STUDENT STUDENT Diary Diary & Planner Planner
22013 013-14 4
ST. JOSEPH’S SECONDARY SCHOOL ROCHFORTBRIDGE
Friday Thursday Wednesday Tuesday
Day for PE:
Monday Time
Name: ____________________________________________________ Class: ______________________ __________________________________________________________ Tel: ________________________ Emergency Contact Name: ____________________________________ Tel: ________________________
ST JOSEPH’S SECONDARY SCHOOL ROCHFORTBRIDGE CO. WESTMEATH
Principal:
Mrs. EILEEN ALFORD
Deputy Principal: Ms. MARGARET COLE Telephone: Fax: Email: Website:
(044) 9222176 (044) 9222656 mercy.rochfortbridge@gmail.com www.mercyrochfortbridge.ie
Student’s Name: _________________________________________
Class:
_________________________________________
Class Teacher: _________________________________________
Year Head:
_________________________________________
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MISSION STATEMENT St. Joseph’s Secondary School is committed to creating and developing conditions for learning in a caring and safe environment, where everyone is respected, listened to and enabled to approach life with confidence.
ETHOS AND VISION St. Joseph’s Secondary School is a Voluntary Catholic School, which is non-selective in its intake of students. It strives to foster Christian values. It supports the Mercy philosophy of education, which calls for a system that is based on justice, respect and equal esteem for all. It aims to provide for the full development of its students as informed, Christian people. The aim of management and staff of the school are: •
To create an atmosphere of trust and open communication where students, staff and parents may work in partnership together as a community fostering respect for others and respect for the environment.
•
To provide a broad-based education in which students are afforded the opportunity and the encouragement to realise their full potential in the best educational facilities that management can provide.
•
To meet and adapt to the changing needs in education as effectively and efficiently as possible.
HISTORY St Joseph’s Secondary School is a Sisters of Mercy School and was founded in 1954 with an enrolment of 13 students, most of whom were boarders. In 1962 the Sisters acceded to a request from the then Bishop of Meath, Dr J Kyne, and enrolled boys for the first time. The Trustee of the school is Ceist and the school has been managed by a Board of Management since 1990.
2
HOLIDAYS FOR THE SCHOOL YEAR 2012/2013 (Determined by schedules drawn up by the Transport Liaison Officer, Westmeath V.E.C) Staff Days & Planning Meetings st
th
rd
th
Thursday 23 – Friday 24 August th
1 and 6 years Start School
Monday 27 August
All students in school
Tuesday 28 August
No school
Monday 1 October
Mid-term Break
Monday 29 – Friday 2
Christmas Break
Closing Friday 21 December
School Re-opening
Monday 7 January 2012
Mid-term Break
Monday 11 – Fri 15 Feb
St Patrick’s Day
Monday 18 March
Easter Holidays
Monday 25 Mar – Friday 5 Apr (inclusive)
Bank Holiday
Monday 6 May
Summer Closure
Friday 31 May
th
st
th
nd
Nov (inclusive)
st
th
th
th
th th
th
th
st
Parent Teacher Meetings th
Monday 19
rd
Tuesday 27
th
Wednesday 5 Dec 4 – 7pm
6 Year PT meeting 3 Year PT meeting 5 Year PT meeting 2
nd
Year PT meeting
st
th
Nov 4 – 7pm
th
Nov 4 – 7pm th
th
Thursday 17 Jan 4 – 7pm th
1 Year PT meeting
Tuesday 29 Jan 4 – 7pm
TYP PT meeting
Wednesday 6 Feb 4 – 7pm
Open Evening
Monday 21 January
th
st
3
THE STUDENT JOURNAL The Purpose of the School Journal is to facilitate communication between school and home and to monitor in a more effective way the progress of each student. USE OF SCHOOL JOURNAL •
Each student must have his/her journal in his/her possession for all classes and it may be checked at any time. If a student forgets a journal she/he should report this at 9am and get a duplicate page from the office. Record of this will be kept in the office.
•
Each student shall use the journal everyday to record homework.
•
Students must take good care of their own journals and not interfere with any other student’s journal. Journals that are defaced must be replaced at the student’s expense.
•
Teachers may write comments from time to time in the journal reflecting the student’s performance.
•
Parents/Guardians are asked to sign the journal once per week and on every other occasion that a teacher has entered a comment.
•
Parents/Guardians should use the special section at the back of the journal for writing notes explaining absence from school.
•
Parents/Guardians should bring the journal with them on any visits to the school and Parent/Teacher meetings.
•
A “clear sheet” at the end of any week is regarded as positive affirmation.
CODE OF BEHAVIOUR The Code is guided by the Ceist core values of •
Promoting the spiritual and human development
•
Achieving quality in teaching and learning
•
Showing respect for every person creating community
•
Being just and responsible
This Code of Behaviour will apply to trips, activities, matches and outings organised by the school and in all in-school activities including state exams. The aim of St Joseph’s is to create an atmosphere of trust and open communication where students, staff and parents may work in partnership together as a community fostering respect for others and respect for the environment. All members of the school community have the right to be treated with respect and to work/study in a clean, calm and safe environment free from harassment and bullying.
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Standards of Behaviour That Shall Be Observed By Each Student A student in St Joseph’s is expected: •
To be respectful, courteous and mannerly to staff and other students in behaviour and language. A student is expected to commit him/herself to this behaviour by signing the student charter on bullying.
•
To be co-operative in activities inside and outside class. The teacher is in charge and the student must follow his/her instructions.
•
To participate in class work and other related activities.
•
To be punctual and attend regularly.
•
To wear proper school uniform (including black shoes, runners are not allowed except while playing sport).
•
To come prepared with necessary books, equipment and journal.
•
To respect school property and property of fellow students.
•
To be familiar with and abide by all school rules and regulations.
Expectations for parents/guardians A parent/guardian in St Joseph’s is expected to • To develop close links with the school • To support the policies of the school • To actively support the school in the fair application of the Code of Behaviour • To positively participate in school life by supporting activities and attending parent teacher meetings and other events organised by the school • To foster good attendance and punctuality and inform the school promptly about an absence • To encourage, support and supervise student with school work • To sign the school journal on a weekly basis or when requested • To provide necessary materials for school • To provide all necessary and relevant reports/documents necessary for the school to apply for relevant assistance from DES • To get involved and support the work of the parent’s council A student in St Joseph’s is expected to • Treat each other with respect and look out for one another • Abide by the school rules • Make the best effort at school work and home work • Engage in extracurricular activities • Prefects are expected to lead by good example and support First Year Students
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The Purpose And Content Of School Rules The purpose of school rules is to create a harmonious atmosphere where teachers can teach and students can learn in a caring and safe environment. School Regulations: UNIFORM: Students are expected to be neat and tidy. All students must wear school uniform throughout the school day, on the way to and from school, as outlined in the school prospectus. We recommend that students have a second uniform (skirt /trousers and two school shirts). UNIFORM REQUIREMENTS: Boys: Blue school shirt Navy round neck – School jumper Grey trousers Black shoes – Runners not allowed No facial piercings/jewellery No earrings
Girls: PE: Blue school shirt Navy tracksuit bottoms Royal blue round neck – Navy hooded sweatshirt School jumper (must be purchased in sch.) Grey skirt/trousers Runners Black shoes – Runners not allowed Grey socks One pair of studs/no other jewellery No facial jewellery allowed
All students must wear a navy jacket with school crest or hoodie with school crest – no other jackets or hoodies permitted. Any one of the following will apply where there is deviation from the wearing of school uniform. • Parents will be contacted and asked to bring in uniform. • Permission will be sought for the student to go home for uniform. • In house suspension. THE SCHOOL AUTHORITIES CANNOT ACCEPT RESPONSIBILITY FOR PROPERTY LOST OR MISLAID SPORT: Students regularly attend matches at venues away from school. Due to the rising cost of transport a contribution of !5.00 is required per pupil per trip. Parents should ensure that students participating in sport are covered in the school insurance scheme. SMOKING: Government legislation prohibits smoking or the possession of cigarettes on the school premises/grounds or in the vicinity of the school. Presently, a !20 fine will be imposed on any student breaching the rule. ALCOHOL/DRUGS: The possession, use or distribution of alcohol, drugs or other illegal substances while at school, on school outings or in the vicinity of the school is strictly prohibited. It will be regarded as a most serious breach of discipline leading to suspension/expulsion. Refer to School Policy on Substance Use/Misuse. MOBILE TELEPHONES: We recommend that students do not bring mobile phones to school. Mobile phones are not permitted to be switched on during class time. In the interest of effective classroom management, it is school policy that mobile phones must be turned off. Failure to do so will result in confiscation of the phone without exception. Arrangements are in place for their collection in the school office after school. If a mobile is confiscated a second time it must be collected by a parent/guardian. Presently a !50 fine will be imposed for a third or further offence. 6
System For Rewarding Good Behaviour, Progress And Effort (Reward System) • Positive notes in journal for progress and effort Verbal appraisal • Awards ceremony • Student of the year • Parent teacher meeting • • Acknowledgement on the intercom/notice board • P.C. time • Treats, trips etc How students, staff and parents can help each other to meet the standards expected in the school • Promote good behaviour and lead by example • Students, staff and parents can help each other to meet the standards expected in the school by adhering to school rules and regulations. Responses to unacceptable behaviour Various measures will be taken when students refuse/fail to observe the standards of behaviour as already outlined. The subject teacher, who is the person in charge and has the responsibility for managing discipline in the classroom, has the authority to impose sanctions on students who misbehave. Lesser sanctions apply when the mis behaviour is minor. Heavier sanctions will apply when mis behaviour is move serious or a continued series of minor indiscretions occur. Sanctions Include • Verbal reprimand • Penalty exercise • Detention at lunch time/after school • Extra assigned tasks • Placed temporarily in another room • Community service • Contact with home • A note in the student’s journal • Fines COMPLAINT SLIP When the unacceptable behaviour is more serious, or when the student’s behaviour becomes a disruptive influence and when no honest attempt to improve has taken place, the teacher may complete a complaint form. Complaint Slip is given when: • There is constant talking and failure to follow instructions • The student does not have a journal • The student engages in aggressive behaviour or language REPORT CARD A student is placed on report card after three complaints forms have been received. If the report card is incomplete, parents/guardians are asked to meet the Year Head and the student is put on a second report card. A second incomplete report card, results in two hours detention, supervised, after school. After detention the student returns on a clean sheet. If a student’s behaviour results in reaching this stage a second time, the student will be suspended for two days and the case will be referred to the Board of Management where sanctions up to and including further suspension or permanent exclusion will be considered. If the misbehaviour is major, suspension or permanent exclusion will have to be considered.
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PROCEDURES FOR DETENTION: A period of detention is imposed when a student has failed to complete a second report card. Reference to school policies to deal with bullying, harassment and sexual harassment St Joseph’s have an Anti Bullying Policy, Dignity at Work Policy and Sexual Harassment Policy. Policies and Procedures for Suspension and Expulsion Suspension This is a measure taken when an act of unacceptable behaviour is regarded by school management as major or a series of repeated minor misdemeanors continues with no effort to improve or when the school deems a student unmanageable because of his/her behaviour. An opportunity will be given to every student to respond to any case against him/her under the principles of natural justice. THE PROCEDURE TO BE FOLLOWED BEFORE A STUDENT MAY BE SUSPENDED • The student hears the case against him or her • The student gets a fair opportunity to respond • Parents/guardians are informed • The parent/student has the right to appeal against the suspension to the Board of Management • A parent of a student may appeal to the Secretary General of the Department of Education and Skills under section 29 of the Education act (1998) THE GROUNDS FOR REMOVING A SUSPENSION include: • When the term of suspension is completed • When the stipulated conditions for the return to school have been fulfilled • When satisfactory commitments are given by the students involved • After communication with the Parent/Guardian of the suspended students THIS CODE OF BEHAVIOUR IS VERY MUCH DEPENDANT ON THE CO-OPERATION AND SUPPORT OF PARENTS IN ITS IMPLEMENTATION. Expulsion A student is expelled from the school when the Board of Management makes a decision to permanently exclude him/her from the school, having complied with the provisions of section 24 of the Education (Welfare) Act 2000. The decision to expel a student requires serious grounds such as: • The students behaviour is a persistent cause of significant disruption to the learning of others or to the teaching process • The student’s continued presence in the school constitutes a real and significant threat to safety or is potentially dangerous • The student is responsible for serious damage to property There may be exceptional circumstances where the Board of Management forms the opinion that a student should be expelled for a first offence. The kinds of behaviour that might result in a proposal to expel on the basis of a single breach of the code could include: • a serious threat of violence against another student or member of staff • actual violence or physical assault • supplying illegal drugs to other students in the school • sexual assault. 8
PROCEDURES FOR NOTIFYING SCHOOL ABOUT REASONS FOR ABSENCE FROM SCHOOL Attendance: Regular attendance enables students to benefit from teaching, learning and to develop to their full potential. STUDENTS LEAVING SCHOOL DUE TO ILLNESS: • Students who become ill should inform a teacher. • Contact will be made with parents/guardians and necessary arrangements for attending to the student will be made. • When a parent/guardian is collecting a student they must come to reception and sign the student out. • Any pupil who injures him/herself during PE or games session should immediately speak to the teacher in charge. The school office will contact parents to advise them of the situation. PUNCTUALITY: • Repeated lateness is extremely disruptive to class and in particular to education in general. • Students are expected to be on time for class • Students should be in class for 9:00am • If students are late at 9am they must sign the late book in the office. LEAVING SCHOOL DURING SCHOOL TIME: • Parent/Guardian must collect the student at school reception. • A note in the journal or a phone call is required before a student will be allowed to leave the school premises. • Students must sign a book in the office when leaving school and have the signature authorized. Parent/guardian must also sign the book at the office. • Students will not be allowed make their own way home during school hours. THE PROCEDURES TO BE FOLLOWED IN RELATION TO NOTIFICATION OF A STUDENT’S ABSENCE FROM SCHOOL: Parents and Guardians shall notify the school, giving as much notice as possible, of a student’s absence for part of a school day, or for a whole school day or a period of more than a school day. The relevant section of the student’s journal should be used (explanation for absence notes are at the back of this journal). If a student is absent from school, a written explanation must be presented at roll call at 9am the day the student returns. NOTE: THE DURATION OF THE ABSENCE AND THE REASON FOR THE ABSENCE SHOULD BE CLEARLY STATED. Repeated absence will be reported to the National Education Welfare Board.
Problems arising concerning school should be discussed in the spirit of confidence and trust and parents are always welcome to make an appointment to consult with a particular teacher to discuss any concerns regarding their children.
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ANTI-BULLYING Definition of Bullying “Bullying is repeated aggression, verbal, psychological or physical conducted by an individual or group against others.” (Department of Education and Science 1993). As already stated under the headings of Ethos and Vision, our aim is to create a positive, social climate where anti-social behaviour, such as bullying has no place and consequently is regarded as totally unacceptable. During the school year, all classes under the direction of their class teachers explore the nature and extent of the problem in the school and all students then sign a document called the Anti Bullying Charter, committing themselves to playing their part in creating and maintaining a caring community. This charter is shown below. Making and keeping this commitment will make an enormous difference to the creation of a caring and secure environment for all. It is for students/parents/guardians/teachers to consult and inform themselves on the whole issue of bullying and how best to deal with it.
STUDENT CHARTER We, the students of St Joseph’s, want our school days to be spent in a caring and secure environment, where all students show consideration for each other, and where bullying is not tolerated. To play my part in creating and maintaining a community that cares, Students Name:____________________ I will do my best to act in the following way; • I will have respect for other students and all members of the school community, their opinions and their property. • I will not do anything to hurt another – physically, verbally or psychologically. • I will not exclude anyone from taking part in school activities, in class or out of class. • I will play my part in preventing bullying and in stopping it if I become aware of it. In other words: I will treat others as I would like to be treated Signed_________________________________________Student Signed ________________________________________ Parent/Guardian
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HOMEWORK POLICY HOMEWORK: Students are expected to have homework done each night unless they have a note of explanation from Parent/Guardians. Students who miss class due to sport or other school related activities are expected to complete assigned homework. Introduction St Joseph’s Secondary school Rochfortbridge, in keeping with its mission statement of being committed to the holistic development and the achievement of the full potential of each student, believes that schoolwork must be supplemented by Homework, both written and oral. The Purposes of Homework are • To consolidate and supplement the work done in class • To complete work begun in class • To prepare for future class work • To give students the opportunity to develop independent working skills. Students shall • Record homework given in their journals • Make a genuine effort to complete homework and present it in a tidy, clean and acceptable manner • Students involved in extra curricular activities must do homework for classes they have missed • The student is responsible for finding out what homework has been given if he/she misses class due to extra curricular activities • All homework must be student’s own work. Parents are encouraged to • Provide suitable conditions for homework • Urge students to do homework early in the evening • See that students spend sufficient time at homework • Check that homework is completed • In the case of homework not being done, a written excuse must be given in the journal by parent/guardian. Homework should be purposeful and of an amount and nature that students can manage. We suggest the following average time guideline for time spent on homework; st
Year
1
No. of hours
1–2
Sanctions:
2
nd
3
2 – 2.5
rd
2.5 – 3
5 3
th
6
th
3 – 3.5
Students who repeatedly fail to do homework may incur sanctions. Parents of such students will be contacted by the subject Teacher/ Class Teacher/Year Head.
COMPUTER AND INTERNET USAGE: Students are only allowed to access the internet while under teacher supervision. All internet access is monitored by an Internet Security System. BOOK LOAN SCHEME: The school operates a Book Loan Scheme whereby textbooks may be loaned on a yearly basis for a small rental fee. This scheme is available to all students. Students are expected to look after these books and replace lost or damaged schoolbooks.
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ADMINISTRATION FEE: A fee is charged per student/family to cover administration costs such as photocopying and postage. This fee should be paid to the school before 28 September 2010. The fee for this year is !90 per student or !150 for a family. PERSONAL ACCIDENT INSURANCE: Participation in this scheme is highly recommended for all students and is compulsory for those taking part in games, ie member of a school team. A student is covered from the time the form is completed and the money is received at the school office. There may be minor changes to these regulations at the discretion of the Principal and Board of Management. Parents and students will be notified. The school reserves the right to withdraw school privileges from any student with a poor disciplinary record ie. School Tours, School Trips, Matches etc. PARENT/GUARDIAN AND STUDENT ACCEPTANCE OF CODE OF BEHAVIOUR I have read the Code of Behaviour and school rules and regulations as set out above and will make all reasonable efforts to ensure compliance with the code by my child. Signed _________________________________________________ Parent/Guardian Signed _________________________________________________ Student Dated ____________/_____________/________________ Received by ____________________________________________ Class Teacher
PRESENTING HOMEWORK CHECKLIST Written I have underlined the key words in the question and answered all questions My handwriting is clear and easy to read. Homework is dated. Spelling/Calculations have been checked. Every sentence begins with a capital letter and ends with a full stop. I have made a note of all new vocabularly and practised using it. LEARNING I have revised what was covered in class today. I have tested myself by: • Getting someone to ask me questions • Writing down key points • Answering questions at the end of the chapter • I have made my own notes PREPARING FOR A TEST Constant Revision – each night go over what you cover in class. 1. Make notes 2. Review them 3. Practise answering questions 4. Set a target – plans on how you will achieve this target 12
Yes
No
STUDENT COUNCIL The Student Council in St Joseph’s Secondary School was set up in 1995 in order to give a greater voice to the pupils of the school and to allow students to participate more fully in school life. It provides a forum for students to voice their opinion on issues of relevance to them. GENERAL RESPONSIBILITIES OF STUDENT COUNCIL MEMBERS • To help in the smooth running of the school • To show good example by positive leadership • To encourage involvement in school activities • To take an interest in the welfare of the students WORK OF STUDENTS COUNCIL IN SCHOOL • The Council help to organize fund raising activities such as non-uniform days • The Council assist at Parent/Teacher meetings • All members attend a monthly meeting with a school representative present • Senior Student Council members produce a school magazine/yearbook at the end of the year • Senior members are involved in organizing the Debs Dance in September PRIVILEGES FOR STUDENT COUNCIL MEMBERS • First option as assistant to supervising of State Exams – (seniors only) • Certificate at the end of year in recognition of their involvement in Students Council
LEAVING CERTIFICATE GRADES
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STUDY METHODS FOR SUCCESS No matter what your feelings are towards study, you will probably agree that it is necessary. It is important therefore, to make sure that the time you spend studying is well used. Know why you want to study in the first place. If you have a clear picture of what you want to get out of it, it will be easier to make the sacrifices it requires. With good planning, you should be able to build all the competing demands for your time, such as sports and other leisure interests, as well as study, into a balanced system. Remember that class work forms the basis of the learning process; it gives structure to your learning. Homework tests your understanding of what is being done in class. Good study habits are essential for examination success. Here are some ideas to help you study better: • Have a permanent place of study. • Free from distraction with adequate lighting, heating and ventilation. • A good-sized table and a chair that allows a healthy posture. • Have a set starting and finishing time. It is good to know what time your study should begin and end at. Start --:-- Finish --:-- Time. • Have a goal for each study session. • Study every night. Do homework first and spread longer exercises over a few nights. Continue to study at reduced amount during holidays. Use holidays for revision and review of courses and to read ahead in subjects. • Regular revision is very important in order to keep information fresh in your mind. ‘A little and often’ is much better than a ‘big burst’ of study just before exams. Revise actively – underline key words and phrases, make notes, draw diagrams and do selftests such as closing the book and writing a brief summary of the topic. • Break subjects into topics and tick them off as they are covered. Eg. Geography – Rivers. • The average attention span for one task is approximately 30 minutes. Therefore, a five-minute break every half-hour or so will help to keep you alert. Close the books or take a short walk in the fresh air. Long periods studying without breaks will leave you feeling tired and will result in you getting less work done in the long run. • Allocate equal time for all subjects. Don’t fall into the trap of spending too much time on a favourite subject or on a subject you find particularly difficult. • Remember, it is never too late to start! But the later you leave it, the less chance you have of success. If you have been doing very little study (or none!) start studying for 10-15 minutes at a time and build up to longer periods.
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CHOOSING SUBJECTS FOR LEAVING CERTIFICATE One of the biggest fears of students concerning subject choice is that they will miss out on courses or careers by not having the correct range of subjects for Leaving Certificate. However, the number of careers or courses which require specific subjects is, in fact, quite small. These requirements usually refer to a Science subject or a European Language. Furthermore, since almost all third level courses select students on the basis of points, you would be well advised to select some subjects that you will do well in order to maximise your points score. In St. Joseph’s, Rochfortbridge, students take seven subjects for Leaving Certificate. Of these, three (Irish, English and Maths) are compulsory and the remaining four are taken from a list of fifteen. Because of timetabling restrictions, these subjects are divided into four groups which reflect the students’ needs. Students take one subject from each group. Languages – A European foreign language is required for entry into almost all NUI courses – except for Nursing courses and for Engineering courses (NUI Maynooth and UCD) and Agriculture courses (UCD). Sciences – It is also advisable for most students to consider the merits of taking at least one science subject in order to keep options open. For example, most degree courses in science and engineering require a science subject. However, if you are having real difficulty with a particular subject there may be little point in choosing to do it no matter how important it may seem to you. You may be better advised to take a subject in which you could do well rather than struggle, even at Ordinary level, just to keep options open. Balance – It is important to have a balanced range of subjects as this gives greater flexibility and leads to a wider range of career and course options. As a general rule, if you have Irish, English, Maths, a European language and one science, you are eligible to apply for the vast majority of third level courses. For your sixth and seventh subjects you could consider a Business subject (Accounting, Economics, Business), A Practical subject such as Engineering or Technical Drawing, a Social Studies subject such as Home Economics, History, Geography, a Creative subject such as Art or Music or a second science subject. Abilities – It is important to consider your abilities. Look at your past performances and pick subjects you are likely to do well in. Interests – Think about what you are interested in. You are more likely to do well in subjects you genuinely like but don’t be disappointed if you can’t do all the subjects you would love to do. Subjects like Art or Music can be taken up as a hobby without studying then at Leaving Certificate level. Career Plans – Consider your career needs. Pick subjects that reflect your career plans if you have some but remember that you may change your mind over the next few years.
15
Class Tests and Exam Results Date
Subject
Teacher Comments & Signature
Result
16
y r a i d t n e 4 1 d 0 u 2 t s 1 = + 3 1 0 2
sting e r e t n i ’s r a e y ho s i w e th l p o n pe o s u c o ld r o facts f w e h t changed
keep a rec your stud ord of y progress ! don’t forget tes o n f o y t n le p e k a t o t
don’t forg et
August ‘13
Monday 19
Tuesday 20
Wilcox Frederick
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 21
always ‘Progress ; you sk ri involves l can’t stea se and ba nd co se foot keep your ’ t. rs fi on
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Martin Luther King Jr (1929-1968): One of America's most influential civil rights activists. His non-violent protests helped to raise awareness of racial inequalities in America, leading to significant political change.
Thursday 22 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 23
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
August ‘13
Monday 26
Tuesday 27
Barrie James M.
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 28
t of ‘The secre not is s happines hat in doing w t in u b , s ke li one one liking what does.’
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
William Shakespeare (1564-1616): His plays have been studied more than any other writing in the English language and translated into numerous languages. He was rare as a playwright for excelling in tragedies, comedies and histories and has left a lasting impact on literature, cinema and theatre.
Thursday 29 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 30
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
September ‘13
Monday 2
O’Conner Sandra Day
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 3
‘I don’t that there w o kn y short an e ar ing cuts to do .’ b jo d a goo
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 4
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 5
Joan of Arc (1412-1431): French saint who embodied religious devotion with bravery and humility. Defeat by the English at Agincourt left the French without direction and leadership. Aged 17, Joan led an army to liberate many towns from English control thus affecting the course of French history.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 6
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
September ‘13
Monday 9
Tuesday 10
e Shakespear
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 11
ies ‘Our remed oft in do ourselves e w h ic h W lie, ascribe to Heaven.’
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 12
Jesus Christ (c.5BC-c.33AD): Central figure of Christianity and highly influential in the development of western society. Some believe he travelled to India and Persia learning of their spiritual tradition before beginning his ministry. His teachings emphasise forgiveness and unconditional love instead of an eye for an eye.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 13
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
September ‘13
Monday 16
Tuesday 17
r Helen Kelle
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 18
the ‘Although ll world is fu it ing, of suffer of ll fu o s al is ming the overco of it.’
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 19
Nelson Mandela (b.1918): Anti-apartheid leader and first President of post-apartheid South Africa in 1994. Qualifying in law, he joined the ANC to fight the racial injustice of apartheid. His imprisonment for political activity sparked world-wide pressure against apartheid which fell in 1990, the same year Mandela was released.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 20
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
September ‘13
the ‘Vision is ing art of see .’ le ib the invis ift Jonathan Sw
Monday 23
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 24
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 25
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Marie Curie (1867-1934): Awarded a Nobel Prize for both Chemistry and Physics. Her discoveries helped overturn established ideas in these sciences and her discovery of radiation helped advance medical science. Her achievements were even more remarkable at a time when few women gained education.
Thursday 26 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 27
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
Sept/Oct ‘13
‘In great it is attempts even s u o glori to fail.’
nginus Cassius Lo
Monday 30
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 1
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 2
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 3
Siddhartha Gautama (Buddha) (c.563BC - c.483BC): Spiritual teacher and founder of Buddhism which focuses on personal spiritual development and achieving an understanding of yourself and the world around you. It's different to most other religions because it doesn't focus on the relationship between people and a God.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 4
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
October ‘13
is a ‘Success t a journey, no ’ n. o destinati and Ben Sweetl
Monday 7
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 8
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 9
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 10
Charles Darwin (1809-1882): Along with Alfred Wallace, Darwin developed the theory of evolution showing how humans evolved from lower life forms. His publication of 'Origin of the Species' in 1859 led to bitter controversy but the theory of evolution and natural selection became accepted within the scientific community.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 11
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
one don’t forg et ‘As long as ing, s search
October ‘13
keep s the answer ’ e. m co Joan Baez
Monday 14
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 15
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 16
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 17
Jane Goodall (b.1934): Primatologist, ethnologist, anthropologist and UN Messenger of Peace. Jane made groundbreaking study into the behaviour of chimpanzees and became a noted campaigner and activist for environmental protection and kindness to animals.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 18
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
October ‘13
like ‘Morality, art, means line drawing a e.’ c la ep som e Oscar Wild
Monday 21
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 22
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 23
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Frederich Miescher (1844-1895): First identified the DNA molecule in the late 1800s, but in 1953 James Watson, Francis Crick, Maurice Wilkins and Rosalind Franklin discovered the double helix structure of DNA which enables it to carry biological information one generation to the next.
Thursday 24 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 25
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
Oct/Nov ‘13
Monday 28
Tuesday 29
a Lee Iacocc
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 30
ntinually ‘We are co eat gr by faced es opportuniti uised sg di ly nt ia brill e bl lu so in as problems.’
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 31
William Wilberforce (1759-1833): Social reformer remembered for his work to abolish the slave trade. He died in 1833, just before the British Parliament passed the Slavery Abolition Act. He also campaigned for prison reform, education and issues of public health but did not support trades unions or women rights.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 1
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
November ‘13
‘The only , tired I was of d re ti as w giving in.’ s Rosa Park
Monday 4
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 5
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 6
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 7
Aung San Suu Kyi (b.1945): Leader of opposition in Myanmar (Burma). She has been a figurehead for her country’s struggle for democracy since 1988 when a new military junta took power. Held under house arrest for two decades she was released in 2010 and now has a seat in Parliament.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 8
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
November ‘13
Monday 11
Tuesday 12
tein Albert Eins
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 13
ho ‘Anyone w doesn't take y ousl truth seri ters at m l al sm in cannot be e larg trusted in .’ ones either
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 14
Beethoven (1770-1827): German composer who played a crucial role in the transition from Classical to Romantic music. His music was unconventional, exploring new ideas on style and form. From his early 20s he slowly began to go deaf yet, despite this frustration, he continued to compose marvellous music.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 15
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
November ‘13
d ‘Wisely an ey th ; slow ho stumble w ’ t. s fa run e Shakespear
Monday 18
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 19
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 20
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 21
Louis Pasteur (1822-1895): French chemist and biologist who more than any other person helped to increase life expectancy in that era. He showed that germs required certain microorganisms to develop and turned this to killing bacteria in liquids such as milk (pasteurisation) making it safe and free from tuberculosis.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 22
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
November ‘13
‘I am not ugh young eno w o kn to ’ everything. e Oscar Wild
Monday 25
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 26
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 27
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Bill Gates (b.1955): Founder of Microsoft (1976) and one of the most influential and richest people on the planet – wealth estimates reach $56 billion, equivalent to the combined GDP of several African economies. His Foundation focusses on global issues ignored by governments.
Thursday 28 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 29
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
December ‘13
Monday 2
Tuesday 3
rnard Shaw George Be
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 4
ings; ‘You see th y, and you sa I t Bu ' y? 'Wh gs that dream thin and I never were; t?”‘ no y h say, “W
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 5
Sir Isaac Newton (1642-1727): English mathematician and scientist seen as one of the greatest geniuses of history. Newton was an extraordinary polymath. He contributed to tremendous developments in many areas of science and famously explained the three laws of motion that laid the framework for modern physics.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 6
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
December ‘13
Monday 9
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 10
for Don’t wait to ip h s r u yo wim come in, s . out to it
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 11
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 12
Eleanor Roosevelt (1884-1962): Supporter of the rights of women and oppressed in society. Longest serving First Lady of the US, she helped to draft the UN Declaration of Human Rights. She took controversial stands against injustices such as racial discrimination and launched an experimental community for families of unemployed miners.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 13
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
December ‘13
Monday 16
Tuesday 17
artes Rene Desc
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 18
st ‘The greatee minds ar the capable ofvices greatest of as well as st the greate.’ virtues
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 19
Prophet Muhammad (570-632): Founder of Islam and writer of the Qu'ran, believed by Muslims to be God's word. Born in Mecca he became an important religious, political and military leader who helped to unite most of Arabia under Islam.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 20
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
December ‘13
ed ‘When inde arn le e w l al h s e all that we ar to ne o d te la re ’ ? er th o the r Helen Kelle
Monday 23
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 24
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 25
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Karl Marx (1818-1883): German philosopher and founder of Marxism whose ideas shaped the 19th and 20th centuries. His seminal work The Communist Manifesto argues that a proletarian (communist revolution) was not just desirable but an inevitable consequence of historical evolution.
Thursday 26 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 27
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
Dec ‘13/Jan ‘14
all: ‘This above n w o e to thin e.’ u tr e b f sel e Shakespear
Monday 30
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 31
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 1
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 2
Harriet Beecher Stowe (1811-1896): A life long anti-slavery campaigner. Her novel Uncle Tom’s Cabin was a best seller and helped to popularise the anti-slavery campaign. Its vivid depiction of the human cost of slavery was influential in shaping public opinion in the lead up to the American Civil War.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 3
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
January ‘14
Monday 6
Tuesday 7
ing Doris Less
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 8
... ‘Any humoan m in s s lo b l il w a hundredd unexpecte ply im talents... s n the ve gi ng ei b by .’ opportunity
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 9
Mikhail Gorbachev (b.1931) Former leader of the Soviet Union. He oversaw the transition from Communism to Capitalism in Eastern Europe becoming the first democratically elected President in 1990. His aspirations for democracy and reform opened the way for ending the Cold War and bringing down the Berlin Wall.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 10
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
January ‘14
Monday 13
Tuesday 14
raham Katharine G
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 15
hat ‘To love w feel you do and ters that it mat ld – how cou e anything b ’ more fun?
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 16
Sri Krishna (3228-3102 BC): Spiritual teacher of Hinduism and said to be an Avatar. The oldest living religion, Hinduism is a conglomeration of philosophical viewpoints rather than a rigid set of beliefs. Prominent themes include Dharma (ethics/duties), Samsāra (cycle of birth, life, death and rebirth).
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 17
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
January ‘14
the ‘Action is to antidote despair.’ Joan Baez
Monday 20
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 21
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 22
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Mahatma Gandhi (1869-1948): Indian nationalist leader and politician. While working in South Africa, stirred by the racial discrimination experienced by Indians, he experimented with campaigns of civil disobedience and non-violent protest. He later used these same tactics to further the movement for Indian independence.
Thursday 23 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 24
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
the
do don’t forg ‘When we e can, et be st that w w
o we never kn is le ac ir m at h w our wrought in er.’ th o an . life, or.
January ‘14
Monday 27 Subject
Tuesday 28
r Helen Kelle
Lundi Montag Lunes Lunedí Dé Luain
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 29
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Mozart (1756-1791): Austrian music composer and one of the most influential, popular and prolific composers of the Classical period. He composed over 600 works, including some of the most famous and loved pieces of symphonic, chamber, operatic and choral music.
Thursday 30 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 31
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
that is
‘All don’t forg in human et valuable ty depends socie upon the for nity opportupm t develo en e accordedalth .’ individu
February ‘14
Monday 3 Subject
Tuesday 4
tein Albert Eins
Lundi Montag Lunes Lunedí Dé Luain
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 5
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 6
Albert Einstein (1879-1955): Most celebrated scientist of the 20th century. Renowned for his Quantum Theory (that light doesn't just travel as waves but as electric currents) and Theory of Relativity. He argued that if electrons travelled at close to the speed of light, their weight would increase (E= mc2).
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 7
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
February ‘14
the ‘Genius is ability to reduce the ed to complicat e.’ pl im s the m C. W. Cera
Monday 10
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 11
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 12
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 13
Pablo Picasso (1881-1973): Spanish painter and sculptor who developed a new form of painting - 'cubism'. The essence of the subject is captured but certain features exaggerated. Picasso had a natural compassion for those exposed to suffering and injustice which led him to join the French Communist party.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 14
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
February ‘14
Monday 17
Tuesday 18
Karl Marx
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 19
alls ‘History c the those men ho greatest w ed have ennobl by themselvesr the working fo od.’ common go
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Mohammed Ali (b.1942): Former American boxer, philanthropist and social activist. Ali was known for his unorthodox fighting style. He was stripped of his heavyweight championship title after refusing to be conscripted into the US military based on his religious beliefs and opposition to the Vietnam War.
Thursday 20 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 21
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
February ‘14
Monday 24
Tuesday 25
Henry Ford
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 26
are ‘Obstaclees thos frightfulsee things you take when you off your eyesals.’ your go
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 27
Florence Nightingale (1820-1910): Celebrated English social reformer, statistician and founder of modern nursing. She helped to revolutionise patient care while tending wounded soldiers in the Crimean war. She also helped to expand acceptance of female participation in the workforce.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 28
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
March ‘14
Monday 3
Tuesday 4
artes Rene Desc
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 5
‘It is not e hav enough to d. a good min g in The main thit e s u is to well.’
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 6
Barack Obama (b.1961): 44th US President. His victory was greeted with an unusual degree of enthusiasm and excitement – not just in America but around the world. After decades of racism and segregation blighting American society the election of the first black American president was hugely symbolic.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 7
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
ome
c ou will be ur don’t forg yo et ‘Y as small as ire; des controlling your as t ea gr as dominant ’ aspiration.
March ‘14
Monday 10 Subject
Tuesday 11
n James Alle
Lundi Montag Lunes Lunedí Dé Luain
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 12
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 13
Winston Churchill (1874-1965): Prime Minister of Great Britain during the Second World War. He opposed the idea of seeking a deal with Hitler and insisted Britain kept fighting. After Hitler's defeat, he was shocked to lose the 1945 general election to Labour but returned to power in the 1950 election.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 14
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
March ‘14
vors ‘Chance fa ed ar ep pr e th ’ d. in m eur Louis Past
Monday 17
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 18
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 19
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Adolf Hitler (1889-1945): Dictator of Nazi Germany and principally responsible for the Second World War in which 70 million died. His concentration camps were used to exterminate 6 million Jewish people plus millions of prisoners of war, Communists, gay people and the Romani.
Thursday 20 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 21
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
March ‘14
Monday 24
Tuesday 25
dela Nelson Man
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 26
n is ‘Educatios the mo tl powerfu ich h weapon ws e to you can uthe change world.’
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 27
Mary Wollstonecraft (1759-1797): Writer and philosopher best known for her book A Vindication of the Rights of Woman. The 20th century feminist movement drew heavily on her advocacy of women's equality and critiques of conventional femininity. She is regarded as one of the founding feminist philosophers.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 28
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
Mar/Apr ‘14
your ‘Swallow will u pride, yo not 's it e, di not ’ n. poiso Bob Dylan
Monday 31
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 1
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 2
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 3
Leonardo da Vinci (1452-1519): Italian scientist, artist, polymath; his innovations were centuries ahead of his contemporaries. His machine drawings, such as helicopters, became a future reality. One of the first to understand blood circulation within the body, his medicinal studies were revolutionary.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 4
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
April ‘14
Monday 7
Tuesday 8
e Oscar Wild
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 9
a ‘Fashion is form of o ugliness sthat intolerable alter we have to it every s.’ix months
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 10
Henry Ford (1863-1947): US Industrialist, the founder of the Ford Motor Company who changed the face of car manufacture in America. He pioneered assembly line techniques and is credited with "Fordism": mass production of inexpensive goods coupled with high wages for workers.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 11
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
April ‘14
ve ‘Many recei e y th nl o e, c vi ad t wise profi .’ it m o fr Syrus
Monday 14
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 15
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 16
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 17
Princess Diana (1961-1997): Iconic figure of late 20th Century and admired for her groundbreaking charity work, notably the destigmatising of AIDS and campaign to ban landmines. Her hands on approach to charity work suggested a new type of Royal who was not so remote.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 18
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
April ‘14
of ‘I am not , to er that feath my shake off he friend whenme.’ must need e Shakespear
Monday 21
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 22
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 23
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Emperor Constantine (272-337): First Roman Emperor to embrace Christianity, co-signing an Edict which proclaimed religious tolerance throughout the empire. He was instrumental in the Nicene Creed being drawn up, the most important tract in formalising what Christianity actually was.
Thursday 24 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 25
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
Apr/May ‘14
Monday 28
Tuesday 29
lou Maya Ange
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 30
l ‘People whilat w et rg fo what you said... but d, di u yo ill never people wo w you h et rg fo feel.’ em th e mad
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 1
Galileo Galilei (1564-1642): Astronomer and physicist who made important discoveries about gravity, inertia and invented the world's first telescope. His advocacy that the sun was the centre of the universe rather than earth brought him into conflict with the Church and imprisonment.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 2
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
one's
‘When don’t forg p, et mind is madehues minis
this di owing fear; kn t be what mus away done does ar.’ with fe
May ‘14
Monday 5 Subject
Tuesday 6
s Rosa Park
Lundi Montag Lunes Lunedí Dé Luain
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 7
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 8
Martin Luther (1483-1546): Father of the Protestant reformation. He believed that it was the Bible and not the Roman Catholic Church which was the source of legitimacy for interpreting the word of Christ. He also translated the bible into German, making it more publicly accessible.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 9
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
May ‘14
is ‘Well done ell w an th r te bet said.’ in Ben Frankl
Monday 12
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 13
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 14
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 15
Socrates (469 BC-399 BC): Greek philosopher and key figure in the development of Western philosophy and civilization. Socrates taught through self-enquiry. He did not claim to have the answers; he would ask questions, forcing students to think for themselves and question their own dogmas and beliefs.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 16
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
May ‘14
hat ‘Life is w ile h happens w sy u b e ar u yo er making oth plans.’ on John Lenn
Monday 19
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 20
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 21
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
John M Keynes (1883-1946): Influential 20th century economist who argued against the classical response to the 1929-39 Great Depression of free markets plus tax hikes and government cuts. Instead government borrowing should be used to increase demand and so curtail recession.
Thursday 22 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 23
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
May ‘14
rgive ‘Always foies; your enem ys no nothing an ch.’ u them so m e Oscar Wild
Monday 26
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 27
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 28
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Abraham Lincoln (1809-1865): His election in 1861 as 16th US President and his opposition to slavery sparked the South to secede leading to the American Civil War. After four years the South surrendered and slavery was abolished. He was assassinated on 14 April 1865.
Thursday 29 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 30
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
t wish to don’t forg et ‘Do no hing but be anyt
June ‘14
Monday 2
are, what you be to y and tr tly.’ ec rf pe at th s de Sale St Francis
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 3
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 4
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 5
Aristotle (384 BC-322 BC): Greek philosopher who helped lay foundations for western civilisation through his wide range of intellectual and scientific studies. Aristotle was one of the great polymaths of his time and studied under Plato in the philosophic traditions of Socrates.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 6
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
June ‘14
view ‘I always as s m le prob es in ti ni u rt o opp es.’ work cloth Frederick
Monday 9
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 10
Wilcox
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 11
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 12
Mother Teresa (1910-1997): Lived a life of poverty to try to ameliorate the conditions of others. Aged 18 years old, Agnes left Albania to join the Sisters of Loreto in Ireland, later in Darjeeling. She refused the traditional Nobel honor banquet, instead requesting that the $192K funds be given to help the poor of India.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 13
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
June ‘14
Monday 16
Tuesday 17
Karl Marx
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 18
‘The ers philosoph have only the interpreted int po e th world; ge it.’ is to chan
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 19
Christopher Columbus (1451-1506): Explorer, coloniser and navigator. He is remembered as a principle discoverer of the Americas and laid the basis for European colonisation of Latin and North America. He believed the world to be round at a time when some Christians still thought it to be flat.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 20
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
June ‘14
Monday 23
Tuesday 24
artes Rene Desc
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 25
‘The first as precept wept a c ac to r ve ne ue thing as tr it ew until I knithout as such w ubt.’ a single do
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Oscar Wilde (1854-1900): Irish writer from Dublin and an iconic figure of late Victorian society. His writings were known for biting social criticism, wit and linguistic skill and shot him to the top of society although he later suffered the humiliation of imprisonment for his sexuality.
Thursday 26 Jeudi
Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 27
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
June/July ‘14
Monday 30
Harriet owe Beecher St
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 1
up, ‘Never give st ju is at th r fo d an e ac pl the e th at th time rn.’ tide will tu
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 2
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 3
Annie Besant (1847-1933): Prominent socialist, theosophist, women's rights activist, writer, orator and supporter of Irish and Indian self-rule. In 1877 she was prosecuted for publishing a book by birth control campaigner Charles Knowlton and assisted the 1888 London matchgirls strike.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 4
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
July ‘14
who ‘A person a never made r ve mistake ne g in h yt an d trie new.’ tein Albert Eins
Monday 7
Lundi Montag Lunes Lunedí Dé Luain
Subject
Tuesday 8
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 9
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
People who changed the world
Thursday 10
Confucius (551 BC-479 BC): Chinese philosopher born in a time of religious and cultural decline. His philosophy particularly took hold around 200BC and hugely influenced future Chinese society and philosophy. He advocated the power of education, respect of the past, righteous conduct and reform of corrupt practises.
Jeudi Donnerstag Jueves Giovedi Déardaoin
Subject
Friday 11
Homework
Vendredi Freitag Viernes Venerdì Dé hAoine
Teacher Comments
Parent/Guardian Comments
Parent/Guardian Signature
Teacher Signature
Due
✓
don’t forg et
July ‘14
Monday 14
Tuesday 15
Marie Curie
Lundi Montag Lunes Lunedí Dé Luain
Subject
Homework
Mardi Dienstag Martes Martedì Dé Máirt
Wednesday 16
t ‘Life is no y easy for an t of us. Bu ? at th f o at h w have We must e...’ c an persever
Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Due
✓
useful info
diary content
gy green ener pollution
internet safety stop bullying
first aid
nutrition time management
literacy skills s study skill goal setting
SQ3R-reading mind mappi ng
periodic table of elements physics mathematics exam timetable
study timetables
he “V ision is t ing art of see le� the invisib
maps
contacts
plan your future memory matrix
forms
useful info
Beat Bullying www.beatbullying.org
1800 6 (free p6 66 6 hone) 6 www. childli ne.ie
EcoSherpa rpa.com www.ecoshe
European Un ion & non-d iscrimination ec.europa.e u/social ec.europa.e u/youth
ISPCC e www.ispcc.i
An Tais ce: Yo the En ung Report viro ers www. antais nment (YRE) for ce.org /educ ation
ols Green Scho nd.org schoolsirela www.green ECO-UNESC O www.ecou nesco.ie
ired nsp ant i r o f ho w s is one eens w et. B y Beck and tw the plan s es teen to save Bon .com
s ky Bec kybone c e w.b ww
Calculate your carbon footprint
NYCI repre sents and supports th interests of e voluntary y outh organ and uses it is a ti ons s collective experience on issues th to act at impact o n young pe ople.
www www.intern .youth.ie atio www.youth nal.youth.ie health.ie
www.planet-positive.org
source wesite Your FREE re -study.com www.how-to
ildren and to give all ch rld the ts n a w EF UNIC e wo le around th t. young peop a e to sp k ou opportunity
uth ices for Yo UNICEF: Vo ef.org www.unic Study Guides & Strategie s www.studygs.net
h Teen Healt shealth.org www.teen
This is a young website a bout people exper ’s iences real life and li of health festyle ..
You www. th Health T a youth health lk talk.or g good e world for Changing th novators.ie
socialin www.young
green energy
w! We have to start saving energy no Running out of energy produce ourselves, get around, build things and We need energy to keep warm, feed uranium – and coal gas, sources of energy – oil, goods. But the world’s non-renewable known oil ld’s wor the that s Energy Agency forecast are running short. The International 70% of its ort imp to have s – and that Europe will resources will have run out in 40 year energy needs by 2030. Wind power tion. The g developed that might provide a solu Climate friendly technologies are bein important an is er pow r as wind, water and sola development of renewable energy such for wind ld wor the in on EU is the leading regi part of our future energy strategy. The to ed nect con is that propellers drive a rotor power. How does it work? Revolving land – on r ethe Wh rgy. cal energy to electrical ene a generator, which converts mechani gy. ener rate gene to l ntia or at sea, wind has the pote in fields, farms, parks or wind farms – So blustery days are a good thing. Solar power and weather, the sun. This energy drives the climate Solar energy is energy directly from sun's the ess harn h. Solar energy technologies and supports virtually all life on Eart rely on sn't doe and ld er is growing across the wor energy for practical ends. Solar pow of bulk the e hom money. In the average size a sunny climate for saving energy and ers heat er wat r Sola ). heating water (up to 85% domestic energy consumption is used nd. Irela in here e hot water for your hom can be a cost-effective way to generate Energy saving light bulbs and the been a bright idea – for your pocket Energy saving light bulbs have always uce electricity than a standard bulb but prod environment. They use up to 80% less the same amount of light.
get recycling
Reduce, reuse, recycle How often do you simply throw thin gs away? Yesterday’s newspaper, empty water bottles and drink cans can all be reused or recy cled to help reduce the world’s mou ntain of waste. Reducing waste doesn’t mean deprivin g ourselves, it just means buying inte lligently. Only buy the things you need. How much packaging do you have to tear through simply to get to the thing you bought? 50% of rubb ish we put in our bins is packaging. Som etimes it is actually not worth spending the mon ey – well filtered tap water is just as good as bottled water. It does not need to be transpo rted in trucks that burn fuel and it is not packaged. When you are buying goods, buy environmentally friendly products: • Products that have an eco-friendly label are the source of much less was te and pollution than other products. • Packaging can be avoided if you buy loose fruit and vegetables. • Check how long the product you want to buy is likely to last and go for the product that will last longer. Think before you print! Did you know that the average Euro pean citizen uses 20kg of paper a mon th? Do you really need to print a docume nt or email? By saving paper, you save energy and money, and by reducing demand for paper you help save forests and anim al habitats.
pollution Clean air is vital for ou r health but air pollutio n caused by industry and traffic still has a huge impact on the health of people in urban areas which is where almost 80% of Europeans live these days. Polluted air is responsible for respiratory problems su ch as asthma and a wide range of allerg ies.
breathing is very important for all of us and driving cars is our biggest single air polluting activity. You can be a part of the solution!
Pollution affects the environment we live in Air pollution is caused by industry, transport, power generation and agricult ure, as well as by people in their own homes. The EU has worked hard to cut air pollutio n: cars now emit 90% fewer pollutants than they did 20 years ago. But air pollution is still damagin g human health and the environment and that is why the European Commission has propose d a new strategy that will make further significant improvements to air quality by 2020. What can you do? • Most electricity and other energy comes from fossil fuels which give off air pollution and greenhouse gases when burnt. So don’t waste energy: switch off lights, the TV, the computer and other appliances when they’re not being used and don’t overheat your home. • Check how your home is heated. Heating with oil produces more pollutio n than gas. If your home uses oil but gas is available in your neighbourhood, ask your parents to consider switching. • A coal or log fire in the living room gives off a cosy glow but it pollutes the air in your neighbourhood. Try to light it only on special occasions like Christmas or New Year. • Try to use alternatives to cars whenever you can. Cycling or walking not only cuts down on air pollution and greenhouse gases but is also healthy exercise. Otherwise use public transport or share a lift to school through a carpool. • In the car, use air conditioning sparingly: it increases fuel consumption and CO2 emissions by around 5%. If you absolutely need to use the A/C, drive for a few minutes with open windows, then close them and turn on the A/C. This will save you the fuel needed to bring down the initial temperature. • Don’t burn rubbish in the garden – in many places it is illegal – and keep bonfires to a minimum. The smoke from open fires pollutes the air and contains highly toxic substan ces called dioxins.
water pollution can harm almost all forms of life with which it comes into contact!
affects birds and wildlife
Water pollution Over two thirds of the Earth's surface is covered by water; less than a third is taken up by land. As Earth's population continues to grow, people are putting ever-increasing pressure on the planet's water resources. In a sense, our oceans, rivers and other inland waters are being "squeezed" by human activities – not so they take up less room but so their quality is reduced . Poorer water quality means water pollution. What can we do about it? There is no easy way to solve water pollution; if there were, it wouldn't be so much of a problem. Broadly speaking, there are three different things that can help to tackle the problem – Education, Laws and Economics – and they work together as a team. • • •
Education – Making people aware of the problem is the first step to solving it. Law – Environmental laws can make it tougher for people to pollute but, to be really effective, they have to operate across national and international borders. Economics – Whoever causes pollution should have to pay to clean it up, one way or another.
We know that pollution is a human problem because it is a relatively recent development in the planet's history: before the 19th century Industrial Revolution, people lived more in harmony with their immediate environment. As industrialisation has spread around the globe, so the problem of pollution has spread with it. When Earth's population was much smaller, no one believed pollution would ever present a serious problem. It was once popularly believed that the oceans were far too big to pollute. Whether intentional or accidental, large or small, an oil spill has the potential to cause tremendous and far-reaching damage. Oil can affect almost any form of life with which it comes into contact. Petroleum products released into the environment have an enormous impact on everything from animals to plants to people. Some creatures experie nce subtle changes in behaviour or short-term health problems. Some suffer immediate, acute toxic effects and even die. Others only show the effects in the long-term. The above picture shows what happens when oil and wildlife collide.
internet safety
a uniform tie or crest can identify where you go to school
never give your full name, address or phone number online!
Stay safe online While the internet is a great way of meeting new people who share your interests, you can’t always be sure who you are communicating with in cyberspace. In a recent study in Ireland of 9–16 year olds, 27% of the respondents said they met someone new on the internet who asked for information such as their photo, phone number, street address, or their school. One in fifteen had met in real life someone they’d first met on the internet: most of these were positive experiences but 11% said that the other person tried to physically hurt them. In all cases of physical and verbal abuse reported in the survey, the children said that the person who introduced themselves to them on the internet as a child, turned out to be an adult.
• • • • • • • • • •
Never give out your full name (first and last). Don' t give out your first name without checking with your parents or another adult first. Remember any information you share about yours elf can be seen by anyone who is online. Don't give out your phone number. Talk to your parents (or your teacher or another adult) about the kinds of places you go and things you do and see when you are online. Pick a name – different from your real name – to use online. Before you go into a public area, like a chat room or discussion forum, decide with your parents if it is okay to give out your e-mail addre ss. If someone online asks too many personal questions, be suspicious. Stop talking with them. Don't give out the name of your school. Always remember that people online may not be who they say they are. It is very easy for people to pretend to be someone they are not. Don't do things online that you wouldn't do in real life.
stay safe online
never meet in person with anyone you f irst met online!
set your page and blog on private!
Cyber bullying Know what to do when cyber bullied • Ignore harassing or rude comments posted on your profile • Save or print the evidence • Tell an adult you trust Know how to prevent it • Only share your password with your parent or guardian • Change your passwords often • Set your page and blog to private • Keep your personal information private Know how much is too much • Use nicknames that don’t identify your gender, age, or location • Think before posting or sending photos - they could be used to hurt you later • Alter your pictures before you post them to remove any identifying information • Never meet in person with anyone you first met online • Don’t post provocative or ‘sexy’ photos of yourself online • Think about the real-life consequences of what you post. •
You wouldn’t give a stranger in the street your name, phone number and address , so don’t do it online. • Avoid posting anything that would make it easy for a stranger to find you, such as where you hang out every day or after school. • If you receive messages that are sexual, hostile, threatening or in any way inappropriate tell a trusted adult.
stop bullying
nasty texts are bullying
you are not alone! it’s not your fault! you can do something about it!
Let’s beat bullying If you see someone being bullied and you don't do anything to help them then you're helping the bully! People who are being bullied can feel their lives are such a misery that they want to die. Often other people at school don't realise the effect that bullying has when it goes on day in, day out. Bullying makes people so upset that they often need to see a doctor. They might even try to kill themselves, or they self-harm or perhaps suffer an eating disorder, particularly if they are called names about their weight or appearance. There are usually quite a lot of pointers that someone is being bullied and if you see or hear any of them you're in a good position to help.
ied How to tell if someone is being bull g to avoid being in of time off, getting to school late, tryin lot a ng taki s clas r you in ne anyo Is • rooms? situations like the toilets or changing rhear? es, not loudly, but so that they will ove nam them ng calli e eon som hear you Do • them? • Are rumours being spread about n partners are chosen in class? whe gs thin • Are they being left out of htime on their own? • Are they spending break and lunc out? to do out of school and leaving them gs thin • Are people organising nice nt messaging? insta by or rnet s and abuse on the inte text ne pho y nast ing gett they Are • eone who is being bullied. • If so then you already know som do something about it, the You might be afraid that if you you can do to help. next but there are lots of things
bully might pick on you
What you should do to help • Tell a teacher. • Go with the person being bullied and back up what they say to the teacher . • Tell the person being bullied that you'll help them to tell their parents . • Tell your parents what's happening and ask them to have a quiet word with your head of year. • Agree with your friends that you will all make it clear to the person doing the bullying that you don't like what they're doing. • Keep a diary of what you see going on so that you can give a teacher a reliable account of what has been happening. • If you tell a teacher what has happened then the bully shouldn't find out that you've done that. The teacher should be able to quietly alert other teachers and keep an eye on the situation so that the bully is caught red handed and has only themselves to blame.
Bullying can take place anywhere, in your neigh bourhood, at school, sp on your computer, or orts club, your mobile phone an d can be for different rea sons: • Homophobia (gay bu llying) is if people call yo u names or try to upset you are gay, whether you you by saying that are or not. Rumours and gossip might be spread abo might be picked on in thi ut you.You s way because you're qu iet, good looking, or becau good friends of the sam se you have e sex. • Racist bullying means you are subjected to abu se and harassment becau colour or beliefs. se of your race, • Many pupils are being targeted in their own ho mes, by phone texts, sile messenger and by abusiv nt calls or instant e websites and forums set up to cause humiliation embarrassment. Fortunat and ely, no matter how carefu l the bully is to cover his there is no hiding place /her tracks, in cyberspace and the po lice can track their digita down to an individual co l fingerprints mputer or mobile phone.
they're probably very upset, If you see someone being bullied going on and your friends don't like what is so make sure they know that you and ask them to join your group.
bullies are weak, don’t be a bully!
don’t suffer in silence!
it’s not cool to be cruel!
what to do in an emergency
ure it make s to is safe the h approac e scen
if casualty is breathing - place in recovery position
Give Emergency First Aid Use the ‘Guide to Resuscitation’ (below) to assess each casualty. Get Help • Don’t attempt to help if you are not sure how – you might make the situation
worse
Tips • First treat casualties who are unconscious • Never give a casualty anything to eat or drink Guide to Resuscitation • Open the airway by lifting the chin and tilting the person’s head • Check breathing – spend 10 seconds checking if the person is breathing • Look to see if chest is rising and falling • Listen for breathing • Feel for breath against your cheek • Check circulation • Look for any signs of movement • Check pulse in the neck The Recovery Position • Turn casualty onto side, protecting the face • Tilt head with the jaw forward to keep an open airway • Check casualty cannot roll forwards or backwards What to do with a Burn or Scald • Place area under cold, slow running water • Never apply plasters to burns or scalds • Seek help What to do when someone has a Broken Bone • Do not move them • Support the injured part, but do not put any pressure on it • Seek help
don’t attempt to help if you are not sure how – you might make the situation worse
if casualty is not breathing seek help
What to do when someone is Choking • Encourage coughing • Bend casualty forward and slap sharply between the shoulder blades up to 5 times • Check mouth, remove any obvious obstruction • Seek help What to do when someone has a Nose Bleed • Pinch fleshy part of nose to stop bleeding • Don’t lean backwards • Sit straight, breathe through mouth, hold nose gently closed • Continue for 10 mins and gently let go • If bleeding stops, use an ice-pack, if it continues seek medical help • Avoid hot drinks for a few hours to keep temperature down What to do when someone Feels Faint • Lean the person forward • Lower head towards knees (as the head is lowered below the heart, blood will flow to the brain) • If person becomes unconscious from fainting – • Put them in the recovery position • Keep the victim lying down with head lowered and legs elevated • Loosen any tight clothing • Apply cool, damp cloths to face and neck Meningitis Meningitis is extremely dangerous and can be fatal if not treated quickly. It is highly infectious and is spread through coughing and sneezing. Early Signs • Fever • Pain and stiffness in joints • Nausea and vomiting • Drowsiness
Serious symptoms • Rash (pale, blotchy skin) • Eyes severely sensitive to light • Disorientation • Severe headaches
teen nutrition
eat better, look better, feel better!
8 tips for eating well A healthy balanced diet contains a variety of types of food, including lots of fruit, vegetables and starchy foods such as wholemeal bread and wholegrain cereals; some protein -rich foods such as meat, fish, eggs and lentils; and some dairy foods. 1. Base your meals on starchy foods 2. Eat lots of fruit and veg 3. Eat more fish 4. Cut down on saturated fat and sugar
5. Try to eat less salt – no more than 6gm a day 6. Get active and try to be a healthy weight 7. Drink plenty of water 8. Don't skip breakfast
Eating for exams Feeling tired and stressed? You're not the only one. But it might not just be your looming exams – it's possible you're not getting enough iron in your diet. When you're short of iron – known as iron deficiency – it isn't pleasant. The symptoms can include: tiredness and lethargy, difficulty concentrating and shortened attention span – not good news if you're trying to revise – looking pale and feeling faint/breathless, and the news gets worse. Because if you've got iron deficiency and you don't do anything about it, you could end up with anemia. But don't worry, the news isn't all bad, because it's easy to get enough iron. Young women should be having 14.8 milligrams (mg) iron a day; men
need 8.7mg a day You can easily pump up your iron stores, but first you need to know which foods are rich in iron: beef and other red meat such as lamb, pork, offal are rich in iron that is easy for the body to absorb. The darker the meat, the more iron it contains: chicken contains some iron – choose leg meat rather than breast meat if you want to get more iron. Other sources include baked beans, boiled eggs, canned sardines or other oily fish and mussels, breakfast cereals with added vitamins and minerals, green leafy vegetables, such as watercress, kale, spring greens and broccoli, dried fruit such as raisins, figs, apricots and prunes, wholemeal bread, lentils, beans and peas, nuts such as peanuts, cashew nuts, almonds and brazils, seeds such as sesame and sunflower. Eating fresh fruit or salad vegetables (including tomatoes) or drinking fruit juice (all of which contain vitamin C) with meals helps the body absorb the iron in food.
Foods and drinks high in fat, sugar and salt Limit to sometimes, not every day.
Reduced-fat spreads and oils Use as little as possible. Choose reduced-fat or light spreads. One portion pack for 2-3 slices of bread. Choose rapeseed, olive, canola, sunflower or corn oils. 1 teaspoon per person when cooking. Remember mayonnaise and salad dressing also contain oil.
1 serving size = Meat, poultry, fish, eggs, beans, nuts 50-75g cooked lean beef, pork, mince or poultry Choose lean meat and low fat 100g cooked fish, soya or tofu cooking methods (grilling, baking, 6 dsp peas, beans or lentils steaming or boiling). Choose fish 2 eggs twice a week - oily fish is best. 40g usalted nuts Milk, yogurt and cheese 1 glass milk (200ml) Choose 3 servings a day. Aged 9-18 1 carton yogurt (125g) years - choose 5 servings day. 1 yogurt drink (200ml) Reduced-fat or low-fat varieties. 25g hard or semi-hard cheese eg cheddar Fruit and vegetables Choose 5 or more servings a day.
1 apple, orange, pear, banana 2 small fruit - plums, kiwis, 10 grapes Half cup cooked vegetables 1 bowl salad
slice bread Bread, cereals, potatoes, pasta, rice 14thin dsp flake breakfast cereal Choose at least 6 servings. High3 dsp of dry porridge fibre varieties are best, include in 3 dsp cooked pasta, rice, each meal. noodles; 1 medium potato
drink at least 8 cups of fluid a day - water is best
So, try to eat:
rchy foods – choose atoes, pasta and other sta plenty of bread, rice, pot enever you can wholegrain varieties wh bles plenty of fruit and vegeta
try to choose options that are lower in fat, salt and sugar when you can
ds some milk and dairy foo sources of protein ns and other non-dairy some meat, fish, eggs, bea and/or sugar ds and drinks high in fat just a small amount of foo
Healthy weight It's not a good idea to be either underweight or overweight. Eating too much can make you overweight, which can lead to ill health, such as heart disease, high blood pressure or diabetes. Not eating as much food as your body needs could also affect your health. If you're concerned about your weight, get in touch with your family physicia n or a dietitian. But if you just need to lose a little weight, try taking part in sport or just getting physically active to help you burn off excess calories and maintain your body weight. It will also help reduce your risk of many diseases, such as heart disease.
But remember to check with your family physician before starting a new exercise programme, particularly if you hav en't exercised for some time.
time management skills
create a study environment
s" done, e.g. use "free classe Spend Time Wisely sure you get everything en to y ntl icie eff e tim ur • Use yo the or do homework. during the day to study gives you a head start and they are assigned, as this as n soo as ts jec pro on • Work ions. opportunity to ask quest e. e; catching up wastes tim ord assignments, practices • Arrive at class on tim es h you at all tim and rec wit er nn pla l oo sch ur • Keep yo n as you get them. to and appointments as soo portunity. Avoid having whenever you have an op ts jec pro erm g-t lon ad. on • Work u didn’t plan ahe they are due because yo to do at "cram" the night before t you will have less work tha ed in school so vid pro ies d ahead. ilit rea fac or dy tes stu no review • Use the ular project to work on, tic par a e rk. hav wo n’t me do ho u yo or If t home. h a projec u are having trouble wit yo if lp ments he ign for ass r che and tea ns • Ask the on discussio ble, as you will miss out ssi po if l oo sch ng ssi mi • Avoid do when you return. and still have the work to
will help mework, as this ho ur yo do to t to study and At Home c time each nigh ifi ec sp a een blocks. e id as • Set ute break betw in m ne. te in a e ut ro ud d incl ork you find you establish a time to study an Try to do the w of y. gl ks in oc rd bl co ur ac ho . eill take and plan k will be easier • Schedule on each project w rest of the wor ng e lo th V. w d T ho g an e in e at ch tim at or w • Estim ur study g on the phone in beginning of yo lk e ta th e at t tim es te rd ha ; don’t was plete them. k straight away ner as you com an Pl t en • Get to wor ud St rdest. ojects in your you find the ha ts ec bj su • Cross off pr e th y. ng e time studying in class each da them. By breaki • Spend mor having to rush u have covered d yo oi t av ha w to w ts ie . ec ss ev • R erm proj and reduce stre work on long-t e the job easier ak m ill • Continue to w it s, aller task them up into sm day, you can plan Keep a ‘To Do’ List ngs you need to do every thi the of list a ng tisi ori list. This will give you By compiling and pri lete a task, cross it off the mp co u yo As k. tas h time to complete eac re of your productivity. hment and a visible measu plis om acc of se sen l rea a
write page number, subject, reference and date on each page of notes
take plenty of notes
How to Create a ‘To Do’ List • Every morning, list the tasks you have to do that day. Avoid including routine things that you are not likely to forget. • Rank each task in order of priority, listing what you have to do first, seco nd, third, and so forth. • Complete the tasks according to their priority and cross them off on com pletion. Utilise Your Student Planner • On a daily basis, record all assignme nts and their due dates. • Record long-term assignments in several places, including the day they are given, the day they are due and on various pages in-b etween, as reminders. • Record times and dates of meeting s, sports, rehearsals and other appointm ents as soon as you find out about them. • Use the yearly planner to record important dates such as birthdays, anni versaries, and holidays. Listening Skills • Speed up your writing by using abbr eviations and symbols. Keep your syst ems simple so you can easily understand your note s. • Listen out for important ‘cues’. Teac hers will often signal specific informa tion about which you should take note of. Pay particular atte ntion to the following types of phrases: "This is an important topic"; "Listen to what I have to say"; "Let’s go over this once mor e"; "Don’t forget this subject"; "This will be in your test ". • Listen intently during class and keep your thoughts on the topic being disc ussed. If you don’t understand, ask the teacher to explain the material again or in another way. Note Taking Skills • Use a pen or pencil that doesn’t smear. • Write the page number, subject and date on each page of notes. • Keep all your subject notes toge ther. • Use highlighters or a red pen to mark different topics. • Record new vocabulary terms. • Evaluate what you read or hear before writing it down. • Try to keep up and catch up as soo n as possible if you fall behind. • Learning to take good notes can be a great help when it comes to revi sing for exams.
study skills
take notes as much as you o can; it’s easy t forget what you’ve learned
I hear: I forget I see: I remem b er I do: I underst and
Where to Study Find a quiet place to study and do your homework. Do not listen to the radio or television while studying, as it is distracting. Always study in the same place, preferab ly in a well-lit area. Sit in a straight-backed chair near natural light if possible. Assemble and keep your study supplies to hand. These may include a dictionary, calculator, ruler, pens, pencils, erasers, paper, paper clips, note cards, highlighters. Keep your study area clean, tidy and well organised. Learning While You Read • Try to actively learn while you read and think about what you are reading. If the material is hard to understand, stop after a few paragraphs and summarise, either out loud or by taking notes. If you are still having difficulties, read the section again slowly and look up words you do not understand. • Grasp the context of what you are reading from groups of words, rather than individual words. • Don’t move your lips when reading as it slows you down. • Don’t follow the text with your fingers, as this also slows you down and can make it harder to understand the material. • Read a variety of different materials and books. The more you read, the easier and more enjoyable it becomes. • Summarise the material you read in your own words, as this will help you remember the content when you are revising the notes later on. • Look at photos, charts, maps, or illustrations that accompany the text to help you understand the material. • Before you begin a textbook assignment, look at the questions, and you will then be able to focus on finding the answers as you read.
Six Quick Study Tips: se your notes something off-by-heart, try to conden • CONDENSE: When you’ve learned harder to learn. again leaving only the topics that are would be exam questions within the time you g doin • EXAM QUESTIONS: Practice expected to do them in the exam. your own voice can tes and points on tape – listening to quo nt orta imp Put e.g. : ORD REC • help you memorise them! y sessions and time to relax and unwind between stud take to nt orta imp very is It AX: REL • on the night before exams. can help you recall them. • TALK: Reading your notes out loud er when you don’t c try and see what you can rememb topi a ied stud ’ve you en Wh T: TES • have your notes to look at!
goal setting
highlight subjects in different colours so it is eas y to f ind them
Setting personal goals and planning how to accomplis h your goals are proven achieving success. Goal set methods of ting can help you get be tter grades, save time, red increase self-esteem. On uce stress, and ce you know what your goals are, you can devise to achieve them. and follow a plan Examples of Goal Settin g • Short-term goals e.g . get a "B" or better on the next French test; tidy my • Long-term goals e.g. bedroom. look at college brochures ; make a list of interestin • Long-term quarterly g co urses. or yearly goals e.g. read Ulysses. • Make your goals spe cific e.g. walk for 20 minu tes a day, NOT exercise • Make your goals realist more. ic, e.g. don’t watch televi sion on Wednesday nights watch television. Stick to , NOT never fulfilling your potential, no t other people’s expecta • Establish a time line tions. by asking yourself when you want the goal to be the steps you need to tak acc om plis hed and e to achieve your goal. Steps to Achieving Your Step 1
Goals
Decide what is important to you and make a list of these things. Better grade Sports achievements? To s? attend a particular colleg e? and so forth. Step 2 When you hav e established what’s impo rtant, set out your perso long-term goals on the yea nal goals. Write rly calendar pages of your Student Planner and sho goals on the weekly calen rt-term dar pages. Step 3 Plan how to ach ieve your goals, and decid e what you need to do eac to achieve them. h week in order Step 4 Follow through on the goals you have set , and when you score a go some small way! Reaching al, celebrate in a goal is an important ach ievement. It will also help learn what works well for you you by reviewing the ste ps you took that helped achieve it. you Step 5 Continue to pla n and revise your goals, making sure they are rea listic.
SQ3R-reading
other o t t cha about s t n e stud ou’ve y t a h w learned
SQ3R = survey! question! read! recite! review!
SQ3R – survey, reading and study skill system SURVEY – gather the information necessary to focus and formul ate goals. • Read the title – help your mind prepare to receive the subject at hand. • Read the introduction and/or summary – orient yourself to how this chapter fits the author's purposes and focus on the author's statement of the most importa nt points. • Notice each bold heading and subheading – organise your mind before you begin to read – build a structure for the thoughts and details to come. • Notice any graphics – charts, maps, diagrams, etc. are there to make a point – don't miss them. • Notice reading aids – italics, bold print, chapter objective, end-of-chapter questions are all included to help you sort, comprehend and remember. QUESTION – help your mind engage and concentrate. One section at a time, turn the bold heading into as many questions as you think will be answered in that section. The better the questions, the better your compre hension is likely to be. You may always add further questions as you proceed. When your mind is actively searching for answers to questions it becomes engaged in learning. READ – fill in the information around the mental structures you've been building. Read each section (one at a time) with your questions in mind. Look for the answers and notice if you need to make up some new questions. RECITE – retrain your mind to concentrate and learn as it reads. After each section – stop, recall your questions and see if you can answer them from memory. If not, look back again (as often as necessary) but don't go on to the next section until you can recite. REVIEW – refine your mental organisation and begin building memo ry. Once you've finished the entire chapter using the preceding steps, go back over all the questions from all the headings. See if you can still answer them. If not, look back and refresh your memory, then continue. TANT. REMEMBER: THE INFORMATION YOU GAIN FROM READING IS IMPOR HING, SOMET NG LEARNI UT IF YOU JUST "DO IT" WITHO YOU'RE WASTING A LOT OF TIME. TRAIN YOUR MIND TO LEARN!!!
mind mapping
mind mapping helps you to see relationships, connections and patterns in your ideas – thereby improving your efficiency
reative c s a be can u o y as Mind Mapping is something that will increase the quality of your thin king and help you to do better in your studies, test s and exams. You will learn how to Mind Map which will give you a visual represe ntation of any subject matter, sho wing you the key points and the connections betw een them, making it highly memora ble. How to do a Mind Map Mind Mapping involves writing down a central idea and thinking up new and related ideas which radiate out from the centre. By focu ssing on key ideas written down in you r own words, and then looking for branches out and con nections between the ideas, you are map ping knowledge in a manner which will help you und erstand and remember new informa tion. Look for relationships Use lines, colours, arrows, branches or some other way of showing connect ions between the ideas generated on your Mind Map. The se relationships may be important in you understanding new information or in constructing a structured essay plan. By personalisin g the map with your own symbols and designs, you will be constructing visual and meaningful rela tion ship s between ideas which will assist in your recall and understanding. Write down key ideas Some students find that using capital letters encourages them to get dow n only the key points. Capitals are also easier to read in a diagram.You may, however, wish to writ e down some explanatory notes in lower case. Som e students do this when they revisit the mind map at a later date while others write in such things as assessment criteria in this way. Put the main idea in the centre Most students find it useful to turn their page on the side and do a Mind Map in "landscape" style. With the main idea or topic in the middle of the page this gives the maximum space for other ideas to radiate out from the centre. Leave lots of space Some of the most useful Mind Maps are those which are added to over a period of time. After the initial drawing of the Mind Map you may wish to highlight things, add info rmation or add questions for the duration of a subject right up until exam time. For this reas on it is a good idea to leave lots of space.
H
1.0079
Sc
44.956
Zr
91.224
Titanium
Hf
178.49
89 - 103
**Actinides
[227]
Actinium
Ac
90
232.04
Thorium
Th
V
50.942
Ta
180.95
Niobium
Nb
92.906
Pr
140.91
Dubnium
231.04
Pa
Protactinium
91
Praseodymium
59
[262]
Db
105
Tantalum
73
41
Vanadium
23
Cr
51.996
Mo
95.94
W
183.84
[266]
144.24
Nd
92
Uranium
U
238.03
Neodymium
60
Seaborgium
Sg
106
Tungsten
74
Molybdenum
42
Chromium
24
Mn
54.938
Tc
[98]
186.21
[145]
Pm [237]
Np Neptunium
93
Promethium
61
Bohrium
Bh
[264]
Rhenium
Re 107
75
Technetium
43
Manganese
25
Ru
101.07
Iron
Fe
55.845
Sm
150.36
Hassium
Hs
[269]
Osmium
[244]
Pu
151.96
Eu [243]
Am Americium
95
Europium
63
Meitnerium
Mt
[268]
Iridium
Ir
192.22
Rhodium
109
77
Rh
102.91
Cobalt
Co
58.933
Pd
106.42
Nickel
Ni
58.693
Pt
195.08
157.25
Gd 96
Curium
Cm
[247]
Gadolinium
64
Damstadtium
Ds
[271]
Platinum 110
78
Palladium
46
28 63.546
158.93
Bk
[247]
Terbium
Tb
Berkelium
97
65
Roentgenium
Rg
[272]
Gold
Au
196.97
Silver
Ag
107.87
Copper
Cu
111
79
47
29
Cd
112.41
Zinc
Zn
65.39
200.59
162.50
Dy [251]
Cf Californium
98
Dysprosium
66
Ununbium
Uub
[285]
Mercury
Hg 112
80
Cadmium
48
30
Al
26.982
Boron
B
10.811
69.723
164.93
Es
[252]
Holmium
Ho
Einsteinium
99
67
Ununtrium
Uut
[284]
Thallium
Tl
204.38
Indium
In
114.82
Gallium
Ga
113
81
49
31
Aluminium
13
5
Atomic weights (mean relative masses): elements for which the atomic weight is given within square brackets have no stable nuclides and are represented by the element’s longest lived isotope.
Plutonium
94
Samarium
62
190.23
Os 108
76
45
27
Xx Synthetic
Ruthenium
44
26
Xx Gas Xx Liquid Xx Solid
Poor metals
Alkali earth metals
Noble gases
Non metals
State at standard temperature and pressure (0 °C and 1 atm)
Rare earth metals
Transition metals
Alkali metals
Other Non-metals
periodic table of elements
Note: Symbols and names: the symbols and names of the elements, and their spellings are those recommended by the International Union of Pure and Applied Chemistry. Names have yet to be proposed for the most recently discovered elements 112 118 so those used here are the temporary systematic names.
89
Cerium
Lanthanum
140.12
57 - 71
58
Rutherfordium
Rf
[261]
Hafnium
104
72
Zirconium
40
Ti
47.867
Ce
138.91
**
*
Yttrium
Y
88.906
22
La
57
39
Scandium
21
Element Name
Symbol
Atomic No. Atomic Weight
KEY
thanoids
*Lan-
Ra
Radium
[226]
Fr
88
Barium
[223]
Caesium
Francium
87
Ba
137.33
Cs
56
Strontium
132.91
Rubidium
55
Sr
87.62
Rb
85.468
Calcium
37
38
40.078
Potassium
20
Ca
39.098
K
19
Magnesium
Sodium
24.305
Mg
12
Na
22.990
Beryllium
Lithium
9.0122
Be
4
Li
6.941
Hydrogen
11
3
1
Ge
72.61
Silicon
Si
28.086
Carbon
C
12.011
207.2
Tin
Sn
118.71
P
30.974
Nitrogen
N
14.007
Sb
121.76
Arsenic
As
74.922
Bi
208.98
[288]
Bismuth 115
83
Antimony
51
33
Phosphorus
15
7
Se
78.96
Sulphur
S
32.065
Oxygen
O
15.999
Po
[209]
Tellurium
Te
127.60
116
[292]
Polonium
84
52
Selenium
34
16
8
167.26
Er
Fermium
Fm
[257]
Erbium 100
68
Ununquadium
168.93
Mendelevium
Md
[258]
Thulium
Tm 101
69
Ununpentium
173.04
Yb [259]
Nobelium
No
102
Ytterbium
70
Ununhexium
Uuq Uup Uuh
[289]
Lead
Pb 114
82
50
Germanium
32
14
6
F
18.998
[262]
Lr Lawrencium
103
Lutetium
Lu
71 174.967
Ununseptium
Uus
[?]
Astatine
At
[210]
Iodine
I
126.90
Bromine
Br
79.904
Chlorine
Cl
35.453
Fluorine
117
85
53
35
17
9
4.0026
Radon
Rn
[222]
Xenon
Xe
131.29
Krypton
Kr
83.80
Argon
Ar
39.948
Neon
Ne
20.180
Helium
He
Ununoctium
Uuo
118 [ 294 ]
86
54
36
18
10
2
heat Specific heats of common materials in J/kg K (joules per kilogram Kelvin) Water . . . . .4190 Steam . . . .2100 Glass . . . . . .840 Brass . . . .385 Alcohol . . . .2450 Aluminium . .920 Iron . . . . . . . .450 Silver . . . .235 Ice . . . . . . .2090 Carbon . . . . .710 Copper . . . . .380 Lead . . . .130
astronomy Measurements of Astronomy: Measurement
Earth
Sun
Moon
mass (m)
5.98 x 10 24 kg
1.99 x 10 30 kg
7.35 x 10 22 kg
radius (r)
6378 km
6.96 x 10 5 km
1.738 x 10 3 km
average density
5.52 g/cm 3
1.42 g/cm 3
3.34 g/cm 3
physics equations weight = mass x gravity moment of a force = force x perpendicular distance
force pressure = ---------------------------area
liquid pressure = density x gravity x height potential energy = mass x gravity x height voltage (V) = current (I) x resistance (R) m
Density: d = ----------
voltage resistance = ---------------------------current
Kinetic Energy: K.E. = 1/2 m x v 2
v
m is mass; v is velocity. m is mass; v is volume.
Distance: d = v x t
Work: W = F x d
v is velocity; t is time.
F is force; d is distance.
(vf-vi)
Acceleration: a = ---------------t
vf is final velocity; vi is initial velocity; t is time.
W
Power: P = ----------
W is work; t is time.
t
P = V x I V is voltage; I is Current.
Force: F = m x a
Momentum: p = m x v
m is mass; a is acceleration.
m is mass; v is velocity.
mathematics o
Triangles & Angles: The three angles of a triangle add up to 180° Equilateral Triangle:
Isosceles Triangle:
Scalene Triangle:
all sides of equal length; all angles of equal degrees
two sides of equal length; two angles of equal length
no sides equal; no angles equal
Right Triangle:
Pythagorean Theorem:
Acute angle:
one angle is 90°
sides a and b are legs; side c is hypotenuse; a 2 + b 2 = c2
less than 90°
(applies only to right angle triangles)
Right angle: equals 90°
Complete angle rotation:
Obtuse angle:
Straight angle: equals
more 90° but less than 180°
180°
Complimentary angles: Supplementary angles: two angles up to 90°
two angles up to 180°
a= b angles subtended on the same arc AB
C is the centre of the circle
equals 360°
Circle Theorems:
x = 90° PQ is diameter C is the centre of the circle
calculating area S = side
L = length
W = width
H = height
B = base
Square: S2
Triangle: 1/2 B x H
Rectangle: L x H
Parallelogram: B x H
Circle: R2
Trapezoid: 1/2 (B1 + B2) H
R = radius
surface area and volume Surface Area: Find the area of each face and add together. Volume of Prisms: Find the area of the base (B) and multiply by the height (H). Cube: volume (V) =S3
Rectangular Prism: V = L x W x H
Triangular Prism: Volume = 1/2 length x width x height
Cylinder: V = R2H Surface area (sa) = 2 R2 + 2
RH
Volume of Pyramids: Find the area of the base (B), multiply by height (H), and divide by 3.
Square Pyramid: V= 1/3 BH
Rectangular Pyramid: V= 1/3 BH
Triangular Pyramid: V= 1/3 BH
Cone: V= 1/3
R2H
R3
Sphere: Volume (V) = 4/3
Remember:
The answers to surface area problems are lab elled as square units (un 2 The answers to volum its ). e problems are labelled as cubic units (units3).
trigonometry Special Triangles
Cast: 30-60-90 Triangle
S
Quad II sin +
Quad I all ratios +
A
T
Quad III tan +
Quad IV cos +
C
(r = hypotenuse
x = adjacent
45-45-90 Triangle
y = opposite)
= y/r (opposite/hypotenuse) = 1/csc = x/r (adjacent/hypotenuse) = 1/sec tan = (opposite/adjacent) = 1/cot sin
cos
Law of sines: a/sinA = b/sinB = c/sinC Law of cosines:
a2 = b2 + c2 - 2bc cos A b2 = a2 + c2 - 2ac cos B c2 = a2 + b2 - 2ab cos C
S.S.S. (Side, Side, Side)
ABC DEF
S.A.S. (Side, Angle, Side)
ABC KLM
A.S.A. (Angle, Side, Angle)
ABC QRS
H.S. (Hypotenuse, Side)
ABC XYZ sin (A + B) = sin A cos B + cos A sin B sin (A - B) = sin A cos B - cos A sin B sin 2A = 2 sin A cos A sin 1/2A = (1- cos A)/2 cos (A + B) = cos A cos B - sin A sin B cos (A - B) = cos A cos B + sin A sin B
cos 2A = cos2 A - sin2 A cos 1/2A = (1+ cos A)/2 tan (A+B) = (tan A + tan B)/(1 - tan A tan B) tan 2A = 2tanA/1 - tan2 (A) tan 1/2 A = (1- cos A)/(1 + cos A) = (1 - cos A)/sin A = sin A/(1 + cos A)
algebra
if ax2 + bx + c = 0
Quadratic Equation:
– b b2 – 4ac x = _______________ 2a
Equations of a Line: (m=slope; b=y intercept) Slope – Intercept Form: y = mx + b
Slope of a Line:
Point – Slope Form:
y2 - y1 m = _____ x2 - x1
(y - y1) = m (x - x1)
Variation Models: For variables x,y, and z where k is a positive constant called the constant of variation. Direct Variation: y = kx or y/x = k Inverse Variation: y = k/x or xy = k Joint Variation: z = kxy
Law of Exponents: If a, b R, a, b ≥ 0, and p, q, r, s are Q, then; 1) ar as = ar+ s
5) (a/b)r = ar / br (b 0)
2) ar
6) a° = 1(a 0)
as = ar - s
3) (ar )s = ar s
7) a-r = 1/ar (a 0)
4) (ab)r = ar br
8) ar/s = s ar = (s a)r
Logarithms:
Special Products:
r
Log x = r Log x
(a-b)2 = a2-2ab+b2
Log (xy) = Log x + Log y
(a+b)2 = a2+2ab+b2
Log (x/y) = Log x - Log y
(a-b)(a+b) = a2-b2
Log x = n x = 10n (Common log)
a(b+c) = ab+ac
Loga x = n x = an (Log to the base a)
(a+b)(c+d) = ac+ad+bc+bd
Ln x = n x = e (Natural log)
(a+b)3 = a3+3a2b+3ab2+b3
3.14159265 2.71828183
(a+b)(a+c) = a2+ac+ab+bc
n
(a-b)3 = a3-3a2b+3ab2-b3
equivalences Metric System: Basic Unit
Length metre (m)
Volume litre (l)
Weight gram (g)
x10
decametre(dam)
decalitre(dal)
decagram(dag)
x100
hectometre(hm)
hectolitre(hl)
hectogram(hg)
x1000
kilometre(km)
kilolitre(kl)
kilogram(kg)*
#10
decimetre(dm)
decilitre(dl)
decigram(dg)
#100
centimetre(cm)
centilitre(cl)
centigram(cg)
#1000
millimetre(mm)
millilitre(ml)
milligram(mg)
*a metric ton is 1000 kilograms
Length/Distance
Area
Weight
1 foot = 12 inches
1 acre = 4840 sq. yards
1 pound = 16 ounces
1 yard = 36 inches
1 sq. mile = 640 acres
1 ton = 2240 pounds
1 mile = 1760 yards
1 sq. foot = 144 sq. inches
1 stone = 14 pounds
1.5 miles = 1 nautical mile
1 sq. yard = 9 sq. feet
1 gram = 1000 milligrams
3 miles = 1 league
1 sq. metre = 10,000 sq. cm. 1 kilogram = 1000 grams
converting measures Length/Distance: From . . . . . . . . . . . . . .To . . . . . . . . . .Multiply by cm . . . . . . . . . . . . . . . .in in . . . . . . . . . . . . . . . . .cm m . . . . . . . . . . . . . . . . .ft ft . . . . . . . . . . . . . . . . . .m km . . . . . . . . . . . . . . . .mi mi . . . . . . . . . . . . . . . .km
. . . . . . . . . . . . .0.3937 . . . . . . . . . . . . . . .2.54 . . . . . . . . . . . . .3.2808 . . . . . . . . . . . . .0.3048 . . . . . . . . . . . . .0.6214 . . . . . . . . . . . . . .1.609
roman numerals 1 . . . . . . . . . . . . . . .I
9 . . . . . . . . . . . . . . .IX
80 . . . . . . . . . . . .LXXX
2 . . . . . . . . . . . . . . .II
10 . . . . . . . . . . . . . . .X
90 . . . . . . . . . . . . . .XC
3 . . . . . . . . . . . . . .III
20 . . . . . . . . . . . . . .XX
100 . . . . . . . . . . . . . . .C
4 . . . . . . . . . . . . . .IV
30 . . . . . . . . . . . . .XXX
200 . . . . . . . . . . . . . .CC
5 . . . . . . . . . . . . . .V
40 . . . . . . . . . . . . . .XL
400 . . . . . . . . . . . . . .CD
6 . . . . . . . . . . . . . .VI
50 . . . . . . . . . . . . . . . .L
500 . . . . . . . . . . . . . . .D
7 . . . . . . . . . . . . .VII
60 . . . . . . . . . . . . . .LX
600 . . . . . . . . . . . . . .DC
8 . . . . . . . . . . . . .VIII
70 . . . . . . . . . . . . .LXX
700 . . . . . . . . . . . . .DCC
exam timetable
date
subject and paper
time
Time
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
study timetable
Time
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
study timetable
map of europe
Bulgaria Capital: Sofia Size: 110,910 km2 Population: 7,642882 Language: Bulgarian Religion: 82.6% Bulgarian Orthodox Church, 11% Islam, 6.4% Roman Catholic. Currency: Euro GDP - per capita purchasing power â‚Ź11,800
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plan your future now!
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The Memory Matrix The Memory Matrix is a tool for assisting students in planning and organising your study revision to ensure that all topics covered in the academic year are revised and retention of information is optimised. It is a very simple tool based on well-accepted principals of revising a topic, firstly the day after it was covered, again after one week and then after one month. The fact that repetition helps you to memorise is well known, but the importance of the time between repetitions is less well known. The timings are particularly important because if you don’t revise often enough you will forget things and if you do it too often you’re going to be wasting a lot of time. It helps the student to move information from short term memory to long term memory. In using the Memory Matrix it is expected that the revision for each topic will take about 5–10 minutes. The teacher can ask students to do this revision at the beginning of each class. Alternatively this can be done at home. The matrix consists of 100 boxes. These are numbered 1–100 in the top left hand corner. These numbers correspond to a class/study session i.e. class one, class two etc. The student should record the topic covered during a particular class in the relevant box. In the example shown (which relates to History) during the first class Political Groups Early 20th Century Ireland was covered, in the second class Home Rule Crisis was covered and so on. The revision starts in the second class.
Class number
1
Political Groups Early 20th Century Ireland
Topic covered in first class (Political Groups Early 20th Century Ireland)
In the second box a second number appears in the top right hand corner. This directs the student to the first topic to be revised. In this instance it refers them back to the first box and topic (Political Groups Early 20th Century Ireland).
1
2
Class number Revise this topic (Political Groups Early 20th Century Ireland)
Home Rule Crisis
Topic covered in this class (Home Rule Crisis)
In later classes other numbers appear in bottom left and right corners. These point the student to revising these topics also in that class/study session. In the example shown in class 29 the student will firstly revise topic from class 28, then topic from class 2 and then topic from class 22.
28
29
Revise these topics - class 28
League of Nations 22
Class number
(Versailles Treaty); Class 2 (Home Rule Crisis); Class 22 (Urban Life). 2
Topic covered in this class (League of Nations)
UNIQUE MEMORY MATRIX© 2
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71
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81
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91
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84
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Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
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29
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30
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49
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66
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Copyright Š Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
UNIQUE MEMORY MATRIX© 2
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Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Subject
Year
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Copyright Š Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
UNIQUE MEMORY MATRIX© 2
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Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Subject
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Copyright Š Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
UNIQUE MEMORY MATRIX© 2
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Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
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Copyright Š Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
UNIQUE MEMORY MATRIX© 2
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Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Subject
Year
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Introduction: The National Drugs Strategy
The National Drugs Strategy is drawn up with the help of the many differen t organisations and groups working to solve the problem of drugs in Ireland today. The aim of the strategy is: “To continue to tackle the harm caused to individuals and society by the misuse of drugs through a concerted focus on the five pillars of supply reduction, preventi on, treatment, rehabilitation and research.” There is a lot of misinformation about drugs. It is important that everyon e has the right information so they can make better choices and decisions. It is also important that everyone understands that this is not a problem they have to handle alone. There is help available no matter what the scale of the problem. The problem is a complex one which needs many different answers. The strategy sets out to tackle the problem in five major ways:
• • • • •
gal drugs. Reducing the supply of ille ms through education, velopment of drug proble de the t ven pre to ing Try g misuse. about the dangers of dru ss ne are aw and on ati inform n services for people support and rehabilitatio t, en atm tre r tte be ing Creat gs. already involved with dru the problems. land so we can understand Ire in use g dru ing rch Resea nment agencies and services between gover and licy po of n tio ina Coord communities.
www.drugs.ie
to make the right choices you need the right information
Drug use is a complex issue that affects everybody in Ireland today. A Health Research Board survey showed that three out of every four Irish people don’t have enough information or have the wrong information about drugs.
•
ut drugs? What do you know abo
ed about was involved in thought someone you car u yo if do u yo uld wo • What drugs? if you were offered drugs? • What would you do drugs? nd of yours was dealing you found out that a frie if ct rea u yo uld wo w • Ho ught could be you found what you tho if ct rea u yo uld wo w • If you are a parent, ho thes? drugs in your child’s clo
The right information can help you make better choices and decisions. It also makes it easier to talk about drugs in an open and informed way. This section on drugs looks at some common myths about drug use. It also recommends the places to look for more information and who to contact for support or help.
what do we mean when we talk about drug use?
People in Ireland today use many different kinds of drugs. These drugs may be legal or illegal, helpful or harmful. Every drug has side-effects and risks but some drugs have more risks than others, especially illegal drugs. ination of factors. e can arise from a comb us g dru m fro ms ble Pro These are: ing used; • WHAT drugs are be of the individual); the mood and personality lly cia pe (es g dru the ng • WHO is usi the drug; • WHY they are using they are using the drug. • WHERE and HOW
To begin to understand the problems you have to know what drug is involved and what is happening in the life of the person who is using the drug. Different drugs create different problems for different people. These problems need different answers. In this section we look mainly at the problem of illegal drug use but, even though it is a legal drug, we also look at problems caused by alcohol abuse. Amongst the most commonly used illegal drugs in Ireland today are cannabis, ecstasy, heroin and cocaine. Information about these and other drugs is contained in this section.
Further information is also available on the website: www.drugs.ie
motion.ie www.healthpro
why do people use drugs?
Different people use different drugs for different reasons. There are of course ‘legal drugs’ which we all come across everyday. For example, some people take medicine when they are sick, alcohol to help them relax or coffee to help them stay awake. What we are talking about in this section are ‘illegal drugs’. Typical reasons why people may experiment with illegal drugs include curiosit y, peer influence or a desire to escape boredom or worries. People also take certain drugs to change how they feel. They may believe it’s a fun or fashionable thing to do. People may continue to use a drug because they enjoy it or because it’s part of their social life or culture. This is often called ‘recreational’ drug use. Sometimes because of ongoing emotional or psychological problems or because of social factors, drug use can become an important part of a person’s life. The use of some drugs can lead to dependency, where a person loses control over their drug use and feels they cannot function without the drug.
Myths and misconceptions There are no easy answers to the problems caused by drug use but having the right information can help. The facts are important in helping you deal with drug issues. “Aren’t all illegal drugs equally addictive?” Some drugs can create addiction or dependence much quicker than others. However, there is no evidence confirming people get ‘hooked’ after one or two experiences or that everyone who tries a drug will become addicted (althoug h using a drug even once can have serious consequences). The what, who, why, where and how of drug use are important in the development of dependency. “Only drug addicts have a problem” Addiction or dependency is not the only problem drugs can cause. Some people experience problems the first time they use a drug, or problems develop as their use becomes more frequent. Drug use can affect a person’s physical and mental health, their family life, relationships, and other work or study. Using illegal drugs can also get people into trouble with the law or into financial difficulties.
“aren’t all illegal drugs equally harmful?”
Different drugs cause harm in different ways. Some drugs, such as heroin, are regarded as being more dangerous because they have a higher risk of addictio n and overdose, or because they may be injected. However each drug has its own risks. Drugs are often described as being either ‘hard’ or ‘soft’. These words are not always helpful because it’s not as simple as that. “My teenager is moody and losing interest in school – they must be on drugs” Often parents ask how they can tell if their child is using drugs, but lists of signs and symptoms need to be approached with caution. Many of the possible signs, such as mood swings or loss of interest in hobbies or study, may well have other causes. It’s better to talk to them before jumping to conclusions. “Young people are tempted to try drugs by pushers” Most young people are introduced to illegal drugs by a friend, or someon e they know. In many cases drugs are ‘pulled’ rather than ‘pushed’, meaning that the person asks for it themselves – often out of curiosity.
It’s good to Talk… And Listen! Talking about drugs and drug use can be quite a challenge. Some people feel uncomfortable or inadequate when talking about drugs because they don’t (or think they don’t) know enough about the subject. They might also lack confidence in their ability to talk to and influence the person. Listen to the other person. It’s important to understand and respect how they feel. Keep the lines of communication open and above all look for more information before you do anything.
lk... it’s good to ta
so where can you get more information or help?
HSE Drug and addiction services are provided through the HSE's network of Local Health Offices. You can contact addiction services where you live through your Local Health Office Social Inclusion Services. HSE Info Line: 1850 24 1850 8am-8pm Mon-Sat infoline1@hse .ie http://www.hse.ie/eng/services/Find_a_Service/LHO/
The Drugs/HIV Helpline
This is a confidential, freephone, active listening service offering non-dir ective support, information, guidance and referral to anyone with a question or concern related to substance use and/or HIV and sexual health. They offer informa tion and guidance, without telling the caller what to do. Drugs/HIV Helpline (freephone) 1800 459 459 (Mon-Fri 10am-5 pm) drugshiv@hse.ie
Soilse Soilse is the HSE’s Addiction Rehabilitation Service and is based in Dublin city centre. They provide a comprehensive, holistic addiction rehabilitation service that empowers those in recovery to move towards a drug-free lifestyle. Basement Offices, 16 - 22 Green Street, Dublin 7, phone 01-872 4535 1-2 Henrietta Place, Dublin 1, phone 01-872 4922, www.soilse.ie
YoDA The Youth Drug and Alcohol Service is based in Tallaght, Dublin and provide sa service to people living in Local Health Office areas Dublin South-West & Dublin South City. YoDA provides assistance and treatment to under-18's who are having problems related to their drug or alcohol use. Glenabbey Building, Belgard Rd, Tallaght, Dublin 24, phone 01-466 5040 www.tallaghtdtf.ie
Adolescent Addiction Service
The Adolescent Addiction Service provides support and treatment in relation to alcohol and drug use for young people and families from the following areas of Dublin: Ballyfermot, Clondalkin, Palmerstown, Lucan and Inchicore. Referra ls are accepted from family members, professionals and young people. Bridge House, Cherry Orchard Hospital, Dublin 10 phone 01-620 6400 / 620 6493 www.hse.ie/eng/services/Find_a_Service/Addiction_Services/AA SDublinwest/
Al-Anon – for people affected by other people’s drinking. Al-Anon Information Centre, 5 Capel St, Dublin 1, phone 01-873 2699 info@al-anon-ireland.org www.al-anon-ireland.org www. al-anonuk.org.uk ut there...
help is o
so where can you get more information or help?
Alcoholics Anonymous
www.alcoholicsanonymous.ie gso@alcoholicsanonymous.ie 01 842 0700
Merchants Quay Ireland – Homeless & Drugs Services
Merchants Quay Ireland is a voluntary organisation providing a wide range of services. Drop-in opening hours: Mon, Wed-Fri: 7.30am-1pm and 1.45pm -4.30pm; Tues: 7.30am-9am and 1.45pm-4.30pm; Sat: 7.30am-1pm; Sun: 7.15am-1pm Drop in or phone for an appointment: (01) 645 6524 www.mqi.ie
The Drugs Awareness Programme (Crosscare)
DAP is Ireland’s longest running Drug Education Service. All of their services are entirely confidential and free. They provide general information on drugs and alcohol as well as details on more specific services in your area. There are many local services that you can contact for help. Whatever you need: helpline s, harm reduction services, help with drug and alcohol related problems, and support groups for drug and alcohol users and their families and friends, you can find full listings in their website Services section. DAP Youth Section also provides Competitions, Games, Quiz, Polls, School Projects Literature: www.dap.ie/dap_youth/ Chat Now! If you are looking for advice regarding someone you know, or help in relation to drugs, you can go online at www.drugs.ie and talk live to a counsellor or drug education worker - look for ‘Live Help’ (Mon-Fri 10am-1pm).
Childline
Free and confidential service for young people who need to talk through any problem. Visit www.childline.ie for the online chat service (2pm-10pm daily), text ‘Talk’ to 50101 or phone the 24-hour helpline 1800 66 66 66.
Other useful contacts for information You can also go to your local family doctor, pharmacist, Community Garda, local Drugs Task Force or community drugs awareness groups. They may also be able to talk to you about your problem or advise you about where you should go for further help.
information on individual drugs There are seven main kinds of drugs that can change a person’s mood or how they behave. Most of these types of drugs come under a law called the Misuse of Drugs Act. They are known as controlled drugs and are listed in different groups called Schedules. The Schedules group drugs according to the controls require d and the usefulness of the drugs. For example, Schedule One covers drugs that are considered to have no medical use and include hallucinogenic drugs and so called ‘designe r drugs’ such as ecstasy. This is different from the situation in the UK where various Classes (A,B,C etc.) group drugs according to the legal penalties they attract.
is, ketamine, rs include alcohol, cannab be prescribed se illi qu an Tr r no Mi d h as valium can • Sedatives an zepine drugs. Drugs suc ecstasy and the benzodia ht. nig at ep to help them sle to calm people down or rs that produce sics, are strong painkille lge ana tic co nar as n ow include morphine, • Opiates, also kn sleepiness. The opiates and ss) ine pp (ha a ori ph feelings of eu codeine. heroin, methadone and awake, alert, energetic and t make people feel more tha gs dru are s nt ula im etamines and poppers. • St gs include cocaine, amph confident. Stimulant dru visions called duce strange and intense pro t tha gs dru are s en mushrooms. • Hallucinog lude LSD (acid) and magic inc gs dru ese Th ns. tio hallucina doesn’t mean , are not illegal but that hs’ Hig gal ‘Le led cal en • Headshop drugs, oft s, powders and smoke. that they are safe, e.g. pill euphoric and dizzy, so people feel uninhibited, ke ma can d ale inh en e substances from gas • Solvents wh ohol. This would includ alc to ect eff ilar sim a e can hav l cans. lighter refills and aeroso longed period s etc, if taken over a pro pill flu rs, ille ink pa er • Over-the-count can become addictive. Depressants and sedatives are sometimes called ‘downers’ and stimulan t drugs are sometimes called ‘uppers’. Many drugs don’t belong to just one type. For example, cannabis can have depressant effects as well as causing euphoria and ecstasy has both stimulant and hallucinogenic effects. Sometimes people use more than one drug at the same time – this is known as ‘polydrug use’. Mixing drugs can be dangerous because the effects and sideeffects can be added together. For example, taking alcohol with another sedative or depressant drug can cause a person to become more drowsy or even unconscious.
cannabis
Slang names include hash, blow, shit, dope, grass, weed. Cannabis is a natural plant and is used in three main forms. The most common type is called resin, which comes as solid dark-coloured lumps or blocks. Less common are the leaves and stalks of the plant, called ‘grass’ or ‘weed’. The third kind, cannabis oil, is rarely seen in Ireland. Cannabis is usually rolled with tobacco into a ‘joint’ or ‘spliff’ and smoked but it can also be cooked and eaten. It has been around for centuries but is now much more potent because of the way it is grown.
kative and happy. kes users feel relaxed, tal ma is nab can on d’ ne r appreciation of Effects – Getting ‘sto they also report a greate and wn do ws slo e tim l ving for food, called the Some people fee can develop a strong cra ers Us . tes tas and s nd colours, sou ‘munchies’. and can leave mory and concentration me ct affe can s abi nn Ca users or people using a Side-effects – motivation. Inexperienced iety, panic or confusion. g kin lac and d tire ling people fee can feel anx is than they are used to stronger type of cannab or hallucinations. s ion lus de nce paranoia, rie pe ex y ma le op pe me So e drug. But new nabis to be a relatively saf can r de the nsi co le op pe ny Risks – Ma d to control their use of erm users can find it har art g-t he lon t of k tha ris ws the sho ses ch resear is increa s use addicted. Smoking cannab o affect fertility. Cannabi drug and many become als y ma and , cer can g lun as h suc s cer disease and can h problems in vulnerable may trigger mental healt second most common people. In Ireland it is the found in the systems of drug, after alcohol, to be ‘drunk’ drivers.
izophrenia... can cause sch
ecstasy
Slang names include E, doves, mitsubishis, yokes, shamrocks. Ecstasy is usually produced in back-street laboratories in a number of Europe an countries. It is sold mainly as tablets on which there are different logos or designs. Sometimes ecstasy tablets can also contain other drugs and substances.
surroundings. rt and in tune with their ale re mo l fee can rs use er people. Sounds, Effects – Ecstasy warm feeling towards oth a e hav and m cal and re energy which allows They feel happy intense. Users have mo re mo are s on oti em colours and periods of time. them to dance for long art-rate can rise. Other , blood pressure and he ure rat pe tem dy Bo – teeth grinding. Some Side-effects n, nausea, jaw stiffness and pai e scl mu e l dehydrated, lud inc s ect ers physical eff palpitations. Us can fee and rs mo tre , ing eat sw users experience severe confused and tired. ecstasy users are human ted on animals first but tes are gs dru al leg st Mo ekend users experience Risks – ch shows that regular we ear res y ead d, often for days. Alr s. pig a guine feeling tired and depresse m the ve lea can t tha ’ e users may be a mid-week ‘crash long-term effects but som the ow kn we e for be rs . Deaths from ecstasy are It could be yea alth problems later in life he l nta me ing op vel de at risk of e to heatstroke, quite rare but can be du attacks. a hm heart attacks or ast
can cause schizophrenia...
heroin
Slang names include gear, smack, junk, H. Heroin is made from morphine, one of the opiate drugs that come from the opium poppy. It is used by injecting or by smoking, known as ‘chasing the dragon’.
ent, followed by a peaceful, a quick ‘rush’ of excitem es giv n sion roi he ng cti Inje – Effects and drowsy. Pain, aggres rson feels warm, relaxed pe e Th . ling fee like am dre reduced. and sexual drive are all opiates (such as morphine cts of heroin and other ffe e-e st of sid e Th – cts ffe Side-e breathing. However, mo constipation and weaker e lud g. inc ) dru ne the do ng tha cti me inje and from me from overdose and the dangers of heroin co ntains other substances, streets as heroin often co substances may seem the on d sol is hat W – These Risks powder or other drugs. h as such as sugar, flour, talcum can cause huge damage to a person’s body, suc d cte inje en harmless, but wh gangrene. The HIV and blood clots, abscesses and be spread through can s hepatitis B and C viruse nt. Addiction to heroin sharing injecting equipme ular use, especially is often the result of reg when injected.
Methadone is used as a heroin replacement drug to treat heroin addiction. It comes in the form of a green liquid, which people drink once a day to keep away the cravings for heroin. The most serious risk from methadone is death by overdose.
d clots... can cause bloo
cocaine
Slang names include coke, charlie, snow. Cocaine is a white powder made from the leaves of the cocoa plant which grows mainly in South America. It is usually used by snorting the powder up the nose. ‘Crack’ cocaine is not a different drug but a different, more addictive form of cocaine. ‘Crack’, which is also called ‘rock’, ‘stone’ or ‘free-base’, is usually smoked. Cocaine is sometimes injected. rt, energetic nt and users feel more ale ula stim l rfu we po a is up to 20 minutes Effects – Cocaine These effects can last for y. rst thi or y ngr hu s les t more intense high. and also feel caine gives a shorter bu co ’ ack ‘cr ing ok Sm . after each use caine users are often left of its powerful effects, co y, depression, Side-effects – Because lead to exhaustion, anxiet can ses do ge Lar re. craving for mo y become aggressive. and sometimes users ma ide of the nose. anent damage to the ins rm pe se cau can ne cai co cause death Risks – Snorting lungs and high doses can and art he the age dam s the ‘high’ can Cocaine use can e depression that follow Th ts. clo od blo or s ack or binge use, the from heart att attempts. With long-term e cid sui to d lea can loss and weight be severe and n to restlessness, sleep tur can ne cai co by sed y may be violent. excitement cau anoid psychosis where the par a op vel de can le op an urge to take loss. Some pe ecially ‘crack’, can lead to esp , ne cai co for gs vin drug use. The strong cra can lose control of their n rso pe the and e tim the drug all the
oid psychosis... an ar p e s au c an c
amphetamines
Slang names include speed, whiz, uppers. Amphetamines are a group of stimulant drugs, some of which were used years ago as slimming tablets. They usually come as a white-grey powder sold in folded paper packages called ‘wraps’. They are usually taken by mouth but can also be injected or snorted; a type known as ‘ice’ or ‘crystal’ can be smoked.
uth en. A small dose by mo ing on how the drug is tak d nd cte pe de inje fer en dif wh en ese Th tak – Effects Higher doses are c. eti erg en and rt ale makes users feel more Some ‘speed’ users go on give a ‘rush’ of pleasure. and g dru the ing ok sm or ctive and talkative. binges and become overa the experience a ‘crash’ after er stimulant drugs, users ia oth ano h par wit ic, As pan – se cts cau ffe Side-e phetamines can am of ses do h Hig g. ‘high’ caused by the dru n known as ‘amphetamine long-term use, a conditio ith W anoia can ns. tio ina luc hal and to schizophrenia. The par ilar sim ms pto sym h wit psychosis’ can develop violent if they believe cause people to become or persecuted. they are being threatened chosis can continue Risks – Amphetamine psy pped using the drug. after the person has sto ressive or violent, they If a person becomes agg s situations. The risks could get into dangerou e as other drugs, from injecting are the sam such as heroin.
ession... can cause aggr
solvents
Solvent abuse is most common among teenagers. For most teenagers solvent abuse is a passing fad but it can cause huge problems at school and in the home. Commonly abused solvents include products found in most homes, such as glues, paint thinner, nail polish remover, lighter fuels and aerosol sprays such as deodorants. They are inhaled from a soaked rag, coat sleeve or directly from a bottle. Aerosols are often sprayed directly into the mouth and lungs.
like feeling drunk and ‘high’ or ‘buzz’ which is a e giv can ts ven sol g appear drunk with Effect – Inhalin half an hour. The user can ut abo er aft off ar we s they can feel drowsy the effect g and lack of control and glin gig g, rin gge sta , ech slurred spe afterwards. they can become ent can be affected and gem jud n’s rso pe A – common. There is Side-effects g and blackouts are also tin mi vo ns, tio ina lluc Ha ncentration. aggressive. a headache and poor co h wit , use er aft ver go usually a han pen for a variety of are rare but they can hap se abu t ven sol m fro s ple under the influence Risks – Death time they are used. Peo t firs the n pe hap can o choke, either on the reasons and e accidents. They may als hav to ly like re mo are Users who place of solvents lungs, or on their vomit. the in d aye spr en wh lf could suffocate. solvent itse try and get a better effect to ads he ir the er ov a plastic bag cause heart failure. Many solvents can also
failure... can cause heart
lsd
Slang name acid. LSD usually comes as tiny tablets known as ‘dots’ or ‘tabs’ in or on small squares of paper or cardboard. These ‘tabs’ usually have various pictures or logos on them and are swallowed.
er taking a ‘tab’ it drug. About one hour aft ic gen ino luc hal a is different, with colours, Effects – LSD r’s environment appears use n the ere wh p’ ‘tri a causes During a ‘trip’ the perso ing unreal or abnormal. . ear up app ed ts spe jec ob or wn and s do nd w sou time seems to slo and s ice vo ar he and s may see vision around 12 hours. The effects can last for e. During d of ‘trip’ a person will hav mad or kin at wh t dic pre to d Side-effects – It’s har are losing control, going y feel terrified, feel they feeling anxious or a ‘bad trip’ a person ma if the person is already ly like re mo is ’ trip d dying. A ‘ba a ‘tab’. depressed before taking ‘Good trips’ can l illness in some people. nta me ger trig can ’ trip s that they can fly or Risks – A ‘bad if a person has delusion ple k am ex for s, ou ger ere they feel they are bac also be dan also get ‘flash-backs’ wh p’. can n ‘tri a rso er pe aft A s . ter nth wa mo on walk weeks and riod of time, during the on a ‘trip’ for a short pe ng. distressi These ‘flash-backs’ can be
Magic Mushrooms are hallucinogenic mushrooms that grow in the wild. They can be eaten raw or cooked, or made into a tea. The effects of magic mushrooms are similar to a mild, shorter LSD ‘trip’. As with LSD, people can have ‘bad trips’ that could be frightening. It is also possible to mistake poisonous plants for magic mushrooms.
tal illness... can trigger men
alcohol Slang names include booze, sauce, brew, hooch, hard stuff, juice. Alcohol is produced by fermenting fruits, vegetables or grains. It is found in drinks like beer, lager, wine, alcopops, cider, and spirits such as whiskey or gin. Alcoholic drinks range in strength and are measured as a percentage (%) per volume . The higher the percentage, the stronger the effect.
Effects – Alcohol suppresses the part of the brain that controls judgement, resulting in a loss of inhibitions. It also affects physical co-ordination, causing blurred vision, slurred speech and loss of balance. Drinking a very large amount at one time (binge drinking) can lead to unconsciousnes s, coma, and even death. Vomiting whi le unconscious can lead to death by asph yxiation (suffocation). Side-effects – All body systems are affected by alcohol. Side effects inclu de dilation of blood vessels (which causes flush ed skin) and increased gastric secretio n in the stomach. At high doses, side effects include mood swings, unrestrained beh aviour, and inability to control motor function s as basic as walking. Other effects include blackouts, sleep problems and hangove rs. Side effects increase in severity with chronic abuse. Heavy drinkers suffe r a variety of alcohol-related problem s, including damage to the brain, stomach, pancreas , heart and liver. Risks – Alcohol is a depressant drug . If you're feeling down, it will make you feel worse. A regular, long term drinking habit can lead to physical as well as psychological dependency. Toleranc e can develop, which means you nee d more to get the same effect. A long term, heav y drinking habit may cause serious dam age to internal organs. It can also cause skin problems, trembling (the shakes), obe sity, brain damage, mood swings and personality changes. Drinking too much can lead to alcohol poisoning. This can kill, althoug h it is fairly rare.
rnal organs... can damage inte
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Comment Forms Student’s Name: Monday
No. 1 - Week Commencing: Tuesday
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Dean/ Year Head
Tutor:
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System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
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Comment Forms Student’s Name: Monday
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Tutor:
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System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 4 - Week Commencing: Tuesday
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Comment Forms Student’s Name: Monday
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Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
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Comment Forms Student’s Name: Monday
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Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 8 - Week Commencing: Tuesday
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Comment Forms Student’s Name: Monday
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1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
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Comment Forms Student’s Name: Monday
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1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 12 - Week Commencing: Tuesday
Wednesday
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Friday
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Comment Forms Student’s Name: Monday
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Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 14 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 15 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 16 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 17 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 18 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 19 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 20 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 21 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 22 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 23 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 24 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 25 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 26 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 27 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 28 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 29 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 30 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 31 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 32 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 33 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 34 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 35 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 36 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 37 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 38 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
Comment Forms Student’s Name: Monday
No. 39 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Dean/ Year Head
Tutor:
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
System 1. Excellent work 2. Consistent good work 3. Average accomplishment 4. Poor performance 5. Behaviour improved
NB DB UU NW
No books, copy or equipment Disruptive behaviour Uniform unsatisfactory Not working in class
Student’s Name: Monday
NH UA L NA
No homework, incomplete Unexcused absence Late Negative Attitude
No. 40 - Week Commencing: Tuesday
Wednesday
Thursday
Friday
Additional Comments
1 2 3 4 5 6 7 8 9 Parent:
Tutor:
Dean/ Year Head
Comments: ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________
________________________________________________
________________________________________________
Other Illness
Details: __________________________________________
Urgent Family Reason
Explanations for Absence
Medical Appointment
Reason for absence:
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.1
________________________________________________
________________________________________________
Details: __________________________________________
Other
Urgent Family Reason Reason for absence:
Illness
________________________________________________
________________________________________________
Details: __________________________________________
Other Illness
Urgent Family Reason Reason for absence:
Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
No.2
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Student Name ____________________________________
No.3
Explanations for Absence
Student Name ______________________________ Class____________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.2
No.1
No.3
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
________________________________________________
________________________________________________
Other Illness
Details: __________________________________________
Urgent Family Reason
Explanations for Absence
Medical Appointment
Reason for absence:
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.4
________________________________________________
________________________________________________
Details: __________________________________________
Other
Urgent Family Reason Reason for absence:
Illness
________________________________________________
________________________________________________
Details: __________________________________________
Other Illness
Urgent Family Reason Reason for absence:
Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
No.5
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Student Name ____________________________________
No.6
Explanations for Absence
Student Name ______________________________ Class____________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.5
No.4
No.6
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
________________________________________________
________________________________________________
Other Illness
Details: __________________________________________
Urgent Family Reason
Explanations for Absence
Medical Appointment
Reason for absence:
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.7
________________________________________________
________________________________________________
Details: __________________________________________
Other
Urgent Family Reason Reason for absence:
Illness
________________________________________________
________________________________________________
Details: __________________________________________
Other Illness
Urgent Family Reason Reason for absence:
Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
No.8
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Student Name ____________________________________
No.9
Explanations for Absence
Student Name ______________________________ Class____________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.8
No.7
No.9
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
________________________________________________
________________________________________________
Other Illness
Details: __________________________________________
Urgent Family Reason
Explanations for Absence
Medical Appointment
Reason for absence:
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.10
________________________________________________
________________________________________________
Details: __________________________________________
Other
Urgent Family Reason Reason for absence:
Illness
________________________________________________
________________________________________________
Details: __________________________________________
Other Illness
Urgent Family Reason Reason for absence:
Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
No.11
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Student Name ____________________________________
No.12
Explanations for Absence
Student Name ______________________________ Class____________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.11
No.10
No.12
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
________________________________________________
________________________________________________
Other Illness
Details: __________________________________________
Urgent Family Reason
Explanations for Absence
Medical Appointment
Reason for absence:
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.13
________________________________________________
________________________________________________
Details: __________________________________________
Other
Urgent Family Reason Reason for absence:
Illness
________________________________________________
________________________________________________
Details: __________________________________________
Other Illness
Urgent Family Reason Reason for absence:
Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
No.14
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Student Name ____________________________________
No.15
Explanations for Absence
Student Name ______________________________ Class____________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.14
No.13
No.15
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
________________________________________________
________________________________________________
Other Illness
Details: __________________________________________
Urgent Family Reason
Explanations for Absence
Medical Appointment
Reason for absence:
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.16
________________________________________________
________________________________________________
Details: __________________________________________
Other
Urgent Family Reason Reason for absence:
Illness
________________________________________________
________________________________________________
Details: __________________________________________
Other Illness
Urgent Family Reason Reason for absence:
Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
No.17
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Student Name ____________________________________
No.18
Explanations for Absence
Student Name ______________________________ Class____________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.17
No.16
No.18
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
________________________________________________
________________________________________________
Other Illness
Details: __________________________________________
Urgent Family Reason
Explanations for Absence
Medical Appointment
Reason for absence:
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.19
________________________________________________
________________________________________________
Details: __________________________________________
Other
Urgent Family Reason Reason for absence:
Illness
________________________________________________
________________________________________________
Details: __________________________________________
Other Illness
Urgent Family Reason Reason for absence:
Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
No.20
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Student Name ____________________________________
No.21
Explanations for Absence
Student Name ______________________________ Class____________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.20
No.19
No.21
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
________________________________________________
________________________________________________
Other Illness
Details: __________________________________________
Urgent Family Reason
Explanations for Absence
Medical Appointment
Reason for absence:
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.22
________________________________________________
________________________________________________
Details: __________________________________________
Other
Urgent Family Reason Reason for absence:
Illness
________________________________________________
________________________________________________
Details: __________________________________________
Other Illness
Urgent Family Reason Reason for absence:
Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
No.23
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Student Name ____________________________________
No.24
Explanations for Absence
Student Name ______________________________ Class____________
Explanations for Absence
Medical Appointment
________________________Class ____________________
Date(s) Absent ____________________________________
Explanations for Absence
Student Name ____________________________________
No.23
No.22
No.24
Student Name ______________________________ Class____________ Date _____/_____/______ No. of days absent
__________________
Date(s) of absence _____/_____/______
_____/_____/______
to
Reason for absence (tick one):
URGENT FAMILY REASON
MEDICAL APPOINTMENT
ILLNESS
OTHER
DETAILS: ____________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Parent/Guardian __________________________________ Signature of Teacher __________________________________________
________________________________________________
Note ___________________________________________
________________________________________________
Note to/from Parent/Guardian
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.1
Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________ ________________________________________________
________________________________________________
No.2
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
Note to/from Parent/Guardian Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
No.3
Note to/from Parent/Guardian
Student Name __________________________ Class ______________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.2
No.1
No.3
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________
________________________________________________
Note to/from Parent/Guardian Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.4
Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________
________________________________________________
________________________________________________
No.5
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
No.6
Note to/from Parent/Guardian
Student Name __________________________ Class ______________
Note to/from Parent/Guardian Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.5
No.4
No.6
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________
Note ___________________________________________
________________________________________________
Note to/from Parent/Guardian
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.7
Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________ ________________________________________________
No.8
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
No.9
Note to/from Parent/Guardian
Student Name __________________________ Class ______________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.8
No.7
No.9
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.10
Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________ ________________________________________________
No.11
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
No.12
Note to/from Parent/Guardian
Student Name __________________________ Class ______________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.11
No.10
No.12
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.13
Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________ ________________________________________________
No.14
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
No.15
Note to/from Parent/Guardian
Student Name __________________________ Class ______________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.14
No.13
No.15
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.16
Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________ ________________________________________________
No.17
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
No.18
Note to/from Parent/Guardian
Student Name __________________________ Class ______________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.17
No.16
No.18
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.19
Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________ ________________________________________________
No.20
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
No.21
Note to/from Parent/Guardian
Student Name __________________________ Class ______________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.20
No.19
No.21
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.22
Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
________________________________________________ ________________________________________________
No.23
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
No.24
Note to/from Parent/Guardian
Student Name __________________________ Class ______________
Note to/from Parent/Guardian ________________________________________________
Note ___________________________________________
Received by ____________________ Date ___/ ___/ ___
Note to/from Parent/Guardian
No.23
No.22
No.24
Student Name __________________________ Class ______________ Date _______/_______/________ Note _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Signature of Teacher/Year Head _________________________________ Signature of Parent/Guardian ___________________________________
Signed: ___________________Yr Head/Form Tutor/Teacher
Permission to Leave School Signed: _____________________________Parent/Guardian
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.1
Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Signed: _____________________________Parent/Guardian Signed: _____________________________Parent/Guardian
No.2
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
No.3 Student Name: ____________________________________
Student Name: ____________________________Date: __________________
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.2
No.1
No.3
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Signed: ___________________Yr Head/Form Tutor/Teacher
Permission to Leave School Signed: _____________________________Parent/Guardian
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.4
Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Signed: _____________________________Parent/Guardian Signed: _____________________________Parent/Guardian
No.5
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
No.6 Student Name: ____________________________________
Student Name: ____________________________Date: __________________
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.5
No.4
No.6
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Signed: ___________________Yr Head/Form Tutor/Teacher
Permission to Leave School Signed: _____________________________Parent/Guardian
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.7
Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Signed: _____________________________Parent/Guardian Signed: _____________________________Parent/Guardian
No.8
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
No.9 Student Name: ____________________________________
Student Name: ____________________________Date: __________________
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.8
No.7
No.9
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Signed: _____________________________Parent/Guardian
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.10
Signed: _____________________________Parent/Guardian Signed: _____________________________Parent/Guardian
Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
No.11
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
No.12 Student Name: ____________________________________
Student Name: ____________________________Date: __________________
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.11
No.10
No.12
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Signed: _____________________________Parent/Guardian
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.13
Signed: _____________________________Parent/Guardian Signed: _____________________________Parent/Guardian
Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
No.14
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
No.15 Student Name: ____________________________________
Student Name: ____________________________Date: __________________
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.14
No.13
No.15
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Signed: _____________________________Parent/Guardian
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.16
Signed: _____________________________Parent/Guardian Signed: _____________________________Parent/Guardian
Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
No.17
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
No.18 Student Name: ____________________________________
Student Name: ____________________________Date: __________________
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.17
No.16
No.18
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Signed: _____________________________Parent/Guardian
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.19
Signed: _____________________________Parent/Guardian Signed: _____________________________Parent/Guardian
Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
No.20
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
No.21 Student Name: ____________________________________
Student Name: ____________________________Date: __________________
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.20
No.19
No.21
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Signed: _____________________________Parent/Guardian
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.22
Signed: _____________________________Parent/Guardian Signed: _____________________________Parent/Guardian
Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
No.23
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
No.24 Student Name: ____________________________________
Student Name: ____________________________Date: __________________
Permission to Leave School Signed: ___________________Yr Head/Form Tutor/Teacher
Reason:__________________________________________
Class:______Departure Time:_______ Return Time:______
_________________________ Date: _____/_____/_______
Permission to Leave
Student Name: ____________________________________
No.23
No.22
No.24
Student Name: ____________________________Date: __________________ Class: ___________ Departure Time: ___________ Return Time: ___________ Reason: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed: _________________________________ Parent/Guardian Signed: _________________________________ Year Head/Form Tutor/Teacher
2013/14 Year Planner
2013
September
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2014 2006
December
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1
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2
1
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3
2
Friday
4
1
3
Saturday
5
2
4
1
Sunday
1
6
3
1
5
2
Monday
2
7
4
2
6
3
Tuesday
3
8
5
3
7
4
Wednesday
4
9
6
4
8
5
Thursday
5
10
7
5
9
6
Friday
6
11
8
6
10
7
Saturday
7
12
9
7
11
8
Sunday
8
13
10
8
12
9
Monday
9
14
11
9
13
10
Tuesday
10
15
12
10
14
11
Wednesday
11
16
13
11
15
12
Thursday
12
17
14
12
16
13
Friday
13
18
15
13
17
14
Saturday
14
19
16
14
18
15
Sunday
15
20
17
15
19
16
Monday
16
21
18
16
20
17
Tuesday
17
22
19
17
21
18
Wednesday
18
23
20
18
22
19
Thursday
19
24
21
19
23
20
Friday
20
25
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20
24
21
Saturday
21
26
23
21
25
22
Sunday
22
27
24
22
26
23
Monday
23
28
25
23
27
24
Tuesday
24
29
26
24
28
25
Wednesday
25
30
27
25
29
26
Thursday
26
31
28
26
30
27
Friday
27
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27
31
28
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28
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29
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30
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31
2014 2006
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2
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3
1
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Fri
4
2
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1
5
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Sat
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5
3
Sun
2
6
4
1
6
3
Mon
3
7
5
2
7
4
1
Tue
4
8
6
3
8
5
2
Wed
5
9
7
4
9
6
3
Thur
6
10
8
5
10
7
4
Fri
7
11
9
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11
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5
Sat
8
12
10
7
12
9
6
Sun
9
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10
14
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17
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18
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22
19
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19
23
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17
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20
24
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24
21
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21
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22
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23
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26
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UNIQUE PUBLISHING
Unique Publishing, Glasnevin Business Park, Ballyboggan Road, Dublin 11, Ireland. t +353 (0)1 860 3477 f +353 (0)1 860 3480 sales@uniquepublishing.com www.uniquepublishing.com