№ files_lp_4_process_2_67134
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Structured outline of a secondary school careers education programme mapping activities across academic terms and year groups against Gatsby Benchmarks and including employer engagement, guidance sessions, and evaluation through an annual Future Skills Questionnaire.
Education level:
Secondary school
School years covered:
Year 7; Year 8; Year 9; Year 10; Year 11
Academic structure:
Term 1; Term 2; Term 3; Term 4; Term 5; Term 6
Framework:
Gatsby Benchmarks
Programme components:
Careers Convention; Tutor Programme; Employer talks; Teatime Networking; Work Experience; Apprenticeship information; Higher education exploration
Key platforms:
Unifrog
Activities:
Career journey sessions; STEM careers exploration; Entrepreneurship sessions; Apprenticeship talks; Mock interviews; Listening skills sessions; Work experience preparation
Work experience period:
1–5 July 2024
Evaluation method:
Future Skills Questionnaire (FSQ) completed annually by all students
Programme review date:
October 2025
Topics included:
Labour market information; Green careers; Gender and careers; Artificial intelligence and employment; Post-16 pathways
External engagement:
Employer talks; vocational and technical college presentations; university outreach (UWE)
Target audience:
Students in Years 7–11
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Year:
2025
Location:
Wuhan, China
Topic:
AI/ML-assisted Positioning Data Collection
Document Type:
Meeting Report / Technical Summary
Organization:
3GPP TSG-RAN WG3
Author:
CATT (moderator)
Intended Audience:
3GPP Working Group Members
Agenda Item:
20.2
Case Studies Covered:
Case 3a and Case 3b
Referenced Documents:
R3-251509, R3-251510, R3-251617, R3-251618, R3-251692, R3-251719, R3-251770, R3-251800, R3-251801, R3-251867, R3-251868, R3-251953, R3-251957, R3-252001, R3-252018, R3-252027, R3-252306, R3-252420, R3-252427
Key Technologies:
LMF, gNB, NRPPa, NGAP, AI/ML Positioning, TS 38.305, TS 38.455, TS 38.473
Meeting Outcome:
Agreements on data collection procedures, signaling flows, and recommendations for proactive and opportunistic collection methods
Subject:
Citizenship
Educational Level:
Secondary Education
School Years Covered:
Years 7–11
Curriculum Structure:
Six-Term Academic Year
Key Stage:
Key Stage 3 and Key Stage 4
Core Themes:
Identity and Diversity; Rights and Responsibilities; Democracy and Participation; UK Political System; Law and the Justice System; Human Rights; Active Citizenship; Communities; UK Politics; Westminster; Crime and Society; Role of Groups and Organisations; Media; UK’s Role in the World; Global Responsibilities
Assessment Methods:
Exams; Projects; Responsive Teaching
Geographical Focus:
United Kingdom
Pedagogical Approach:
Enquiry-Based Learning
Year:
2025
Location:
Wuhan, China
Organization:
3GPP TSG RAN WG2
Authors:
Xiaomi, Ericsson, ZTE, T-mobile, CMCC
Document type:
Technical meeting report
Agenda Item:
8.1.x
Deadline for Phase 1 comments:
March 11, 2025, 10:00 UTC
Deadline for Phase 2 comments:
March 21, 2025, 10:00 UTC
Intended outcome:
Identify options for OTA and non-OTA model transfer
Discussion areas:
A1: Model size, A2: Transfer continuity, A3: Network controllability, A4: QoS and priority, A5: Model visibility
Candidate solutions:
Options 1–5 for model transfer/delivery
Contributors contact information:
Listed per company in document
Subject:
Food Preparation and Nutrition
Education Level:
Secondary Education
Key Stages:
KS3 and KS4
School Years Covered:
Year 7–Year 11
Curriculum Focus:
Food science, nutrition, cooking skills and healthy eating
Topics Covered:
Nutrition and health, diet and food choices, food science, food provenance, cooking methods, food commodities, food safety
Assessment Framework:
Knowledge, design, make and evaluation
KS3 Assessment:
Termly assessments across four areas – knowledge, design, make and evaluation
KS4 Assessment:
GCSE assessment with 50% written examination and 50% Non-Exam Assessment (NEA)
Examination Board:
Eduqas
Lesson Structure KS3:
One lesson per fortnight
Lesson Structure KS4:
Three lessons per fortnight (100 minutes each)
Pedagogical Approach:
Practical cooking tasks, food investigations, experiments and evaluations
Curriculum Links:
Science, Mathematics, Design & Technology
Cultural Scope:
Traditional British and international cuisines
Health Focus:
Relationship between diet, nutrition and physical and psychological health
Safety Framework:
CLEAPSS risk assessments
Educational Objectives:
Understanding food science, nutrition, cooking techniques, and socio-cultural influences on food choices
Year:
2019
Week:
January 7–11, 2019
Course:
Advanced Mathematical Decision Making
Unit:
Unit IV – Using Recursion in Models and Decision Making
Teacher:
Momon
Instructional Support:
Co-Teacher/Para
Subject Area:
Mathematics
Educational Level:
Secondary education
Topic Focus:
Proportional reasoning, ratios, recursive and explicit rules in sequences
Priority Standard:
MAMDMN1 – Application of proportional reasoning, ratios, rates, and percents in contexts such as business, media, and consumerism
Lesson Structure:
Daily essential questions, learning targets, success criteria, opening activities, work time, lesson elaboration, and closing
Instructional Activities:
Demonstration, guided practice, group work, worksheets, review sessions, and quiz
Assessment:
Quiz on recursive and explicit functions and arithmetic or geometric sequences (January 11, 2019)
Instructional Materials:
Worksheets, possible video, PowerPoint, notesheets, and teacher demonstrations
Target Audience:
Students enrolled in Advanced Mathematical Decision Making
Year:
Academic Year 2025–2026
Region / School:
United Kingdom / Secondary School
Target Group:
Students Year 7 to Year 11
Programme Type:
Careers guidance and post-16 preparation schedule
Organ / Institution:
School Careers Department
Author:
Qualified Careers Advisor
Delivery Format:
One-to-one interviews, assemblies, drop-ins, workshops, sector focus days, work experience
Key Activities:
Guidance interviews, college visits, apprenticeship applications, CV preparation, mock interviews, sector focus events
Audience:
Students and parents/carers
Period:
Autumn, Spring, Summer terms
Follow-up Support:
Tracking applications, monitoring interviews, advice on post-16 options
Special Focus:
SEN and vulnerable students, NEET prevention, STEM and vocational pathways
Year:
1925
Region / City:
New York
Theme:
Literature, American Fiction
Document Type:
Literary Analysis
Author:
F. Scott Fitzgerald
Target Audience:
Students, Literary Scholars
Period of Action:
1920s
Date of Approval:
Not specified
Date of Changes:
Not specified
Year:
2023
Region / City:
UK
Topic:
Careers Advice for Blind and Partially Sighted Children and Young People
Document Type:
Feedback Paper
Organization:
Thomas Pocklington Trust
Author:
Thomas Pocklington Trust
Target Audience:
Policy Makers, Careers Advisors, Educational Specialists
Period of Validity:
Not Specified
Approval Date:
Not Specified
Date of Changes:
Not Specified
Year:
1920s
Region / City:
United States
Theme:
Literature, Cultural Symbols, Automotive History
Document Type:
Analytical Essay
Author:
Unspecified
Target Audience:
General readers interested in literature and history
Referenced Works:
The Great Gatsby by F. Scott Fitzgerald
Historical Context:
1920s, Roaring Twenties
Related Figures:
Daisy Buchanan, Myrtle Wilson, Tom Buchanan, Nick Carraway, Henry Ford
External References:
Chevron Gasoline, Ford Motor Company
Due date:
April 8, 2014
Type of assignment:
Quotation Illustration
Topic:
Motifs in The Great Gatsby
Classroom display:
Yes
Required format:
Illustration
Evaluation criteria:
Design quality and care
Motif chart:
Yes
Examples required:
6
Context:
The document outlines two assignments related to The Great Gatsby, one involving a quotation illustration and another focusing on identifying motifs in the novel.
Note:
Year
Theme:
Careers Education
Document Type:
Education Policy
Target Audience:
Pupils, Parents, Teachers, Governors
Context:
Policy document outlining the expected key performance indicators for careers education at different key stages in schools, based on the Gatsby Benchmarks.
Year:
1925
Region / City:
United States
Theme:
Literature, American Classic
Document Type:
Literary Analysis
Author:
F. Scott Fitzgerald
Target Audience:
Students, Teachers, Literary Scholars
Period of Activity:
1920s
Approval Date:
1925
Date of Changes:
N/A
Contextual Description:
A set of comprehension, inferential, and evaluative questions designed for a critical reading of Chapter 3 of The Great Gatsby as part of an educational curriculum.
Year:
2026
Region / City:
United States (literature context)
Subject:
Literature, Novel Analysis
Document Type:
Study Guide / Questions
Author:
Unknown (likely course instructor)
Target Audience:
Students reading The Great Gatsby
Due Dates:
Chapter 8 – Thursday 3/14, Chapter 9 – Friday 3/15
Pages Referenced:
148–178
Topics Covered:
Character analysis, symbolism, thematic interpretation, plot events, literary devices
Novel:
The Great Gatsby by F. Scott Fitzgerald
Chapters Focused:
8–9
Work summarized:
The Great Gatsby
Author of original work:
F. Scott Fitzgerald
Chapters covered:
2–3
Literary genre:
Novel
Type of text:
Chapter summaries
Primary settings:
West Egg; New York City; Valley of Ashes; Long Island
Main characters mentioned:
Nick Carraway; Tom Buchanan; Myrtle Wilson; George Wilson; Jay Gatsby; Jordan Baker
Key locations in narrative:
Morningside Heights apartment; Gatsby’s mansion
Historical context referenced:
World War I
Themes:
Wealth and social class; moral decay; rumor and identity; urban nightlife
Narrative perspective referenced:
Nick Carraway
Note:
Year
Topic:
Educational Strategies, Mathematics
Document Type:
Instructional Guide
Target Audience:
Educators, Teachers
Version:
Draft 2.0 | Effective: //_____ | Owner: Director of Special Education / 504 Coordinator | Approved by: __________________________
Year:
Draft 2.0
Region / City:
Midland ISD
Subject:
Special Education, Section 504
Document Type:
Manual
Organization / Institution:
Midland Independent School District
Author:
Director of Special Education
Target Audience:
School staff, administrators, special education professionals
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Contextual description:
A procedural manual for special education and Section 504 practices in Midland ISD, providing detailed operational steps for child find, referrals, evaluations, and compliance with federal and state regulations.
Note:
Year
Document Type:
Guidance
Organization / Institution:
BACP
Year:
2023
Jurisdiction:
Oregon
Country:
United States
Subject:
Early literacy education
Document type:
Program review guidance
Related framework:
Oregon’s Early Literacy Framework
Intended users:
Early literacy program applicants
Application process:
Smartsheet submission
Sections covered:
Student Belonging; Family and Community Partnerships; Oral Language; Reading Models; Foundational Skills; Writing and Comprehension; Core Instruction and Assessment; Reaching All Learners
Review scope:
Early literacy program design and implementation
Revision version:
1.1
Revision date:
October 23, 2023
Appendices:
Readiness for Implementation (optional)
Source institution:
Oregon Department of Education
Year:
2022
Region:
New South Wales, Australia
Subject:
Mathematics
Topic:
Quadratic equations
Curriculum:
Mathematics K–10 Syllabus
Syllabus outcomes:
MAO-WM-01; MA5-EQU-P-01; MA5-EQU-P-02; MA5-NLI-P-01
Education level:
Secondary education
Type of document:
Lesson plan
Teaching strategies:
Think-Pair-Share; Variation Theory; Pose-Pause-Pounce-Bounce; visibly random grouping
Learning focus:
Solving quadratic equations; factorisation; x-intercepts of parabolas
Associated materials:
PowerPoint presentation; Appendix A; Appendix B
Authoring body:
NSW Education Standards Authority (NESA)
Copyright holder:
State of New South Wales
Year:
Not specified
Region / City:
Not specified
Theme:
Early Childhood Education
Document Type:
Curriculum Guide
Organization / Institution:
Lewis University
Author:
Not specified
Target Audience:
Students in Early Childhood Education program
Period of validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified