I must say!
Krishna Pindoria 10G
SAMLEARNING
It is that time of year again when revision is high on the
agenda and here at John Kelly Girls’ we are trying
everything we can to make that process easier and more
achievable.
For the fourth year running we have invested a
substantial amount of money into SAMLEARNING, this
is an online revision tool and has proved very popular in
the past.
All students at JKGTC have access to this resource, we
are able to monitor their use and have found that many
students in Year 11 are currently not using this very
valuable tool. We would like to ask for your support and
encourage your daughter to use the online revision for
the various subjects
NW2JK
Ddmmyyaa
ddmmyyaa
Date of birth, month of birth,
year of birth, first letter of
name, first letter of
surname.
Password is the same.
5. The YES project
As Year Director of Learning for year 10, I was asked to
select a group of thirty students to take part in a series of
Active Tutorial lessons. During one 50 minute lesson
each week students are introduced to a variety of
activities, bus safety, emotional intelligence and Healthy
eating are some examples of the topics covered. We
have asked a number of agencies to come into college
to explore aspects of our community that are not
normally taught in schools.
One of the most exciting Active Tutorials is the YES
Project. Different units of the Police Force have come
into college to encourage discussion around the serious
issues that face our young people today.
Here are some comments from the students involved:
Michaela
“I have been to three sessions so far and I am
looking forward to the next one. I have thoroughly
enjoyed learning about the police dogs, how they
are trained and the relationship between the
handlers and their dogs. I learnt a lot from the ‘Fire
Arms’ session, especially the long sentences given
for just being in possession of a gun and about the
need to licence guns. We saw real and replica guns
and I can understand why the Police cannot tell the
difference, we were asked if we could and seriously
a replica gun cigarette lighter looked identical to the
real thing.”
Alicia
“It’s been interesting so far because I have learned
to see things from the police point of view and I
never have before. They are not being ‘dread’ on
you if they stop you, they usually have a good
reason and I never thought about this before. I was
interested in the sniffer dogs, they are very well
trained but they frightened some of our group.
These dogs can sniff out guns and drugs and we
were taught how this is done. We were introduced
to the police dogs and given a demonstration of an
attack, we were then asked to stroke the dogs. I
want to continue this course and recommend that all
students get this opportunity; I see the police in a
different light.”
Intifaac;
“I enjoy it, it’s about being safe, its educational. It’s
taught me not to get involved in weapons as this
gets you arrested. Its amazing how the dogs can be
trained to attack a human by biting the arm and not
attacking any other part of the body; they keep a
person pinned down until the police come. The
video clip on knives showed you that by having a
knife you could end up using it and the serious
consequences of this. Real crime and excellent
video footage made sense to me!”
Dorontina
“It was ‘sick’ in other words it was really good. I
loved the police dogs, they looked vicious but were
well controlled; the police officers love their dogs
and do not want anything to happen to them. I have
certainly learnt not to carry a knife or be with
anyone who doe,s it’s just not cool. I have also
learnt to move away from situations as I could be
equally to blame or equally as guilty even if I was
standing by. When we saw the violent crime video
what surprised me was that even the friends of
stab/shooting victims do nothing to help stop the
bleeding, next I think all students should learn first
aid.”
Ms Nicholls (Lead Year Director of Learning)
6. Help John Kelly Girls’ Technology College
earn prizes
Generation Green is a schools and community
programme from British Gas, which encourages and
supports green behaviour through a combination of
green lesson plans and activities.
Each school which registers for Generation Green it is
given a leaf goal and once the appropriate number of
leaves have been achieved they can then be exchanged
for green rewards.
Both schools and parents/carers can also receive free
advice on saving energy through easy to take actions for
which they will earn “Green Leaves” for their chosen
school.
John Kelly Girls’ target is over 98,000 Leaves and so far
we have earned 6,503. It would be great if the College
could earn enough to get a reward, which can range
from educational kits to the top reward of solar panels.
Please help us earn Leaves and help us reach our goal.
It takes about 10 minutes to complete the British Gas
Energy Savers Report which can be found under the
heading “Families and Friends” on the Generation Green
website on www.generationgreen.co.uk. Possibly your
daughter might to improve her computer skills and
complete the report for you.
You will not only be helping the College but you could
also save some money on your heating bills.
Please ensure that you donate your Leaves to the Girls’
College.
Mrs M Shepherd
Environment Officer
Lost Property
Since the last edition of Student News the number of
items being held in lost property has increased
considerably. Even though the weather has been
freezing cold none of the coats or jackets we are holding
have been claimed.
If your daughter has lost any items please ensure that
she asks if it is being held or telephone the college on
020 8452 4842 between the hours of 10am to 3pm.
Each Form Tutor has told their Tutor Group to make
sure they check as the items currently being held will be
given to a local charity by the end of March.
Mrs M Shepherd
Environment Officer
Recycling presentations in Active Tutorial
lessons
Over the last few weeks Years 7, 8 and 9 have attended
presentations on recycling given by Mrs Crace from
Brent Council.
Mrs Crace explained both the environmental and
financial implications of not recycling and how it affects
each and every one of us. Many of the students were
surprised to learn that every 90 minutes the Borough of
Brent produces enough rubbish to fill a swimming pool
and that the energy taken to produce each aluminium
can from raw material is enough to run a TV for 3 hours.
In college it is very important that we all play a part in
recycling, ensuring we only recycle the correct items.
Cans, plastic bottles and tetra packs in the playground
and canteen and white paper in the classrooms. There
are many types of plastics, some of which are not
recyclable and therefore we do not want plastic cups
and yoghurt pots put in the bins.
If you have any used batteries from a game or camera
please hand to your Form Tutor as we are now
collecting these in the staff room.
Mrs M Shepherd Environment Officer
Students watching the presentation in the Hall
7. Year 9 Make a Mint CORRECTION
This article was printed in the last edition of the
newsletter, but with the wrong photograph! With
apologies to the students involved.
Ten students from Ms. Amao’s Year 9 Science class
took part in an event designed to inspire young people.
“Make a Mint” by NESTA took place on 20th
November
2008 and required students to come up with a product
and business plan, which was pitched to a team of
judges just like in Dragon’s Den. The John Kelly girls
ended up as the overall winners of the event, they
received trophies and the Science Department will get
£300 to buy new equipment. You can see a video of the
event at http://uk.youtube.com/watch?v=SxYGj5oHjcM
The girls representing JKGTC were Fariha Blaaza, Ayan
Farah, Mariam Mahmoud, Colby Gnagbo, Alaa Shamsi,
Ethel Fuenzalida, Asha Abdullah, Safa Haji, Yasmin
Warsame and Kinga Pilarska.
“I loved the trip, it was hard work and challenging and
makes you think. You will know what hard work it is in
business” – Fariha Blaaza
“I think the NESTA experience was one to never forget, I
totally enjoyed every moment. I was proud of myself for
taking part with my classmates, and our business was
very successful” – Ayan Farah
“We all learned a lot about mints, and how the products
are made. I enjoyed making our own product, and
wining!” – Kinga Pilarska
.
Library / LRC
DIARY DATES
Wednesday 4th
March
Year 9 Parents Evening 5.30 – 8.00pm
16th
– 20th
March
Healthy Schools week
Thursday 26th
March
Year 7 Tea Party 4.00 – 5.00pm
Tuesday 31st
March 09
Options Evening
5.30 – 7.30pm
Friday 3rd
April
Break up for holidays
Monday 20th
April
1st
day of term
Library Catalogue (list of books)can now be found by
following these links on any school computer.
Departments, Library-LRC, click on the link.
Braintcroft children from year 6 are now coming to a
reading club after achool and using tha Accelerated reader
programme.
Don’t forget the library is open late until 6.30pm on a
Tuesday if you need to revise or finish course work.
We are also open from 7.45am until 8.15am daily.