The document provides information about Key Stage 4 course choices at Wilmslow High School. It discusses:
1) The core subjects that all students must take - PE, English, Maths, and PSHE.
2) The options for science courses - students can choose between a "double award" or "triple award" pathway.
3) The course choice process, which involves assemblies, information evenings, surveys and forms to select optional subjects.
4) Support and guidance provided to help students make informed choices, including the careers education program and work experience.
Schools manipulate the exam system in various ways to improve performance metrics like Progress 8. This includes entering students for niche subjects they don't study to boost scores, restricting subject choices to focus on core subjects, and early exam entries. While this helps schools' rankings, it provides a false impression and narrow curriculum. The scale is unknown but data analysis can identify schools likely engaging in these tactics. Counterarguments include that additional qualifications help students, but the primary impact is distorting the supposed level playing field between schools.
This document discusses strategies for supporting students transitioning from primary to secondary school. It begins by noting that transition to secondary school is seen as the biggest step in the educational process. It then provides various activities and discussion topics for primary students to help prepare them, such as exploring differences between primary and secondary school, asking questions about secondary school open days, and reviewing experiences from induction days. The document also lists common concerns students, parents and secondary schools have regarding the transition. It suggests focusing on building students' skills in areas like social skills, safety, organization and learning skills to help them succeed in secondary school. Overall, the document aims to ease anxiety around moving to secondary school by providing preparation activities and sharing best practices between primary and secondary
Year 12 parent info evening presentation 2017rvhstl
1) This document provides information for parents on supporting their children in the first year of A-level courses at Roding Valley High School.
2) It outlines the structure of the A-level program, including independent study expectations, reporting cycles, and key dates.
3) School staff including form tutors, subject teachers, and leadership are introduced and their roles in mentoring and supporting students are described.
The document aims to help parents understand how to best partner with the school to set their children up for success in their A-level courses.
This document provides information for parents about Ms. Andersen's 6th grade curriculum night. It outlines the schedule for the evening, including welcoming parents and having students write letters. It discusses classroom policies and procedures such as lunch, volunteering, behavior expectations, and homework. It also summarizes the core subjects of math, reading/writing, social studies, and science that will be covered over the school year.
The document discusses the curriculum and assessment approaches at Mayfield Primary School. It provides details about the curriculum topics covered in each year, as well as how teachers assess student progress through methods such as questioning, observations, marking, and tracking progress towards end-of-year expectations using online tools. It also discusses baseline assessments in early years, phonics screening checks in Year 1, and end-of-year assessments for Years 2 and 6.
The document is a Year 7 handbook for parents that provides information about the school's secondary education system and key policies and procedures. It includes details about tutorials, assessment and reporting, subject requirements, homework policies, and other academic and administrative guidelines. The handbook aims to welcome parents and provide support and context to help students succeed in their first year of secondary school.
New year 10 parent info evening presentation 2017 rvhstl
This document provides information for parents on supporting their child through their GCSE courses. It introduces key staff at the school and examines ways parents can help, such as using homework platforms and ensuring enough study time. It also covers GCSE grades, cyber safety, and who to contact with specific concerns. Rewards and sanctions are outlined to encourage positive behavior and progress.
The document provides information about Key Stage 4 course choices at Wilmslow High School. It discusses:
1) The core subjects that all students must take - PE, English, Maths, and PSHE.
2) The options for science courses - students can choose between a "double award" or "triple award" pathway.
3) The course choice process, which involves assemblies, information evenings, surveys and forms to select optional subjects.
4) Support and guidance provided to help students make informed choices, including the careers education program and work experience.
Schools manipulate the exam system in various ways to improve performance metrics like Progress 8. This includes entering students for niche subjects they don't study to boost scores, restricting subject choices to focus on core subjects, and early exam entries. While this helps schools' rankings, it provides a false impression and narrow curriculum. The scale is unknown but data analysis can identify schools likely engaging in these tactics. Counterarguments include that additional qualifications help students, but the primary impact is distorting the supposed level playing field between schools.
This document discusses strategies for supporting students transitioning from primary to secondary school. It begins by noting that transition to secondary school is seen as the biggest step in the educational process. It then provides various activities and discussion topics for primary students to help prepare them, such as exploring differences between primary and secondary school, asking questions about secondary school open days, and reviewing experiences from induction days. The document also lists common concerns students, parents and secondary schools have regarding the transition. It suggests focusing on building students' skills in areas like social skills, safety, organization and learning skills to help them succeed in secondary school. Overall, the document aims to ease anxiety around moving to secondary school by providing preparation activities and sharing best practices between primary and secondary
Year 12 parent info evening presentation 2017rvhstl
1) This document provides information for parents on supporting their children in the first year of A-level courses at Roding Valley High School.
2) It outlines the structure of the A-level program, including independent study expectations, reporting cycles, and key dates.
3) School staff including form tutors, subject teachers, and leadership are introduced and their roles in mentoring and supporting students are described.
The document aims to help parents understand how to best partner with the school to set their children up for success in their A-level courses.
This document provides information for parents about Ms. Andersen's 6th grade curriculum night. It outlines the schedule for the evening, including welcoming parents and having students write letters. It discusses classroom policies and procedures such as lunch, volunteering, behavior expectations, and homework. It also summarizes the core subjects of math, reading/writing, social studies, and science that will be covered over the school year.
The document discusses the curriculum and assessment approaches at Mayfield Primary School. It provides details about the curriculum topics covered in each year, as well as how teachers assess student progress through methods such as questioning, observations, marking, and tracking progress towards end-of-year expectations using online tools. It also discusses baseline assessments in early years, phonics screening checks in Year 1, and end-of-year assessments for Years 2 and 6.
The document is a Year 7 handbook for parents that provides information about the school's secondary education system and key policies and procedures. It includes details about tutorials, assessment and reporting, subject requirements, homework policies, and other academic and administrative guidelines. The handbook aims to welcome parents and provide support and context to help students succeed in their first year of secondary school.
New year 10 parent info evening presentation 2017 rvhstl
This document provides information for parents on supporting their child through their GCSE courses. It introduces key staff at the school and examines ways parents can help, such as using homework platforms and ensuring enough study time. It also covers GCSE grades, cyber safety, and who to contact with specific concerns. Rewards and sanctions are outlined to encourage positive behavior and progress.
Year 10 Supporting Success 2013-14 Presentationcountesthorpecc
The document provides information for parents about supporting students in Year 10. It discusses controlled assessments and exams that will take place throughout the year for various subjects, including English, maths, science, design and technology, and humanities. Parents are encouraged to check student planners, complete homework, and attend parent-teacher meetings to support their child's learning.
Here are potential matches between the solutions and problems:
- Do a thorough needs analysis. Discuss your learner’s needs and get agreement. → Course Design: Timing and Structure
- Set clear goals. It is important to set long and short term objectives which include types of activities such as reading, role-plays, watching videos as well as language points. Also do feedback regularly to check if these goals have been met. → Course Design: Timing and Structure
- Go and get a coffee or have a walk for a few minutes while your student reads or does some other individual activity → Interaction: Roles and Relationship
- Take part in pair work activities - be student B. This can be a great listening exercise
Expectation Evening Year 11 2017 powerpointSimonBalle
This document provides information for an expectations evening for Year 11 students and their parents at a school. It includes:
- A summary of the school's strong performance on recent GCSE exams and in the top 5% of schools nationally.
- An overview of the new GCSE grading system and some of the school's highlights from last year's results, including many students achieving the highest grades.
- The agenda for the evening, which will cover preparing for exams, understanding the new demands, and supporting students.
- Details of the increased demands of the new GCSE exams compared to the old system.
- Ways students can rise to the new challenges, including developing a strong work ethic
The document discusses whether Stillwater should offer hybrid courses. Hybrid courses are a combination of online and in-person classes that allow more independent study. This could let students leave school early or take extra classes. The Stillwater School Board will decide. Pros include more opportunities to learn. Cons include costs and less teacher interaction. Students and other schools support hybrid courses. Alternatives discussed are structured class schedules and zero/seventh hour classes. The team proposes a zero/seventh hour option and an action plan to present to the school board.
This document provides a back-to-school checklist for teachers with 10 items to prepare for the new school year. It recommends teachers review lesson plans from previous years, create a year-long lesson planning schedule if a new teacher, decorate the classroom with bulletin boards with themes that last the whole year, create a welcoming board for students outside the classroom, prepare the classroom by setting up desks and name plates, create a student supply list, and start planning potential field trips connected to curriculum. The checklist aims to help teachers feel organized and help students feel welcomed as the new school year begins.
This document outlines a five-step process for successfully transitioning a student with autism from elementary to middle school. Step I involves elementary school staff visiting the middle school to learn about differences and collect materials. Step II is planning the student's curriculum, goals and schedule. Step III prepares parents by discussing summer work and communicating with new teachers. Step IV prepares the student through social stories and visits to familiarize them. Step V involves informing and preparing middle school staff. The overall process aims to gather information, develop plans, and prepare the student, parents and staff for the transition to middle school.
This document discusses ways that some schools may "cheat" or manipulate their results at KS4 to improve performance metrics. It identifies strategies like entering students for niche subjects that are not taught, restricting subject choices, and off-rolling lower performing students. The motivations for schools include competition, performance pay, and Ofsted ratings. However, the impacts include devaluing qualifications, unfair advantages, and false impressions of school performance. While the scale is unknown, the document examines data on student mobility and subject choices to identify potential problem schools. It acknowledges counterarguments but asserts the goal should be a level playing field and teaching advertised subjects.
This document discusses challenges and strategies for teaching English language learners (ELLs). It notes that both teaching and learning in an ELL environment can be difficult. It provides perspectives from an ELL student and Peace Corps volunteer on struggles with learning in a new language. The document then discusses strategies for effective ELL instruction, such as providing opportunities to practice, setting clear expectations, using multiple modes of instruction, and offering extra support.
1. The document provides information for parents on developing their child's skills and independence to succeed in secondary school and beyond, including developing good work habits, thinking skills, and finding their passions.
2. It outlines the IB program that students will follow in Year 6, including transdisciplinary themes, concepts, skills and attitudes.
3. Key dates are provided for Term 1, and parents are reminded to work together with teachers to support students' development.
Port Hacking HS Yr 10 RoSA Parent PresentationLisa Edwards
The document provides information for parents about the Year 10 2021 program at the school, including details about the Record of School Achievement (RoSA) credential, mandatory subjects, school-based assessment, minimum literacy and numeracy standards, and key dates for assessments and subject selections. Requirements are outlined for satisfactory completion of courses to progress to Stage 6 and qualifications for the RoSA certificate.
The document outlines an SEN intervention model used at the City of London Academy. The model aims to provide early intervention literacy and numeracy programs, clear LSA support, and SEN faculty planning tools. It details literacy and numeracy programs used including Read Write Inc for literacy and Catch Up for numeracy. Assessment data shows most pupils in the literacy program improved their reading ages and many achieved expected levels to exit the programs.
This document summarizes a freshman parent meeting at Etowah High School. It introduces the administration and counseling staff, outlines graduation requirements, and discusses academic support programs. It also covers topics like the HOPE scholarship, dual enrollment, and Advanced Placement courses to provide academic rigor. The goal is to welcome and inform parents of the Class of 2019.
This document summarizes Longwood High School's approach to open enrollment in their AP World History program. They have implemented controls on open enrollment like minimum test scores and teacher recommendations. They use various strategies to support diverse students like breaking down rubrics, cloze notes, emphasizing vocabulary and reading comprehension. They also provide extensive extra help and review to help all students succeed. Since 2004, enrollment in AP World History and other AP classes at Longwood has grown significantly.
This document summarizes key information from a Year 12 Parents' Evening presentation at Ratcliffe College. It discusses AS courses, choosing A2 subjects, academic timelines, and higher education options. Students are encouraged to spend 5 hours per week on independent study for each AS subject. Important dates include AS exams in January, mock exams in February, and the March 18th deadline to choose A2 subjects. The presentation also outlines factors to consider for higher education and application timelines.
The document discusses the concept of "spoon-feeding" in education, where teachers provide students with so much help that students do little work themselves. Spoon-feeding is seen as an outdated teaching approach where students memorize facts without understanding. This can cause problems when students are later expected to think critically. The document argues that teachers should promote questioning in students and encourage independent learning to better prepare students for further education.
The document discusses the issue of "spoon-feeding" in education, where teachers provide too much help and support to students so they do little work themselves. It notes this traditional teaching approach can cause problems when students are later expected to be independent and think for themselves. The document advocates teaching students to learn on their own by encouraging questioning and critical thinking over simply memorizing facts. It concludes with a Chinese proverb about the importance of teaching students to fish rather than just giving them a fish.
An OECD study found that fewer than one-third of teachers in developed countries feel valued by society for their work. The study examined working conditions for over 100,000 teachers in 34 education systems. It found that teachers in England work 46 hours per week on average, more than most other countries surveyed. The report also analyzed classroom behavior across countries and found that teachers in Brazil and Singapore lose the most time to disciplinary issues, while Poland has the best behaved students. Generally, Asian countries had higher perceptions of teacher status than European nations.
The document discusses issues that may be hindering foundational literacy from reaching all teachers and learners in England. It argues that a thorough national analysis is needed to understand current teaching practices and guidance. Contradictory and outdated information is still being provided to teachers. Rigorous national training on research-informed foundational literacy is needed for all education professionals. While progress has been made in England in promoting systematic synthetic phonics, some academics, education authorities, and organizations still promote less effective methods. A unified approach based on the extensive research is required.
Renée Donaldson is a teacher candidate expected to receive her Ontario College of Teacher's Certification in French as a Second Language in April 2017. She holds a Bachelor of Education from Western University and a Bachelor of Arts in French from Wilfrid Laurier University. Renée has experience teaching French Immersion at the elementary level through practicums at Baden Public School. She also has experience teaching languages and drama at the elementary and high school level, as well as facilitating summer camps.
The document outlines the agenda for a Meet-the-Parents Session for Secondary Three students at a school. It includes an address by the Year Masters, introduction of school staff, information about assessment and promotion criteria, secondary level programmes, community involvement programmes, partnership with parents, and a question and answer segment.
The document outlines details that were presented at a secondary one meet-the-parents session, including the school's academic programmes, assessment system, character development initiatives, and the importance of parent partnership. It discusses the school's three academic streams, subjects offered, grading system, and criteria for promotion and lateral transfers between streams. It also describes key academic programmes, the school's approach to discipline and student well-being, and how parents can support their child's learning and development.
Year 10 Supporting Success 2013-14 Presentationcountesthorpecc
The document provides information for parents about supporting students in Year 10. It discusses controlled assessments and exams that will take place throughout the year for various subjects, including English, maths, science, design and technology, and humanities. Parents are encouraged to check student planners, complete homework, and attend parent-teacher meetings to support their child's learning.
Here are potential matches between the solutions and problems:
- Do a thorough needs analysis. Discuss your learner’s needs and get agreement. → Course Design: Timing and Structure
- Set clear goals. It is important to set long and short term objectives which include types of activities such as reading, role-plays, watching videos as well as language points. Also do feedback regularly to check if these goals have been met. → Course Design: Timing and Structure
- Go and get a coffee or have a walk for a few minutes while your student reads or does some other individual activity → Interaction: Roles and Relationship
- Take part in pair work activities - be student B. This can be a great listening exercise
Expectation Evening Year 11 2017 powerpointSimonBalle
This document provides information for an expectations evening for Year 11 students and their parents at a school. It includes:
- A summary of the school's strong performance on recent GCSE exams and in the top 5% of schools nationally.
- An overview of the new GCSE grading system and some of the school's highlights from last year's results, including many students achieving the highest grades.
- The agenda for the evening, which will cover preparing for exams, understanding the new demands, and supporting students.
- Details of the increased demands of the new GCSE exams compared to the old system.
- Ways students can rise to the new challenges, including developing a strong work ethic
The document discusses whether Stillwater should offer hybrid courses. Hybrid courses are a combination of online and in-person classes that allow more independent study. This could let students leave school early or take extra classes. The Stillwater School Board will decide. Pros include more opportunities to learn. Cons include costs and less teacher interaction. Students and other schools support hybrid courses. Alternatives discussed are structured class schedules and zero/seventh hour classes. The team proposes a zero/seventh hour option and an action plan to present to the school board.
This document provides a back-to-school checklist for teachers with 10 items to prepare for the new school year. It recommends teachers review lesson plans from previous years, create a year-long lesson planning schedule if a new teacher, decorate the classroom with bulletin boards with themes that last the whole year, create a welcoming board for students outside the classroom, prepare the classroom by setting up desks and name plates, create a student supply list, and start planning potential field trips connected to curriculum. The checklist aims to help teachers feel organized and help students feel welcomed as the new school year begins.
This document outlines a five-step process for successfully transitioning a student with autism from elementary to middle school. Step I involves elementary school staff visiting the middle school to learn about differences and collect materials. Step II is planning the student's curriculum, goals and schedule. Step III prepares parents by discussing summer work and communicating with new teachers. Step IV prepares the student through social stories and visits to familiarize them. Step V involves informing and preparing middle school staff. The overall process aims to gather information, develop plans, and prepare the student, parents and staff for the transition to middle school.
This document discusses ways that some schools may "cheat" or manipulate their results at KS4 to improve performance metrics. It identifies strategies like entering students for niche subjects that are not taught, restricting subject choices, and off-rolling lower performing students. The motivations for schools include competition, performance pay, and Ofsted ratings. However, the impacts include devaluing qualifications, unfair advantages, and false impressions of school performance. While the scale is unknown, the document examines data on student mobility and subject choices to identify potential problem schools. It acknowledges counterarguments but asserts the goal should be a level playing field and teaching advertised subjects.
This document discusses challenges and strategies for teaching English language learners (ELLs). It notes that both teaching and learning in an ELL environment can be difficult. It provides perspectives from an ELL student and Peace Corps volunteer on struggles with learning in a new language. The document then discusses strategies for effective ELL instruction, such as providing opportunities to practice, setting clear expectations, using multiple modes of instruction, and offering extra support.
1. The document provides information for parents on developing their child's skills and independence to succeed in secondary school and beyond, including developing good work habits, thinking skills, and finding their passions.
2. It outlines the IB program that students will follow in Year 6, including transdisciplinary themes, concepts, skills and attitudes.
3. Key dates are provided for Term 1, and parents are reminded to work together with teachers to support students' development.
Port Hacking HS Yr 10 RoSA Parent PresentationLisa Edwards
The document provides information for parents about the Year 10 2021 program at the school, including details about the Record of School Achievement (RoSA) credential, mandatory subjects, school-based assessment, minimum literacy and numeracy standards, and key dates for assessments and subject selections. Requirements are outlined for satisfactory completion of courses to progress to Stage 6 and qualifications for the RoSA certificate.
The document outlines an SEN intervention model used at the City of London Academy. The model aims to provide early intervention literacy and numeracy programs, clear LSA support, and SEN faculty planning tools. It details literacy and numeracy programs used including Read Write Inc for literacy and Catch Up for numeracy. Assessment data shows most pupils in the literacy program improved their reading ages and many achieved expected levels to exit the programs.
This document summarizes a freshman parent meeting at Etowah High School. It introduces the administration and counseling staff, outlines graduation requirements, and discusses academic support programs. It also covers topics like the HOPE scholarship, dual enrollment, and Advanced Placement courses to provide academic rigor. The goal is to welcome and inform parents of the Class of 2019.
This document summarizes Longwood High School's approach to open enrollment in their AP World History program. They have implemented controls on open enrollment like minimum test scores and teacher recommendations. They use various strategies to support diverse students like breaking down rubrics, cloze notes, emphasizing vocabulary and reading comprehension. They also provide extensive extra help and review to help all students succeed. Since 2004, enrollment in AP World History and other AP classes at Longwood has grown significantly.
This document summarizes key information from a Year 12 Parents' Evening presentation at Ratcliffe College. It discusses AS courses, choosing A2 subjects, academic timelines, and higher education options. Students are encouraged to spend 5 hours per week on independent study for each AS subject. Important dates include AS exams in January, mock exams in February, and the March 18th deadline to choose A2 subjects. The presentation also outlines factors to consider for higher education and application timelines.
The document discusses the concept of "spoon-feeding" in education, where teachers provide students with so much help that students do little work themselves. Spoon-feeding is seen as an outdated teaching approach where students memorize facts without understanding. This can cause problems when students are later expected to think critically. The document argues that teachers should promote questioning in students and encourage independent learning to better prepare students for further education.
The document discusses the issue of "spoon-feeding" in education, where teachers provide too much help and support to students so they do little work themselves. It notes this traditional teaching approach can cause problems when students are later expected to be independent and think for themselves. The document advocates teaching students to learn on their own by encouraging questioning and critical thinking over simply memorizing facts. It concludes with a Chinese proverb about the importance of teaching students to fish rather than just giving them a fish.
An OECD study found that fewer than one-third of teachers in developed countries feel valued by society for their work. The study examined working conditions for over 100,000 teachers in 34 education systems. It found that teachers in England work 46 hours per week on average, more than most other countries surveyed. The report also analyzed classroom behavior across countries and found that teachers in Brazil and Singapore lose the most time to disciplinary issues, while Poland has the best behaved students. Generally, Asian countries had higher perceptions of teacher status than European nations.
The document discusses issues that may be hindering foundational literacy from reaching all teachers and learners in England. It argues that a thorough national analysis is needed to understand current teaching practices and guidance. Contradictory and outdated information is still being provided to teachers. Rigorous national training on research-informed foundational literacy is needed for all education professionals. While progress has been made in England in promoting systematic synthetic phonics, some academics, education authorities, and organizations still promote less effective methods. A unified approach based on the extensive research is required.
Renée Donaldson is a teacher candidate expected to receive her Ontario College of Teacher's Certification in French as a Second Language in April 2017. She holds a Bachelor of Education from Western University and a Bachelor of Arts in French from Wilfrid Laurier University. Renée has experience teaching French Immersion at the elementary level through practicums at Baden Public School. She also has experience teaching languages and drama at the elementary and high school level, as well as facilitating summer camps.
The document outlines the agenda for a Meet-the-Parents Session for Secondary Three students at a school. It includes an address by the Year Masters, introduction of school staff, information about assessment and promotion criteria, secondary level programmes, community involvement programmes, partnership with parents, and a question and answer segment.
The document outlines details that were presented at a secondary one meet-the-parents session, including the school's academic programmes, assessment system, character development initiatives, and the importance of parent partnership. It discusses the school's three academic streams, subjects offered, grading system, and criteria for promotion and lateral transfers between streams. It also describes key academic programmes, the school's approach to discipline and student well-being, and how parents can support their child's learning and development.
This document summarizes the agenda for a parent orientation evening at Cockle Bay School. It includes introductions to the school organization and staff, an overview of the school curriculum and reporting procedures, an explanation of the national standards, and descriptions of various school programs and policies on homework and uniforms. Key details about each agenda item are provided to parents.
This document provides an orientation agenda and information for parents of students starting Primary 1 at Evergreen Primary School. It includes introductions of key personnel, an overview of the school's background and focus areas, and details about academic programs, co-curricular activities, expectations, procedures, fees and dismissal arrangements to help parents and students prepare.
This document provides an overview of the Science/Technology Magnet program at Clark Elementary. It discusses the hands-on, collaborative approach to learning science and technology. Key aspects include field research in the local environment, opportunities to experience science and technology first-hand, and an emphasis on higher-level thinking skills. The schedule and curriculum for 4th and 5th grade are also outlined, covering subjects like math, reading, writing, science, and social studies.
The document provides information to new Year 12 students at Holy Family Technology College Sixth Form. It summarizes the school's strong A-level results, lists the senior prefect team, and outlines expectations for attendance, punctuality, dress code, and behavior. It emphasizes the importance of time management and independent study for success at A-level. Students are encouraged to participate in enrichment activities and seek help from teachers and staff if needed.
Transitioning to Middle School at the British International School of BostonDCurtis333
This document provides information about Years 7-9 at BISB school. It outlines the subjects and curriculum taught in those years, including the International Middle Years Curriculum (IMYC) which takes a skills-based, integrated approach. It describes the organization of classes, equipment needed, uniform requirements, extracurricular opportunities, and contacts for various issues. Transition support for students includes monitoring, mentoring, focus on organization skills, and social activities.
Full Day Kindergarten Presentation; September 2011Jay Marino
The document discusses the benefits of implementing full day kindergarten programs. It notes that current half day kindergarten schedules do not provide enough time to meet new, more rigorous academic standards. Research shows that full day programs increase achievement, build foundations for lifelong learning, and help close achievement gaps. The district has the space and resources needed for full day kindergarten at a cost of under $33,000, which research indicates would be offset by increased academic success. Full day kindergarten is presented as an important strategy for preparing students to meet 21st century expectations.
The document provides information for middle school students and parents at The Heritage School for the 2011-2012 school year. It outlines the school's organizational structure, including advisors who meet regularly with students. It also details sources of academic information, study hall opportunities, social activities, upcoming trips, student resources, dress code policies, athletic programs, and communication channels. Pick-up and drop-off procedures are specified, along with prescription medication policies.
Principal's Talk for Sec 1 Parents (jan 2011)btvssmedia
The document provides an overview of Bukit View Secondary School's programs and policies for parents. It summarizes the school's vision to nurture creative, passionate, and resilient learners with moral integrity. It outlines the school's curriculum, co-curricular activities, student leadership development framework, and student management policies on punctuality, attire, and use of mobile phones.
This document provides information about the Grade 7/8 teaching team, curriculum, homework policies, and supplies for the upcoming school year. It introduces the teachers and their subject areas. It outlines the homework policy, roles and responsibilities, and supplies needed. It provides an overview of the curriculum focus for term 1, including expectations in language, science, history, and math. It also includes sample culminating tasks and rubrics. Looking forward, information is provided about course selection and expectations for Grade 9.
This document summarizes a dialogue session between teachers and parents at Evergreen Primary School. It includes introductions of teachers, the school's mission and values, academic focus for the year, expectations of students, parental support, subject banding approach and assessments. Details of each primary 3 and 4 class form teacher are provided. The support offered by the school and expectations of different subjects like English, Maths, Science and languages are then outlined.
P3&p4 mtp Slides of the P3 and P4 Dialogue Session with the Principal on Frid...yapsmail
The document summarizes key points from a P3 and P4 parent dialogue session at Evergreen Primary School. It introduces the school's teachers, mission, vision, values and academic focus for 2010. It outlines the school's expectations of students and parental support, as well as the academic and character building support provided to students. Details are also given around subject-based banding, curriculum matters for key subjects, and assessment.
8th Parent Course Registration Meeting January 2010LMHS Documents
The document summarizes information presented at an 8th grade parent night about course selection for high school. It provides an overview of the course selection process, the philosophy of the high school, acceleration and credit options, graduation requirements, the course registration booklet, and the scheduling and registration timeline. Departments and sample course descriptions are also included.
This document provides information for parents about Year 1 classroom 28 at Wattle Grove Primary School. It includes details about the classroom teachers, specialist teachers, timetable, attendance policy, behavior system, rewards and consequences, homework policy, reading expectations, and invites parents to work together with teachers. It also lists upcoming assembly dates.
This document provides information for teachers returning for the 2014-2015 school year at Waldwick High School. It introduces new staff members and outlines the schedule for orientation activities, including department meetings, training sessions, and preparations for students' arrival. It also reviews professional responsibilities, classroom expectations, evaluation procedures, and opportunities for professional growth. Throughout, it shares perspectives from students on qualities of motivating teachers.
The document outlines the agenda for a professional development week at East Central Development Center. The theme for the year is "Excellence by Design: Evidence of Learning". The agenda includes sessions on pre-kindergarten guidelines, data analysis, technology training, and grade-level planning. It also provides lunch menus and schedules for the week.
The document provides information about the Community Language Program (CLP) including its location, office hours, course offerings, schedules, policies, and maps of the Teachers College campus. The CLP offers English language and foreign language courses at various levels for adults. Courses include ESL, Pronunciation & Speaking, TOEFL Preparation, Advanced Writing, Conversational English, and languages like Chinese, French, and Spanish. Online registration is required and a placement test will be administered to new students to determine their appropriate class level. The document outlines the schedule, fees, and policies for the fall 2015 semester.
This document outlines the philosophy and structure of an alternative school focused on creative learning. It describes the school's emphasis on openness and allowing students freedom. The school utilizes a flexible schedule where students have a list of tasks to complete each day rather than traditional classes. It comprises grades 3-13 with a low 10:1 student-teacher ratio. Core academic subjects are taught in the homeroom, while other classes like foreign language and PE are outside the homeroom. The school aims to encourage learning through field trips and assignments rather than tests. It also proposes incorporating technology, architecture classes, less homework, and a dress code into the educational model.
1) The document outlines the agenda for a meet-the-parents session at Sembawang Secondary School, including addresses by school leaders and an introduction of staff.
2) It provides information on upcoming assessments, subject combination options for Secondary 3, and level programmes for Secondary 2 students.
3) Details are given on the school's Community Involvement Programme, Sports Education Programme, and partnership with parents.
Similar to BSCS Y6 parent information evening main presentation 21.6.11 (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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BSCS Y6 parent information evening main presentation 21.6.11
1. Bradley Stoke Community School What can you expect? Dave Baker Headteacher Iain Williams Deputy Headteacher
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5. Timings School Day Thursday *(LRC open from 8:00 a.m. and until 5:00 p.m.) (Dining room open from 7:45 a.m. for breakfast) Registration/Tutorial 08:30* – 08:45 Including lunch (for 30 minutes) Registration Some of Y7-11 + Y12 Lesson 1 Lesson 2 Break Lesson 3 Lesson 4 Lesson 5 Lesson 6 08:45 – 09:45 09:45 – 10:45 10:45 – 11:05 11:05 – 12:05 12:05 – 13:35 13:35 – 14:35* End of Day for Y7 14:35 – 15:35*
30. Can girls wear trousers? Yes (and boys can wear skirts!) Can we wear black trainers? No – proper shoes, heels no higher than 5cm Can we wear trainers at break and lunch? Yes, but you will have to change for lessons Can we wear tights? Yes, black tights Can we wear make-up? No! FAQs Uniform
37. No ‘Tippex’ allowed in school There will be an opportunity to buy English/French/German dictionaries, thesauruses and equipment in the LRC after this session Equipment
38. Please return Music Lesson forms to Mrs Paula Warren by the end of this week (24 th June) Music Lessons
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Editor's Notes
Use either screen shots or live demo Emphasis IMPACT