England is part of the United Kingdom located in Europe. Its capital is London and its currency is the pound. England has a population of over 60 million people and its primary language is English. Some of England's most famous people include authors like Shakespeare, Beatrix Potter, and J.K. Rowling, as well as the royal family and the band The Beatles. Places of interest in England include London, Buckingham Palace, Tower of London, Westminster Abbey, Oxford University, Stonehenge, Bath, Lake District National Park, and various cities and towns across the country.
England is part of the United Kingdom located in Europe. Its capital is London and its currency is the pound. England has a population of over 60 million people and its primary language is English. Some of England's most famous people include authors like Shakespeare, Beatrix Potter, and J.K. Rowling, as well as the royal family and the band The Beatles. Places of interest in England include London, Buckingham Palace, Tower of London, Westminster Abbey, Oxford University, Stonehenge, Bath, Lake District National Park, and various cities and towns across the country.
Tijdens de studiedag over familievriendelijke musea op 22 maart 2016 in het MAS blikte Hilde Marichal allereerst terug op de voorbije editie van het evenement Krokuskriebels. De studiedag stond verder ook in het teken van toegankelijkheid van musea voor gezinnen én van museumwerking voor gezinnen met de allerkleinste kinderen van 0 tot 4 jaar.
Three boys - Junior, Thom, and Levi - did research on the Army of the Netherlands for a school project. Thom is 14 and wants to work in aircraft or weapon maintenance in the army. Levi just turned 15 and isn't sure what he wants to do but thinks being a pilot would be interesting. Junior is also 14 and organized the project, though he isn't interested in joining the army. They had questions about weapons, vehicles, and size of the Indian army as well as classroom sizes, holy cows, and driving distances to school in India.
This document contains introductions from four students - Fabiënne, Mette, Deborah, and Rebecca - who are working on a project together called EUMIND. It also includes an action plan that lists their roles and responsibilities which include being the group leader, journalists, editor, and conducting questionnaires, interviews, and writing reports. Each student then provides some information about themselves, their hobbies, where they live, and what they enjoy doing.
This document introduces four girls - Kiki, Imara, Nikki, and Jennifer - who are 14-16 years old. It describes each of their roles in a group project, hobbies, and future career goals. The group plans to interview a police officer and asks example questions about the officer's job, the importance and strictness of police in their country, and traditional dishes, religion, diet, and what makes India special.
The document introduces three students - Danique, Megan, and Marjoleine - who are working on a film industry project. Danique is the team leader and will report on activities by taking notes, pictures, and videos. Megan is the editor and will write the text of the report and make appointments. Marjoleine is the reporter and video editor who will also handle questionnaires. The document also includes questions from India about finding information on the subject, popular movie genres, as well as general questions about poverty levels and the current time in India.
This document contains introductions from four students - Fabiënne, Mette, Deborah, and Rebecca - who are working on a project called EUMIND. It includes their names, ages, hobbies and interests. Fabiënne is from the Netherlands and enjoys dancing, music, gaming and spending time with friends. Mette also lives in the Netherlands and likes listening to music, dancing, watching YouTube and spending time with friends and family. Deborah is a competitive swimmer who enjoys watching movies such as The Hunger Games. Rebecca makes pictures and remixes that she posts online, and likes traveling, gaming and spending time with animals and friends.
The document introduces three students - Danique, Megan, and Marjoleine - who will be working on a film industry project. Danique is the team leader and will report on activities by taking notes, pictures, and videos. Megan is the editor and will write the report text and make appointments. Marjoleine is the reporter and video editor who will also handle questionnaires. The document concludes with two questions from India about finding information on the subject and popular movie genres, as well as a general question about poverty in India.
The document discusses paper usage and recycling in the Bergschenhoek region of Rotterdam. It finds that the local community actively recycles paper by collecting filled bags. It studies paper use at two local organizations, RK willibrord which uses 1 package of A4 paper daily, and 2beehappy which uses 10-20 sheets. It also examines paper usage at the author's school, finding paper is used sustainably as computers are used more than paper, with only around 2,500 sheets used in a week. The conclusion is that companies now use less paper than before as more things are done digitally.
The document provides instructions for creating a social media wall post, including spaces to add biographical information, pictures of friends, possible interests to like, and the option to create an advertisement. The wall post template includes multiple lines to type status updates.
The document provides instructions for several tasks and exercises related to food and health. It asks students to identify what Cookie Monster wants them to do in a YouTube video, list vegetables sung about, sort food cards into healthy and unhealthy groups, discuss what they ate yesterday compared to the Eatwell plate, and analyze if their diet was healthy or unhealthy.
This document contains a summary of a slide presentation about the parts of the human body. It has 3 sentences describing the key points:
The summary provides feedback on a slide presentation about the human body by two students, noting they had multiple slides and pictures, some of which were funny. It evaluates their use of different body parts, adjectives, and spelling, giving them points in various categories and an overall grade of 7 out of 10.
Tijdens de studiedag over familievriendelijke musea op 22 maart 2016 in het MAS blikte Hilde Marichal allereerst terug op de voorbije editie van het evenement Krokuskriebels. De studiedag stond verder ook in het teken van toegankelijkheid van musea voor gezinnen én van museumwerking voor gezinnen met de allerkleinste kinderen van 0 tot 4 jaar.
Three boys - Junior, Thom, and Levi - did research on the Army of the Netherlands for a school project. Thom is 14 and wants to work in aircraft or weapon maintenance in the army. Levi just turned 15 and isn't sure what he wants to do but thinks being a pilot would be interesting. Junior is also 14 and organized the project, though he isn't interested in joining the army. They had questions about weapons, vehicles, and size of the Indian army as well as classroom sizes, holy cows, and driving distances to school in India.
This document contains introductions from four students - Fabiënne, Mette, Deborah, and Rebecca - who are working on a project together called EUMIND. It also includes an action plan that lists their roles and responsibilities which include being the group leader, journalists, editor, and conducting questionnaires, interviews, and writing reports. Each student then provides some information about themselves, their hobbies, where they live, and what they enjoy doing.
This document introduces four girls - Kiki, Imara, Nikki, and Jennifer - who are 14-16 years old. It describes each of their roles in a group project, hobbies, and future career goals. The group plans to interview a police officer and asks example questions about the officer's job, the importance and strictness of police in their country, and traditional dishes, religion, diet, and what makes India special.
The document introduces three students - Danique, Megan, and Marjoleine - who are working on a film industry project. Danique is the team leader and will report on activities by taking notes, pictures, and videos. Megan is the editor and will write the text of the report and make appointments. Marjoleine is the reporter and video editor who will also handle questionnaires. The document also includes questions from India about finding information on the subject, popular movie genres, as well as general questions about poverty levels and the current time in India.
This document contains introductions from four students - Fabiënne, Mette, Deborah, and Rebecca - who are working on a project called EUMIND. It includes their names, ages, hobbies and interests. Fabiënne is from the Netherlands and enjoys dancing, music, gaming and spending time with friends. Mette also lives in the Netherlands and likes listening to music, dancing, watching YouTube and spending time with friends and family. Deborah is a competitive swimmer who enjoys watching movies such as The Hunger Games. Rebecca makes pictures and remixes that she posts online, and likes traveling, gaming and spending time with animals and friends.
The document introduces three students - Danique, Megan, and Marjoleine - who will be working on a film industry project. Danique is the team leader and will report on activities by taking notes, pictures, and videos. Megan is the editor and will write the report text and make appointments. Marjoleine is the reporter and video editor who will also handle questionnaires. The document concludes with two questions from India about finding information on the subject and popular movie genres, as well as a general question about poverty in India.
The document discusses paper usage and recycling in the Bergschenhoek region of Rotterdam. It finds that the local community actively recycles paper by collecting filled bags. It studies paper use at two local organizations, RK willibrord which uses 1 package of A4 paper daily, and 2beehappy which uses 10-20 sheets. It also examines paper usage at the author's school, finding paper is used sustainably as computers are used more than paper, with only around 2,500 sheets used in a week. The conclusion is that companies now use less paper than before as more things are done digitally.
The document provides instructions for creating a social media wall post, including spaces to add biographical information, pictures of friends, possible interests to like, and the option to create an advertisement. The wall post template includes multiple lines to type status updates.
The document provides instructions for several tasks and exercises related to food and health. It asks students to identify what Cookie Monster wants them to do in a YouTube video, list vegetables sung about, sort food cards into healthy and unhealthy groups, discuss what they ate yesterday compared to the Eatwell plate, and analyze if their diet was healthy or unhealthy.
This document contains a summary of a slide presentation about the parts of the human body. It has 3 sentences describing the key points:
The summary provides feedback on a slide presentation about the human body by two students, noting they had multiple slides and pictures, some of which were funny. It evaluates their use of different body parts, adjectives, and spelling, giving them points in various categories and an overall grade of 7 out of 10.
2. VMBO in Bergschenhoek/Lansingerland
PROGRAMMA
1. Engeland reis (Caroline Suijten)
2. Beroepsstage (Marc de Wit)
Pauze / einde programma
3. Vakkenkeuze (Wim van der Meer)
www.wolfert.nl/pro
5. VMBO in Bergschenhoek/Lansingerland
WE’RE OFF TO ENGLAND…
Ofwel, “we gaan naar Engeland”.
Op 26 maart is het zover…de 3e klassen gaan dan op reis naar Engeland.
Op dinsdag 26 maart 2013, zullen we ’s ochtends vroeg in de bus
stappen, om uiteindelijk via de boot van Duinkerke naar Dover, naar het
pask Windmill Hill in Hailsham af te reizen.
We zullen hier in de omgeving van alles gaan doen, zowel op cultureel als
op sportief gebied, alvorens we op vrijdag weer via de kanaal tunnel
terugreizen naar Bergschenhoek.
Wat we daar precies allemaal gaan doen, is voor de leerlingen nog een
verrassing, maar wat we wel alvast kunnen beloven is, dat het een
“experience to remember”
gaat worden!!
8. Verblijf
Windmill Hill
We logeren in het Windmill Park.
Hier slapen we in 5 of 6 persoons kamers.
Jongens & Meisjes gescheiden!
Een park wat dicht bij Dover ligt, met een
splinternieuw buitenterrein voor de
Outdoor sport en een moderne sporthal
www.wolfert.nl/pro
10. Wat gaan we in Engeland doen?
• Combinatie, educatief-cultuur-ontspanning
• Veel contact met Engelse leerlingen
• Schoolbezoek in de buurt
• Mooie & Veilige omgeving
• Er is een compleet programma, ook voor in de
avond en…genoeg tijd om te shoppen.
www.wolfert.nl/pro
11.
12. Dinsdag 26 maart
• 05.00 u !!Bagage inladen
• 05.30 u Vertrek per bus vanuit Wolfert Pro
• 11.00 u Verwachte aankomst Dover, Engeland
• 13.30u Aankomst Hailsham, Engeland
• 14.00 u Oriëntatieprogramma op park
• 17.30u – 18.00u Diner
• 19.00 u Avondprogramma in park
• 22.00u Slapen??!!
www.wolfert.nl/pro
13. Woensdag 27 maart
Na een lekker Engels ontbijt, gaan we vandaag echte Engelse
scholen ontdekken. Maak je klaar voor een onderdompeling in
Engelse taal & cultuur!
Best inspannend zo’n ochend in het
Engels…daarom gaan we ons ‘s middags op
een hele andere manier inspannen.
Lekker sportief!
En ‘s avonds lekker uitrusten?
No way! Eerst gaan we sterren kijken bij het
“Science Centre”
www.wolfert.nl/pro
14. Donderdag 28 maart
Vroeg uit de veren, ontbijten, en op naar Brighton!
We reizen met de bus naar de prachtige badplaats
Brighton, alwaar we weer van alles gaan
ondernemen. Zo ontdekken we de stad via een echte
“Treasure Hunt”, en krijgen we een (Engelstalige)
rondleiding door Brighton Pavillion!
Uiteraard zorgen we dat er ook
tijd genoeg is om te “shoppen”!
www.wolfert.nl/pro
15. Donderdag avond
• Eerst op het park Windmill Hill
gezamenlijk eten.
• Avondprogramma: “Pub night” in the
Brewers Arms, Hailsham tot 22.00u
• 23.00
www.wolfert.nl/pro
16. Vrijdag 29 maart
BijnaBijna tijd om naar huis te gaan…
• 09.00 -12.00u Activiteiten Programma op het park
• 12.00 u Lunch
• 13.00 u Vertrek naar Folkestone
(Eurotunnel)
• 23.00 u Verwachtte aankomst
bij Wolfert PRO, Bergschenhoek
www.wolfert.nl/pro
17. VMBO in Bergschenhoek/Lansingerland
Verdere informatie…
Kampboekje met:
• Paklijst
• Regels/afspraken
• Belangrijke contact info
• Tijden
Het is een werkweek. De leerlingen krijgen een boekje met
opdrachten mee.
www.wolfert.nl/pro
18. VMBO in Bergschenhoek/Lansingerland
Denkt u alvast aan…
• Speciale dieetwensen?
• Belangrijke informatie m.b.t. evt. medicatie
• Evt. andere relevante informatie: wagenziek,
slaapwandelen…etc
• Paspoort / id
www.wolfert.nl/pro
22. VMBO in Bergschenhoek/Lansingerland
Plan van aanpak
•Eind februari instructie in de LOB les
•Doel van de stage (link met vervolgopleiding en beroep)
•Leerlingen gaan zelf op zoek
•Hoe moet je solliciteren
(oefenen van sollicitatiebrief bij NL en sollicitatietraining bij TAD)
•Nodig: Stagecontract
•Waar: “waar je wilt”, in de regio
•WPRO bezoekt iedere leerling
www.wolfert.nl/pro
23. VMBO in Bergschenhoek/Lansingerland
BEROEPSSTAGE
•Kennismaken, sfeer proeven
•Gang van zaken onderzoeken
•Rechten / plichten
•Interview afnemen
•Stageboek
•Beoordeling door docent en stagebegeleider
www.wolfert.nl/pro
24. VMBO in Bergschenhoek/Lansingerland
Stagecontract
Deadline stagecontract: 7 mei 2012
Instructie op WPRO: 5 juni 2012
Start stage: 6 juni 2012
Einde stage: 20 juni 2012
Stageboek inleveren / 21 en 22 juni
eindgesprek: 2012
www.wolfert.nl/pro
32. VMBO in Bergschenhoek/Lansingerland
EXTRA VAK
•Positief advies vakdocenten
•Roostertechnisch mogelijk
•Toekenning na eindrapport
•Gedurende hele schooljaar
www.wolfert.nl/pro
34. VMBO in Bergschenhoek/Lansingerland
DOORSTROOM NA VMBO
VMBO (GEMENGDE-, THEORETISCHE LEERWEG)
MBO (ROC) of HAVO
Niveau 3 of 4 4e klas
www.wolfert.nl/pro