AVON Valley College VALLEY COLLEGE AVON VALLEY COLLEGE 23 September 2016 Our Vision for Avon Valley College

Issue 7 AvonAVONAVON Valley College VALLEY COLLEGE AVON VALLEY COLLEGE 23 September 2016 Our vision for Avon Valley College

Avon Valley students are confident, independent, resilient learners, who are well- qualified and prepared for their next stage of learning. They are aspirational, respectful individuals who make valued contributions to society.

We value care, commitment and courtesy.

Dear Parents and families,

Achieving success in public exams is obviously extremely important for our students. They un- derstand that good grades in exams give greater opportunities in the next stage of their education and in the world of work.

Supporting students to achieve that success is very much a partnership between home and school. Next week we will be holding a Year 11 Information Evening (from 6.30 until 7.30 in the Jenkins Hall) for Year 11s and their parents and carers to talk about the public exams next summer and how Avon Valley College will be preparing students for them. We will also be sharing strategies that can be used at home to support our Year 11s.

There is a letter from Mrs Baldwin giving much more detail attached to this newsletter. If you have a child in Year 11, I hope you can make it on Thursday.

Thank you for your support.

Mr Webber James Powell wins Fitness of the Principal Week Trophy

Life of a referee

On September 11th Adam Batty, Dillon Grant, and Jordan Kershaw took part in a referee course which involved being referees for the under 9s Salisbury League Football tournament organised by Durrington FC. At first the boys were quite nervous but after their first match they were completely calm and understood quite well what they had to do. However, there was one bad thing to it, the coaches and parents! They would shout out false calls to put the ref off and make them change their minds on things but never the less the boys would ignore them and play fairly.

Written by Jordan Kershaw

Badminton Club

We had new students attend badminton club this week. With so many we split them up, Monica Ed- wards from Stonehenge Badminton club worked with the new students while Mrs Harries, with the help from sixth former Matt Money, worked with the others. Again we finished with a game of around the world, the winners and therefore taking the trophy was Piper Baker and Archie Sheppard.

Well done!

Pitch Up & Train for Year 7 & 8 Boys, quality coaching session delivered by England RFU Qualified Coaches.

These session are for the development of all players who attend and suitable activates will be available for both beginners and experi- enced young players. It is envisaged that players will come to these (PUT) sessions with their parents involvement.

Pitch Up & Train (PUT) Dates: Thursdays:- 29th September, 20th October, 24th November, 26th January, 2nd March, 30th March. Time: 5.30pm – 6.30pm at Salisbury RFC

Diary Dates

19 September School Photographer in school 20 September Cross Country 1500-1600 21 September CEIAG Day for Year 10 26 September European Languages Day 27 September Cross Country 1500-1600 29 September Year 11 Parents Information Evening 30 September Macmillan Coffee Morning

Friday 23 September 2016

Dear Parent/Carer

Year 11 Information Evening Thursday September 29 2016

On Thursday 29 September we are holding an Information Evening for Year 11 students. This is a chance for you to find out about the examinations the pupils will be taking in the summer and the key dates during the year.

It is also an opportunity to find out how you can help and support pupils in the year leading up to the examinations.

We look forward to seeing you on Thursday 29 September.

Yours sincerely

Mrs Juliette Baldwin Vice Principal

Avon Valley College Recreation Road, Durrington, Salisbury, Wiltshire SP4 8HH Website: www.avonvalleycollege.org.uk Tel: 01980 652467

Avon Valley College is a member of Salisbury Plain Academies, a Multi Academy Trust. Registered in England No: 10163646 Registered Office: Avon Valley College, Durrington Salisbury Wiltshire SP4 8HH

July 2016

Dear Parents and families,

At Avon Valley College we firmly believe in school uniform. Being dressed smartly for school helps students to focus on their learning, it prepares them for adult life and it also ensures that there are no pressures from peers on how to dress for school. School uniform also has the ad- vantage for parents and families of being hard-wearing and extremely good value for money. By choosing Avon Valley for your child, you have agreed that your child will abide by our uniform rules.

I feel sure that you want your child to looks smart when they go to school in the morning and the majority of students wear correct uniform and are well presented. However, the current fashion seems to dictate skinny jeans, jeggings, leggings, short Lycra skirts, extreme hairstyles and facial piercings. None of these are appropriate for school, no matter what the students may say.

Our student planner is clear on the on uniform policy and we would like to take the opportunity to reiterate as shown in the list below: -

BOYS  Full length plain black school trousers not too tight. (Denim and anything with rivets are excluded)  AVC Blazer (available at College)  AVC Jumper (optional)  White button up shirt  AVC tie (available at the College)  Plain dark socks  Clean, sensible plain black shoes (daps, trainers and boots are all unacceptable)

GIRLS  Full length plain black school trousers (Denim and anything with rivets are excluded, as are leggings and jeggings) not too tight  OR plain black school skirt (knee length and not too tight – Lycra is not acceptable)  AVC Blazer (available at College)  AVC Jumper (optional)  White button up shirt (no blouses )  AVC tie (available at the college)  Plain dark socks or tights  Clean, sensible plain black shoes (daps, trainers and boots are all unacceptable)

Jewellery must not be worn. Nail varnish is not allowed, nor are false nails. Studs or sleepers are allowed only in pierced ears – one pair only. Nose studs and other body piercings are not allowed and may be confiscated. Hairstyles and make-up should not be extreme i.e. should only be a style that would be acceptable in the workplace. Unnatural hair dye, ex- tensions and extreme styles are not acceptable. No hair art is permitted nor is a haircut short- er than a grade 2. Additional fashion accessories are not permitted.

Uniform is by definition uniform. Current styles, fashions and trends will not determine or change uniform policy.

If students are not in the correct uniform due to unforeseen circumstances we will expect to see a note from parents or carers in their planners, and for the situation to be remedied as soon as possible. If students do not possess a note in their planner explaining the uniform shortcoming then they will receive an appropriate sanction. In all matters relating to uniform and appearance, the College reserves the right to determine what is and what is not acceptable. To help maintain high standards full uniform checks will be conducted weekly.

We would like to thank you in advance for your support in this matter and if you would like to discuss the contents of this letter, or specific issues around the uniform, then please contact us at the college.

Yours faithfully,

Mr Kilminster – Pastoral & Progress Leader for KS3 Mrs Rifat - Pastoral & Progress Leader for KS4

. http://www teamwiltshire.org.uk

Wiltshire County Badminton Association ( Juniors ) is endeavouring to recruit youngsters form the backbone of future Wiltshire County junior squad badminton players.

In order to achieve this goal we are looking for Under 12’s ( Years 4, 5 and 6 ) and Under 14’s ( Years 7 and 8 ) to attend a short trials session at Sheldon School Sports Hall, Hardenhuish Lane, Chippenham on the 10th September 2016.

The U12’s attending from 12.00 to 14.00, the U14’s from 14.00 to 16.00, there will be a small charge for each candidate of £4.00 per head to cover the cost of the hall hire.

Selected candidates will be offered a place in the junior squad and will be required to attend two hour training sessions at Tidworth Leisure Cen- tre, primarily on Sundays, during the badminton season.

There is, of course, no reason why any prospective player within your school or club identified as a potentially talented at a later date cannot be considered for inclusion in the junior squad.

We are looking to recruit around 40 candidates from each age group, perhaps you may be aware of a few of your students who may be demonstrating basic racquet skills or noteworthy coordination who might be interested in attending the trials.

For more information or to book participants into the trials please contact me direct on :- [email protected] or call me on 07703203893 We have recruited highly successful and professional Badminton England registered coaches to ensure Wiltshire Juniors gain the greatest benefit they can from being recruited into the ‘county squad’, we look forward to hearing from you.

Geoff Mascall – Chair WCBA Juniors - August 2016 Human Studies Homework projects (ELPS)

Each term year 7,8 and 9 all students will have a homework project to complete in all Human Studies subject areas; Ethics, Geography and History. These are handed out once a term and students have between 3 and 5 weeks to complete them.

Each student will be given an ELP sheet to stick into their planners and each ELP will have weekly tasks or stages which they will need to do in order to complete the project successfully. Large copies of the ELP are stuck on the walls in the classrooms in case they lose their copy.

These projects are designed to allow the students to work more independently and develop their knowledge of the areas they have been studying in class. Some will involve them making a model but these can be done digitally or using mixed media, others may involve a longer written piece, research, presentation preparation or a combination of activities; Please check with your child teacher if you are unsure as to what is expected.

This term in year 7 students are working on the following: Ancient Civilizations- History; Map skills- Geography; Sikhism- Ethics

Students in year 8 are studying: The Industrial Revolution- History; Islam- Ethics; Geology- Geography

Students in year 9 are studying: The making of the UK- History; Buddhism- Eth- ics; Restless Earth- Geography.

All ELP sheets for these topics have been included in this newsletter and if you have any questions please contact your child’s teacher. A guide to Sikhism- Year 7 assessment project A guide to Sikhism- Year 7 assessment project

Design a booklet to show different Sikh beliefs. You should cover Design a booklet to show different Sikh beliefs. You should cover at least 3 different topics. You should also try to include; at least 3 different topics. You should also try to include;  Front Cover with name and tutor group  Front Cover with name and tutor group  Introduction- what is the book about?  Introduction- what is the book about?  Written work and pictures  Written work and pictures  5 K’s – what are they and what do they mean?  5 K’s – what are they and what do they mean?  Sikh food and clothes laws  Sikh food and clothes laws  Sikhism and authority  Sikhism and authority In order to get a higher level it is important that you show your In order to get a higher level it is important that you show your own research. own research.

Attainment Descriptor Level Attainment Descriptor Level Booklet reflects some basic knowledge of Sikhism. Some 3 Booklet reflects some basic knowledge of Sikhism. Some 3 effort to present the booklet neatly effort to present the booklet neatly The booklet reflects knowledge of Sikhism. It shows a 4 The booklet reflects knowledge of Sikhism. It shows a 4 basic understanding of Sikh beliefs. The booklet is basic understanding of Sikh beliefs. The booklet is presented neatly. presented neatly. The booklet reflects good knowledge of Sikhism. It 5 The booklet reflects good knowledge of Sikhism. It 5 shows a good understanding as to why Sikhs follow certain shows a good understanding as to why Sikhs follow certain beliefs. Uses relevant terms and the booklet is presented beliefs. Uses relevant terms and the booklet is presented neatly. neatly. The booklet reflects good knowledge of Sikhism. It 6 The booklet reflects good knowledge of Sikhism. It 6 shows a very good understanding as to why Sikhs follow shows a very good understanding as to why Sikhs follow certain beliefs. Uses many relevant terms and shows clear certain beliefs. Uses many relevant terms and shows clear understanding of different aspect of Sikhism today. The understanding of different aspect of Sikhism today. The booklet is presented neatly and colourfully. booklet is presented neatly and colourfully. The booklet reflects detailed knowledge of Sikhism. It 7 The booklet reflects detailed knowledge of Sikhism. It 7 clearly shows a good understanding of Sikh beliefs and clearly shows a good understanding of Sikh beliefs and how the Five K’s are followed. It has been independently how the Five K’s are followed. It has been independently researched and is presented neatly and colourfully. researched and is presented neatly and colourfully. Homework Task – The Game of life

Week 1 and 2

Place the picture of the Buddhist wheel of life in the centre of an A3 piece of paper (if you don’t have A3 then stick two pieces of A4 paper together). Using a ruler and different coloured pencils you are going to annotate the different parts of the Buddhist wheel of life. In order to do this you need to go on this website: http://www.cleo.net.uk/resources/displayframe.php?src=1194/http://www.cleo.net.uk/consul tants_resources/re/wolNew/wolNew.html

Alternatively it is easier to type into google CLEO wheel of life and it should take you to a webpage with an interactive picture. Which looks like this:

On the page click on the red writing which says click here to explore the painting. You can then click on any different parts of the painting to view close ups and read notes. When you have clicked on a section of the picture in the top right hand corner in red there is a button which says read notes. Please do this so that you will be able to access the information you need to complete this task.

The sections of the wheel of life I would like annotated are:

1. The first circle: The Three Root Poisons

2. The second circle: Six different existences

3. The third circle - The six Realms

4. The Lord of Death/ Yama

5. Outside the wheel

This should take you two weeks to complete.

AVON VALLEY COLLEGE Year 7 History E1 You have attempted to make a monument. Level Achieved Term 1 – The monuments of the ancient world There is little evidence of any research conducted. Your presentation is poor and there has been little to no effort What do you need to complete put in. This will need to be redone to an acceptable standard. You are to choose one ancient monument from the following list, research E2 You have designed and made an ancient monument and have and create a scale model and written explanation of it. This can be done shown some evidence of prior research conducted. either digitally (Minecraft is acceptable if you can film a walk through so we can see the whole thing), on paper or as a full model. Your work is basic but includes some limited detail. Areas to Improve You can choose from the following ancient monuments: Your presentation is fair but more effort could have been put 1. Great Pyramid of Giza into your work. 2. Stonehenge E3 You have designed and made a good representation of an ancient 3. Colosseum of Rome monument. You have shown clear evidence of prior research 4. Parthenon of Athens which is evident through the design. You will need to include an explanation about the civilisation that built it, Your work is neatly presented and you have included a good when it was built, how it was built and why it was built. visual presentation as well to explain your monument.

Weekly tasks to be completed: E4 You have included all of the above and but have produced an ancient monument of a very high standard that shows clear Week 1- evidence of research having been conducted. Choose and research your monument You have presented your work to a very high standard.

Week 2- Your presentation is clear and complete with a good level of Write your explanation to go with your monument ensuring that you detail included. meet all the criteria listed above. E5 You have a full and complete project that clearly demonstrates your knowledge and research and also explains why you Week 3- monument was created. Collect all the materials you will need to create your own monument You have used correct and key terminology throughout and have and design it (you can ask for help from your parents if you need it) evaluated its significance in relation to the wider historical context. Weeks 4-5- Your work is outstanding. Make your monument

Week 6- Bring it in and show it off, your work will be marked using the criteria shown.

AVON VALLEY COLLEGE Year 9 History ELP Uniting the Kingdom

Level Description Your task: E1 Little effort has been made to complete your You are going to create a presentation on what might happen to the UK presentation to the required standard. Your work when it leaves the European Union (Brexit). It must demonstrate your lacks the basic knowledge and does not meet the understanding of the UK leaving the EU and should therefore include criteria shown in the task instruction. This will need to facts and information about some or all of the following topics: be redone to a satisfactory standard.  Immigration E2 Some effort has been made to complete the task,  Money – How much might the pound be worth compared to other basic knowledge is demonstrated however there is currencies little attention to detail. Presentation does not have a  Trade purpose and does not include information about all  People living in the UK going on a foreign holiday areas. E3 Some effort has been made to complete the task and This presentation does need to be a two sided argument which has there is evidence of knowledge of ‘Brexit’. Your evidence to support both sides. So there needs to be clear points made to support and oppose ‘Brexit’. We are not asking you to form your presentation is two sided but this is not always clear own opinion, we would like you to show that you have researched and you have included most of the areas listed in the the topic and can demonstrate knowledge of both sides of the criteria. argument. E4 A good effort has been made to complete the task, the presentation clearly shows both sides of the Your presentation can be delivered in a number of ways: argument and there is evidence to back up your points. You have included all areas listed in the  You can do a PowerPoint presentation criteria and have shown a good knowledge of Brexit  Make an informative board and present it  Write a speech explaining the arguments for and against ‘Brexit’ E5 Excellent effort to complete the task is demonstrated. and read it out The presentation is impressive in design and much  Check with the teacher if you think of another way care and attention has been taken to ensure your points are clear and supported with evidence. You demonstrate an excellent understanding of the key features of ‘Brexit’. Information is not only accurate but student has also used key words and terminology appropriately. There is clear evidence to support a two sided argument. AVON VALLEY COLLEGE Year 8 History ELP Industrial Revolution

Level Description Your task: E1 Little effort has been made to complete your game to You are to design a board game about life during the Industrial the required standard. Your work lacks the basic Revolution. The board game must include information about life during knowledge and does not meet the criteria shown in the industrial revolution and conditions in the town and cities. The the task instruction. This will need to be redone to a objective of the game is up to you to decide but some examples could satisfactory standard. be: E2 Some effort has been made to complete the task,  To create a thriving industrial town basic knowledge is demonstrated however there is  To become a successful factory owner little attention to detail. Game does not have a  To avoid injury in the factory workplace purpose and does not include information about all  To try and improve health conditions in an Industrial town areas taught. E3 Some effort has been made to complete the task and there is evidence of knowledge of the period studied. The board game must demonstrate your understanding of the Industrial Your game has a purpose but this is not always clear Revolution and should therefore include facts and information about and you have included most of the areas listed in the some or all of the following topics – work, transport, health, education, criteria. and factory conditions, living conditions. It will also need to include an E4 A good effort has been made to complete the task, element of challenge for the players, so questions or tasks for the players the game has a clear purpose and tasks/ questions will need to be included. for the players show links to this. You have included Week 1: Decide the format if your game and research the knowledge all areas listed in the criteria and have shown a good needed for your questions and information. knowledge of the period studied. Week 2: Draft out your board format and have this checked. Ensure that E5 Excellent effort to complete the task is demonstrated. there are areas where challenge can be included. The board game is impressive in design and much Week 3: Create your board, ensure that it is neat, easily used and care and attention has been taken to ensure the interesting to look at and that it can be played. Week 4: Produce cards, counters and dice for board game. game is extremely playable. You demonstrate an Week 5: Produce neat and final instructions for your game. These should excellent understanding of the key features of the be word processed. Remember to check for grammatical errors period. Information is not only accurate but pupil has and to correct them. also used key words and terminology appropriately. Week 6: Bring in your game to play in the class. Ensure you don’t There is clear evidence of challenge for the players. forget the counters and dice!!

ELP –Treasure Island 3. Your work needs to be attractively presented with clear, identifiable symbols. Your directions need to be written using This term you will be learning map skills. You will be creating a accurate spelling and grammar. Treasure Island map which will demonstrate your knowledge and understanding of maps and writing detailed instructions about This project will enable you to demonstrate the following knowledge, where the treasure can be found. Your classmates will then be understanding and skills: trying to see if they can locate the treasure!  I can use a range of globes, maps (including Ordnance Survey maps), atlases and aerial photographs to view and describe the 1. Your Treasure map should be designed on A3 and can be a theme of your distribution of geographical features using grid choice (e.g. Pokémon Island or Football Island). It must include the The maps will be assessed using the following criteria; following features: a. A grid with grid references so you can locate points with 6 figure E1 You have designed a basic treasure island and simple set of grid references. directions both of which lack much of the required information. b. A scale bar You have provided only a small part of the information required. c. A title and north arrow Presentation is poor and shows a lack of effort. d. Your map should include at least 4 different types of land use E2 You have designed a treasure map with some of the required (e.g. housing, trees and marshland). These should be included in features. the key. You have created a simple set of directions. e. You need to show the relief (height of the land) on the map, There is limited effort demonstrated in the presentation. either using contour lines, relief shading or spot heights. E3 You designed an island with most of the required features. f. You need to include at least 8 other features which will be Your directions include examples of most of the different locational represented in the key (there can be more than one of these information. features on the map!) Presentation is neat and legible. g. The co-ordinates for the treasure need to be written on the back E4 You have designed a creative and detailed map which includes all of of the map or concealed on the front of the map. the required features clearly shown. 2. The directions for the location of your treasure need to be written as a Your directions include accurate examples all the locational series of instructions. You should have at least 12 clues and directions reference information which is required. which will lead others to the treasure. These should include the use of: E5 As above. a. Six figure grid references Your map demonstrates thorough understanding of map design so b. Distances. it is legible with intuitive and well-designed symbology. c. Reference to the different symbols. The directions are well-written and detailed, creating an accurate d. Reference to the land use and relief of the land. and challenging treasure hunt! e. Directional instructions using the compass points. e.g. Starting at GR045671, travel 300m NorthEast to the highest point of land in that area. AVON VALLEY COLLEGE AVON VALLEY COLLEGE Year 8 (Geography) ELP Year 8 (Geography) ELP

Term 1 – Geography Rocks Term 1 – Geography Rocks

You will be creating a presentation about a landscape from around the You will be creating a presentation about a landscape from around the world. You must choose one place from the following; Monument Valley world. You must choose one place from the following; Monument Valley USA, Dartmoor UK, Giants Causeway Ireland, Ayres Rock Austraila, USA, Dartmoor UK, Giants Causeway Ireland, Ayres Rock Austraila, Zhangye Danxai China, Ennedi Desert Chad. You can present your work Zhangye Danxai China, Ennedi Desert Chad. You can present your work in any way you choose (power point, prezi etc), Limit yourself to no more in any way you choose (power point, prezi etc), Limit yourself to no more than 6 slides – remember quality not quantity! than 6 slides – remember quality not quantity! Think about: Think about:  Where the landscape is located. (maps)  Where the landscape is located. (maps)  What does the landscape look like?  What does the landscape look like?  What is the geology of the area?  What is the geology of the area?  How were the features of the area created?  How were the features of the area created?  Have the features been formed or changed by weathering?  Have the features been formed or changed by weathering?

Your ELP will require the following By Done Your ELP will require the following By Done

Choose your area and find its location – can you find maps of WEEK Choose your area and find its location – can you find maps of WEEK different scales to show the area? 1 different scales to show the area? 1

Find some pictures of the area and annotate them to show the WEEK Find some pictures of the area and annotate them to show the WEEK main features of the area. 2 main features of the area. 2

Find out about the geology of the area and how it was WEEK Find out about the geology of the area and how it was WEEK formed/created over time. 3 formed/created over time. 3 Explain why people visit this area and find examples of what they WEEK Explain why people visit this area and find examples of what they WEEK can do in the area. 4 can do in the area. 4

Create your presentation, make sure you include all the elements WEEK Create your presentation, make sure you include all the elements WEEK to show your classmates all about your amazing landscape! 5 to show your classmates all about your amazing landscape! 5

Present your work in class. WEEK Present your work in class. WEEK 6 6

Teacher Comment on ELP Teacher Comment on ELP ELP - Build Your Own Volcano The models and presentations will be peer assessed using the following criteria; This term you will be learning about plate tectonics. There are two parts to your project. You will present both of E1 You have created a basic volcano model. these to the class: Your presentation demonstrates a basic understanding of volcano structure and uses some simple key terms. 1. Design and build your own model volcano. The model can be made using Your case study lacks detail and breadth of understanding. any material you think is appropriate and can be any size (although you do E2 Your model demonstrates good understanding of volcano need to be able to bring it in to school!) structure. Your presentation includes a good description of how the model The volcanoes may be erupted when you present them (optional) – if you was made including the use of a range of key terms. wish to do this you will need vinegar, bicarbonate of soda, food colouring. You have located the case study accurately and provide some detail about the eruption and its effects. 2. You will also need to research a case study of one of the following volcanic E3 All of the above. Your presentation now includes an explanation of why the model eruptions: is structured the way it is.  Mt St. Helens, USA, 1980 You include good detail in your case study, with relevant facts and  Mt Ontake, Japan, 2014 figures to support your research.  Mt Pinatubo, Philippines, 1991 A good range of specific vocabulary is used accurately. E4 All of the above. Your case study needs to include: Your model is now presented to a high standard. 1. A location map Your case study is very detailed with clear explanation of the 2. An explanation of the cause of the earthquake cause of the eruption and analysis of why people live near the 3. A description of the eruption volcano and the impacts of the eruption on various scales. 4. Detail on the effects of the eruption (environmental, social & Your presentation is well prepared. economic impacts) E5 All of the above is completed to an exceptionally high standard. You also justify and evaluate your model. This project will enable you to demonstrate the following knowledge, understanding and skills: To show increasing depth of knowledge and understanding to describe characteristics of a volcano To analyse physical characteristics of a volcano, explaining the changes in characteristics over time and analysing how physical processes can create change To use globes, maps and atlases routinely to help describe the distribution of a volcanic case study.

AVON VALLEY COLLEGE How your work will be marked; Year 8 (Ethics) ELP E1 You can describe one key belief of Christianity and Hinduism. (E.g. What do Hindus and Christians believe about God). Term 1 – Multifaith Britain E2 You can begin to describe similarities and differences between the key There are many different people practicing diverse religious traditions and beliefs in Christianity and Hinduism. our multicultural society needs to be tolerant and free from conflict and fear. To do this we should learn about each other. Mahatma Gandhi knew E3 I can demonstrate understanding of the similarities and differences the importance of a study of all faiths and he once said that “A friendly between religions. I can also reflect on how these images and study of the world’s religious is a sacred duty”. symbols impact other and myself. E4 I can evaluate these beliefs. (E.g. Belief in life after death)

E.g. – The interpretation of different ideas and sources about multifaith Task: Britain. 1. Using the computer create a PowerPoint presentation comparing E5 I can show how history and culture lead to different religious beliefs. two world religions. (E.g. Learning about other faith and learning from other faiths). a. Choose two religions to study. E.g. Christianity and Hinduism b. Identify at least 3 categories to compare and contrast your information. E.g. Worship. Beliefs about God, Religious ceremonies like Beliefs about God Christians believe that there is only one Marriage. God but this God is seen in three parts. c. Describe each of the religions perspectives and explain how they Hindus believe in many Gods & God the Father, Son And Holy Spirit. are similar and different. Goddesses. Theses gods can come Similarities and differences: 2. Q: In modern day Britain, Christianity is still the most import in different forms called Avatars. religion’. Say whether you agree or disagree giving reasons and evidence In many ways Hinduism and Christianity An avatar of the Lord God Vishnu for your answer. You should add your own opinion? are the same because……… is Krishna. …..

In other ways they are very different…… Your ELP will require the following By Done

Choose two religions to study. E.g. Christianity and Hinduism WEEK Identify at least 3 categories to compare and contrast your 1 information. E.g. Worship. Beliefs about God, Religious ceremonies like Marriage.

Research the 3 different categories for both religions. Create a WEEK powerpoint presentation on your findings. Describe each of the 2 religions perspectives and explain how they are similar and different. In modern day Britain, Christianity is still the most import religion’. Say whether you agree or disagree giving reasons and evidence WEEK for your answer. You should add your own opinion? 3

Day Activity Who Where When Run by

Monday Badminton All Years Sportshall Afterschool CLH/KAE Football Year 10 Field Afterschool DJB/JFG

Tuesday Archery/Boccia/ All Years Gym Lunchtime DJB/CLH Kurling All Years Field Afterschool DJB/CLH Rugby

Wednes- Wheelchair Bas- KS3 Sportshall Lunchtime CLH/DJB day ketball Girls All Years MUGA Afterschool LXW/KAE Netball Fixtures Year 9 Field Afterschool DJB Football All Years Field Afterschool JFG/KAE X Country

Thursday Football Boys Year 7/8 Field Afterschool JFG/DJB Netball Girls All Years Muga Afterschool LXW/KAE Fitness All Years Fitness Suite Afterschool CLH

Friday Wheelchair Bas- KS4 Sportshall Lunchtime CLH/DJB ketball Forthcoming Event

Early, Early Christmas Fair Polo Ground, Tedworth Park, Tidworth, SP9 7AH

Tuesday 27th September 2.00pm-6.00pm Evening Reception 6.30pm—9.30pm

Wednesday 28th September 9.30am—4.00pm

Tickets booked online are entered into a FREE Prize Draw www.eecfair.org.uk Admission on the door £5 After 2.30pm on Wednesday only £3.50 01980 672337

In aid of ABF the Soldiers’ Charity Over 100 carefully selected stalls so please come along