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Dear Parents and families,
Achieving success in public exams is obviously
extremely important for our students. They un-
derstand that good grades in exams give
greater opportunities in the next stage of their
education and in the world of work.
Supporting students to achieve that success is
very much a partnership between home and
school. Next week we will be holding a Year
11 Information Evening (from 6.30 until 7.30 in
the Jenkins Hall) for Year 11s and their parents
and carers to talk about the public exams
next summer and how Avon Valley College
will be preparing students for them. We will
also be sharing strategies that can be used at
home to support our Year 11s.
There is a letter from Mrs Baldwin giving much
more detail attached to this newsletter. If you
have a child in Year 11, I hope you can make
it on Thursday.
Thank you for your support.
Mr Webber
Principal
AVONAVON VALLEY COLLEGE
AVON VALLEY COLLEGE Our vision for Avon Valley College
Avon Valley students are confident, independent, resilient learners, who are well-
qualified and prepared for their next stage of learning. They are aspirational, respectful
individuals who make valued contributions to society.
We value care, commitment and courtesy.
Avon Valley College 23 September 2016
Issue 7
James Powell wins Fitness of the
Week Trophy
Life of a referee
On September 11th Adam Batty, Dillon Grant, and Jordan Kershaw took part
in a referee course which involved being referees for the under 9s Salisbury
League Football tournament organised by Durrington FC. At first the boys
were quite nervous but after their first match they were completely calm
and understood quite well what they had to do. However, there was one
bad thing to it, the coaches and parents! They would shout out false calls to
put the ref off and make them change their minds on things but never the
less the boys would ignore them and play fairly.
Written by Jordan Kershaw
Badminton Club
We had new students attend bad-
minton club this week. With so
many we split them up, Monica Ed-
wards from Stonehenge Badminton
club worked with the new students
while Mrs Harries, with the help from
sixth former Matt Money, worked
with the others. Again we finished
with a game of around the world,
the winners and therefore taking
the trophy was Piper Baker and
Archie Sheppard.
Well
done!
Diary Dates
19 September School Photographer in school
20 September Cross Country 1500-1600
21 September CEIAG Day for Year 10
26 September European Languages Day
27 September Cross Country 1500-1600
29 September Year 11 Parents Information Evening
30 September Macmillan Coffee Morning
Pitch Up & Train for Year 7 & 8 Boys, quality coaching session delivered
by England RFU Qualified Coaches.
These session are for the development of all players who attend and
suitable activates will be available for both beginners and experi-
enced young players. It is envisaged that players will come to these
(PUT) sessions with their parents involvement.
Pitch Up & Train (PUT)
Dates: Thursdays:- 29th September, 20th October, 24th November, 26th
January, 2nd March, 30th March.
Time: 5.30pm – 6.30pm at Salisbury RFC
Friday 23 September 2016 Dear Parent/Carer Year 11 Information Evening Thursday September 29 2016 On Thursday 29 September we are holding an Information Evening for Year 11 students. This is a chance for you to find out about the examinations the pupils will be taking in the summer and the key dates during the year. It is also an opportunity to find out how you can help and support pupils in the year leading up to the examinations. We look forward to seeing you on Thursday 29 September. Yours sincerely
Mrs Juliette Baldwin Vice Principal
Avon Valley College
Recreation Road, Durrington,
Salisbury, Wiltshire SP4 8HH
Website: www.avonvalleycollege.org.uk
Tel: 01980 652467
Avon Valley College is a member of Salisbury Plain Academies, a Multi Academy Trust. Registered in England No: 10163646
Registered Office: Avon Valley College, Durrington Salisbury Wiltshire SP4 8HH
July 2016
Dear Parents and families,
At Avon Valley College we firmly believe in school uniform. Being dressed smartly for school
helps students to focus on their learning, it prepares them for adult life and it also ensures that
there are no pressures from peers on how to dress for school. School uniform also has the ad-
vantage for parents and families of being hard-wearing and extremely good value for money.
By choosing Avon Valley for your child, you have agreed that your child will abide by our uni-
form rules.
I feel sure that you want your child to looks smart when they go to school in the morning and
the majority of students wear correct uniform and are well presented. However, the current
fashion seems to dictate skinny jeans, jeggings, leggings, short Lycra skirts, extreme hairstyles
and facial piercings. None of these are appropriate for school, no matter what the students
may say.
Our student planner is clear on the on uniform policy and we would like to take the opportuni-
ty to reiterate as shown in the list below: -
BOYS
Full length plain black school trousers not too tight. (Denim and anything with rivets are
excluded)
AVC Blazer (available at College)
AVC Jumper (optional)
White button up shirt
AVC tie (available at the College)
Plain dark socks
Clean, sensible plain black shoes (daps, trainers and boots are all unacceptable)
GIRLS
Full length plain black school trousers (Denim and anything with rivets are excluded, as
are leggings and jeggings) not too tight
OR plain black school skirt (knee length and not too tight – Lycra is not acceptable)
AVC Blazer (available at College)
AVC Jumper (optional)
White button up shirt (no blouses )
AVC tie (available at the college)
Plain dark socks or tights
Clean, sensible plain black shoes (daps, trainers and boots are all unacceptable)
Jewellery must not be worn. Nail varnish is not allowed, nor are false nails. Studs or sleepers
are allowed only in pierced ears – one pair only. Nose studs and other body piercings are
not allowed and may be confiscated. Hairstyles and make-up should not be extreme i.e.
should only be a style that would be acceptable in the workplace. Unnatural hair dye, ex-
tensions and extreme styles are not acceptable. No hair art is permitted nor is a haircut short-
er than a grade 2. Additional fashion accessories are not permitted.
Uniform is by definition uniform. Current styles, fashions and trends will not determine or
change uniform policy.
If students are not in the correct uniform due to unforeseen circumstances we will expect to
see a note from parents or carers in their planners, and for the situation to be remedied as
soon as possible. If students do not possess a note in their planner explaining the uniform
shortcoming then they will receive an appropriate sanction.
In all matters relating to uniform and appearance, the College reserves the right to deter-
mine what is and what is not acceptable. To help maintain high standards full uniform
checks will be conducted weekly.
We would like to thank you in advance for your support in this matter and if you would like to
discuss the contents of this letter, or specific issues around the uniform, then please contact
us at the college.
Yours faithfully,
Mr Kilminster – Pastoral & Progress Leader for KS3
Mrs Rifat - Pastoral & Progress Leader for KS4
.
http://www teamwiltshire.org.uk
Wiltshire County Badminton Association ( Juniors ) is endeavouring to re-
cruit youngsters form the backbone of future Wiltshire County junior
squad badminton players.
In order to achieve this goal we are looking for Under 12’s ( Years 4, 5
and 6 ) and Under 14’s ( Years 7 and 8 ) to attend a short trials session at
Sheldon School Sports Hall, Hardenhuish Lane, Chippenham on the 10th
September 2016.
The U12’s attending from 12.00 to 14.00, the U14’s from 14.00 to 16.00,
there will be a small charge for each candidate of £4.00 per head to
cover the cost of the hall hire.
Selected candidates will be offered a place in the junior squad and will
be required to attend two hour training sessions at Tidworth Leisure Cen-
tre, primarily on Sundays, during the badminton season.
There is, of course, no reason why any prospective player within your
school or club identified as a potentially talented at a later date cannot
be considered for inclusion in the junior squad.
We are looking to recruit around 40 candidates from each age group,
perhaps you may be aware of a few of your students who may be
demonstrating basic racquet skills or noteworthy coordination who might
be interested in attending the trials.
For more information or to book participants into the trials please contact
me direct on :-
[email protected] or call me on 07703203893 We have recruited highly successful and professional Badminton England
registered coaches to ensure Wiltshire Juniors gain the greatest benefit
they can from being recruited into the ‘county squad’, we look forward
to hearing from you.
Geoff Mascall – Chair WCBA Juniors - August 2016
Human Studies Homework projects (ELPS)
Each term year 7,8 and 9 all students will have a homework project to com-
plete in all Human Studies subject areas; Ethics, Geography and History. These
are handed out once a term and students have between 3 and 5 weeks to
complete them.
Each student will be given an ELP sheet to stick into their planners and each
ELP will have weekly tasks or stages which they will need to do in order to
complete the project successfully. Large copies of the ELP are stuck on the
walls in the classrooms in case they lose their copy.
These projects are designed to allow the students to work more independent-
ly and develop their knowledge of the areas they have been studying in
class. Some will involve them making a model but these can be done digitally
or using mixed media, others may involve a longer written piece, research,
presentation preparation or a combination of activities; Please check with
your child teacher if you are unsure as to what is expected.
This term in year 7 students are working on the following: Ancient Civilizations-
History; Map skills- Geography; Sikhism- Ethics
Students in year 8 are studying: The Industrial Revolution- History; Islam- Ethics;
Geology- Geography
Students in year 9 are studying: The making of the UK- History; Buddhism- Eth-
ics; Restless Earth- Geography.
All ELP sheets for these topics have been included in this newsletter and if you
have any questions please contact your child’s teacher.
A g
uide t
o Sikhism- Y
ear
7 a
ssess
ment
pro
ject
D
esi
gn a
boo
klet
to s
how
dif
fere
nt S
ikh b
eliefs
. Y
ou s
hou
ld c
over
at leas
t 3
dif
fere
nt t
opic
s.
You
shou
ld a
lso
try
to inc
lude;
Fro
nt C
over
wit
h n
ame a
nd t
utor
gro
up
Int
roduc
tion
- w
hat
is
the b
ook
abou
t?
Wri
tten
wor
k an
d p
ictu
res
5 K
’s –
what
are
they
and w
hat
do
they
mean
?
Sik
h f
ood a
nd c
loth
es
law
s
Sik
his
m a
nd a
uthor
ity
In
order
to
get
a hig
her
leve
l it
is
impo
rtan
t th
at y
ou s
how
you
r
own
rese
arch
.
Att
ainm
ent
Desc
ript
or
Leve
l
Boo
klet
refl
ect
s so
me b
asic
kno
wle
dge
of
Sik
his
m. S
ome
eff
ort
to p
rese
nt t
he b
ookl
et
neat
ly
3
The b
ookl
et
refl
ect
s kn
owle
dge
of
Sik
his
m. I
t sh
ows
a
bas
ic u
nders
tand
ing
of S
ikh b
eliefs
. T
he b
ookl
et
is
prese
nted n
eat
ly.
4
The b
ookl
et
refl
ect
s go
od k
now
ledge
of
Sik
his
m. I
t
show
s a
good
und
erst
andin
g as
to
why
Sik
hs
follo
w c
ert
ain
beliefs
. U
ses
rele
vant
term
s an
d t
he b
ookl
et
is p
rese
nted
neat
ly.
5
The b
ookl
et
refl
ect
s go
od k
now
ledge
of
Sik
his
m. I
t
show
s a
very
goo
d u
nders
tand
ing
as t
o w
hy
Sik
hs
follo
w
cert
ain
beliefs
. U
ses
man
y re
leva
nt t
erm
s an
d s
how
s cl
ear
unders
tand
ing
of d
iffe
rent
asp
ect
of
Sik
his
m t
oday
. T
he
boo
klet
is p
rese
nted n
eat
ly a
nd c
olou
rful
ly.
6
The b
ookl
et
refl
ect
s deta
iled k
now
ledge
of
Sik
his
m. I
t
clear
ly s
how
s a
good
und
ers
tand
ing
of S
ikh b
eliefs
and
how
the F
ive K
’s a
re f
ollo
wed. I
t has
been
indepe
ndent
ly
rese
arch
ed a
nd is
pres
ent
ed n
eat
ly a
nd c
olou
rful
ly.
7
A g
uide t
o Sikhism- Y
ear
7 a
ssess
ment
pro
ject
D
esi
gn a
boo
klet
to s
how
dif
fere
nt S
ikh b
eliefs
. Y
ou s
hou
ld c
over
at leas
t 3
dif
fere
nt t
opic
s.
You
shou
ld a
lso
try
to inc
lude;
Fro
nt C
over
wit
h n
ame a
nd t
utor
gro
up
Int
roduc
tion
- w
hat
is
the b
ook
abou
t?
Wri
tten
wor
k an
d p
ictu
res
5 K
’s –
what
are
they
and w
hat
do
they
mean
?
Sik
h f
ood a
nd c
loth
es
law
s
Sik
his
m a
nd a
uthor
ity
In
order
to
get
a hig
her
leve
l it
is
impo
rtan
t th
at y
ou s
how
you
r
own
rese
arch
.
Att
ainm
ent
Desc
ript
or
Leve
l
Boo
klet
refl
ect
s so
me b
asic
kno
wle
dge
of
Sik
his
m. S
ome
eff
ort
to p
rese
nt t
he b
ookl
et
neat
ly
3
The b
ookl
et
refl
ect
s kn
owle
dge
of
Sik
his
m. I
t sh
ows
a
bas
ic u
nders
tand
ing
of S
ikh b
eliefs
. T
he b
ookl
et
is
prese
nted n
eat
ly.
4
The b
ookl
et
refl
ect
s go
od k
now
ledge
of
Sik
his
m. I
t
show
s a
good
und
erst
andin
g as
to
why
Sik
hs
follo
w c
ert
ain
beliefs
. U
ses
rele
vant
term
s an
d t
he b
ookl
et
is p
rese
nted
neat
ly.
5
The b
ookl
et
refl
ect
s go
od k
now
ledge
of
Sik
his
m. I
t
show
s a
very
goo
d u
nders
tand
ing
as t
o w
hy
Sik
hs
follo
w
cert
ain
beliefs
. U
ses
man
y re
leva
nt t
erm
s an
d s
how
s cl
ear
unders
tand
ing
of d
iffe
rent
asp
ect
of
Sik
his
m t
oday
. T
he
boo
klet
is p
rese
nted n
eat
ly a
nd c
olou
rful
ly.
6
The b
ookl
et
refl
ect
s deta
iled k
now
ledge
of
Sik
his
m. I
t
clear
ly s
how
s a
good
und
ers
tand
ing
of S
ikh b
eliefs
and
how
the F
ive K
’s a
re f
ollo
wed. I
t has
been
indepe
ndent
ly
rese
arch
ed a
nd is
pres
ent
ed n
eat
ly a
nd c
olou
rful
ly.
7
Homework Task – The Game of life
Week 1 and 2
Place the picture of the Buddhist wheel of life in the centre of an A3 piece of paper (if you
don’t have A3 then stick two pieces of A4 paper together). Using a ruler and different
coloured pencils you are going to annotate the different parts of the Buddhist wheel of life.
In order to do this you need to go on this website:
http://www.cleo.net.uk/resources/displayframe.php?src=1194/http://www.cleo.net.uk/consul
tants_resources/re/wolNew/wolNew.html
Alternatively it is easier to type into google CLEO wheel of life and it should take you to a
webpage with an interactive picture. Which looks like this:
On the page click on the red writing which says click here to explore the painting. You can
then click on any different parts of the painting to view close ups and read notes. When you
have clicked on a section of the picture in the top right hand corner in red there is a button
which says read notes. Please do this so that you will be able to access the information you
need to complete this task.
The sections of the wheel of life I would like annotated are:
1. The first circle: The Three Root Poisons
2. The second circle: Six different existences
3. The third circle - The six Realms
4. The Lord of Death/ Yama
5. Outside the wheel
This should take you two weeks to complete.
AVO
N VA
LLEY
COL
LEGE
Year
7 H
isto
ry
Te
rm 1
– T
he m
onum
ents
of t
he a
ncie
nt w
orld
W
hat d
o yo
u ne
ed to
com
plet
e Yo
u ar
e to
choo
se o
ne a
ncien
t mon
umen
t fro
m th
e fo
llowi
ng lis
t, re
sear
ch
and
crea
te a
scale
mod
el an
d wr
itten
expla
natio
n of
it. T
his ca
n be
don
e eit
her d
igita
lly (M
inecr
aft is
acc
epta
ble if
you
can f
ilm a
walk
thro
ugh
so w
e ca
n se
e th
e wh
ole th
ing),
on p
aper
or a
s a fu
ll mod
el.
You
can
choo
se fr
om th
e foll
owing
anc
ient m
onum
ents:
1.
Gre
at P
yram
id of
Giza
2.
Sto
nehe
nge
3. C
oloss
eum
of R
ome
4. P
arth
enon
of A
then
s Yo
u wi
ll nee
d to
inclu
de a
n ex
plana
tion
abou
t the
civil
isatio
n th
at b
uilt it
, wh
en it
was b
uilt,
how
it was
buil
t and
why
it wa
s buil
t. W
eekl
y tas
ks to
be
com
plet
ed:
Wee
k 1-
Ch
oose
and
rese
arch
you
r mon
umen
t W
eek
2-
Writ
e yo
ur e
xpla
natio
n to
go
with
your
mon
umen
t ens
urin
g th
at yo
u m
eet a
ll th
e cr
iteria
list
ed a
bove
. W
eek
3-
Colle
ct a
ll th
e m
ater
ials
you
will
need
to c
reat
e yo
ur o
wn m
onum
ent
and
desi
gn it
(you
can
ask
for h
elp
from
your
par
ents
if yo
u ne
ed it
) W
eeks
4-5
- M
ake
your
mon
umen
t W
eek
6-
Brin
g it
in a
nd s
how
it of
f, yo
ur w
ork w
ill b
e m
arke
d us
ing
the
crite
ria
show
n.
E1
You h
ave a
ttemp
ted t
o mak
e a m
onum
ent.
Ther
e is l
ittle
evide
nce o
f any
rese
arch
cond
ucte
d.
Your
pres
enta
tion i
s poo
r and
ther
e has
been
little
to no
effo
rt
put i
n. Th
is wi
ll nee
d to b
e red
one t
o an a
ccep
table
stan
dard
.
E2
You h
ave d
esign
ed an
d mad
e an a
ncien
t mon
umen
t and
have
show
n som
e evid
ence
of pr
ior re
sear
ch co
nduc
ted.
Your
wor
k is b
asic
but i
nclud
es so
me lim
ited d
etail
.
Your
pres
enta
tion i
s fair
but m
ore e
ffor
t cou
ld ha
ve be
en pu
t
into y
our w
ork.
E3
You h
ave d
esign
ed an
d mad
e a go
od re
pres
enta
tion o
f an a
ncien
t
monu
ment
. You
have
show
n clea
r evid
ence
of pr
ior re
sear
ch
which
is ev
ident
thro
ugh t
he de
sign.
Your
wor
k is n
eatly
pres
ente
d and
you h
ave i
nclud
ed a
good
visua
l pre
sent
ation
as w
ell to
expla
in yo
ur m
onum
ent.
E4
You h
ave i
nclud
ed al
l of t
he ab
ove a
nd bu
t hav
e pro
duce
d an
ancie
nt m
onum
ent o
f a ve
ry hi
gh st
anda
rd th
at sh
ows c
lear
evide
nce o
f res
earc
h hav
ing be
en co
nduc
ted.
You h
ave p
rese
nted
your
wor
k to a
very
high
stan
dard
.
Your
pres
enta
tion i
s clea
r and
comp
lete w
ith a
good
leve
l of
deta
il inc
luded
.
E5
You h
ave a
full a
nd co
mplet
e pro
ject t
hat c
learly
demo
nstr
ates
your
know
ledge
and r
esea
rch a
nd al
so ex
plains
why
you
monu
ment
was
crea
ted.
You h
ave u
sed c
orre
ct an
d key
term
inolog
y thr
ough
out a
nd ha
ve
evalu
ated
its s
ignifi
canc
e in r
elatio
n to t
he w
ider h
istor
ical
cont
ext.
Your
wor
k is o
utst
andin
g.
Leve
l Ach
ieved
Area
s to I
mpro
ve
AV
ON
VA
LL
EY
CO
LL
EG
E
Ye
ar
9 H
isto
ry E
LP
Un
itin
g t
he K
ing
do
m
Yo
ur
task:
Yo
u a
re g
oin
g t
o c
reate
a p
resenta
tion o
n w
hat m
ight
hap
pe
n to
th
e U
K
wh
en
it
leave
s t
he E
uro
pe
an
Unio
n (
Bre
xit).
It m
ust
dem
onstr
ate
yo
ur
und
ers
tand
ing
of th
e U
K le
avin
g th
e E
U a
nd s
hou
ld t
here
fore
inclu
de
facts
and info
rma
tion a
bo
ut
som
e o
r a
ll of th
e fo
llow
ing
to
pic
s:
Imm
igra
tio
n
Mo
ne
y –
Ho
w m
uch m
ight
the p
ou
nd b
e w
ort
h c
om
pare
d t
o o
ther
cu
rre
ncie
s
Tra
de
Pe
op
le liv
ing
in
th
e U
K g
oin
g o
n a
fo
reig
n h
olid
ay
T
his
pre
senta
tio
n d
oes n
eed
to b
e a
tw
o s
ide
d a
rgum
ent w
hic
h h
as
evid
en
ce t
o s
up
port
both
sid
es. S
o th
ere
nee
ds to b
e c
lear
poin
ts m
ade
to
su
pp
ort
and
op
pose
‘B
rexit’. W
e a
re n
ot
askin
g y
ou
to
fo
rm y
ou
r o
wn
op
inio
n, w
e w
ou
ld lik
e y
ou
to
sh
ow
th
at
yo
u h
ave
re
se
arc
hed
th
e t
op
ic a
nd
ca
n d
em
on
str
ate
kn
ow
led
ge o
f b
oth
sid
es
of
the
arg
um
en
t.
Yo
ur
pre
se
nta
tio
n c
an b
e d
eliv
ere
d in
a n
um
ber
of
wa
ys:
Yo
u c
an d
o a
Po
we
rPoin
t pre
sen
tatio
n
Ma
ke
an
info
rmative
bo
ard
and p
rese
nt
it
Write
a s
pe
ech
exp
lain
ing
th
e a
rgum
ents
fo
r a
nd
ag
ain
st ‘B
rexit’
and
re
ad it
out
Ch
eck w
ith
th
e te
ach
er
if y
ou t
hin
k o
f a
noth
er
wa
y
Lev
el
De
sc
rip
tio
n
E1
Little
eff
ort
has b
ee
n m
ad
e t
o c
om
ple
te y
our
pre
se
nta
tio
n to
th
e r
eq
uire
d s
tand
ard
. Y
our
wo
rk
lacks t
he b
asic
kn
ow
ledg
e a
nd
do
es n
ot m
eet th
e
crite
ria s
how
n in t
he ta
sk in
str
uctio
n. T
his
will
nee
d t
o
be r
edo
ne t
o a
satisfa
cto
ry s
tand
ard
.
E2
So
me
eff
ort
has b
ee
n m
ade
to c
om
ple
te th
e ta
sk,
basic
kn
ow
ledg
e is d
em
onstr
ate
d h
ow
eve
r th
ere
is
little
atte
ntio
n to
deta
il. P
resen
tatio
n d
oe
s n
ot h
ave
a
purp
ose
an
d d
oe
s n
ot in
clu
de
info
rma
tion
ab
out a
ll
are
as.
E3
So
me
eff
ort
has b
ee
n m
ade
to c
om
ple
te th
e ta
sk a
nd
there
is e
vid
en
ce o
f kn
ow
ledg
e o
f ‘B
rexit’. Y
our
pre
se
nta
tio
n is tw
o s
ide
d b
ut th
is is n
ot a
lwa
ys c
lea
r
and
yo
u h
ave
inclu
de
d m
ost
of th
e a
reas lis
ted in
th
e
crite
ria.
E4
A g
ood e
ffort
has b
ee
n m
ade
to
com
ple
te t
he t
ask,
the p
resen
tatio
n c
learly s
how
s b
oth
sid
es o
f th
e
arg
um
ent
and t
here
is e
vid
en
ce t
o b
ack u
p y
our
poin
ts.
Yo
u h
ave
inclu
de
d a
ll a
rea
s lis
ted in
th
e
crite
ria a
nd
ha
ve
sh
ow
n a
go
od
kn
ow
ledg
e o
f B
rexit
E5
Exce
llent
eff
ort
to
com
ple
te th
e ta
sk is d
em
onstr
ate
d.
Th
e p
rese
nta
tion is im
pre
ssiv
e in d
esig
n a
nd m
uch
ca
re a
nd a
tte
ntio
n h
as b
een
take
n t
o e
nsure
yo
ur
poin
ts a
re c
lear
and
su
pp
ort
ed w
ith
evid
en
ce.
Yo
u
dem
onstr
ate
an e
xce
llen
t u
nd
ers
tand
ing
of
the k
ey
featu
res o
f ‘B
rexit’. Info
rma
tion
is n
ot o
nly
accura
te
but
stu
de
nt
has a
lso
used
ke
y w
ord
s a
nd
te
rmin
olo
gy
app
rop
riate
ly. T
here
is c
lear
evid
en
ce t
o s
upp
ort
a
two
sid
ed a
rgu
me
nt.
AV
ON
VA
LL
EY
CO
LL
EG
E
Ye
ar
8 H
isto
ry E
LP
In
du
str
ial R
evo
luti
on
Yo
ur
task:
Yo
u a
re to d
esig
n a
boa
rd g
am
e a
bo
ut lif
e d
urin
g th
e In
du
str
ial
Re
vo
lution
. T
he b
oard
gam
e m
ust
inclu
de
info
rma
tion
ab
out lif
e d
urin
g
the in
du
str
ial re
vo
lution
an
d c
ond
itio
ns in
th
e t
ow
n a
nd
citie
s. T
he
obje
ctive
of
the g
am
e is u
p t
o y
ou t
o d
ecid
e b
ut so
me
exa
mp
les c
ould
be:
To c
reate
a t
hrivin
g in
dustr
ial to
wn
To b
eco
me a
su
ccessfu
l fa
cto
ry o
wn
er
To a
vo
id inju
ry in
th
e f
acto
ry w
ork
pla
ce
To try
and
im
pro
ve
he
alth
co
nd
itio
ns in
an In
du
str
ial to
wn
T
he b
oa
rd g
am
e m
ust de
mo
nstr
ate
yo
ur
und
ers
tand
ing
of th
e In
du
str
ial
Re
vo
lution
an
d s
ho
uld
the
refo
re inclu
de
fa
cts
and info
rma
tion a
bo
ut
so
me
or
all
of th
e fo
llow
ing t
opic
s –
wo
rk, tr
ansp
ort
, h
ea
lth,
educa
tion
,
and
fa
cto
ry c
on
ditio
ns,
livin
g c
ond
itio
ns. It
will
als
o n
ee
d to
inclu
de
an
ele
me
nt
of ch
alle
ng
e f
or
the p
laye
rs,
so
qu
estio
ns o
r ta
sks fo
r th
e p
laye
rs
will
nee
d t
o b
e in
clu
de
d.
We
ek 1
: D
ecid
e th
e fo
rma
t if y
our
gam
e a
nd r
esea
rch
th
e k
now
ledg
e
n
ee
de
d fo
r yo
ur
qu
estio
ns a
nd
info
rma
tion
. W
ee
k 2
: D
raft o
ut
yo
ur
bo
ard
fo
rma
t a
nd
ha
ve
th
is c
hecke
d.
En
sure
th
at
t
here
are
are
as w
here
ch
alle
ng
e c
an b
e in
clu
ded
. W
ee
k 3
: C
reate
yo
ur
boa
rd, e
nsu
re t
hat
it is n
eat, e
asily
used
an
d
in
tere
sting
to
look a
t an
d t
hat
it c
an b
e p
laye
d.
W
ee
k 4
: P
roduce c
ard
s, co
un
ters
and
dic
e f
or
boa
rd g
am
e.
We
ek 5
: P
roduce
ne
at
an
d f
inal in
str
uction
s f
or
yo
ur
gam
e. T
hese
sh
ou
ld
be w
ord
pro
ce
sse
d.
Rem
em
be
r to
ch
eck f
or
gra
mm
atical err
ors
and to
corr
ect th
em
. W
ee
k 6
: B
ring
in y
our
gam
e to
pla
y in
th
e c
lass.
En
su
re y
ou
do
n’t
fo
rget
the c
ou
nte
rs a
nd
dic
e!!
Lev
el
De
sc
rip
tio
n
E1
Little
eff
ort
has b
ee
n m
ad
e t
o c
om
ple
te y
our
gam
e t
o
the r
eq
uire
d s
tand
ard
. Y
our
wo
rk la
cks t
he b
asic
kn
ow
ledg
e a
nd d
oe
s n
ot m
eet th
e c
rite
ria s
how
n in
the ta
sk in
str
uctio
n. T
his
will
nee
d t
o b
e r
edo
ne t
o a
sa
tisfa
cto
ry s
tand
ard
.
E2
So
me
eff
ort
has b
ee
n m
ade
to c
om
ple
te th
e ta
sk,
basic
kn
ow
ledg
e is d
em
onstr
ate
d h
ow
eve
r th
ere
is
little
atte
ntio
n to
deta
il. G
am
e d
oe
s n
ot h
ave
a
purp
ose
an
d d
oe
s n
ot in
clu
de
info
rma
tion
ab
out a
ll
are
as ta
ug
ht.
E3
So
me
eff
ort
has b
ee
n m
ade
to c
om
ple
te th
e ta
sk a
nd
there
is e
vid
en
ce o
f kn
ow
ledg
e o
f th
e p
erio
d s
tud
ied.
Yo
ur
gam
e h
as a
purp
ose
bu
t th
is is n
ot a
lwa
ys c
lear
and
yo
u h
ave
inclu
de
d m
ost
of th
e a
reas lis
ted in
th
e
crite
ria.
E4
A g
ood e
ffort
has b
ee
n m
ade
to
com
ple
te t
he t
ask,
the g
am
e h
as a
cle
ar
purp
ose
an
d ta
sks/ q
uestio
ns
for
the p
laye
rs s
how
lin
ks t
o t
his
. Y
ou h
ave
inclu
de
d
all
are
as lis
ted in
th
e c
rite
ria a
nd
ha
ve
sh
ow
n a
goo
d
kn
ow
ledg
e o
f th
e p
erio
d s
tudie
d.
E5
Exce
llent
eff
ort
to
com
ple
te th
e ta
sk is d
em
onstr
ate
d.
Th
e b
oa
rd g
am
e is im
pre
ssiv
e in d
esig
n a
nd m
uch
ca
re a
nd a
tte
ntio
n h
as b
een
take
n t
o e
nsure
th
e
gam
e is e
xtr
em
ely
pla
ya
ble
. Y
ou d
em
onstr
ate
an
exce
llent
und
ers
tand
ing
of
the k
ey fe
atu
res o
f th
e
perio
d. I
nfo
rma
tion is n
ot
only
accura
te b
ut
pup
il h
as
als
o u
se
d k
ey w
ord
s a
nd t
erm
inolo
gy a
pp
rop
riate
ly.
Th
ere
is c
lear
evid
en
ce o
f ch
alle
ng
e fo
r th
e p
laye
rs.
ELP
–Tr
eas
ure
Isla
nd
Thi
s te
rm y
ou w
ill b
e le
arni
ng m
ap s
kills
. You
will
be
crea
ting
a
Tre
asur
e Is
land
map
whi
ch w
ill d
emon
stra
te y
our
know
ledg
e an
d
unde
rsta
ndin
g of
map
s an
d w
ritin
g de
taile
d in
stru
ctio
ns a
bout
whe
re th
e tr
easu
re c
an b
e fo
und.
You
r cl
assm
ates
will
then
be
tryi
ng to
see
if th
ey c
an lo
cate
the
trea
sure
!
1.
You
r Tr
easu
re m
ap s
ho
uld
be
des
ign
ed o
n A
3 an
d c
an b
e a
them
e o
f yo
ur
cho
ice
(e.g
. Po
kém
on
Isla
nd
or
Foo
tbal
l Isl
and
). It
mu
st in
clu
de
the
follo
win
g fe
atu
res:
a.
A g
rid
wit
h g
rid
re
fere
nce
s so
yo
u c
an lo
cate
po
ints
wit
h 6
fig
ure
grid
re
fere
nce
s.
b.
A s
cale
bar
c.
A t
itle
an
d n
ort
h a
rro
w
d.
You
r m
ap s
ho
uld
incl
ud
e at
leas
t 4
dif
fere
nt
typ
es o
f la
nd
use
(e.g
. ho
usi
ng,
tre
es
and
mar
shla
nd
). T
hes
e s
ho
uld
be
incl
ud
ed in
the
key.
e.
You
nee
d t
o s
ho
w t
he
relie
f (h
eigh
t o
f th
e la
nd
) o
n t
he
map
,
eith
er u
sin
g co
nto
ur
lines
, rel
ief
shad
ing
or
spo
t h
eigh
ts.
f.
You
nee
d t
o in
clu
de
at le
ast
8 o
ther
fea
ture
s w
hic
h w
ill b
e
rep
rese
nte
d in
th
e ke
y (t
her
e ca
n b
e m
ore
th
an o
ne
of
thes
e
feat
ure
s o
n t
he
map
!)
g.
The
co-o
rdin
ates
fo
r th
e tr
easu
re n
eed
to
be
wri
tte
n o
n t
he
bac
k
of
the
map
or
con
ceal
ed o
n t
he
fro
nt
of
the
map
.
2.
The
dire
ctio
ns fo
r th
e lo
catio
n of
you
r tr
easu
re n
eed
to b
e w
ritte
n as
a
serie
s of
inst
ruct
ions
. You
sho
uld
have
at l
east
12
clue
s an
d di
rect
ions
w
hich
will
lead
oth
ers
to th
e tr
easu
re.
The
se s
houl
d in
clud
e th
e us
e of
:
a.
Six
figu
re g
rid
ref
eren
ces
b.
Dis
tan
ces.
c.
R
efer
ence
to
th
e d
iffe
ren
t sy
mb
ols
. d
. R
efer
ence
to
th
e la
nd
use
an
d r
elie
f o
f th
e la
nd
. e
. D
irec
tio
nal
inst
ruct
ion
s u
sin
g th
e co
mp
ass
po
ints
. e.
g. S
tart
ing
at G
R0
45
67
1, t
rave
l 30
0m
No
rth
East
to
th
e h
igh
est
po
int
of
lan
d in
th
at a
rea.
3.
You
r w
ork
nee
ds
to b
e at
trac
tive
ly p
rese
nte
d w
ith
cle
ar,
iden
tifi
able
sym
bo
ls. Y
ou
r d
irec
tio
ns
nee
d t
o b
e w
ritt
en u
sin
g ac
cura
te s
pel
ling
and
gra
mm
ar.
This
pro
ject
will
en
able
yo
u t
o d
em
on
stra
te t
he
fo
llow
ing
kno
wle
dge
, u
nd
ers
tan
din
g an
d s
kills
:
I ca
n u
se a
ra
ng
e o
f g
lob
es, m
ap
s (
incl
ud
ing
Ord
na
nce
Su
rvey
m
ap
s), a
tla
ses
an
d a
eria
l ph
oto
gra
ph
s to
vie
w a
nd
des
crib
e th
e d
istr
ibu
tio
n o
f g
eog
rap
hic
al f
eatu
res
usi
ng
gri
d
The
map
s w
ill b
e as
sess
ed
usi
ng
the
fo
llow
ing
crit
eri
a;
E1
You
hav
e d
esig
ned
a b
asic
tre
asu
re is
lan
d a
nd
sim
ple
set
of
dir
ecti
on
s b
oth
of
wh
ich
lack
mu
ch o
f th
e re
qu
ired
info
rmat
ion
. Yo
u h
ave
pro
vid
ed o
nly
a s
mal
l par
t o
f th
e in
form
atio
n r
equ
ired
. P
rese
nta
tio
n is
po
or
and
sh
ow
s a
lack
of
effo
rt.
E2
You
hav
e d
esig
ned
a t
reas
ure
map
wit
h s
om
e o
f th
e re
qu
ire
d
feat
ure
s.
You
hav
e cr
eate
d a
sim
ple
set
of
dir
ecti
on
s.
Ther
e is
lim
ited
eff
ort
de
mo
nst
rate
d in
th
e p
rese
nta
tio
n.
E3
You
des
ign
ed a
n is
lan
d w
ith
mo
st o
f th
e re
qu
ired
fea
ture
s.
You
r d
irec
tio
ns
incl
ud
e ex
amp
les
of
mo
st o
f th
e d
iffe
ren
t lo
cati
on
al
info
rmat
ion
. P
rese
nta
tio
n is
nea
t an
d le
gib
le.
E4
You
hav
e d
esig
ned
a c
reat
ive
and
det
aile
d m
ap w
hic
h in
clu
des
all
of
the
req
uir
ed f
eatu
res
clea
rly
sho
wn
. Yo
ur
dir
ecti
on
s in
clu
de
accu
rate
exa
mp
les
all t
he
loca
tio
nal
re
fere
nce
info
rmat
ion
wh
ich
is r
eq
uir
ed.
E5
As
abo
ve.
You
r m
ap d
em
on
stra
tes
tho
rou
gh u
nd
erst
and
ing
of
map
des
ign
so
it
is le
gib
le w
ith
intu
itiv
e an
d w
ell-
des
ign
ed s
ymb
olo
gy.
The
dir
ecti
on
s ar
e w
ell-
wri
tten
an
d d
etai
led
, cre
atin
g an
acc
ura
te
and
ch
alle
ngi
ng
tre
asu
re h
un
t!
A
VO
N V
AL
LE
Y C
OL
LE
GE
Y
ea
r 8 (
Ge
og
rap
hy)
EL
P
T
erm
1 –
Ge
og
rap
hy R
oc
ks
You w
ill b
e c
reating a
pre
senta
tion a
bout a landscape fro
m a
round the
world.
You m
ust choose o
ne p
lace fro
m t
he f
ollo
win
g;
Mo
nu
men
t V
alley
US
A,
Dart
mo
or
UK
, G
ian
ts C
au
sew
ay I
rela
nd
, A
yre
s R
ock A
ustr
ail
a,
Zh
an
gye D
an
xai
Ch
ina, E
nn
ed
i D
esert
Ch
ad
. Y
ou c
an p
resent
your
work
in
any w
ay y
ou c
hoose (
pow
er
poin
t, p
rezi etc
), L
imit y
ours
elf to n
o m
ore
th
an 6
slid
es –
rem
em
ber
qualit
y n
ot q
uantity
! T
hin
k a
bo
ut:
Where
the landscape is locate
d. (m
aps)
What does the landscape look lik
e?
What is
the g
eolo
gy o
f th
e a
rea?
How
were
the featu
res o
f th
e a
rea c
reate
d?
Have t
he f
eatu
res b
een form
ed o
r chang
ed b
y w
eath
ering
?
Y
ou
r E
LP
wil
l re
qu
ire
th
e f
oll
ow
ing
B
y
Do
ne
Ch
oose
yo
ur
are
a a
nd
fin
d its
lo
ca
tio
n –
ca
n y
ou f
ind
ma
ps o
f d
iffe
ren
t sca
les t
o s
ho
w t
he
are
a?
WE
EK
1
Fin
d s
om
e p
ictu
res o
f th
e a
rea a
nd
an
no
tate
th
em
to s
ho
w t
he
ma
in f
eatu
res o
f th
e a
rea
.
WE
EK
2
Fin
d o
ut
abo
ut th
e g
eo
log
y o
f th
e a
rea
an
d h
ow
it
wa
s
form
ed/c
reate
d o
ve
r tim
e.
WE
EK
3
Exp
lain
wh
y p
eop
le v
isit t
his
are
a a
nd
fin
d e
xa
mp
les o
f w
hat
the
y
ca
n d
o in
th
e a
rea
.
WE
EK
4
Cre
ate
yo
ur
pre
se
nta
tio
n,
make
su
re y
ou
in
clu
de
all
the e
lem
ents
to
sh
ow
yo
ur
cla
ssm
ate
s a
ll a
bo
ut
yo
ur
am
azin
g la
ndsca
pe
! W
EE
K
5
Pre
se
nt
yo
ur
wo
rk in
cla
ss.
WE
EK
6
Tea
ch
er
Com
men
t on
EL
P
AV
ON
VA
LL
EY
CO
LL
EG
E
Ye
ar
8 (
Ge
og
rap
hy)
EL
P
T
erm
1 –
Ge
og
rap
hy R
oc
ks
You w
ill b
e c
reating a
pre
senta
tion a
bout a landscape fro
m a
round the
world.
You m
ust choose o
ne p
lace fro
m t
he f
ollo
win
g;
Mo
nu
men
t V
alley
US
A,
Dart
mo
or
UK
, G
ian
ts C
au
sew
ay I
rela
nd
, A
yre
s R
ock A
ustr
ail
a,
Zh
an
gye D
an
xai
Ch
ina, E
nn
ed
i D
esert
Ch
ad
. Y
ou c
an p
resent
your
work
in
any w
ay y
ou c
hoose (
pow
er
poin
t, p
rezi etc
), L
imit y
ours
elf to n
o m
ore
th
an 6
slid
es –
rem
em
ber
qualit
y n
ot q
uantity
! T
hin
k a
bo
ut:
Where
the landscape is locate
d. (m
aps)
What does the landscape look lik
e?
What is
the g
eolo
gy o
f th
e a
rea?
How
were
the featu
res o
f th
e a
rea c
reate
d?
Have t
he f
eatu
res b
een form
ed o
r chang
ed b
y w
eath
ering
?
Y
ou
r E
LP
wil
l re
qu
ire
th
e f
oll
ow
ing
B
y
Do
ne
Ch
oose
yo
ur
are
a a
nd
fin
d its
lo
ca
tio
n –
ca
n y
ou f
ind
ma
ps o
f d
iffe
ren
t sca
les t
o s
ho
w t
he
are
a?
WE
EK
1
Fin
d s
om
e p
ictu
res o
f th
e a
rea a
nd
an
no
tate
th
em
to s
ho
w t
he
ma
in f
eatu
res o
f th
e a
rea
.
WE
EK
2
Fin
d o
ut
abo
ut th
e g
eo
log
y o
f th
e a
rea
an
d h
ow
it
wa
s
form
ed/c
reate
d o
ve
r tim
e.
WE
EK
3
Exp
lain
wh
y p
eop
le v
isit t
his
are
a a
nd
fin
d e
xa
mp
les o
f w
hat
the
y
ca
n d
o in
th
e a
rea
.
WE
EK
4
Cre
ate
yo
ur
pre
se
nta
tio
n,
make
su
re y
ou
in
clu
de
all
the e
lem
ents
to
sh
ow
yo
ur
cla
ssm
ate
s a
ll a
bo
ut
yo
ur
am
azin
g la
ndsca
pe
! W
EE
K
5
Pre
se
nt
yo
ur
wo
rk in
cla
ss.
WE
EK
6
Tea
ch
er
Com
men
t on
EL
P
ELP
- B
uild
Yo
ur
Ow
n V
olc
ano
Thi
s te
rm y
ou w
ill b
e le
arni
ng a
bout
pla
te te
cton
ics.
The
re
are
two
part
s to
you
r pr
ojec
t. Y
ou
will
pre
sen
t b
oth
of
thes
e to
th
e cl
ass:
1.
Des
ign
and
build
you
r ow
n m
odel
vol
cano
. T
he m
odel
can
be
mad
e us
ing
any
mat
eria
l you
thin
k is
app
ropr
iate
and
can
be
any
size
(al
thou
gh y
ou d
o
need
to b
e ab
le to
brin
g it
in to
sch
ool!)
The
vol
cano
es m
ay b
e er
upte
d w
hen
you
pres
ent t
hem
(op
tiona
l) –
if y
ou
wis
h to
do
this
you
will
nee
d vi
nega
r, b
icar
bona
te o
f sod
a, fo
od c
olou
ring.
2.
You
will
als
o ne
ed to
res
earc
h a
case
stu
dy o
f one
of t
he fo
llow
ing
volc
anic
erup
tions
:
Mt S
t. H
elen
s, U
SA
, 198
0
Mt O
ntak
e, J
apan
, 201
4
Mt P
inat
ubo,
Phi
lippi
nes,
199
1
You
r ca
se s
tudy
nee
ds t
o in
clud
e:
1.
A lo
catio
n m
ap
2.
An
expl
anat
ion
of th
e ca
use
of th
e ea
rthq
uake
3.
A d
escr
iptio
n of
the
erup
tion
4.
Det
ail o
n th
e ef
fect
s of
the
erup
tion
(env
ironm
enta
l, so
cial
&
econ
omic
impa
cts)
This
pro
ject
will
en
able
yo
u t
o d
em
on
stra
te t
he
fo
llow
ing
kno
wle
dge
, u
nd
ers
tan
din
g an
d s
kills
: T
o sh
ow in
crea
sing
dep
th o
f kno
wle
dge
and
unde
rsta
ndin
g to
des
crib
e ch
arac
teris
tics
of a
vol
cano
To
anal
yse
phys
ical
cha
ract
eris
tics
of a
vol
cano
, exp
lain
ing
the
chan
ges
in
char
acte
ristic
s ov
er ti
me
and
anal
ysin
g ho
w p
hysi
cal p
roce
sses
can
cre
ate
chan
ge
To
use
glob
es, m
aps
and
atla
ses
rout
inel
y to
hel
p de
scrib
e th
e di
strib
utio
n of
a
volc
anic
cas
e st
udy.
The
mo
de
ls a
nd
pre
sen
tati
on
s w
ill b
e p
ee
r as
sess
ed
usi
ng
the
fo
llow
ing
crit
eri
a;
E1
You
hav
e cr
eate
d a
bas
ic v
olc
ano
mo
del
. Yo
ur
pre
sen
tati
on
dem
on
stra
tes
a b
asic
un
der
stan
din
g o
f vo
lcan
o
stru
ctu
re a
nd
use
s so
me
sim
ple
key
ter
ms.
Yo
ur
case
stu
dy
lack
s d
etai
l an
d b
read
th o
f u
nd
erst
and
ing.
E2
You
r m
od
el d
emo
nst
rate
s go
od
un
der
stan
din
g o
f vo
lcan
o
stru
ctu
re.
You
r p
rese
nta
tio
n in
clu
des
a g
oo
d d
escr
ipti
on
of
ho
w t
he
mo
del
w
as m
ade
incl
ud
ing
the
use
of
a ra
nge
of
key
term
s.
You
hav
e lo
cate
d t
he
case
stu
dy
accu
rate
ly a
nd
pro
vid
e so
me
det
ail a
bo
ut
the
eru
pti
on
an
d it
s ef
fect
s.
E3
All
of
the
abo
ve.
You
r p
rese
nta
tio
n n
ow
incl
ud
es a
n e
xpla
nat
ion
of
wh
y th
e m
od
el
is s
tru
ctu
red
th
e w
ay it
is.
You
incl
ud
e go
od
det
ail i
n y
ou
r ca
se s
tud
y, w
ith
rel
eva
nt
fact
s an
d
figu
res
to s
up
po
rt y
ou
r re
sear
ch.
A g
oo
d r
ange
of
spec
ific
vo
cab
ula
ry is
use
d a
ccu
rate
ly.
E4
All
of
the
abo
ve.
You
r m
od
el is
no
w p
rese
nte
d t
o a
hig
h s
tan
dar
d.
You
r ca
se s
tud
y is
ver
y d
etai
led
wit
h c
lear
exp
lan
atio
n o
f th
e ca
use
of
the
eru
pti
on
an
d a
nal
ysis
of
wh
y p
eop
le li
ve n
ear
the
volc
ano
an
d t
he
imp
acts
of
the
eru
pti
on
on
var
iou
s sc
ale
s.
You
r p
rese
nta
tio
n is
wel
l pre
par
ed.
E5
All
of
the
abo
ve is
co
mp
lete
d t
o a
n e
xcep
tio
nal
ly h
igh
sta
nd
ard
. Yo
u a
lso
just
ify
and
eva
luat
e yo
ur
mo
del
.
A
VO
N V
AL
LE
Y C
OL
LE
GE
Y
ea
r 8 (
Eth
ics
) E
LP
Te
rm 1
– M
ult
ifait
h B
rita
in
There
are
many d
iffe
rent people
pra
cticin
g d
ivers
e r
elig
ious tra
ditio
ns a
nd
our
multic
ultura
l socie
ty n
eeds t
o b
e tole
rant
and fre
e fro
m c
onflic
t and
fear.
T
o d
o t
his
we s
hould
learn
about each o
ther.
M
ahatm
a G
andhi knew
th
e im
port
ance o
f a s
tudy o
f all
faiths a
nd h
e o
nce s
aid
that “A
friendly
stu
dy o
f th
e w
orld’s
relig
ious is a
sacre
d d
uty
”.
Task:
1.
Usin
g the c
om
pute
r cre
ate
a P
ow
erP
oin
t pre
senta
tion c
om
paring
tw
o w
orld r
elig
ions.
a.
Choose t
wo r
elig
ions t
o s
tudy.
E.g
. C
hristianity a
nd H
induis
m
b.
Identify
at
least 3 c
ate
gories t
o c
om
pare
and c
ontr
ast your
info
rmation. E
.g. W
ors
hip
. B
elie
fs a
bout G
od, R
elig
ious c
ere
monie
s lik
e
Marr
iag
e.
c.
Describe e
ach o
f th
e r
elig
ions p
ers
pectives a
nd e
xpla
in h
ow
they
are
sim
ilar
and d
iffe
rent.
2.
Q: In
modern
day B
rita
in,
Christianity is s
till
the m
ost
import
re
ligio
n’. S
ay w
heth
er
you a
gre
e o
r dis
agre
e g
ivin
g r
easons a
nd e
vid
ence
for
your
answ
er.
Y
ou s
hould
add y
our
ow
n o
pin
ion?
Yo
ur
EL
P w
ill re
qu
ire
th
e f
oll
ow
ing
B
y
Do
ne
Ch
oose
tw
o r
elig
ions t
o s
tud
y.
E.g
. C
hristia
nity a
nd
Hin
du
ism
Id
en
tify
at
lea
st
3 c
ate
go
rie
s t
o c
om
pare
an
d c
on
tra
st
yo
ur
info
rma
tio
n.
E.g
. W
ors
hip
. B
elie
fs a
bo
ut
Go
d,
Re
ligio
us
ce
rem
onie
s lik
e M
arr
iag
e.
WE
EK
1
Re
se
arc
h th
e 3
diffe
ren
t ca
tego
rie
s f
or
bo
th r
elig
ions.
Cre
ate
a
po
we
rpo
int p
rese
nta
tio
n o
n y
ou
r fin
din
gs.
De
scrib
e e
ach
of
the
re
ligio
ns p
ers
pective
s a
nd
exp
lain
ho
w t
he
y a
re s
imila
r a
nd
d
iffe
ren
t.
WE
EK
2
In m
ode
rn d
ay B
rita
in,
Ch
ristia
nity is s
till
the m
ost
impo
rt r
elig
ion
’.
Sa
y w
he
the
r yo
u a
gre
e o
r d
isa
gre
e g
ivin
g r
ea
so
ns a
nd
evid
ence
fo
r yo
ur
an
sw
er.
Y
ou s
ho
uld
ad
d y
ou
r o
wn
op
inio
n?
WE
EK
3
Ho
w y
ou
r w
ork
will
be m
ark
ed
;
E1
Y
ou c
an
de
scrib
e o
ne k
ey b
elie
f o
f C
hristia
nity a
nd
Hin
du
ism
. (
E.g
. W
ha
t d
o H
indu
s a
nd C
hristia
ns b
elie
ve
ab
out
Go
d).
E2
Y
ou c
an
be
gin
to
describ
e s
imila
ritie
s a
nd d
iffe
ren
ce
s b
etw
ee
n t
he k
ey
belie
fs in
Ch
ristia
nity a
nd
Hin
du
ism
.
E3
I
ca
n d
em
onstr
ate
und
ers
tan
din
g o
f th
e s
imila
ritie
s a
nd
diffe
ren
ce
s
betw
ee
n r
elig
ions.
I ca
n a
lso
re
fle
ct
on
ho
w t
hese
im
age
s a
nd
sym
bols
im
pact
oth
er
an
d m
yse
lf.
E4
I
ca
n e
va
lua
te t
hese
be
liefs
. (
E.g
. B
elie
f in
life
aft
er
de
ath
) E
.g.
– T
he in
terp
reta
tio
n o
f d
iffe
ren
t id
ea
s a
nd
so
urc
es a
bo
ut m
ultifa
ith
B
rita
in.
E5
I
ca
n s
ho
w h
ow
his
tory
and
cu
ltu
re le
ad t
o d
iffe
ren
t re
ligio
us b
elie
fs.
(E
.g. L
ea
rnin
g a
bou
t o
the
r fa
ith
an
d le
arn
ing
fro
m o
the
r fa
ith
s).
Beliefs
abou
t God
Hin
dus
bel
ieve
in
man
y G
ods
&
God
dess
es. T
hes
es g
ods
can
com
e
in d
iffe
rent
for
ms
called
Ava
tars
.
An
avat
ar o
f th
e Lor
d G
od V
ishnu
is K
rish
na. …
..
Chri
stia
ns b
elie
ve t
hat
ther
e is
onl
y on
e
God
but
this
God
is
seen
in
thre
e pa
rts.
God
the
Fat
her
, S
on A
nd H
oly
Spi
rit.
Sim
ilarities
and
diffe
renc
es:
In m
any
way
s H
indui
sm a
nd C
hri
stia
nity
are
the
sam
e b
ecau
se…
……
In o
ther
way
s th
ey
are
very
dif
fere
nt…
…
Day Activity Who Where When Run by
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ketball
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Tuesday 27th September 2.00pm-6.00pm
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