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1851 Census Church End Redbourn
This document appears to be census records from 1851 for residents of Church End in Hertfordshire and Bedfordshire, England. It lists 144 entries with names, ages, occupations, marital status, and places of birth for heads of households and their family members. The document provides demographic information about families living in the area at the time including their relationships, occupations (such as agricultural laborer, plaiter, etc), and counties of origin.
Leaving sixth form year 12
This document provides guidance to sixth form students on planning their careers after leaving school. It instructs students to produce two PowerPoint case studies on potential career choices, researching the qualifications, training, salaries, and prospects for both pathways. Students are directed to online career assessment tools and university databases to research degree requirements, apprenticeship options, and the employability of different courses and institutions. The document emphasizes the importance of work experience placements, and provides tips on creating up-to-date CVs and cover letters to help secure work experience and future jobs.
The Activities Tool
The Activities Tool allows users to record and organize examples of their personal experiences, abilities, and accomplishments. It provides a clear template with guidance to help users effectively describe their activities. By adding activities, users can build an extensive portfolio that highlights the competencies sought by graduate employers. The tool is easy to access from the main dashboard and guides users through completing each activity entry and sharing or downloading their work.
Sixth form newsroom we 25 may17
1. Exercising four to five times a week is necessary to keep arteries young and prevent stiffening, according to new research.
2. An expert said the UK's goal for clean cars should be five years earlier than planned, matching Scotland's more ambitious target.
3. Nine people have died in confirmed and suspected cases of the deadly Nipah virus in Kerala, India. Officials say don't panic.
Sixth Form Newsroom we 18 May2018
Vocational degrees like medicine, dentistry, and nursing were found to lead to the most highly skilled jobs according to a new study. Over half of new graduates now want to be their own boss rather than take graduate jobs. Students are reminded to properly dispose of any rubbish outside of school and not bring takeaway food near the building to keep the community clean.
Storyboard
The document is a storyboard for a short film titled "Friend Request" consisting of 36 shots of varying types (close-up, mid-shot, long shot, etc.). Each shot lists the shot type, any dialogue or sound effects, and duration. The storyboard shows shots of a character receiving phone notifications and messages, typing on their phone and computer, talking on the phone, and meeting up with someone.
Sixth form newsroom we 11 may2018
The Cannes Film Festival is implementing new measures this year, including banning selfies. YouTube stars were upset after hundreds of videos promoting an essay-writing service were removed from their channels. A new UK report proposes giving £10,000 to young people and taxing pensioners more to help address divisions between generations.
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1851 Census Church End Redbourn
This document appears to be census records from 1851 for residents of Church End in Hertfordshire and Bedfordshire, England. It lists 144 entries with names, ages, occupations, marital status, and places of birth for heads of households and their family members. The document provides demographic information about families living in the area at the time including their relationships, occupations (such as agricultural laborer, plaiter, etc), and counties of origin.
Leaving sixth form year 12
This document provides guidance to sixth form students on planning their careers after leaving school. It instructs students to produce two PowerPoint case studies on potential career choices, researching the qualifications, training, salaries, and prospects for both pathways. Students are directed to online career assessment tools and university databases to research degree requirements, apprenticeship options, and the employability of different courses and institutions. The document emphasizes the importance of work experience placements, and provides tips on creating up-to-date CVs and cover letters to help secure work experience and future jobs.
The Activities Tool
The Activities Tool allows users to record and organize examples of their personal experiences, abilities, and accomplishments. It provides a clear template with guidance to help users effectively describe their activities. By adding activities, users can build an extensive portfolio that highlights the competencies sought by graduate employers. The tool is easy to access from the main dashboard and guides users through completing each activity entry and sharing or downloading their work.
Sixth form newsroom we 25 may17
1. Exercising four to five times a week is necessary to keep arteries young and prevent stiffening, according to new research.
2. An expert said the UK's goal for clean cars should be five years earlier than planned, matching Scotland's more ambitious target.
3. Nine people have died in confirmed and suspected cases of the deadly Nipah virus in Kerala, India. Officials say don't panic.
Sixth Form Newsroom we 18 May2018
Vocational degrees like medicine, dentistry, and nursing were found to lead to the most highly skilled jobs according to a new study. Over half of new graduates now want to be their own boss rather than take graduate jobs. Students are reminded to properly dispose of any rubbish outside of school and not bring takeaway food near the building to keep the community clean.
Storyboard
The document is a storyboard for a short film titled "Friend Request" consisting of 36 shots of varying types (close-up, mid-shot, long shot, etc.). Each shot lists the shot type, any dialogue or sound effects, and duration. The storyboard shows shots of a character receiving phone notifications and messages, typing on their phone and computer, talking on the phone, and meeting up with someone.
Sixth form newsroom we 11 may2018
The Cannes Film Festival is implementing new measures this year, including banning selfies. YouTube stars were upset after hundreds of videos promoting an essay-writing service were removed from their channels. A new UK report proposes giving £10,000 to young people and taxing pensioners more to help address divisions between generations.
June 2017 unit 1 exam analysis
This document provides an analysis of exam responses to questions about representations in film and television clips. It summarizes student answers and explains which parts met the marking criteria. Some key points made in the analysis include: the importance of using correct technical terminology; the need to explain reasons for creative choices rather than just identifying them; and distinguishing between conventions and less common practices for certain genres. Overall, the analysis offers feedback on how responses could be strengthened, such as by providing more detailed examples and thoughtful analysis from the texts.
Shooting schedule
This document contains a shooting schedule for a film with 36 shots taking place over two locations on one day. The indoor shots in the bedroom will take place from 12:30-2:40pm and include close-ups and medium shots of an actor using a computer and phone. The outdoor shots will occur from 6:30-7:55pm and follow the actor walking up a path while receiving disturbing messages, eventually turning around with a scared expression.
P2 and m2 and d1 documentation
This document discusses the importance of pre-production documentation in film, including ideas generation, scripts, storyboards, lighting plans, production schedules, location recces, risk assessments, budgets, call sheets, booking forms, and contributors release forms. It states that each type of documentation needs to be explained and analyzed for its importance and function. The document also evaluates how pre-production contributes to successful planning and delivery through efficient use of time, teamwork, budget, health and safety, resources, and meeting audience and regulatory needs. Finally, it lists services provided by BECTU such as recommended rates, insurance, support, bargaining, and education.
Script Friend Request
1. Sami receives a random message on Facebook from an unknown person while in her bedroom. She plans to go to a friend's house to watch a movie and tells the mysterious person she has to leave.
2. On her way to her friend's house, Sami receives disturbing messages from the unknown person describing her appearance. When she turns around, the person is behind her.
3. The screen then fades to black with a scream and evil laugh, indicating something frightening has happened to Sami.
Student launch -_ks5 unifrog
The Unifrog platform allows students to easily search and compare post-16 and post-18 education and apprenticeship opportunities in the UK. It provides intuitive tools to filter and rank options based on factors like starting salary, location, dropout rates, and hours of study. The platform also enables students to build profiles, write CVs and statements, and obtain teacher references to support their applications.
Sixth form newsroom we 17 nov17
Shawn Mendes won three awards at the MTV EMAs, beating Taylor Swift and Ed Sheeran for best artist. A study found that 1 in 3 optometrists have seen patients continuing to drive with vision below the legal standard, suggesting drivers should have compulsory eye tests every 10 years. Scientists discovered Antarctica's rocky underbelly has a higher geothermal heat flux, which could accelerate global warming on the ice sheet.
Sixth form newsroom we 24 nov17
The document provides information on several topics:
1) It warns shoppers that many Black Friday deals are not actually cheaper than other times of year.
2) It announces UCAS workshops every Monday for sixth form students to help with the university application process.
3) It advertises a one-week paid work experience program called the EY Business Academy for year 12 students interested in business careers.
Writing the proposal
The document provides guidance on writing a proposal for a production project. It outlines the key elements that should be included in a proposal, such as a content overview with a scene-by-scene synopsis and script details, technical considerations for cameras, sound and editing, details on contributors, locations and equipment needed, legal and ethical regulations to consider, and a scheduling and planning section with a proposed production schedule. The proposal provides more details on production ideas outlined in an initial pitch and ensures all necessary requirements for bringing the project to life are addressed.
Unit 8 Responding to a Commission Sample Paper Part A
This document provides information about a summative assessment for a Creative Digital Media Production course. It outlines instructions for a two-part assessment where students will:
1) Spend two weeks preparing for one of five commissions from a charity focused on youth self-harm awareness. Students will generate ideas and plans.
2) Complete a five-hour supervised assessment to produce final outcomes. Materials prepared in part one can be referenced.
The commissions include creating a promotional video, website, podcast, leaflet or digital game. Students must convince the charity their idea is worth pursuing over other submissions. Proper conduct procedures will be followed for both parts of the assessment.
Walkthrough -competencies
The document provides instructions for how to use the Competencies Tool on the Unifrog platform. It explains that the tool allows for easy recording of examples that demonstrate competencies. Filling out competencies enhances job applications by highlighting abilities and experiences relevant to employers. The instructions describe the seven key competencies identified by Unifrog and how to add examples for each. Users can also add custom competencies. Details are provided on selecting situations and writing detailed explanations for each competency example. Feedback from teachers can be viewed and examples shared or downloaded.
Unifrog Launch to KS5
The Unifrog platform allows students to easily search and compare post-16 and post-18 education and apprenticeship opportunities in the UK. Students can filter options based on factors like starting salary, location, dropout rates, and hours of study. The platform also enables students to build profiles, write CVs and personal statements, and receive feedback from teachers.
Planning a project planning for success landscape
The document provides instructions for planning a school project. It guides students through defining the goals and intended impacts of the project, then mapping out the specific tasks and timeline needed to achieve those goals. They are instructed to visualize the completed project, identify stakeholders and intended changes, then diagram the goals and major tasks on a target planning sheet. The groups then break down each task in the target, designating responsibilities, resources, deadlines, and subtasks to create a detailed project plan.
Planning a project coming up with an idea
The document provides guidance for school councils on developing projects to enter into a Speaker's School Council Award competition. It instructs councils to split into teams to collect ideas from students, have each team present on their best idea, and then vote as a full council on which project to pursue based on factors like impact and student support. Suggestions are given for activities like learning walks and surveys to inspire project ideas.
Letter of application
This document provides guidance on writing letters of application. It explains that letters of application are still important alongside CVs and application forms to help get a job. The letter should be brief, no more than one page, with 2-3 short paragraphs. It should use plain paper and be typed or written clearly. The letter should explain why the applicant is suitable for the role and give examples of relevant skills and experience. It should also mention if a CV is enclosed. The document provides a template for setting out a letter of application and gives tips on content such as addressing the letter to the named contact and signing off professionally.
Apprenticeships -discover
Students are instructed to individually research apprenticeships on Unifrog, find one that interests them, and answer questions about what aspects appeal to them and why, a surprising fact about the apprenticeship, and what is important to them in an apprenticeship. They will then present their findings to their group. The document provides instructions, questions for students to answer, and a note that the slide could be printed for use in the activity.
Apprenticeships -salaries_indepth
This document instructs students to use the Unifrog website to identify the three lowest paid and three highest paid apprenticeship sectors. Students are asked to justify their selections by considering why the sectors have low or high pay, potential for long-term earnings growth, and other non-pay benefits. Students should then prepare their findings in a clear, presentable format to explain their analysis to the class.
Apprenticeships -myth_bust
This document provides information about apprenticeships and aims to bust common myths. It contains a quiz asking students to answer questions about average apprentice salaries, typical weekly work/study hours, current UK apprentice numbers, employment rates after finishing, number of industries offering apprenticeships, timing of National Apprenticeship Week, and progression to higher education. Students are then instructed to research the questions using provided resources and revise their answers. The document concludes by asking students to reflect on what surprised them and share something useful they learned.
Walkthrough -apprenticeship
The document provides instructions for using an apprenticeship tool. It explains that users can select up to 10 apprenticeship frameworks that interest them, search for matching live apprenticeships, view locations on a map, see detailed information on shortlisted courses, save and email their shortlist, apply directly from the tool, and access saved shortlists from their dashboard.
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June 2017 unit 1 exam analysis
This document provides an analysis of exam responses to questions about representations in film and television clips. It summarizes student answers and explains which parts met the marking criteria. Some key points made in the analysis include: the importance of using correct technical terminology; the need to explain reasons for creative choices rather than just identifying them; and distinguishing between conventions and less common practices for certain genres. Overall, the analysis offers feedback on how responses could be strengthened, such as by providing more detailed examples and thoughtful analysis from the texts.
Shooting schedule
This document contains a shooting schedule for a film with 36 shots taking place over two locations on one day. The indoor shots in the bedroom will take place from 12:30-2:40pm and include close-ups and medium shots of an actor using a computer and phone. The outdoor shots will occur from 6:30-7:55pm and follow the actor walking up a path while receiving disturbing messages, eventually turning around with a scared expression.
P2 and m2 and d1 documentation
This document discusses the importance of pre-production documentation in film, including ideas generation, scripts, storyboards, lighting plans, production schedules, location recces, risk assessments, budgets, call sheets, booking forms, and contributors release forms. It states that each type of documentation needs to be explained and analyzed for its importance and function. The document also evaluates how pre-production contributes to successful planning and delivery through efficient use of time, teamwork, budget, health and safety, resources, and meeting audience and regulatory needs. Finally, it lists services provided by BECTU such as recommended rates, insurance, support, bargaining, and education.
Script Friend Request
1. Sami receives a random message on Facebook from an unknown person while in her bedroom. She plans to go to a friend's house to watch a movie and tells the mysterious person she has to leave.
2. On her way to her friend's house, Sami receives disturbing messages from the unknown person describing her appearance. When she turns around, the person is behind her.
3. The screen then fades to black with a scream and evil laugh, indicating something frightening has happened to Sami.
Student launch -_ks5 unifrog
The Unifrog platform allows students to easily search and compare post-16 and post-18 education and apprenticeship opportunities in the UK. It provides intuitive tools to filter and rank options based on factors like starting salary, location, dropout rates, and hours of study. The platform also enables students to build profiles, write CVs and statements, and obtain teacher references to support their applications.
Sixth form newsroom we 17 nov17
Shawn Mendes won three awards at the MTV EMAs, beating Taylor Swift and Ed Sheeran for best artist. A study found that 1 in 3 optometrists have seen patients continuing to drive with vision below the legal standard, suggesting drivers should have compulsory eye tests every 10 years. Scientists discovered Antarctica's rocky underbelly has a higher geothermal heat flux, which could accelerate global warming on the ice sheet.
Sixth form newsroom we 24 nov17
The document provides information on several topics:
1) It warns shoppers that many Black Friday deals are not actually cheaper than other times of year.
2) It announces UCAS workshops every Monday for sixth form students to help with the university application process.
3) It advertises a one-week paid work experience program called the EY Business Academy for year 12 students interested in business careers.
Writing the proposal
The document provides guidance on writing a proposal for a production project. It outlines the key elements that should be included in a proposal, such as a content overview with a scene-by-scene synopsis and script details, technical considerations for cameras, sound and editing, details on contributors, locations and equipment needed, legal and ethical regulations to consider, and a scheduling and planning section with a proposed production schedule. The proposal provides more details on production ideas outlined in an initial pitch and ensures all necessary requirements for bringing the project to life are addressed.
Unit 8 Responding to a Commission Sample Paper Part A
This document provides information about a summative assessment for a Creative Digital Media Production course. It outlines instructions for a two-part assessment where students will:
1) Spend two weeks preparing for one of five commissions from a charity focused on youth self-harm awareness. Students will generate ideas and plans.
2) Complete a five-hour supervised assessment to produce final outcomes. Materials prepared in part one can be referenced.
The commissions include creating a promotional video, website, podcast, leaflet or digital game. Students must convince the charity their idea is worth pursuing over other submissions. Proper conduct procedures will be followed for both parts of the assessment.
Walkthrough -competencies
The document provides instructions for how to use the Competencies Tool on the Unifrog platform. It explains that the tool allows for easy recording of examples that demonstrate competencies. Filling out competencies enhances job applications by highlighting abilities and experiences relevant to employers. The instructions describe the seven key competencies identified by Unifrog and how to add examples for each. Users can also add custom competencies. Details are provided on selecting situations and writing detailed explanations for each competency example. Feedback from teachers can be viewed and examples shared or downloaded.
Unifrog Launch to KS5
The Unifrog platform allows students to easily search and compare post-16 and post-18 education and apprenticeship opportunities in the UK. Students can filter options based on factors like starting salary, location, dropout rates, and hours of study. The platform also enables students to build profiles, write CVs and personal statements, and receive feedback from teachers.
Planning a project planning for success landscape
The document provides instructions for planning a school project. It guides students through defining the goals and intended impacts of the project, then mapping out the specific tasks and timeline needed to achieve those goals. They are instructed to visualize the completed project, identify stakeholders and intended changes, then diagram the goals and major tasks on a target planning sheet. The groups then break down each task in the target, designating responsibilities, resources, deadlines, and subtasks to create a detailed project plan.
Planning a project coming up with an idea
The document provides guidance for school councils on developing projects to enter into a Speaker's School Council Award competition. It instructs councils to split into teams to collect ideas from students, have each team present on their best idea, and then vote as a full council on which project to pursue based on factors like impact and student support. Suggestions are given for activities like learning walks and surveys to inspire project ideas.
Letter of application
This document provides guidance on writing letters of application. It explains that letters of application are still important alongside CVs and application forms to help get a job. The letter should be brief, no more than one page, with 2-3 short paragraphs. It should use plain paper and be typed or written clearly. The letter should explain why the applicant is suitable for the role and give examples of relevant skills and experience. It should also mention if a CV is enclosed. The document provides a template for setting out a letter of application and gives tips on content such as addressing the letter to the named contact and signing off professionally.
Apprenticeships -discover
Students are instructed to individually research apprenticeships on Unifrog, find one that interests them, and answer questions about what aspects appeal to them and why, a surprising fact about the apprenticeship, and what is important to them in an apprenticeship. They will then present their findings to their group. The document provides instructions, questions for students to answer, and a note that the slide could be printed for use in the activity.
Apprenticeships -salaries_indepth
This document instructs students to use the Unifrog website to identify the three lowest paid and three highest paid apprenticeship sectors. Students are asked to justify their selections by considering why the sectors have low or high pay, potential for long-term earnings growth, and other non-pay benefits. Students should then prepare their findings in a clear, presentable format to explain their analysis to the class.
Apprenticeships -myth_bust
This document provides information about apprenticeships and aims to bust common myths. It contains a quiz asking students to answer questions about average apprentice salaries, typical weekly work/study hours, current UK apprentice numbers, employment rates after finishing, number of industries offering apprenticeships, timing of National Apprenticeship Week, and progression to higher education. Students are then instructed to research the questions using provided resources and revise their answers. The document concludes by asking students to reflect on what surprised them and share something useful they learned.
Walkthrough -apprenticeship
The document provides instructions for using an apprenticeship tool. It explains that users can select up to 10 apprenticeship frameworks that interest them, search for matching live apprenticeships, view locations on a map, see detailed information on shortlisted courses, save and email their shortlist, apply directly from the tool, and access saved shortlists from their dashboard.
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