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Spag presentation spring 1natywoodward
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1. The document is a test paper containing questions about grammar, punctuation, parts of speech, and sentence structure.
2. There are 12 questions on topics like identifying adverbs, completing sentences with correct punctuation, active and passive voice, prefixes, suffixes, hyphenation, and more.
3. The questions are short answer and involve underlining, circling, correcting, or adding missing punctuation and words to sentences.Spelling, punctuation and grammar
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This document provides information and examples about teaching grammar, punctuation, and spelling (SPaG) in a 40 minute lesson. It discusses teaching homophones, using apostrophes correctly, identifying main and subordinate clauses in sentences, and other grammar topics. Examples of common homophones, correct apostrophe use, and identifying clauses in sentences are provided, along with exercises for students to practice these skills.Maths workshop y2 2014
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This document provides information for parents on how to support their child in mathematics. It outlines the key skills taught in year 2 such as number pairs, place value, and the four basic operations. It discusses assessing student progress through formative and summative assessments. The document also provides strategies for building skills like accurate counting, navigating the 100 square, and using the language of math. Sample word problems and math stations are suggested for parents to experience the types of activities students work on.Writing in y2
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The document provides information about writing expectations and assessments for Year 2 students. It discusses focusing on punctuation, spelling, handwriting, grammar and ideas when writing. It describes different types of writing activities including shared, guided and independent writing. It includes a chart showing national writing averages at the end of Years 1 and 2. It outlines the components of Year 2 SATs writing assessments and how they are marked. Finally, it provides suggestions for supporting writing at home such as practicing spelling words and writing messages.Welcome to year 6 powerpoint
Welcome to year 6 powerpointmkwoods77
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This document provides information for parents about Year 6 at a school. It includes details of the Year 6 teachers, a typical school day schedule, homework expectations, upcoming events for the year like trips and a production, and information on SATs exams and secondary school admissions. It encourages parents to check the Year 6 blog and Twitter for further updates and communication. Key staff members are listed to contact with any questions.The gruffalo
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In 'The Gruffalo' by Julia Donaldson, a clever mouse encounters various predators in the woods and fabricates a story about a mythical creature called the Gruffalo to escape being eaten. As the mouse describes the Gruffalo's terrifying features, the fox, owl, and snake all flee in fear, believing the mouse's lie. Eventually, the mouse meets the real Gruffalo but cleverly convinces him that he is the scariest creature in the woods, securing his own safety.Somerset Schools Tournament Job Roles
Somerset Schools Tournament Job RolesProdecEducation
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This document contains 3 lists from 3 different dates (January 16th, 23rd, and 30th) assigning referees, coaches, and those assigned to the table or activities for a sporting event. Each list contains between 15-25 names split between the different roles.Somerset Schools Tournament January 2015
Somerset Schools Tournament January 2015ProdecEducation
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This document provides information about an upcoming under 11 small sided soccer competition to be held at Bridgwater College in Somerset, England on January 23rd, 2015. It includes details about registration, parking, schedules, rules, fixtures, and expectations for the event. Schools are asked to ensure their players have the proper footwear and equipment and to remind supporters to respect the referee and players. The event aims to promote fun, fair play and sportsmanship for the young soccer players.202 bb help
202 bb helpProdecEducation
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This document contains an assignment for a course on safeguarding and protecting children and young people in sport and active leisure. It includes 18 short answer questions assessing learning outcomes related to key concepts like defining safeguarding, principles that underpin protecting children, indicators of abuse, and policies and procedures for reporting abuse. The assignment tasks are to be graded and there are instructions for candidates, assessors, and the process for resubmission if needed.SSG 4v4
SSG 4v4ProdecEducation
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This document contains descriptions of several small-sided games (SSGs) involving 4v4 or similar formats. Each SSG is presented with a diagram outlining the playing area, objectives, potential variations, and suggested coaching points. The SSGs focus on skills like passing, crossing, finishing, possession play, counterattacking, and building out from the back with the goalkeeper. The coach is advised to adjust exercises based on the abilities and development needs of the players.SSG 3v3
SSG 3v3ProdecEducation
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This document describes several small-sided game (SSG) exercises focusing on different tactical and technical objectives. The exercises involve 3v3 or 3v2 scenarios within confined areas and include variations and coaching points. The general format includes a diagram of the playing area, objective of the exercise, potential variations, and coaching points to emphasize during play.Assignment calendar level 2 word
Assignment calendar level 2 wordProdecEducation
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Level 2 Diploma in Coaching in Community Settings Assignment Calendar.L3 Handbook
L3 HandbookProdecEducation
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This document provides information for centres about the Level 3 Award, Certificate and Diploma in Sport qualifications from City & Guilds. It outlines the structure of the qualifications and units, centre resource requirements, and progression opportunities. Centres approved to offer related qualifications can apply for fast track approval to deliver these new sport qualifications.Student hall of fame
Student hall of fameProdecEducation
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Matt Ford has extensive experience coaching youth football in Somerset, including serving as the Somerset FA Youth Council Chair and coaching various youth teams. He has volunteered over 250 hours to football in the last year alone and received recognition from the Somerset FA for his youth leadership. Thomas Sage has also dedicated significant time to coaching, managing Bridgwater Town's Under 18 team and volunteering over 700 hours while also organizing football events and assisting with Bridgwater College's football program.Remote Desktop for Windows 7
Remote Desktop for Windows 7ProdecEducation
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To access the remote desktop at Bridgwater College:
1. On your PC, open the Remote Desktop Connection program and enter the computer address "tsweb.bridgwater.ac.uk".
2. Click connect and agree to the legal notice in order to log on with your username and password.
3. Common connection errors can be fixed by ensuring an active internet connection or running the Remote Desktop application as an administrator.Level 2 unit 202
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This document contains an assignment for a course on safeguarding and protecting children and young people in sport and active leisure. The assignment consists of short answer questions (Task A) that assess learning outcomes related to identifying risks, establishing policies and procedures, recognizing signs of abuse, and appropriately responding to concerns of child abuse or neglect. The questions address topics like defining key terms, identifying principles, factors for good practice, communicating effectively, building relationships, implementing duty of care, and organizational policies on safeguarding children. Upon completion, the candidate's work will be graded, feedback will be provided, and the assessment must be passed for the candidate to earn credit for the course.Student Appeals Procedure
Student Appeals Procedure ProdecEducation
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The document outlines the 3-stage academic appeals process for Bridgwater College students. Stage 1 involves the student appealing directly to their lecturer/assessor within 3 days of receiving their assessment. If unresolved, Stage 2 escalates the appeal to the Program Manager/Lead Internal Verifier for reconsideration with input from a second assessor. Stage 3 is an appeal to a panel for a final decision if the student remains dissatisfied. Forms are provided for Stages 1 and 2 to document the appeal details and outcomes.Level 2 Student handbook
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This document provides information for centres about the Level 2 Award, Certificate and Diploma in Increasing Participation in Sport and Active Leisure in Community Settings qualifications offered by City & Guilds. It outlines the structure and units within each qualification. Centres and candidates can access additional support materials from City & Guilds, including an assessment pack. On completion, candidates may progress into employment in the active leisure sector or related City & Guilds qualifications at levels 2 or 3. Centres are expected to ensure staff delivering the qualifications are occupationally competent and support their continuing professional development.Basic support play, behind, side and in front of ball
Basic support play, behind, side and in front of ballProdecEducation
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This unit aims to teach players about basic support play from behind, the side, and in front of the ball. It will cover the different types of support play, when and where to support from various angles. The learning outcomes are for players to understand support from different positions and how to technically execute support play. A sample practice plan is described to coach long passing and basic support.Turning
TurningProdecEducation
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This unit covers different types of turns in football. It includes four learning outcomes related to changing direction and pace, using all areas of the feet, turning in different ways, and turning under pressure. The document provides details on planning technical and skill sessions to coach turning, including recommended organization, key factors, and techniques like inside and outside hooks, the Cryuff turn, step over, and drag back. Coaches are encouraged to develop players' turning ability in the four corners of development - physical, technical, social, and psychological.Shooting and finishing
Shooting and finishingProdecEducation
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This unit focuses on shooting and finishing techniques. It will cover different shooting styles, when and where to shoot, and how to deliver the ball to predetermined areas or past the goalkeeper. The four learning outcomes are to 1) deliver the ball into predetermined areas, 2) shoot with curl, swerve and power to the sides of the goal, 3) shoot on target with either foot including half and full volleys, and 4) shoot to the corners and across the goalkeeper.Running with the ball
Running with the ballProdecEducation
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This unit aims to teach different styles of running with the ball, including when and how to do so. Learners will be able to travel with the ball to produce an end product, change pace and direction, and use both feet and all parts of their feet. The document outlines coaching activities like group discussions and technical sessions to help players develop running with the ball abilities.Principles of play for defending
Principles of play for defendingProdecEducation
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This unit covers the principles of defending, including individual, small group, and team defending. It aims to teach when, where, and how to defend, such as blocking shots, sliding tackles, and tracking recovery runs. A sample coaching session is outlined that focuses on defending in pairs in 2v2 and 3v3 drills, emphasizing communication, supporting distance, angles of support, and balance.Priciples of play for attack
Priciples of play for attackProdecEducation
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This document outlines principles of play for attack. It discusses creating, maintaining, and exploiting space individually and as a group. Learners will develop techniques like passing and supporting through group tasks and skill practices involving 1v1, 2v2, and 3v3 scenarios. Coaches are encouraged to develop players using the four corners model - physically, technically, socially, and psychologically - such as decision making and communication.Passing
PassingProdecEducation
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This unit focuses on developing passing skills and supporting teammates. It includes learning different passing styles, when and where to pass, and how to provide support. The three learning outcomes are: 1) passing along the ground and in the air with both feet; 2) passing off the front foot; and 3) improving accuracy, timing, weighting and disguise of passes. Coaches will help players develop technically, physically, socially and psychologically with a focus on passing skills, body position, decision making, communication and enjoyment.Dribbling
DribblingProdecEducation
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This unit aims to teach different styles of dribbling including when, where, and how to dribble a football. There are five learning outcomes: traveling to produce an end product, change of pace, going past opponents, change of direction, and using feet and all parts of the feet. The document provides guidance on technical details of dribbling, sample practice sessions, and developing dribbling in the four corners of physical, technical, social and psychological development.Defending, challenging and interception
Defending, challenging and interceptionProdecEducation
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This unit covers defending, challenging, and interception (DCI) in soccer. The three learning outcomes are individual, small group and team defending; blocking shots and passes to gain possession; and sliding tackles to gain possession. Effective DCI requires making up ground as the ball travels, slowing down the attacker's first touch, preventing them from turning or passing forward, being patient and staying on your feet. When defending in pairs, the nearest player marks the ball while communicating with their partner about supporting distance, angles of support, and maintaining balance and cover.Creating space
Creating spaceProdecEducation
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This unit aims to help players learn how to create space. There are three learning outcomes: individually, unit and group creating space; maintaining space; and exploiting space. Players will discuss what they know about creating space and examples of how it's done. They will learn techniques for creating space through dynamic movement, speed of movement, spatial awareness, and exploiting open space. Coaches will design practice sessions focused on these skills.Hermann Maiers Unthinkable Comeback Triumph at the 1998 Nagano Winter Olympi...
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#OlympicAlpineSkiingTickets,#WinterOlympicTickets,#WinterOlympic2026,#ItalyWinterOlympicTickets,#WinterOlympicTickets,#WinterOlympicMilanoCortina2026Tickets,#WinterOlympicGamesTickets,#MilanoCortina2026Tickets,#OlympicOpeningCeremonyTicketsBritish and Irish Lions Farrell Set for Sideline Role in Lions Tour.docx
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This document contains an assignment for a course on safeguarding and protecting children and young people in sport and active leisure. The assignment consists of short answer questions (Task A) that assess learning outcomes related to identifying risks, establishing policies and procedures, recognizing signs of abuse, and appropriately responding to concerns of child abuse or neglect. The questions address topics like defining key terms, identifying principles, factors for good practice, communicating effectively, building relationships, implementing duty of care, and organizational policies on safeguarding children. Upon completion, the candidate's work will be graded, feedback will be provided, and the assessment must be passed for the candidate to earn credit for the course.Student Appeals Procedure
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This unit aims to teach players about basic support play from behind, the side, and in front of the ball. It will cover the different types of support play, when and where to support from various angles. The learning outcomes are for players to understand support from different positions and how to technically execute support play. A sample practice plan is described to coach long passing and basic support.Turning
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