Churchill Park School Mid Term Plan Key Stage - Past, present and future
|
|
- Brook Summers
- 5 years ago
- Views:
Transcription
1 RE Week 1 (3days back to school) Week 2 Week 3 Week 4 Week 5 Objective: Where,do people workship, including the importance of some particular religious sites? Sensory: I can use single elements of communication, for example, words, gestures, signs or symbols, to express feelings (P4) Support: I can begin to respond to the feelings of others, for example, matching emotions and laughing when another pupil is laughing (P4) Core: I can respond appropriately to simple questions about familiar religious events or experiences and communicate simple meanings (P5) Extension: I can listen to, and begin to respond to, familiar religious stories, poems and music, and make their own contribution to celebrations and festivals. They carry out ritualised actions in familiar circumstances (P6) create a church tower using lego -research churches and what they look like, make a church from a box, sticking items in the correct areas and labelling them Week 6 Week 7 (End of term) Objective: How people worship? Sensory: I can begin to respond to the feelings of others, for example, matching emotions and laughing when another pupil is laughing (P4) Support: I can join in with activities by initiating ritual actions or sounds for example demonstrate an appreciation of stillness and quietness (P4) Core: I can listen to, and begin to respond to, familiar religious stories, poems and music, and make their own contribution to celebrations and festivals. They carry out ritualised actions in familiar circumstances (P6) Extension: I can show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort. They start to be aware of their own influence on events and other people (P6) -compare how different religions worship -talking about prayer being time to think -have a go at mindfulness Week 8 (New term, Halloween and Guy Fawkes) Objective: Where, how and why people worship, including the importance of some particular religious sites? Sensory: I can join in with activities by initiating ritual actions or sounds. They may demonstrate an appreciation of stillness and quietness (P4) Support: I can respond appropriately to simple questions about familiar religious events or experiences and communicate simple meanings (P5) Core: I can show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort. They start to be aware of their own influence on events and other people (P6) Extension: I can listen to and follow religious stories. They communicate their ideas about religion, life events and experiences in simple phases (P7) with support make a set of prayer beads -make a set of prayer beads Objective: What do sacred texts and other sources say about God, the world and human life? Sensory: I can respond appropriately to simple questions about familiar religious events or experiences and communicate simple meanings (P5) Support: I can respond to a variety of new religious experiences, for example, involving music, drama, colour, lights, food or tactile objects (P5) Core: I can listen to and follow religious stories. They communicate their ideas about religion, life events and experiences in simple phases (P7) Extension: I can evaluate their own work and behaviour in simple ways, beginning to identify some actions as right or wrong on the basis of consequences (P7) with support create a bible -create a bible Week 9 Week 10
2 Objective: What do sacred texts and other sources say about God, the world and human life? Sensory: I can respond to a variety of new religious experiences, for example, involving music, drama, colour, lights, food or tactile objects (P5) Support: I cantake part in activities involving two or three other learners. They may also engage in moments of individual reflection (P5) Core: I can evaluate their own work and behaviour in simple ways, beginning to identify some actions as right or wrong on the basis of consequences (P7) Extension: I can find out about aspects of religion through stories, music or drama, answer questions and communicate their responses. They may begin to understand that other people have needs and to respect these (P7) Objective: What do sacred texts and other sources say about God, the world and human life? Sensory: I can take part in activities involving two or three other learners. They may also engage in moments of individual reflection (P5) Support: I can listen to, and begin to respond to, familiar religious stories, poems and music, and make their own contribution to celebrations and festivals. They carry out ritualised actions in familiar circumstances (P6) Core: I can find out about aspects of religion through stories, music or drama, answer questions and communicate their responses. They may begin to understand that other people have needs and to respect these (P7) Extension: I can make purposeful relationships with others in group activity (P7) Objective: What is expected of an individual who follows a religion or worldview and the impact of beliefs on their lives? Sensory: I can listen to, and begin to respond to, familiar religious stories, poems and music, and make their own contribution to celebrations and festivals (P6) Support: I can show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort (P6) Core: I can make purposeful relationships with others in group activity (P7) Extension: I can listen attentively to religious stories or to people talking about religion (P8) sort between right and wrong -discussion about how to be kind and caring towards others, use as a basis to discuss how we behave at school and in class Objective: What is expected of an individual who follows a religion or worldview and the impact of beliefs on their lives? Sensory: I can carry out ritualised actions in familiar circumstances (P6) Support: I can start to be aware of their own influence on events and other people (P6) Core: I can listen attentively to religious stories or to people talking about religion (P8) Extension: I can begin to understand that religious and other stories carry moral and religious meaning (P8) with support make a Christingle -make a Christingle with support engage with Noah s Ark story -Noah s Ark story -Look at harvest Week 11 Week 12 Week 13 Objective: What is expected of an Objective: What is expected of an individual who follows a religion individual who follows a religion or worldview and the impact of or worldview and the impact of beliefs on their lives? beliefs on their lives? Week 14 Notes Home learning
3 Sensory: I can show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort (P6) Support: I can show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort. They start to be aware of their own influence on events and other people (P6) Core: I can begin to understand that religious and other stories carry moral and religious meaning (P8) Extension: I can increasingly communicate ideas, feelings or responses to experiences or to retell religious stories (P8) engage with nativity story -look at the nativity story Sensory: I can evaluate their own work and behaviour in simple ways, beginning to identify some actions as right or wrong on the basis of consequences (P7) Support: I can listen to and follow religious stories. They communicate their ideas about religion, life events and experiences in simple phases (P7) Core: I can increasingly communicate ideas, feelings or responses to experiences or to retell religious stories (P8) Extension: I can communicate simple facts about religions and important people in religions. They begin to realise the significance of religious artefacts, symbols and places (P8) with support participate in role plays -create role plays of scenes of nativity
4 Science Week 1 Objective: To identify sources of light. Sensory: I can communicate the awareness of changes in light or sound (S4) Support: I can match objects and materials in terms of single feature or properties, e.g. louness, pitch, brightness or colour (S5) Core: I can identify some appliances that use electricity (S6) Extension: can make observations of change of light, sound or movement that result from actions e.g. using a volume control or a dimmer switch (S8) communicate if lights are on or off or is it dark or light -LOTC sources of light Week 6 Objective: To recognize where our biggest source of natural light comes from. Sensory: I can show that I know some sources of sound and light, e.g. remembering their location (S6) Support: I can describe the changes when questioned directly (S8) Core: I can recognise that I can see because light enters my eyes (S9) Week 2 Objective: To identify sources of light that differ. Sensory: I can make sounds using my own body, e.g. tapping, signing or vocalizing, imitate or copy sounds (S4) Support: I can identify some appliances that use electricity (S6) Core: I can show that I know some sources of sound and light, e.g. remembering their location (S6) Extension: I can describe the changes when questioned directly (S8) to use a range of instruments to create sounds. -find light and dark places LOTC, find where the light is coming from, natural/man-made Week 7 (End of term) Objective: To identify man-made sources of light. Sensory: I can demonstrate simple properties of light and sound e.g. bright, noisy/quiet (S7) Support: I can recognise that I can see because light enters my eyes (S9) Core: I can recognise that I can hear because sound enters my ears (S9) Week 3 Objective: To identify why we can see light. Sensory: I can try out a range of equipment in familiar and revlevant situations e.g. initiaing the activiation of a range of light sources (S5) Support: I can show that I know some sources of sound and light, e.g. remembering their location (S6) Core: I can demonstrate simple properties of light and sound e.g. bright, noisy/quiet (S7) Extension: I can recognise that I can see because light enters my eyes (S9) finding light switches around school, using actomatic lights, movement triggering lights e.g in the corridor -explore why can we see light, revist places where we found the light, where does the light go, what do our eyes do Week 8 (New term, Halloween and Guy Fawkes) Objective: Explore light sources through Halloween and Guy Fawkes, create art work to explore colour and use of light. Week 4 Objective: To identify sources of sound. Sensory: I can match objects and materials in terms of single feature or properties, e.g. louness, pitch, brightness or colour (S5) Support: I can demonstrate simple properties of light and sound e.g. bright, noisy/quiet (S7) Core: I can make observations of change of light, sound or movement that result from actions e.g. using a volume control or a dimmer switch (S8) Extension: I can recognise that I can hear because sound enters my ears (S9) Match colours, match sounds. -find sources of sound on a sound hunt LOTC, can we see or find where the sound is coming from? How has the sound been made? Week 9 Objective: To identify how we can protect ourselves from natural sources of light. Sensory: I can make observations of change of light, sound or movement that result from actions e.g. using a volume control or a dimmer switch (S8) Support: I can recognise that I can hear because sound enters my ears (S9) Core: I can recognise a thunderstorm as a Week 5 Objective: To identify natural sources of light and sound, understanding how they occur. Sensory: I can identify some appliances that use electricity (S6) Support: I can make observations of change of light, sound or movement that result from actions e.g. using a volume control or a dimmer switch (S8) Core: I can describe the changes when questioned directly (S8) Extension: I can recognise a thunderstorm as a natural source of light, sound and electricity (S10) find things in around school/classroom that use electricity, sort electric and non electrical items -identify sources of natura and manmade light by going on a walk around school, use post it notes, man made and natural to stick around the room -play game in classroom, who can stand/sit or point to a natural or man made source of light Week 10 Objective: To understand how dark is the absence of light. Sensory: I can describe the changes when questioned directly (S8) Support: I can recognise a thunderstorm as a natural source of light, sound and electricity (S10) Core: I can state that our natural source of light is the sun (S10)
5 Extension: I can state that our natural source of light is the sun (S10) repeat activity or ask children to find places that are light or dark? In and around school. -make a pair of sun glasses -explore what would happen without the sun, use sensory room to use a torch as an example of the sun shining on things Week 11 Objective: To understand how light is reflected from surfaces. Extension: I can identify some manmade sources of light e.g. torch, light bulb etc (S10) to turn a torch on or make a noise when shown a symbol or requested by an adult -make a torch Week 12 Objective: To explore shadows and the causes/effects. Week 13 natural source of light, sound and electricity (S10) Extension: I can recognise that the light from the sun can be dangerous that there are ways to protect my eyes (S11) -create a poster for sun protection Week 14 Extension: I can recognise that I need light in order to see things and that dark is the absence of light (S11) -create a dark box Notes Home learning Sensory: I can recognise that I can see because light enters my eyes (S9) Sensory: I can recognise that I can hear because sound enters my ears (S9) Support: I can state that our natural source of light is the sun (S10) Core: I can identify some man-made sources of light e.g. torch, light bulb etc (S10) Extension: I can observe that light is reflected from surfaces (S12) -to find reflective surfaces, where is the source of light coming from Support: I can identify some man-made sources of light e.g. torch, light bulb etc (S10) Core: I can recognise that the light from the sun can be dangerous that there are ways to protect my eyes (S11) Extension: I can recognise that shadows are formed when the light from a light source is blocked by an opaque object. I can find patterns in the way that the sixe of shadows change (S12) to identify sounds in the environment and which part of the body you use to hear it -create shadows from objects and make different pictuyres using them
6 Technology- Food, DT Week 1 Back to school (3days) Week 6 Week 2 Objective: To explore clothing in the prehistoric ages and to recreate designs using natural materials. Sensory: I can use basic tools with support (S5) (Technical knowlsdge) Support: I can operate familiar products with support and explore how they work (S7) (Technical ) Core: I can explore familiar products and communicate views when prompted (S8) (Technical ) Extension: I c an identify and explore basic mechanisms in exisiting products an insolation (S9) (Technical ) use natural sensory objects to mark make shapes in the out door area -research prehistoric clothing in the stone ages, use natural materials to mark make designs on fabric. Week 7 (End of term) Week 3 Objective: To research and design a 18 th century wig. Sensory: I can watch other using a basic tool and copy their actions (S6) (Technical knowlsdge) Support: I can explore familiar products and communicate views when prompted (S8) (Technical ) Core: I can identify and explore basic mechanisms in existing products and in isolation (S9) (Technical ) Extension:I can with support, build structures exploring how they can be made stronger (S9) (Technical ) with support create a papier mache base. -design and collect materials to make a papier mache wig -use a balloon as the base for a wig -listen to music from this era Week 8 (New term, Halloween and Guy Fawkes) Week 4 Objective: To make an 18 th century wig. Sensory: I can assemble components provided for an activity (S4) (make) Support: I can select from a choice of two tools and use to perform a specific practicial task. Choosing from cutting, shaping, joining and finishing (S9) (make) Core: I can select from a choice of two tools and use to perform a specific practical task (S9) (make) Extension: I can select from a choice of three tools/pieces of equipment and use to perform a specific practical task (S10) (make) with support choose items to create wig -select items to stick on to wig -listen to music from this era Week 5 Objective: To research 60s fashion and artists and musicians who influenced fashion at this time. Sensory:I can combine two chosen materials to produce a product (S5) (make) Support: I can with direction, select from and use a range of maertials and compinenets according to tehri given characteristics e.g. construction materials (S9) (make) Core: I can with direction, select from and use a range of materials and components according to tehri given characteristics (S9) (make) Extension: I can select from and use a range of materials and components according to the characteristics identified by the pupil (S10) (make) with support experience using tie dye with napkins and food colouring -use napkins and food colouring and rubber bands to practice tide dye Notes Home learning
7 Objective: To make a tie dyed piece. Sensory:I can create a product using a basic tool (S6) (make) Support: I can select from a choice of three tools/pieces of equipment and use to perform a specific practical task (S10) (make) Core: I can select from a choice of three tools/pieces of equipment and use to perform a specific practical task (S10) (make) Extension: I can select from and use a range of tools and equipment to perform a variety of practical tasks including a range of cutting, shaping, joining and finishing (S11) (make) with support create tie dye piece -prepare fabric for tie dying Week 1 Objective: To use equipment to create a product. Sensory: I can demonstrate DT through of technical appropriate to the step (S4) Support: I can demonstrate DT through of technical appropriate to the step (S6) Core: I can demonstrate DT through of technical appropriate to the step (S8) Extension: I can indicate two elements Objective: Research upcycled fashion and create own based upon research. Sensory:I can use basic tool or equipment in a range of simple processes (S7) (make) Support: I can select from and use a range of materials and components according to the characteristics identified by the pupil (S10) Core: I can select from and use a range of materials and components according to the characteristics identified by the pupil (S10) (make) Extension: I can select from and use a wdie range of maertials and components, including construction maertials, textiles etc according to their characteristics (S11) (make) with support create recycled piece -children to bring in own clothing and use to upcycle Week 2 Objective: To indicate what produce we could put in to a salad to make it healthy Sensory: I can demonstrate DT through of technical appropriate to the step (S5) Support: I can demonstrate DT through of technical appropriate to the step (S7) Core: I can indicate two elements of a healthy diet (S9) Extension: I can indicate three elements of a healthy diet (S9) Week 3 Objective: To make a healthy salad based on design criteria. Sensory: I can demonstrate DT through of technical appropriate to the step (S6) Support: I can demonstrate DT through of technical appropriate to the step (S8) Core: I can indicate three elements of a healthy diet (S9) Extension: I can begin to understand where food comes from (S9) Week 4 Objective: To design a healthy smoothie. Sensory: I can demonstrate DT through of technical appropriate to the step (S7) Support: I can indicate two elements of a healthy diet (S9) Core: I can begin to understand where food comes from (S9) Extension: I can name at least three food groups and give examples of foods in each (S10) with support design a Week 5 Objective: To make a healthy smoothie. Sensory: I can demonstrate DT through of technical appropriate to the step (S8) Support: I can indicate three elements of a healthy diet (S9) Core: I can name at least three food groups and give examples of foods in each (S10) Extension: I can identify food sources from at least three groups (S10) with support make a healthy smoothie
8 of a healthy diet (S9) with support make a fruit salad -make a fruit salad Week 6 Objective: To design a healthy cup cake. Sensory: I can indicate two elements of a healthy diet (S9) Support: I can begin to understand where food comes from (S9) with support choose from healthy and unhealthy options -design a healthy salad Week 7 Objective: Make a healthy cupcake. Sensory: I can indicate three elements of a healthy diet (S10) Support: I can name at least three food groups and give examples of foods in each (S10) with support make salad designed -make salads designed Week 13 healthy smoothie -design a healthy smoothie Week 14 -make a healthy smoothie Notes Home learning Core: I can identify food sources from at least three groups (S10) Core: I can use the basic principles of a healthy diet to prepare dishes (S11) Extension: I can use the basic principles of a healthy diet to prepare dishes (S11) with support choice items to make a healthy cupcake -design a healthy cup cake Extension: I can understand where food comes from (S11) with support make a healthy cupcake -make a healthy cupcake
9 Computing Week 1 Objective: To make a set of rules for ICT. Sensory: I can show an awareness of danger (S5) Support: I can tell a trusted adult if something is wrong (S6) Core: I can treat equipment with appropriate care (S7) Extension: I understand the need for rules (S8) to sort dangerous and safe situations -To look at the ICT room, ICT equipment and decide how we can stay safe in ICT Week 6 Objective: To show an awareness of the consequences of not following rules with digital safety. Sensory: I understand the need for rules (S8) Week 2 Objective: To suggest how we can stay safe when at school and out in the community. Sensory: I can tell a trusted adult if something is wrong (S6) Support: I can treat equipment with appropriate care (S7) Core: I can show an awareness of good and bad choices (S7) Extension: I can suggest different rules to stay safe (S9) to notice dangers when out and about -To go on a walk around school, out of school, observe things that may be unsafe and how can we stay safe Week 7 Objective: To make a video to show others the importance of digital safety and demonstrate this whilst using equipment. Sensory: I can suggest different rules to Week 3 Digital Literacy-Internet safety Objective: To demonstrate ways in which we use digital devices and some of the things that may be safe or unsafe with this. Sensory: I can treat equipment with appropriate care (S7) Support: I can show an awareness of good and bad choices (S7) Core: I can show consideration for the needs and feelings of other people (S7) Extension: I can explain simple rules for digital safety (S10) to demonstrate use of equipment with appropriate care -explore ways in which we use computers, play game keep it safe or share using arms to show whether we would keep it safe, closed arms, share open arms -play google game Week 4 Objective: To decide who s responsibility it is for sharing information on digital devices. Sensory: I can show an awareness of good and bad choices (S7) Support: I can show consideration for the needs and feelings of other people (S7) Core: I understand the need for rules (S8) Extension: I can show an awareness of digital ownership (S10) to sort between good and bad choices -to decide who s responsibility it is for sharing things on digital devices -look at youtube video of girl who you can respond to Week 8 Week 9 Objective: To understand the differences between appropriate and inappropriate behavior when using technology, apps and when online. Sensory: I can explain simple rules for Week 5 Objective: To understand the impact of not following rules of digital safety. Sensory: I can show consideration for the needs and feelings of other people (S7) Support: I understand the need for rules (S8) Core: I can suggest different rules to stay safe (S9) Extension: I can show an understanding of how rules keep us safe (S11) show awareness of other s emotions and do they need help to be happy? -to revisit rules made to see their effectiveness of keeping us safe Week 10 Objective: To understand how to keep your identity secure. Sensory: I can show an awareness of digital ownership (S10)
10 Support: I can suggest different rules to stay safe (S9) Core: I can explain simple rules for digital safety (S10) Extension: I can show an understanding that the consequences of copying/sharing other people s work (copyright) (S12) Week 11 Digital Literacy- Internet safety Objective: To understand the consquences of inappropriate uses of apps, technology and when online. stay safe (S9) Support: I can explain simple rules for digital safety (S10) Core: I can show an awareness of digital ownership (S10) Extension: I can use technology safely and respectfully keeping personal information private, identify where to go for help and support when there are concerns about content or contact on the internet or other online technologies (S12) -make videos to tell other s about digital safety Week 12 Objective: To understand why we need to keep our identities and personal information secure. Week 13 digital safety (S10) Support: I can show an awareness of digital ownership (S10) Core: I can show an understanding of how rules keep us safe (S11) Extension: I can show an awareness of what is appropriate and inappropriate behaviour when online and using technology (S13) Week 14 Support: I can show an understanding of how rules keep us safe (S11) Core: I can show an understanding that the consequences of copying/sharing other people s work (copyright) (S12) Extension: I can understand how to keep personal data secure (S13) Notes Home learning Sensory: I can show an understanding of how rules keep us safe (S11) Sensory: I can show respect for digital ownership (S11) Support: I can show respect for digital ownership (S11) Core: I can use technology safely and respectfully keeping personal information private, identify where to go for help and support when there are concerns about content or contact on the internet or other online technologies (S12) Support: I can show an understanding that the consequences of copying/sharing other peoples work (copyright) (S12) Core: I can show an awareness of what is appropriate and inapproproaite behaviour when online and using technology (S13) Extension: I know that there are legal consequences for misuse of technology (S14) Extension: I can understand the need to keep personal details secure (S14)
Spiritual, moral, social and cultural development policy
Spiritual, moral, social and cultural development policy St Peter s Eaton Square C of E Primary School St Peter s School is a place where every person has the right to be themselves and to be included
More informationGood Communication Starts at Home
Good Communication Starts at Home It is important to remember the primary and most valuable thing you can do for your deaf or hard of hearing baby at home is to communicate at every available opportunity,
More informationGarton on the Wolds CE (VC) Primary School Spiritual, Moral, Social and Cultural Development Policy
Garton on the Wolds CE (VC) Primary School Spiritual, Moral, Social and Cultural Development Policy Definition At Garton on the Wolds CE (VC) Primary School the promotion of pupils spiritual, moral, social
More informationSpiritual, Moral, Social and Cultural development
Spiritual, Moral, Social and Cultural development Reviewed: April 2015 By: Teaching and Learning Team Agreed: Governors meeting 13 th May 2015 Next review date: April 2016 INTRODUCTION In contrast to the
More informationA Year of Tips for Communication Success
A Year of Tips for Communication Success 2143 Township Road 112 Millersburg, OH 44654 1-877-397-0178 info@saltillo.com www.saltillo.com Create Communication Success: Teach communication through modeling
More informationControlling Worries and Habits
THINK GOOD FEEL GOOD Controlling Worries and Habits We often have obsessional thoughts that go round and round in our heads. Sometimes these thoughts keep happening and are about worrying things like germs,
More informationYear Piece Learning outcomes Content Safeguarding F 1/2 6.F1 Stranger danger
Year Piece Learning outcomes Content Safeguarding F 1/2 6.F1 Stranger danger Physical abuse Sexual abuse. Personal safety 6.F2 Stranger danger 1 Clean and Healthy Medicine Safety 2 1. Being healthy. I
More informationSpiritual, Moral, Social and Cultural Development Policy
Spiritual, Moral, Social and Cultural Development Policy Mission Statement This policy is carried out within the context and spirit of the school s Mission Statement. It supports and reinforces the aims
More informationSpiritual, Moral, Social and Cultural Development Policy
Spiritual, Moral, Social and Cultural Development Policy Adopted: April 2017 Revised: April 2019 Coughton C of E Primary School SMSC Policy, Page 1 1. DEFINITION 1.1 Coughton C of E Primary School nurtures
More informationQuitting. Study Guide. Information for teachers. The accompanying factsheets: The main resource:
www.nosmokes.com.au Quitting Study Guide Information for teachers This section looks at quitting. It explains the process of addiction and looks at changing your thinking about smoking. It explores ways
More informationCLASSROOM & PLAYGROUND
The information contained in this booklet was most generously provided to Autism South Africa by the UK National Autistic Society The production and printing of this and 12 other brochures was made possible
More informationHow does a prayer space in a school fit Curriculum for Excellence?
How does a prayer space in a school fit Curriculum for Excellence? CfE states The purpose of the curriculum is encapsulated in the four capacities - to enable each child or young person to be a successful
More informationSpiritual, Moral, Social and Cultural Development Policy
Spiritual, Moral, Social and Cultural Development Policy Stour Federation Stour Federation SMSC Policy, Page 1 1.! DEFINITION 1.1! Shipston Primary School and Acorns Primary School nurture the very best
More informationSuggestions for processing the emotional aftermath of traumatic experiences Seeking a new balance
DEALING WITH WHAT YOU EXPERIENCED AT PUKKELPOP 2011 Suggestions for processing the emotional aftermath of traumatic experiences Seeking a new balance Erik de soir HOW YOU CAN HELP YOURSELF HOW TO COPE
More informationTitle Spiritual, Moral, Social and Cultural Development Policy Statement
Title Spiritual, Moral, Social and Cultural Development Policy Statement Year 2018/2019 Author Dan Rosser/ Jenn Watts Date approved by Full Governing Body September 2017 Review Date September 2019 Spiritual,
More informationThe Vine Assessment System by LifeCubby
The Vine Assessment System by LifeCubby A Fully Integrated Platform for Observation, Daily Reporting, Communications and Assessment For Early Childhood Professionals and the Families that they Serve Alignment
More informationPreparing for your Magnetic Resonance Imaging (MRI)
Preparing for your Magnetic Resonance Imaging (MRI) For patients at the Rapid Diagnostic Centre Read this resource to learn: How to prepare What to expect during an MRI What questions to ask your doctor
More informationLevel 2 SAMPLE. NCFE Level 2. End of Life Care
Level 2 Part NCFE Level 2 End of Life Care 1 A These learning resources and assessments have been reviewed and approved by NCFE as in Understanding End of Life Care. Disclaimer: All references to individuals,
More informationOvercome anxiety & fear of uncertainty
Psoriasis... you won t stop me! Overcome anxiety & fear of uncertainty Royal Free London NHS Foundation Trust Psoriasis You Won t Stop Me This booklet is part of the Psoriasis You Won t Stop Me series:
More informationUnit 3: EXPLORING YOUR LIMITING BELIEFS
Unit 3: EXPLORING YOUR LIMITING BELIEFS Beliefs and Emotions Bring to mind a negative belief you hold about money. Perhaps it is I don t believe I can win with money or Money is hard to come by. While
More informationThe Vine Assessment System by LifeCubby
The Vine Assessment System by LifeCubby A Fully Integrated Platform for Observation, Daily Reporting, Communications and Assessment For Early Childhood Professionals and the Families that they Serve Alignment
More informationWelcome. Adult Resiliency Building Your Bounce
Welcome Adult Resiliency Building Your Bounce Resiliency Defined Resiliency is ability to bounce back from misfortune or change. Resilient people have something in their lives that help them overcome challenges
More informationMoments of Joy: It s What YOU Choose to Do as a Caregiver. Teepa Snow
Moments of Joy: It s What YOU Choose to Do as a Caregiver Teepa Snow Laughing VS Surviving My goal for you Understanding of what s happening with the person with dementia Support so you can survive Insight
More informationSt Anne s Primary School Year 4 Learning Objectives
Science To set up a simple fair test to make comparisons To plan a fair test and isolate variables, explaining why it was fair and which variables have been isolated To suggest improvements and predictions
More informationWALES Personal and Social Education Curriculum Audit. Key Stage 2: SEAL Mapping to PSE outcomes
a WALES Personal and Social Education Curriculum Audit (based on the PSE Framework for 7 to 19 year olds in Wales, 2008) Key Stage 2: SEAL Mapping to PSE outcomes Personal and Social Education Audit; Qualifications
More informationECTA Handouts Keynote Address. Affective Education. Cognitive Behaviour Therapy. Affective Education. Affective Education 19/06/2010
ECTA Handouts Keynote Address ECTA: International Trends in Behavioural Guidance Approaches 26 th June 2010 Cognitive Behaviour Therapy Affective Development (maturity, vocabulary and repair). Cognitive
More informationActivities for Someone in Early in Dementia
Diamonds Still Clear Sharp - Can Cut Hard - Rigid - Inflexible Many Facets Can Really Shine Activities for Someone in Early in Dementia Diamond Characteristics Know Who s in Charge Respect Authority Can
More informationClassroom Expectations
Classroom Expectations Actively listen. Care for our equipment. Move safely. Take turns. Speak politely. Be responsible for your actions. Focus on your learning and allow others to do the same. Follow
More informationSpiritual, Moral, Social and Cultural Development at The Grove Primary School
at The Grove Primary School Giving pupils the opportunity to explore values and beliefs, including religious beliefs, including religious beliefs, and the way in which they impact on people s lives; Where
More informationSocial Communication in young adults with autism spectrum disorders (ASD) Eniola Lahanmi
Social Communication in young adults with autism spectrum disorders (ASD) Eniola Lahanmi We ll cover Autism Spectrum Disorders (ASD) ASD in young adults Social Communication (definition, components, importance,
More informationHAPPY TO BE ME: IMPROVING BODY IMAGE AND INCREASING SELF ESTEEM
HAPPY TO BE ME: IMPROVING BODY IMAGE AND INCREASING SELF ESTEEM Joelle Arlt MS Happytobeme.tv Joelle Arlt, MS Mental Health Counseling Self esteem answers the question How do I feel about who I am? To
More informationModule one reflective account
Module one reflective account Sheena has just completed module one. She has chosen to complete the reflective account activity to consolidate her learning and help her think about the impact it has had
More informationUnderstanding Drug Addiction & Abuse
Understanding Drug Addiction & Abuse Original article found on YourAddictionHelp.com What is Drug Addiction? Is it a series of bad decisions? Negative environment? Or just plain bad luck? If you re reading
More informationEquality and Diversity Lesson Plan
Health and Wellbeing Experiences and Outcomes: Mental, emotional, social and physical wellbeing EARLY FIRST SECOND THIRD FOURTH I know that friendship, caring, sharing, fairness, equality and love are
More informationThe scientific discovery that changed our perception of anxiety
The scientific discovery that changed our perception of anxiety For many years I have suffered with a very severe form of OCD (Obsessive Compulsive Disorder), anxiety, and clinical depression. I had no
More informationEmotional Intelligence and NLP for better project people Lysa
Emotional Intelligence and NLP for better project people Lysa Morrison @lysam8 Copyright 2015 Lysa Morrison Reasons projects fail Three of the most common causes of project failure according to the National
More informationAwareness, Love and Light. Our Story
Awareness, Love and Light Our Story Our mind likes to create a story about ourselves that we can tell to others The story helps define our sense of self and explain our life experiences The story can also
More informationHoughton Mifflin Harcourt Avancemos Spanish correlated to the. NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid, and Novice High
Houghton Mifflin Harcourt Avancemos Spanish 1 2018 correlated to the NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid, and Novice High Novice Low Interpersonal Communication I can communicate
More informationJesus said to him, I am the way and the truth and the life John 14:6
BULLETIN ARTICLE: October 29/30, 2016 Father James Chelich I Jesus said to him, I am the way and the truth and the life John 14:6 Every Christian, in every time and place, in every society and under all
More informationHoughton Mifflin Harcourt Avancemos Spanish 1b correlated to the. NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid and Novice High
Houghton Mifflin Harcourt Avancemos Spanish 1b 2018 correlated to the NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid and Novice High Novice Low Interpersonal Communication I can communicate
More informationEverything you need to stay connected
Everything you need to stay connected GO WIRELESS Make everyday tasks easier Oticon Opn wireless accessories are a comprehensive and easy-to-use range of devices developed to improve your listening and
More informationSkills, characteristics and staying safe skills focus
Learners we can all be proud of Skills, characteristics and staying safe skills focus Skills Risks and behaviours that the skill can mitigate Characteristics that the skill can help to develop Critical
More informationST NICHOLAS SENSORY ASSESSMENT CHECKLIST NAME DATE CLASS TACTILE. yes no Don t know Child s reaction
NAME DATE CLASS TACTILE Avoids casual touch by peers or adults Craves physical contact Hugs very tightly Distressed by messy hands Dislikes certain textures Craves certain textures Sucks/chews clothing
More informationOvercome your need for acceptance & approval of others
Psoriasis... you won t stop me! Overcome your need for acceptance & approval of others Royal Free London NHS Foundation Trust Psoriasis You Won t Stop Me This booklet is part of the Psoriasis You Won t
More informationtake no for an answer? What can you do in those situations? do? If you think you need new friends, where can you find them?
Youth and Drugs of Abuse Facilitator Guide for Teen Programs 3. Say: If you keep using alcohol or other drugs or use them heavily, you could become addicted. Addicted means you have difficulty stopping,
More informationHoughton Mifflin Harcourt Avancemos Spanish 1a correlated to the. NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid and Novice High
Houghton Mifflin Harcourt Avancemos Spanish 1a 2018 correlated to the NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid and Novice High Novice Low Interpersonal Communication I can communicate
More informationAgenda. Communicative Intent: The Challenges Faced by the Student with Deafblindness and Motor Problems
Communicative Intent: The Challenges Faced by the Student with and Motor Problems Dr. Linda Mamer Program for Students with, Deafblind Specialist 10300 Seacote Road, Richmond, BC, V7A 4B2 Linda.mamer@shaw.ca
More informationSECTION 8 SURVIVOR HEALING MAINE COALITION AGAINST SEXUAL ASSAULT
SECTION 8 SURVIVOR HEALING MAINE COALITION AGAINST SEXUAL ASSAULT SECTION 8: SURVIVOR HEALING SURVIVOR HEALING INTRODUCTION Healing from any type of sexual violence is a personal journey and will vary
More informationFact cards. Sounds can be high or low in pitch. Sounds can be loud or quiet. Many animals, including humans, use sound to communicate.
Fact cards Sounds can be loud or quiet. Sounds can be high or low in pitch. Many animals, including humans, use sound to communicate. Noise is usually unwanted sound. Illustrations Chris Saunderson PHOTOCOPIABLE
More informationEmotional Support LIVING WITH VITILIGO
LIVING WITH VITILIGO Emotional Support This ebooklet is aimed at people who are experiencing distress as a result of having vitiligo. The information is based on the experiences of other people with the
More informationPolicy for spiritual, moral, social and cultural development
St Botolph s C of E Primary School Policy for spiritual, moral, social and cultural development MISSION STATEMENT This Policy is carried out within the context and spirit of the school s Mission Statement.
More informationInformation on ADHD for Children, Question and Answer - long version
Information on ADHD for Children, Question and Answer - long version What is Attention Deficit Hyperactivity Disorder or ADHD? People with ADHD have brains that may function a little differently in some
More informationPrepared using Wordle.net for fiendishlyclever.com by R Butler
Prepared using Wordle.net for fiendishlyclever.com by R Butler Scientific enquiry Level 1 Level 2 Level 3 Pupils describe or respond appropriately to simple features of objects, living things and events
More informationKeeping Home Safe WHAT CAN YOU DO?
Keeping Home Safe or dementia may have trouble knowing what is dangerous or making safe decisions. By helping him or her feel more relaxed and less confused at home, you can help stop accidents. trip because
More informationElements of Communication
Elements of Communication Elements of Communication 6 Elements of Communication 1. Verbal messages 2. Nonverbal messages 3. Perception 4. Channel 5. Feedback 6. Context Elements of Communication 1. Verbal
More informationHandout #1 Autism-Friendly Programming: WHY? HOW? Prepared for the 2014 Texas Library Association Conference
Handout #1 Autism-Friendly Programming: WHY? HOW? Prepared for the 2014 Texas Library Association Conference Background: WHAT is Autism?? It s Neurobiological DSM-5 Definition: Autism Spectrum Disorder
More informationSection three: answers for part one
Section three: answers for part one Sound 1. How did you try to concentrate? As above. 2. How did you react to the noise? 3. How would noises at school cause difficulties when trying to concentrate on
More informationSupporting Children with an Autism Spectrum Disorder. An Introduction for Health and Social Care Practitioners
Supporting Children with an Autism Spectrum Disorder An Introduction for Health and Social Care Practitioners Overview This learning tool has been developed to support professionals working with children
More informationSupporting Children and Adults with Autism to Access Sports and Leisure Activities
Supporting Children and Adults with Autism to Access Sports and Leisure Activities a development resource for those supporting individuals with autism to access leisure activities Autism is a hidden disability,
More informationPervasive Developmental Disorder Not Otherwise Specified (PDD- NOS)
Pervasive Developmental Disorder Not Otherwise Specified (PDD- NOS) What is Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)? (*Please note that the criteria according to the DSM-V changed
More informationCARING FOR PATIENTS WITH DEMENTIA:
CARING FOR PATIENTS WITH DEMENTIA: LESSON PLAN Lesson overview Time: One hour This lesson teaches useful ways to work with patients who suffer from dementia. Learning goals At the end of this session,
More informationFACT SHEET - CHILDCARE
Pervasive Developmental Disorders Not Otherwise Specified 2008 Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) refers to a group of disorders characterised by impairment in social interaction,
More informationMemories with Grandma Elf. Animation activities for 7 11 year olds
Memories with Grandma Elf Animation activities for 7 11 year olds Introduction Why is dementia relevant to young people? Nearly a third of young people know someone with dementia. As the population ages
More informationSensazione: the continual refinement of the senses
Sensazione: the continual refinement of the senses People process the world in mostly one or more primary sense and Neuro Linguistic Programming (NLP) offers a tool to heighten the awareness of our senses.
More informationSOUNDS LIKE FUN SCIENCE GRADE 4 STELLA BIZZIO. TIME ALLOTMENT: One 50-minute class.
SOUNDS LIKE FUN TIME ALLOTMENT: One 50-minute class. OVERVIEW: Using hands-on activities and demonstrations the lesson will focus on the production of sound as energy that can make matter vibrate. Students
More informationThe Wellbeing Course. Resource: Mental Skills. The Wellbeing Course was written by Professor Nick Titov and Dr Blake Dear
The Wellbeing Course Resource: Mental Skills The Wellbeing Course was written by Professor Nick Titov and Dr Blake Dear About Mental Skills This resource introduces three mental skills which people find
More informationThe Bible and Trauma Focused Cognitive Behavioral Therapy
The Bible and Trauma Focused Cognitive Behavioral Therapy Presented by Don Brewster Agape International Missions Abolition Summit 2015 Adapted TF-CBT Step-by-Step Summary 1 GATHERING To develop a positive,
More informationTeachers Notes. Joyous & Moonbeam. Richard Yaxley. Contents. Teachers notes by Madeline Holmes OMNIBUS BOOKS. Introduction About the Author 2
Teachers Notes Joyous & Moonbeam Richard Yaxley Teachers notes by Madeline Holmes Contents OMNIBUS BOOKS Category Fiction Title Joyous & Moonbeam Author Richard Yaxley Extent 176 pp Age 12 + ISBN 9781
More informationInclusive Education. De-mystifying Intellectual Disabilities and investigating best practice.
Inclusive Education De-mystifying Intellectual Disabilities and investigating best practice. Aims for this session: To understand what the term Intellectual Defiency means To understand the broad spectrum
More informationThe 5 Emotional First Aid Skills
The 5 Emotional First Aid Skills Reach Out Provide a caring presence. Don t try to fix the survivor or help him look at the bright side. Get by the survivor s side at his level, listen, lightly touch,
More informationManaging anxiety in the classroom: practical strategies. Cathy Riggs and Emma Sanderson
Managing anxiety in the classroom: practical strategies Cathy Riggs and Emma Sanderson What the research tells us Children, adolescents and adults on the autism spectrum experience high levels of anxiety,
More informationNotes: Ear Troubles conductive hearing loss, behaviour and learning
Notes: Ear Troubles conductive hearing loss, behaviour and learning Part 1 Hi, my name's Damian Howard, and this presentation has being compiled by myself and Jody Bernie. It's about conductive hearing
More informationAlcohol: A conversation. A comprehensive approach for schools
SOCIAL Studies Lesson 2 Personal decisions in a public world Description We have the right to make decisions about our own lives, but we are also members of a society. The effects of our decisions can
More informationbehaviors How to respond when dementia causes unpredictable behaviors
behaviors How to respond when dementia causes unpredictable behaviors the compassion to care, the leadership to conquer how should i handle erratic behaviors? Alzheimer's disease and related dementias
More informationInformation for Parents/Carers SCIENCE TARGETS - A YEAR 1 SCIENTIST
SCIENCE TARGETS - A YEAR 1 SCIENTIST Working scientifically (Y1 and Y2) I can ask simple scientific questions. I can use simple equipment to make observations. I can carry out simple tests. I can identify
More informationMANAGING DISTRESS TOLERANCE - HOW CAN I IMPROVE MY PATIENT'S DISTRESS TOLERANCE?
Psychiatry and Addictions Case Conference UW Medicine Psychiatry and Behavioral Sciences MANAGING DISTRESS TOLERANCE - HOW CAN I IMPROVE MY PATIENT'S DISTRESS TOLERANCE? KARI A. STEPHENS, PHD UNIVERSITY
More informationModule 4. Relating to the person with challenging behaviours or unmet needs: Personal histories, life journeys and memories
Module 4 Relating to the person with challenging behaviours or unmet needs: Personal histories, life journeys and memories 1 Key questions How are residents personal histories, life journeys and memories
More informationThe hearing aid that opens up your world
The hearing aid that opens up your world When you re open to everything, you don t miss anything Traditional technology Focuses on one speaker and suppresses all others New technology Opens up your world
More informationCertificate in the Principles of End of Life Care
CACHE Level 2 Certificate in the Principles of End of Life Care LE COMMUNICATION SKILLS CARE PLANNING CYCLE M P UNDERSTANDING GRIEF AND LOSS SA PALLIATIVE CARE Workbook 1 ADVANCE CARE PLANNING This section
More informationDANCETHON A BALANCED DIET Theme The benefits of diet on self-esteem and physical performance. Taking personal responsibility for food choices.
DANCETHON A BALANCED DIET Theme The benefits of diet on self-esteem and physical performance. Taking personal responsibility for food choices. Aim For children to realise that having a balanced diet can
More informationCHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE AMERICAN SIGN LANGUAGE 1
CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE AMERICAN SIGN LANGUAGE 1 Course Number 5716 Department Elective Length of Course One (1) year/two (2) semesters Grade Level 9-12 Prerequisite None
More informationDealing with Distress. SUBTITLE: Coping with Challenging Behaviors. Do that Makes a Difference!
Dealing with Distress Learning How Use Empathy & Support SUBTITLE: Coping with Challenging Behaviors It s How You Do What You Do that Makes a Difference! Changing Resistance to Care and Refusals to Participation
More informationScience curriculum: Reception. Working Scientifically - Skills. Plants and Animals
Science curriculum: Working Scientifically - Skills Reception Plants and Animals Identify and name common plants (green plants, wild plants and trees, deciduous and evergreen) Label parts of a plant Identify
More informationContents. The language of disability 1. Suggested terminology 2. Experience of disability 3 (change to hearing aid/earplugs) Sighted guide 4
Contents The language of disability 1 Page Suggested terminology 2 Experience of disability 3 (change to hearing aid/earplugs) Sighted guide 4 Five helpful hints for guiding a blind or partially sighted
More informationSpiritual, Moral, Social and Cultural Development Policy
Spiritual, Moral, Social and Cultural Development Policy 1. At Osmani, we value: 1. Difference and respect each other 2. Health and Wellbeing 3. High aspirations and enjoyment of learning 4. Honest feedback
More informationViews of autistic adults on assessment in the early years
Views of autistic adults on what should be assessed and how assessment should be conducted on children with autism in the early years Summary of autistic adults views on assessment 1. Avoid drawing negative
More informationAutism and Autism Spectrum Disorders: Disorders Extending Beyond the Norm
Autism and Autism Spectrum Disorders: Disorders Extending Beyond the Norm Kelly Day Ohio State University and Bishop Hartley High School, Columbus, Ohio In collaboration with Catherine Rice, National Center
More informationHow do you know if a newspaper article is giving a balanced view of an issue? Write down some of the things you should look for.
Vaccines Q This unit is about the importance of the media (TV, newspapers, radio) in science. The media may be biased in how they report science. They also influence people s opinions on scientific issues.
More informationAgeing and autism spectrum conditions (ASC) By Dr. Wenn B. Lawson PhD AFBPsS MAPS
Ageing and autism spectrum conditions (ASC) By Dr. Wenn B. Lawson PhD AFBPsS MAPS What to expect from this talk Autism and ageing: briefly explores five key areas - memory, movement, sensory profiling,
More informationProfessional learning: Helping children who are experiencing mental health difficulties Topic 1: Understanding mental health. Leadership team guide
4 component Professional learning: Helping children who are experiencing mental health difficulties Topic 1: Understanding mental health Leadership team guide Acknowledgement: KidsMatter Australian Early
More informationDementia-Friendly Faith Communities
Dementia-Friendly Faith Communities Susan H. McFadden, Ph.D. susan.h.mcfadden@gmail.com Fox Valley Memory Project www.foxvalleymemoryproject.org Webinar Outline Why should faith communities be dementiafriendly?
More informationQuick guide to autism
Quick guide to autism What it looks like and how you can help What is autism? Autism is a lifelong neurodevelopmental disorder We don t know what causes autism but we do know genetics plays a role 1 in
More informationAn INSIDE OUT Family Discussion Guide. Introduction.
An INSIDE OUT Family Discussion Guide Introduction A Biblically- based tool to help your kids talk about their feelings using the popular Pixar movie. God made every person with the unique ability to feel
More informationWays to Wellness Challenge
Taking care of your health means taking care of your mind too. And AHS is reminding Albertans of simple steps to improve their mental health and wellness as part of the AHS What s your balance? wellness
More informationInteracting with people
Learning Guide Interacting with people 28518 Interact with people to provide support in a health or wellbeing setting Level 2 5 credits Name: Workplace: Issue 1.0 Copyright 2017 Careerforce All rights
More informationYear 2 Science Curriculum
WORKING SCIENTIFICALLY L.O. TBAT ask simple questions L.O. TBAT observe closely, using simple equipment L.O.TBAT perform simple tests. L.O. TBAT identify and classify L.O. TBAT use observations and ideas
More informationArtist Statement Living in Balance
Living in Balance Artist Statement Living in Balance In this painting, I show many different people engaging in different activities to be well. There is a gentleman working hard in the garden enjoying
More informationTaking Charge of Your Health. Lesson One: Building Health Skills
Taking Charge of Your Health Lesson One: Building Health Skills Health Skills Health Skills- Specific tools and strategies to maintain, protect, and improve all aspects of your health. Also called life
More informationFerndene PICU. A young person s guide. Shining a light on the future
Ferndene PICU A young person s guide Shining a light on the future Welcome Staff and some of young people at PICU have put together this information. We hope this will give you an idea of what to expect
More information