The role of the tutor
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This document outlines the attributes of a positive tutor from a student's perspective in 3 sections. According to students, a good tutor is present and organized, builds relationships with students and parents through communication and support, and cares about students' wellbeing and progress. In contrast, a bad tutor is disorganized, does not build relationships or provide support, and focuses only on punishment. The document emphasizes that a good relationship between tutor and student is fundamental to positive tutoring.
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The Francis Holland School Choir from London, UK visited The British School of Córdoba in Córdoba, Argentina on May 6th, 2013. The choir from Francis Holland School traveled to Córdoba to visit The British School and likely performed songs for the students there. This was a short international trip for the choir to another English-language school in a different country.
Year 7 choir trip la aduana
The Year 7 Choir took a trip on April 22nd, 2013. Miss Toner, their teacher, said it was a terrific experience for the girls in the choir. The document provides a short summary of a choir trip taken by the Year 7 students.
Y7 animal poetry ants
Being an ant is challenging. Ants live in large colonies and work together to find food and protect the queen. They communicate using pheromones and work as a team to accomplish tasks that would be impossible for one ant alone.
As bio prac 12 april 2013
This document provides instructions for a biology practical to be conducted on Friday April 12th 2013 involving the identification of the sucrose concentration of an unknown substance using the enzyme invertase and Benedict's reagent. Students will use invertase to break down sucrose into glucose and fructose and then use Benedict's reagent to test for the presence of reducing sugars to determine the original sucrose concentration.
Valencia day 3 – museum
We visited the Museum of Fine Arts in Valencia today. The museum had a large collection of paintings from Spanish artists dating back centuries. Some of the most notable works we saw included paintings by Goya and El Greco from the 16th and 17th centuries.
Valencia day 3 – bird park and picnic
The document is about Valencia Day 3 for Year 7 students which included a trip to a bird park and a picnic. Students visited a bird park to see various birds in their natural habitats. After the bird park, the students had a picnic lunch outside in the park.
Valencia day 3 – shark infested waters
Today our class went snorkeling but the waters were filled with sharks. Several students spotted sharks swimming nearby and started screaming in panic. Our teacher was able to calm everyone down and guide us back to shore safely.
Valencia day 3 aquarium
We visited the aquarium on our third day in Valencia. The aquarium had many different fish and sea creatures on display that the students observed. It was an educational field trip for the Year 7 students to learn about marine life.
Valencia day 2 – adventure activities
The document discusses a Valencia trip for Year 7 students on April 9th 2013. It involves adventure activities but provides no other details about the itinerary or events. The document contains only the date and location of the trip as well as a reference to adventure activities.
Valencia day 2 climbing
The document describes a day of rock climbing at Valencia on April 9th, 2013 with a group of Year 7 students. It includes an illustration of a person rock climbing and ringing a bell at the top.
Valencia day 2 hiking
We went hiking on our second day in Valencia. Our class of seventh graders spent the day exploring the trails. The date was April 9th, 2013.
Valencia day 1
Today was the first day of the Valencia trip for Year 7 students. The trip to Valencia, Spain is expected to be an exciting experience for the students to learn about a new culture. Over the next few days, the students will visit several landmarks and museums to learn about Valencia's history and way of life.
House science competition
The document discusses a science competition for engineers of the future. It encourages students to participate in a house science competition to showcase their skills and interest in engineering. The competition aims to inspire the next generation of engineers and scientists through hands-on projects.
The reporting system
The document discusses improving a school's reporting system. It asks three fundamental questions: why reports are important, who they are for, and what information they should carry. Reports are important to communicate progress, promote partnership, and help students improve. Reports are for parents, children, and teachers. They should carry information on attainment, achievement, progress, attitude, and areas for improvement. The document then reviews examples of common mistakes in reports such as contradictions, comparisons, repetitive targets, gender bias, harsh remarks, and lack of specific objectives. It emphasizes the importance of writing accurate, specific, personalized, positive reports on time to effectively communicate student progress.
Plts
PLTS aims to increase personal, learning and thinking skills opportunities in lessons by planning activities into lessons that encourage independent enquiry, creative thinking, reflective learning, effective participation, teamwork and self-management. Teachers will monitor PLTS in classrooms, tutors will hold student sessions on PLTS, and teachers and tutors will work with students to self-evaluate strengths and weaknesses to target specific areas for improvement.
English standards
The document outlines standards for improving students' use of English at a British school. It aims to raise the bar for appropriate use of both spoken and written English by having students value the language in order to fully benefit from the curriculum. Teachers are expected to incorporate oral English activities and feedback into lessons, assess students' language quality, and reward good usage in order to promote high standards. Students are also expected to use accurate language at the appropriate times and contexts.
P12 static electricity
Static electricity is generated when two materials are rubbed together, with one gaining electrons and becoming negatively charged and the other losing electrons and becoming positively charged, as determined by their ranking on the triboelectric series. The triboelectric series ranks materials based on their tendency to gain or lose electrons through friction, with materials higher on the list more likely to become positively charged when rubbed against those below. Car tires are made of conducting rubber to prevent a buildup of static electric charge while driving.
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- 1. The role of the tutor Attributes of positive tutoring
- 2. What do students say? A good tutor: • Is at the classroom when I get there • Treats registration like a normal class • Has class rules • Makes sure no-one messes about • Always has the same routines • Gives us notices • Has a notice board for our things • Makes the classroom feel like it is ours
- 3. A good tutor: • Reads letters with us when they are given out • Knows my parents • Tells my parents when I do well • Listens to me • Doesn’t tell us all off when someone is naughty • Reads the notes in my planner • Doesn’t lose things like letters • Lends me a pen if I need one • Sorts out my locker when it gets stuck
- 4. A good tutor: • Cares about us • Asks me how I am doing around school • Speaks to other teachers if I have a problem • Talks about interesting things in registration • Explains why we have to do things around school • Tells us when we do well • Smiles • Likes me • Gives us sweets
- 5. What do students say? A bad tutor: • Tells us off all the time • Arrives late • Doesn’t get us to do anything in registration • Moans at us all the time • Tells all of us off for something when I didn’t do it • Doesn’t know how I am doing • Is not interested in me
- 6. A bad tutor: • Doesn’t tell us things that we should know • Never says well done • Only tells my parents something bad • Does not trust me
- 7. A good relationship is fundamental to positve tutoring
- 8. How does the tutor support colleagues? • Complaint at breaktime or cause for concern form? • Counselling student or punishment? • Monitor situation or wait for the next time? • Advice for teacher or no advice? • Communication with parents or within school?