The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
KS1 Curriculum Meeting for parents at Worple Primary School
1. Welcome to the KS1KS1
Curriculum Meeting
Worple Primary School
2. School Leadership Team
• Head Teacher – Mrs D O’Connor
• Assistant Head and Key Stage Two
Leader – Mr L Redman
• Assistant Head, SENCO and Early Years
Leader – Mrs R Millward
• Key Stage One Leader- Miss H Joy
3. Key Stage 1 Team
• Mrs Masterson – Year 1 Class Teacher
• Malika Houmou – Year 1 Teaching Assistant (am)
• Bev Pearce - Year 1 Teaching Assistant (pm)
• Sam Moore – 1:1 Teaching Assistant
• Miss Joy – Year 2 Class Teacher
• Lindy Thomas – Year 2 Teaching Assistant (am)
• Carlie Pennington – Year 2 Teaching Assistant (pm)
• Ms Hughes – PPA/Intervention teacher
• Mrs Cargill – PPA teacher
4. Basic Rules & Expectations
• In Class
• Around the school
• In the playground
• Of school Equipment
RewardsRewards – purple tokens, stickers, merits, golden– purple tokens, stickers, merits, golden
time and certificatestime and certificates
SanctionsSanctions – being moved, missing minutes of– being moved, missing minutes of
playtime/golden time, being sent to anotherplaytime/golden time, being sent to another
class/member of senior staff.class/member of senior staff.
5. Expectations of Uniform
• White polo shirt
• Grey or black trousers, tailored shorts, skirts and
pinafores – NO leggings
• Plain grey, black or white tights / socks
• Purple & white check summer dresses
• Flat sensible black school shoes NO trainers, NO boots,
NO heels, NO open-toed sandals
• No Jewellery except small studs or sleepers(these need
to be removed for PE and swimming)
All Uniform MUST be labelled!
6. PE Kit
• PE Kit – These should be brought in at the
beginning of a half term and kept in school until the
half term. Occasionally your child may bring their
PE kit home if it is dirty due to weather conditions.
• It is essential for your child's wellbeing that they are
fully equipped to take part in PE. The kit must be:
• White round neck T-shirt (NO polo shirts), black
shorts, black plimsolls, white socks.
• Black or grey jogging bottoms (no logos) when it is
cold
7. Physical education
• Year 1 will be doing PE on a Tuesday
(indoors) Thursday (outdoors)
• Year 2 will be doing PE on a Wednesday
(indoors) Thursday (outdoors)
• These are subject to change due to
weather/timetable changes
• For the next 6 weeks KS1 will be receiving
tennis coaching
8. Attendance and Punctuality
• Importance of regular attendance ( & rewards –
class trophy/certificates and pizza parties)
• Importance of punctuality – Non-uniform day
• When attendance drops below 95% Mrs
O’Connor becomes involved and you will be
contacted by letter.
• A home school agreement with targets will be
put in place if attendance continues to be poor
which can result in the EWO becoming involved.
9. Our New Curriculum
• We now don’t use IPC and have written
our own curriculum, that suits the needs of
our children.
• The curriculum is skills based.
• All subjects will be taught through the
same context. (with exception of RE and
Maths)
• Each term, parents will be invited to a
‘super start’ and a ‘fabulous finish’.
10. • Year 1 have the following themes for the year:
- We are Super Heroes
- It’s Raining it’s Pouring
- …and I’ll Blow Your House Down
• Year 2 will have the following themes:
- Florence, Flight and Fire!
- Eat or be Eaten
- Around the World in 80 Days
Themes for the year
11.
12. A day in KS1
• Daily phonics
• Daily guided reading opportunities (these
are not with your child’s home book)
• Daily Maths and English in the mornings
• Topic in the afternoons
• Transition period for Year 1 during Autumn
1
13. Potential Enrichment Activities
• Year 1 and 2 are in the early stages of
organising some excellent enrichment
activities such as: Hounslow Urban Farm,
Isleworth War Memorial, a visit from the
local fire brigade and Pizza Express.
• If you have any ideas for school trips, or
would like to help out with any outings,
please see the class teacher.
• Choir and recorders
14. Assessment
• Levels no longer exist
• Your child needs to be secure in 60% of the
curriculum to be ‘at expected’ for their age group.
• Formative assessment is done daily.
• Small maths or reading assessments at the end of
term
• End of year tests will also be done
• You will get termly progress updates
• Parent workshop on the new curriculum and
assessment 5th
October at 9am or 5pm – led by Mr
Redman
15. Reading & Homework
• New Reading Record MUST be brought to
school everyday
• Parents/carers to acknowledge or write a
comment at least once a week
• Parents/carers should either listen to or read
with your child once a week
• Homework:
Spellings: Given out on a Monday – Test Friday
English/Maths or Topic will be given out on a
Friday and due in on Wednesday
Daily reading
16. Parent Help & Support
We would really appreciate youWe would really appreciate you
coming in to help with:coming in to help with:
• Reading with individual children
• Help with the PTA events
• Help on school trips
• Help making resources
• Careers week Q and A
17. Website and the Internet
• Our website has an on line calendar toOur website has an on line calendar to
keep you up to datekeep you up to date
• www.worple.orgwww.worple.org
• Parent mail – please make sure you areParent mail – please make sure you are
registered for parent mail.registered for parent mail.
18. E-safety
• We have produced an e-safety agreement
for parents to read and sign
• Children will also be asked to read and
sign an agreement so they understand
about keeping safe while using the
internet
