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STUDENTDiary & Planner
2013-14 rlanneP&ary Di
TNUDETS
144-1302
ST. JOSEPH’S SECONDARY SCHOOLROCHFORTBRIDGE
Name: ____________________________________________________ Class: ______________________
__________________________________________________________ Tel: ________________________
Emergency Contact Name: ____________________________________ Tel: ________________________
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1
ST JOSEPH’S SECONDARY SCHOOL ROCHFORTBRIDGE CO. WESTMEATH
Principal: Mrs. EILEEN ALFORD Deputy Principal: Ms. MARGARET COLE Telephone: (044) 9222176 Fax: (044) 9222656 Email: [email protected] Website: www.mercyrochfortbridge.ie
Student’s Name: _________________________________________
Class: _________________________________________
Class Teacher: _________________________________________
Year Head: _________________________________________
2
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.
3
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 Thursday 23
rd – Friday 24
th August
1st and 6
th years Start School Monday 27
th August
All students in school Tuesday 28th
August
No school Monday 1st October
Mid-term Break Monday 29th
– Friday 2nd
Nov (inclusive)
Christmas Break Closing Friday 21st December
School Re-opening Monday 7th
January 2012
Mid-term Break Monday 11th
– Fri 15th
Feb
St Patrick’s Day Monday 18th
March
Easter Holidays Monday 25th
Mar – Friday 5th
Apr (inclusive)
Bank Holiday Monday 6th
May
Summer Closure Friday 31st May
Parent Teacher Meetings
6th
Year PT meeting Monday 19th
Nov 4 – 7pm 3
rd Year PT meeting Tuesday 27
th Nov 4 – 7pm
5
th Year PT meeting Wednesday 5
th Dec 4 – 7pm
2
nd Year PT meeting Thursday 17
th Jan 4 – 7pm
1
st Year PT meeting Tuesday 29
th Jan 4 – 7pm
TYP PT meeting Wednesday 6
th Feb 4 – 7pm
Open Evening Monday 21
st January
4
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.
5
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
6
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: Girls: PE:
Blue school shirt Blue school shirt Navy tracksuit bottoms
Navy round neck – Royal blue round neck – Navy hooded sweatshirt
School jumper School jumper (must be purchased in sch.)
Grey trousers Grey skirt/trousers Runners
Black shoes – Black shoes –
Runners not allowed Runners not allowed
No facial piercings/jewellery Grey socks
No earrings 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.
7
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.
8
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.
9
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.
10
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
11
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;
Year 1st
2nd
3rd
5th
6th
No. of hours 1 – 2 2 – 2.5 2.5 – 3 3 3 – 3.5
Sanctions: 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.
12
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 Yes No
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
13
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
14
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 self-
tests 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.
15
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.
16
Class Tests and Exam Results
Date Subject Result Teacher Comments & Signature
keep a record ofyour study progress!
this year’s interesting
facts focus on people wh
o
changed the world
student diary
2013 + 1 = 20
14
don’t forgetto take plenty of notes
August ‘13don’t forget ‘Progress always
involves risk; youcan’t steal
second base andkeep your foot
on first.’ Frederick Wilcox
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
19
20
21
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
22
23
Martin Luther King Jr (1929-1968): One of America's most influential civil rightsactivists. His non-violent protests helped to raise awareness of racial inequalities inAmerica, leading to significant political change.
People whochanged theworld
August ‘13don’t forget ‘The secret of
happiness is notin doing whatone likes, but inliking what onedoes.’ James M. Barrie
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
26
27
28
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
29
30
William Shakespeare (1564-1616): His plays have been studied more than any otherwriting in the English language and translated into numerous languages. He wasrare as a playwright for excelling in tragedies, comedies and histories and has left alasting impact on literature, cinema and theatre.
People whochanged theworld
‘I don’t know that thereare any shortcuts to doing a good job.’
Sandra Day O’Conner
don’t forgetSeptember ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
2
3
4
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
5
6
Joan of Arc (1412-1431): French saint who embodied religious devotion with braveryand humility. Defeat by the English at Agincourt left the French without direction andleadership. Aged 17, Joan led an army to liberate many towns from English controlthus affecting the course of French history.
People whochanged theworld
‘Our remediesoft inourselves dolie, Which weascribe toHeaven.’Shakespeare
don’t forgetSeptember ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
9
10
11
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
12
13
Jesus Christ (c.5BC-c.33AD): Central figure of Christianity and highly influential inthe development of western society. Some believe he travelled to India and Persialearning of their spiritual tradition before beginning his ministry. His teachingsemphasise forgiveness and unconditional love instead of an eye for an eye.
People whochanged theworld
‘Although theworld is fullof suffering, itis also full ofthe overcomingof it.’
Helen Keller
don’t forgetSeptember ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
16
17
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Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
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Nelson Mandela (b.1918): Anti-apartheid leader and first President of post-apartheidSouth Africa in 1994. Qualifying in law, he joined the ANC to fight the racial injusticeof apartheid. His imprisonment for political activity sparked world-wide pressureagainst apartheid which fell in 1990, the same year Mandela was released.
People whochanged theworld
‘Vision is theart of seeingthe invisible.’Jonathan Swift
don’t forgetSeptember ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
23
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Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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Marie Curie (1867-1934): Awarded a Nobel Prize for both Chemistry and Physics. Herdiscoveries helped overturn established ideas in these sciences and her discovery ofradiation helped advance medical science. Her achievements were even moreremarkable at a time when few women gained education.
People whochanged theworld
‘In greatattempts it isglorious evento fail.’
Cassius Longinus
don’t forgetSept/Oct ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
30
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2
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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Teacher SignatureParent/Guardian Signature
3
4
Siddhartha Gautama (Buddha) (c.563BC - c.483BC): Spiritual teacher and founder ofBuddhism which focuses on personal spiritual development and achieving anunderstanding of yourself and the world around you. It's different to most otherreligions because it doesn't focus on the relationship between people and a God.
People whochanged theworld
‘Success is ajourney, not adestination.’Ben Sweetland
don’t forgetOctober ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
7
8
9
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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10
11
Charles Darwin (1809-1882): Along with Alfred Wallace, Darwin developed the theoryof 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 evolutionand natural selection became accepted within the scientific community.
People whochanged theworld
‘As long as onekeeps searching,the answers
come.’Joan Baez
don’t forgetOctober ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
14
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Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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17
18
Jane Goodall (b.1934): Primatologist, ethnologist, anthropologist and UN Messengerof Peace. Jane made groundbreaking study into the behaviour of chimpanzees andbecame a noted campaigner and activist for environmental protection and kindnessto animals.
People whochanged theworld
‘Morality, likeart, meansdrawing a linesomeplace.’Oscar Wilde
don’t forgetOctober ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
21
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Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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Teacher SignatureParent/Guardian Signature
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25
Frederich Miescher (1844-1895): First identified the DNA molecule in the late 1800s,but in 1953 James Watson, Francis Crick, Maurice Wilkins and Rosalind Franklindiscovered the double helix structure of DNA which enables it to carry biologicalinformation one generation to the next.
People whochanged theworld
‘We are continually
faced by greatopportunities
brilliantly disguised
as insolubleproblems.’Lee Iacocca
don’t forgetOct/Nov ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
28
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Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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Teacher SignatureParent/Guardian Signature
31
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William Wilberforce (1759-1833): Social reformer remembered for his work toabolish the slave trade. He died in 1833, just before the British Parliament passedthe Slavery Abolition Act. He also campaigned for prison reform, education andissues of public health but did not support trades unions or women rights.
People whochanged theworld
‘The only tired I was,was tired ofgiving in.’Rosa Parks
don’t forgetNovember ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
4
5
6
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
7
8
Aung San Suu Kyi (b.1945): Leader of opposition in Myanmar (Burma). She has beena figurehead for her country’s struggle for democracy since 1988 when a new militaryjunta took power. Held under house arrest for two decades she was released in 2010and now has a seat in Parliament.
People whochanged theworld
‘Anyone whodoesn't take
truth seriouslyin small matters
cannot betrusted in largeones either.’ Albert Einstein
don’t forgetNovember ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
11
12
13
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
14
15
Beethoven (1770-1827): German composer who played a crucial role in the transitionfrom Classical to Romantic music. His music was unconventional, exploring newideas on style and form. From his early 20s he slowly began to go deaf yet, despitethis frustration, he continued to compose marvellous music.
People whochanged theworld
‘Wisely andslow; theystumble whorun fast.’Shakespeare
don’t forgetNovember ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
18
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Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
21
22
Louis Pasteur (1822-1895): French chemist and biologist who more than any otherperson helped to increase life expectancy in that era. He showed that germsrequired certain microorganisms to develop and turned this to killing bacteria inliquids such as milk (pasteurisation) making it safe and free from tuberculosis.
People whochanged theworld
‘I am notyoung enoughto knoweverything.’Oscar Wilde
don’t forgetNovember ‘13
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
25
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Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
28
29
Bill Gates (b.1955): Founder of Microsoft (1976) and one of the most influential andrichest people on the planet – wealth estimates reach $56 billion, equivalent to thecombined GDP of several African economies. His Foundation focusses on globalissues ignored by governments.
People whochanged theworld
December ‘13don’t forget ‘You see things;
and you say,'Why?' But I
dream things thatnever were; and Isay, “Why not?”‘ George Bernard Sh
aw
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
2
3
4
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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Teacher SignatureParent/Guardian Signature
5
6
Sir Isaac Newton (1642-1727): English mathematician and scientist seen as one ofthe greatest geniuses of history. Newton was an extraordinary polymath. Hecontributed to tremendous developments in many areas of science and famouslyexplained the three laws of motion that laid the framework for modern physics.
People whochanged theworld
December ‘13don’t forget
Don’t wait foryour ship tocome in, swimout to it.
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
9
10
11
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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Teacher SignatureParent/Guardian Signature
12
13
Eleanor Roosevelt (1884-1962): Supporter of the rights of women and oppressed insociety. Longest serving First Lady of the US, she helped to draft the UN Declarationof Human Rights. She took controversial stands against injustices such as racialdiscrimination and launched an experimental community for families of unemployedminers.
People whochanged theworld
December ‘13don’t forget ‘The greatestminds are
capable of thegreatest vicesas well as ofthe greatestvirtues.’Rene Descartes
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
16
17
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Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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19
20
Prophet Muhammad (570-632): Founder of Islam and writer of the Qu'ran, believedby 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.
People whochanged theworld
December ‘13don’t forget ‘When indeed
shall we learnthat we are allrelated one tothe other?’Helen Keller
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
23
24
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Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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Teacher SignatureParent/Guardian Signature
26
27
Karl Marx (1818-1883): German philosopher and founder of Marxism whose ideasshaped the 19th and 20th centuries. His seminal work The Communist Manifestoargues that a proletarian (communist revolution) was not just desirable but aninevitable consequence of historical evolution.
People whochanged theworld
Dec ‘13/Jan ‘14don’t forget ‘This above all:
to thine ownself be true.’
Shakespeare
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
30
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Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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Teacher SignatureParent/Guardian Signature
2
3
Harriet Beecher Stowe (1811-1896): A life long anti-slavery campaigner. Her novelUncle Tom’s Cabin was a best seller and helped to popularise the anti-slaverycampaign. Its vivid depiction of the human cost of slavery was influential in shapingpublic opinion in the lead up to the American Civil War.
People whochanged theworld
January ‘14don’t forget ‘Any human...
will blossom ina hundredunexpected
talents... simplyby being given theopportunity.’
Doris Lessing
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
6
7
8
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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Teacher SignatureParent/Guardian Signature
9
10
Mikhail Gorbachev (b.1931) Former leader of the Soviet Union. He oversaw thetransition from Communism to Capitalism in Eastern Europe becoming the firstdemocratically elected President in 1990. His aspirations for democracy and reformopened the way for ending the Cold War and bringing down the Berlin Wall.
People whochanged theworld
January ‘14don’t forget ‘To love what
you do and feelthat it matters– how couldanything bemore fun?’Katharine Graham
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
13
14
15
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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16
17
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 viewpointsrather than a rigid set of beliefs. Prominent themes include Dharma (ethics/duties),Samsāra (cycle of birth, life, death and rebirth).
People whochanged theworld
January ‘14don’t forget ‘Action is the
antidote todespair.’Joan Baez
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
20
21
22
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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23
24
Mahatma Gandhi (1869-1948): Indian nationalist leader and politician. Whileworking in South Africa, stirred by the racial discrimination experienced by Indians,he experimented with campaigns of civil disobedience and non-violent protest. Helater used these same tactics to further the movement for Indian independence.
People whochanged theworld
January ‘14don’t forget ‘When we do the
best that we can,
we never knowwhat miracle iswrought in ourlife, or.. another.’
Helen Keller
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
27
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Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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30
31
Mozart (1756-1791): Austrian music composer and one of the most influential,popular and prolific composers of the Classical period. He composed over 600works, including some of the most famous and loved pieces of symphonic, chamber,operatic and choral music.
People whochanged theworld
February ‘14don’t forget
‘All that isvaluable in humansociety dependsupon theopportunity fordevelopmentaccorded theindividual.’Albert Einstein
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
3
4
5
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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Teacher SignatureParent/Guardian Signature
6
7
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 aselectric currents) and Theory of Relativity. He argued that if electrons travelled atclose to the speed of light, their weight would increase (E= mc2).
People whochanged theworld
February ‘14don’t forget ‘Genius is the
ability toreduce the
complicated tothe simple.’C. W. Ceram
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
10
11
12
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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Teacher SignatureParent/Guardian Signature
13
14
Pablo Picasso (1881-1973): Spanish painter and sculptor who developed a new formof painting - 'cubism'. The essence of the subject is captured but certain featuresexaggerated. Picasso had a natural compassion for those exposed to suffering andinjustice which led him to join the French Communist party.
People whochanged theworld
February ‘14don’t forget ‘History calls
those men thegreatest whohave ennobledthemselves byworking for thecommon good.’
Karl Marx
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
17
18
19
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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20
21
Mohammed Ali (b.1942): Former American boxer, philanthropist and social activist.Ali was known for his unorthodox fighting style. He was stripped of his heavyweightchampionship title after refusing to be conscripted into the US military based on hisreligious beliefs and opposition to the Vietnam War.
People whochanged theworld
February ‘14don’t forget ‘Obstacles arethose
frightfulthings you seewhen you takeyour eyes offyour goals.’Henry Ford
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
24
25
26
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
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27
28
Florence Nightingale (1820-1910): Celebrated English social reformer, statisticianand founder of modern nursing. She helped to revolutionise patient care whiletending wounded soldiers in the Crimean war. She also helped to expandacceptance of female participation in the workforce.
People whochanged theworld
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
March ‘14don’t forget ‘It is not
enough to havea good mind.The main thingis to use it
well.’Rene DescartesMonday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
3
4
5
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Barack Obama (b.1961): 44th US President. His victory was greeted with an unusualdegree of enthusiasm and excitement – not just in America but around the world.After decades of racism and segregation blighting American society the election ofthe first black American president was hugely symbolic.
Subject Homework Due �
6
7
People whochanged theworld
Teacher Comments Parent/Guardian Comments
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Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
March ‘14don’t forget ‘You will become
as small as yourcontrolling desire
;as great as your
dominantaspiration.’James Allen
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
10
11
12
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Winston Churchill (1874-1965): Prime Minister of Great Britain during the SecondWorld War. He opposed the idea of seeking a deal with Hitler and insisted Britainkept fighting. After Hitler's defeat, he was shocked to lose the 1945 generalelection to Labour but returned to power in the 1950 election.
Subject Homework Due �
13
14
People whochanged theworld
Teacher Comments Parent/Guardian Comments
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Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
March ‘14don’t forget ‘Chance favors
the preparedmind.’
Louis Pasteur
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
17
18
19
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Adolf Hitler (1889-1945): Dictator of Nazi Germany and principally responsible forthe Second World War in which 70 million died. His concentration camps were usedto exterminate 6 million Jewish people plus millions of prisoners of war,Communists, gay people and the Romani.
Subject Homework Due �
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20
21
People whochanged theworld
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
March ‘14don’t forget ‘Education isthe most
powerfulweapon whichyou can use tochange theworld.’
Nelson MandelaMonday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
24
25
26
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Mary Wollstonecraft (1759-1797): Writer and philosopher best known for her bookA Vindication of the Rights of Woman. The 20th century feminist movement drewheavily on her advocacy of women's equality and critiques of conventionalfemininity. She is regarded as one of the founding feminist philosophers.
Subject Homework Due �
27
28
People whochanged theworld
Teacher Comments Parent/Guardian Comments
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Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Mar/Apr ‘14don’t forget ‘Swallow your
pride, you willnot die, it's not
poison.’Bob Dylan
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
31
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2
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Leonardo da Vinci (1452-1519): Italian scientist, artist, polymath; his innovationswere centuries ahead of his contemporaries. His machine drawings, such ashelicopters, became a future reality. One of the first to understand blood circulationwithin the body, his medicinal studies were revolutionary.
Subject Homework Due �
3
4
People whochanged theworld
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Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
April ‘14don’t forget ‘Fashion is aform of
ugliness sointolerable thatwe have to alterit every six
months.’Oscar WildeMonday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
7
8
9
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Henry Ford (1863-1947): US Industrialist, the founder of the Ford Motor Companywho changed the face of car manufacture in America. He pioneered assembly linetechniques and is credited with "Fordism": mass production of inexpensive goodscoupled with high wages for workers.
Subject Homework Due �
10
11
People whochanged theworld
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Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
April ‘14don’t forget ‘Many receive
advice, only thewise profitfrom it.’ Syrus
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
14
15
16
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Princess Diana (1961-1997): Iconic figure of late 20th Century and admired for hergroundbreaking charity work, notably the destigmatising of AIDS and campaign toban landmines. Her hands on approach to charity work suggested a new type ofRoyal who was not so remote.
Subject Homework Due �
17
18
People whochanged theworld
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Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
April ‘14don’t forget ‘I am not of
that feather, toshake off myfriend when hemust need me.’
ShakespeareMonday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
21
22
23
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Emperor Constantine (272-337): First Roman Emperor to embrace Christianity,co-signing an Edict which proclaimed religious tolerance throughout the empire. Hewas instrumental in the Nicene Creed being drawn up, the most important tract informalising what Christianity actually was.
Subject Homework Due �
24
25
People whochanged theworld
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Apr/May ‘14don’t forget ‘People will
forget whatyou said... whatyou did, butpeople will neverforget how youmade them feel.’
Maya AngelouMonday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
28
29
30
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Galileo Galilei (1564-1642): Astronomer and physicist who made importantdiscoveries about gravity, inertia and invented the world's first telescope. Hisadvocacy that the sun was the centre of the universe rather than earth brought himinto conflict with the Church and imprisonment.
Subject Homework Due �
1
2
People whochanged theworld
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
May ‘14don’t forget ‘When one's
mind is made up,this diminishesfear; knowingwhat must bedone does awaywith fear.’
Rosa ParksMonday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
5
6
7
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Martin Luther (1483-1546): Father of the Protestant reformation. He believed that itwas the Bible and not the Roman Catholic Church which was the source of legitimacyfor interpreting the word of Christ. He also translated the bible into German, makingit more publicly accessible.
Subject Homework Due �
8
9
People whochanged theworld
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
May ‘14don’t forget
‘Well done isbetter than wellsaid.’
Ben Franklin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
12
13
14
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Socrates (469 BC-399 BC): Greek philosopher and key figure in the development ofWestern philosophy and civilization. Socrates taught through self-enquiry. He didnot claim to have the answers; he would ask questions, forcing students to think forthemselves and question their own dogmas and beliefs.
Subject Homework Due �
15
16
People whochanged theworld
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
May ‘14don’t forget ‘Life is what
happens whileyou are busymaking other
plans.’John Lennon
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
19
20
21
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
John M Keynes (1883-1946): Influential 20th century economist who argued againstthe classical response to the 1929-39 Great Depression of free markets plus taxhikes and government cuts. Instead government borrowing should be used toincrease demand and so curtail recession.
Subject Homework Due �
22
23
People whochanged theworld
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
May ‘14don’t forget ‘Always forgive
your enemies;nothing annoysthem so much.’
Oscar Wilde
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
26
27
28
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Abraham Lincoln (1809-1865): His election in 1861 as 16th US President and hisopposition to slavery sparked the South to secede leading to the American Civil War.After four years the South surrendered and slavery was abolished. He wasassassinated on 14 April 1865.
Subject Homework Due �
29
30
People whochanged theworld
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
June ‘14don’t forget ‘Do not wish to
be anything butwhat you are,and try to bethat perfectly.’ St Francis de Sal
es
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
2
3
4
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
5
6
Aristotle (384 BC-322 BC): Greek philosopher who helped lay foundations forwestern 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 thephilosophic traditions of Socrates.
People whochanged theworld
June ‘14don’t forget ‘I always view
problems asopportunities inwork clothes.’Frederick Wilcox
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
9
10
11
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
12
13
Mother Teresa (1910-1997): Lived a life of poverty to try to ameliorate the conditionsof others. Aged 18 years old, Agnes left Albania to join the Sisters of Loreto inIreland, later in Darjeeling. She refused the traditional Nobel honor banquet, insteadrequesting that the $192K funds be given to help the poor of India.
People whochanged theworld
June ‘14don’t forget ‘The
philosophershave only
interpreted theworld; the pointis to change it.’
Karl Marx
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
16
17
18
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
19
20
Christopher Columbus (1451-1506): Explorer, coloniser and navigator. He isremembered as a principle discoverer of the Americas and laid the basis forEuropean colonisation of Latin and North America. He believed the world to beround at a time when some Christians still thought it to be flat.
People whochanged theworld
June ‘14don’t forget ‘The first
precept wasnever to accept athing as trueuntil I knew itas such withouta single doubt.’Rene Descartes
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
23
24
25
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
26
27
Oscar Wilde (1854-1900): Irish writer from Dublin and an iconic figure of lateVictorian society. His writings were known for biting social criticism, wit and linguisticskill and shot him to the top of society although he later suffered the humiliation ofimprisonment for his sexuality.
People whochanged theworld
June/July ‘14don’t forget ‘Never give up,
for that is justthe place andtime that thetide will turn.’
Harriet Beecher Stowe
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
30
1
2
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
3
4
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 prosecutedfor publishing a book by birth control campaigner Charles Knowlton and assisted the1888 London matchgirls strike.
People whochanged theworld
July ‘14don’t forget ‘A person who
never made amistake nevertried anythingnew.’Albert Einstein
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
7
8
9
Thursday Jeudi Donnerstag Jueves Giovedi Déardaoin
Friday Vendredi Freitag Viernes Venerdì Dé hAoine
Subject Homework Due �
Teacher Comments Parent/Guardian Comments
Teacher SignatureParent/Guardian Signature
10
11
Confucius (551 BC-479 BC): Chinese philosopher born in a time of religious andcultural decline. His philosophy particularly took hold around 200BC and hugelyinfluenced future Chinese society and philosophy. He advocated the power ofeducation, respect of the past, righteous conduct and reform of corrupt practises.
People whochanged theworld
July ‘14don’t forget ‘Life is not
easy for anyof us. Butwhat of that?We must haveperseverance...’
Marie Curie
Tuesday Mardi Dienstag Martes Martedì Dé Máirt
Wednesday Mercredi Mittwoch Miércoles Mercoledì Dé Céadaoin
Monday Lundi Montag Lunes Lunedí Dé Luain
Subject Homework Due �
14
15
16
contacts
diary content
physics
periodic table ofelements
useful info
green energy
pollution
internet safety
stop bullying
first aid
nutrition
time management
literacy skills
study skills
goal setting
SQ3R-reading
plan your future
mind mapping
exam timetable
mathematics
memory matrix
“Vision is the
art of seeing
the invisible”
study timetables
maps
forms
useful info
1800 66 66 66(free phone)
Beat Bullyingwww.beatbullying.org
ISPCC
www.ispcc.ie
European Union & non-discriminationec.europa.eu/socialec.europa.eu/youth
EcoSherpa
www.ecosherpa.com
www.childline.ie
An Taisce: Young Reporters forthe Environment (YRE)
www.antaisce.org/education
ECO-UNESCOwww.ecounesco.ie
Green Schools
www.greenschoolsireland.
org
NYCI represents and supports theinterests of voluntary youth organisationsand uses its collective experience to acton issues that impact on young people.www.youth.iewww.international.youth.iewww.youthhealth.ie
UNICEF wants to give all c
hildren and
young people around the w
orld the
opportunity to speak out.
UNICEF: Voices for Yout
h
www.unicef.org
Teen Health
www.teenshealth.org
Youth Health Talkwww.youthhealthtalk.org
This is a website aboutyoung people’s real life experiences of healthand lifestyle..
www.planet-positive.org
Calculate your carbon footprint
Study Guides & Strategieswww.studygs.net
Your FREE resource wesite
www.how-to-study.com
Becky Bo
nes
www.bec
kybones.
comBeck
y Bones
is for insp
ired
teens an
d tweens
who wan
t
to save th
e planet.
Changing the world for goo
d
www.youngsocialinnovato
rs.ie
green energy
We have to start saving energy now!
Running out of energyWe need energy to keep warm, feed ourselves, get around, build things and produce
goods. But the world’s non-renewable sources of energy – oil, gas, coal and uranium –
are running short. The International Energy Agency forecasts that the world’s known oil
resources will have run out in 40 years – and that Europe will have to import 70% of its
energy needs by 2030.
Wind powerClimate friendly technologies are being developed that might provide a solution. The
development of renewable energy such as wind, water and solar power is an important
part of our future energy strategy. The EU is the leading region in the world for wind
power. How does it work? Revolving propellers drive a rotor that is connected to
a generator, which converts mechanical energy to electrical energy. Whether on land –
in fields, farms, parks or wind farms – or at sea, wind has the potential to generate energy.
So blustery days are a good thing.
Solar powerSolar energy is energy directly from the sun. This energy drives the climate and weather,
and supports virtually all life on Earth. Solar energy technologies harness the sun's
energy for practical ends. Solar power is growing across the world and doesn't rely on
a sunny climate for saving energy and money. In the average size home the bulk of
domestic energy consumption is used heating water (up to 85%). Solar water heaters
can be a cost-effective way to generate hot water for your home here in Ireland.
Energy saving light bulbs
Energy saving light bulbs have always been a bright idea – for your pocket and the
environment. They use up to 80% less electricity than a standard bulb but produce
the same amount of light.
get recycling
Reduce, reuse, recycleHow often do you simply throw things away? Yesterday’s newspaper, empty water bottlesand drink cans can all be reused or recycled to help reduce the world’s mountain of waste. Reducing waste doesn’t mean depriving ourselves, it just means buying intelligently. Onlybuy the things you need. How much packaging do you have to tear through simply to getto the thing you bought? 50% of rubbish we put in our bins is packaging. Sometimes it isactually not worth spending the money – well filtered tap water is just as good as bottledwater. It does not need to be transported 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 waste and pollutionthan 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 productthat will last longer.
Think before you print!Did you know that the average European citizen uses 20kg of paper a month?Do you really need to print a document or email? By saving paper, you save energy andmoney, and by reducing demand for paper you help save forests and animal habitats.
pollution
Pollution affects the environment we live inAir pollution is caused by industry, transport, power generation and agriculture, as well as bypeople in their own homes. The EU has worked hard to cut air pollution: cars now emit 90% fewer pollutants than they did 20 years ago. But air pollution is still damaging human health and the environment and that is why the European Commission has proposed a new strategy thatwill 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 computerand 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 pollution than gas. If yourhome 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 airpollution and greenhouse gases but is also healthy exercise. Otherwise use public transport orshare a lift to school through a carpool.• In the car, use air conditioning sparingly: it increases fuel consumption and CO2 emissions byaround 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 theinitial 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 substances called dioxins.
Clean air is vital for our health but air pollutioncaused by industry and traffic still has a hugeimpact on the health of people in urban areaswhich is where almost 80% of Europeans livethese days. Polluted air is responsible forrespiratory problems such as asthma and a wide range of allergies.
breathing is veryimportant for all
of us and driving carsis our biggest singleair polluting activity.You can be a partof the solution!
affects birdsand wildlifewater pollution can
harm almost allforms of life withwhich it comes into
contact!
Water pollutionOver 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'swater resources. In a sense, our oceans, rivers and other inland waters are being "squeezed" byhuman activities – not so they take up less room but so their quality is reduced. Poorer waterquality 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.
We know that pollution is a human problem because it is a relatively recent development in theplanet's history: before the 19th century Industrial Revolution, people lived more in harmony withtheir immediate environment. As industrialisation has spread around the globe, so the problem ofpollution has spread with it. When Earth's population was much smaller, no one believed pollutionwould ever present a serious problem. It was once popularly believed that the oceans were fartoo big to pollute. Whether intentional or accidental, large or small, an oil spill has the potentialto cause tremendous and far-reaching damage. Oil can affect almost any form of life with which itcomes into contact. Petroleum products released into the environment have an enormous impacton everything from animals to plants to people. Some creatures experience subtle changes inbehaviour 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 oiland wildlife collide.
• 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.
internet safety
never give your full name,address
or phone number online!
Stay safe onlineWhile the internet is a great way of meeting new people who share your interests, you can’talways be sure who you are communicating with in cyberspace. In a recent study in Ireland of9–16 year olds, 27% of the respondents said they met someone new on the internet whoasked for information such as their photo, phone number, street address, or their school. Onein fifteen had met in real life someone they’d first met on the internet: most of these werepositive experiences but 11% said that the other person tried to physically hurt them. In allcases of physical and verbal abuse reported in the survey, the children said that the personwho 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 withoutchecking with your parents or another adult first.• Remember any information you share about yourself 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 goand 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 yourparents if it is okay to give out your e-mail address.• 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 forpeople to pretend to be someone they are not.• Don't do things online that you wouldn't do in real life.
a uniform tie or crestcan identify where you go to school
stay safe online
Cyber bullyingKnow 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.
never meet
in person with
anyone you first
met online!set your page and blog onprivate!
• You wouldn’t give a stranger in the street your name, phone number and address, so don’t doit online.• Avoid posting anything that would make it easy for a stranger to find you, such as where youhang out every day or after school.• If you receive messages that are sexual, hostile, threatening or in any way inappropriate tella trusted adult.
stop bullying
you are not alone!
it’s not your fault!
you can do something
about it!
Let’s beat bullyingIf you see someone being bullied and you don't do anything to help them then you're helpingthe bully! People who are being bullied can feel their lives are such a misery that they want todie. Often other people at school don't realise the effect that bullying has when it goes on dayin, day out. Bullying makes people so upset that they often need to see a doctor. They mighteven try to kill themselves, or they self-harm or perhaps suffer an eating disorder, particularlyif they are called names about their weight or appearance. There are usually quite a lot ofpointers that someone is being bullied and if you see or hear any of them you're in a goodposition to help.
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 thatyou 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 ofwhat 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 thesituation so that the bully is caught red handed and has only themselves to blame.
nasty textsare bullying
How to tell if someone is being bullied
• Is anyone in your class taking a lot of time off, getting to school late, trying to avoid being in
situations like the toilets or changing rooms?
• Do you hear someone calling them names, not loudly, but so that they will overhear?
• Are rumours being spread about them?
• Are they being left out of things when partners are chosen in class?
• Are they spending break and lunchtime on their own?
• Are people organising nice things to do out of school and leaving them out?
• Are they getting nasty phone texts and abuse on the internet or by instant messaging?
• If so then you already know someone who is being bullied.
You might be afraid that if you do something about it, the bully might pick on you
next but there are lots of things you can do to help.
Bullying can take place anywhere, in your neighbourhood, at school, sports club, on your computer, or your mobile phone and can be for different reasons:• Homophobia (gay bullying) is if people call you names or try to upset you by saying that
you are gay, whether you are or not. Rumours and gossip might be spread about you.Youmight be picked on in this way because you're quiet, good looking, or because you havegood friends of the same sex.• Racist bullying means you are subjected to abuse and harassment because of your race,colour or beliefs.
• Many pupils are being targeted in their own homes, by phone texts, silent calls or instantmessenger and by abusive websites and forums set up to cause humiliation andembarrassment. Fortunately, no matter how careful the bully is to cover his/her tracks,there is no hiding place in cyberspace and the police can track their digital fingerprintsdown to an individual computer or mobile phone.
If you see someone being bullied they're probably very upset,
so make sure they know that you and your friends don't like what is going on
and ask them to join your group.
bullies areweak, don’t be
a bully!don’t suffer in
silence!
it’s not cool to be cruel!
an emergencywhat to do in
Give Emergency First AidUse 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
make sure it
is safe to
approach the
scene
if casualty
is breathing - place
in recovery
position
don’t attempt to help ifyou are not surehow – you might
make the situationworse
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
MeningitisMeningitis 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
eat better,
look better,
feel better!
8 tips for eating wellA healthy balanced diet contains a variety of types of food, including lots of fruit, vegetables andstarchy foods such as wholemeal bread and wholegrain cereals; some protein-rich foods such asmeat, fish, eggs and lentils; and some dairy foods.
Eating for examsFeeling 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 ifyou'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 withanemia. 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 toabsorb. The darker the meat, the more iron it contains: chicken contains some iron – choose legmeat 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 vitaminsand minerals, green leafy vegetables, such as watercress, kale, spring greens and broccoli, driedfruit such as raisins, figs, apricots and prunes, wholemeal bread, lentils, beans and peas, nuts suchas 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 whichcontain vitamin C) with meals helps the body absorb the iron in food.
teen nutrition
1. Base your meals on starchy foods
2. Eat lots of fruit and veg
3. Eat more fish
4. Cut down on saturated fatand 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
try to choose
options that are
lower in fat, salt
and sugar when
you can
drink at least 8cups of fluid a day
- water is best
50-75g cooked lean beef, pork, mince or poultry100g cooked fish, soya or tofu
6 dsp peas, beans or lentils2 eggs
40g usalted nuts
1 glass milk (200ml)1 carton yogurt (125g)
1 yogurt drink (200ml)25g hard or semi-hard cheese eg cheddar
1 apple, orange, pear, banana2 small fruit - plums, kiwis, 10 grapes
Half cup cooked vegetables1 bowl salad
1 thin slice bread4 dsp flake breakfast cereal
3 dsp of dry porridge3 dsp cooked pasta, rice,
noodles; 1 medium potato
Foods and drinks high in fat, sugar and saltLimit to sometimes, not every day.
Reduced-fat spreads and oilsUse 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 whencooking. Remember mayonnaise and salad dressing also contain oil.
Meat, poultry, fish, eggs, beans, nutsChoose lean meat and low fat
cooking methods (grilling, baking, steaming or boiling). Choose fish
twice a week - oily fish is best.
Milk, yogurt and cheeseChoose 3 servings a day. Aged 9-18
years - choose 5 servings day. Reduced-fat or low-fat varieties.
Fruit and vegetablesChoose 5 or more servings a day.
Bread, cereals, potatoes, pasta, riceChoose at least 6 servings. High-
fibre varieties are best, include in each meal.
1 serving size =
plenty of fruit and vegetables
plenty of bread, rice, potatoes, pasta and other starchy foods – choose
wholegrain varieties whenever you can
some milk and dairy foods
some meat, fish, eggs, beans and other non-dairy sources of protein
just a small amount of foods and drinks high in fat and/or sugar
Healthy weightIt's not a good idea to be either underweight or overweight. Eating too much can make youoverweight, 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 physician or a dietitian. Butif you just need to lose a little weight, try taking part in sport or just getting physically active tohelp you burn off excess calories and maintain your body weight. It will also help reduce yourrisk of many diseases, such as heart disease.
But remember to check with your family physician before starting a new exerciseprogramme, particularly if you haven't exercised for some time.
So, try to eat:
time management skills
create a studyenvironment
Keep a ‘To Do’ List
By compiling and prioritising a list of the things you need to do every day, you can plan
time to complete each task. As you complete a task, cross it off the list. This will give you
a real sense of accomplishment and a visible measure of your productivity.
Spend Time Wisely
• Use your time efficiently to ensure you get everything done, e.g. use "free classes"
during the day to study or do homework.
• Work on projects as soon as they are assigned, as this gives you a head start and the
opportunity to ask questions.
• Arrive at class on time; catching up wastes time.
• Keep your school planner with you at all times and record assignments, practices
and appointments as soon as you get them.
• Work on long-term projects whenever you have an opportunity. Avoid having to
"cram" the night before they are due because you didn’t plan ahead.
• Use the study facilities provided in school so that you will have less work to do at
home. If you don’t have a particular project to work on, review notes or read ahead.
• Ask the teacher for help if you are having trouble with a project or homework.
• Avoid missing school if possible, as you will miss out on discussions and assignments
and still have the work to do when you return.
At Home
• Set aside a specific time each night to study and to do your homework, as this will help
you establish a routine.
• Schedule one-hour blocks of time to study and include a ten-minute break between blocks.
• Estimate how long each project will take and plan accordingly. Try to do the work you find
hardest at the beginning of your study time and the rest of the work will be easier.
• Get to work straight away; don’t waste time talking on the phone or watching TV.
• Cross off projects in your Student Planner as you complete them.
• Spend more time studying the subjects you find the hardest.
• Review what you have covered in class each day.
• Continue to work on long-term projects to avoid having to rush them. By breaking
them up into smaller tasks, it will make the job easier and reduce stress.
write page number,
subject, reference
and date on each
page of notes
takeplenty
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, second, third, and so forth. • Complete the tasks according to their priority and cross them off on completion.
Utilise Your Student Planner• On a daily basis, record all assignments and their due dates. • Record long-term assignments in several places, including the day they are given, the daythey are due and on various pages in-between, as reminders.• Record times and dates of meetings, sports, rehearsals and other appointments as soonas you find out about them.• Use the yearly planner to record important dates such as birthdays, anniversaries, and holidays.
Listening Skills• Speed up your writing by using abbreviations and symbols. Keep your systems simple so you can easily understand your notes.• Listen out for important ‘cues’. Teachers will often signal specific information about which you should take note of. Pay particular attention to the following types of phrases: "This is animportant topic"; "Listen to what I have to say"; "Let’s go over this once more"; "Don’t forgetthis subject"; "This will be in your test".• Listen intently during class and keep your thoughts on the topic being discussed. If you don’tunderstand, 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 together.• 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 soon as possible if you fall behind. • Learning to take good notes can be a great help when it comes to revising for exams.
Where to StudyFind a quiet place to study and do your homework. Do not listen to the radio or televisionwhile studying, as it is distracting. Always study in the same place, preferably in a well-lit area.Sit in a straight-backed chair near natural light if possible. Assemble and keep your studysupplies 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 bytaking notes. If you are still having difficulties, read the section again slowly and look upwords 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.
take notes asmuch as you
can; it’s easy toforget whatyou’ve learned
Six Quick Study Tips:• CONDENSE: When you’ve learned something off-by-heart, try to condense your notes
again leaving only the topics that are harder to learn.
• EXAM QUESTIONS: Practice doing exam questions within the time you would be
expected to do them in the exam.
• RECORD: e.g. Put important quotes and points on tape – listening to your own voice can
help you memorise them!
• RELAX: It is very important to take time to relax and unwind between study sessions and
on the night before exams.
• TALK: Reading your notes out loud can help you recall them.
• TEST: When you’ve studied a topic try and see what you can remember when you don’t
have your notes to look at!
study skills
I hear: I forgetI see: I rememberI do: I understand
Setting personal goals and planning how to accomplish your goals are proven methods ofachieving success. Goal setting can help you get better grades, save time, reduce stress, andincrease self-esteem. Once you know what your goals are, you can devise and follow a planto achieve them.
Examples of Goal Setting• Short-term goals e.g. get a "B" or better on the next French test; tidy my bedroom.• Long-term goals e.g. look at college brochures; make a list of interesting courses.• Long-term quarterly or yearly goals e.g. read Ulysses.• Make your goals specific e.g. walk for 20 minutes a day, NOT exercise more.• Make your goals realistic, e.g. don’t watch television on Wednesday nights, NOT never
watch television. Stick to fulfilling your potential, not other people’s expectations.• Establish a time line by asking yourself when you want the goal to be accomplished andthe steps you need to take to achieve your goal.
Steps to Achieving Your Goals
Step 1 Decide what is important to you and make a list of these things. Better grades?Sports achievements? To attend a particular college? and so forth.Step 2 When you have established what’s important, set out your personal goals. Writelong-term goals on the yearly calendar pages of your Student Planner and short-termgoals on the weekly calendar pages.Step 3 Plan how to achieve your goals, and decide what you need to do each week in orderto achieve them.
Step 4 Follow through on the goals you have set, and when you score a goal, celebrate insome small way! Reaching a goal is an important achievement. It will also help youlearn what works well for you by reviewing the steps you took that helped youachieve it. Step 5 Continue to plan and revise your goals, making sure they are realistic.
goal setting
highlight subjects
in different colours
so it is easy
to find them
SQ3R – survey, reading and study skill system SURVEY – gather the information necessary to focus and formulate 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 important 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 allincluded 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 comprehension is likely to be.You may always add further questions as you proceed. When your mind is actively searching foranswers 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 noticeif 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 canrecite.
REVIEW – refine your mental organisation and begin building memory.Once you've finished the entire chapter using the preceding steps, go back over all the questionsfrom all the headings. See if you can still answer them. If not, look back and refresh your memory,then continue.
REMEMBER: THE INFORMATION YOU GAIN FROM READING IS IMPORTANT.
IF YOU JUST "DO IT" WITHOUT LEARNING SOMETHING,
YOU'RE WASTING A LOT OF TIME. TRAIN YOUR MIND TO LEARN!!!
SQ3R =
survey!
question!
read!
recite!
review!
chat to other
students about
what you’ve
learned
SQ3R-reading
Mind Mapping is something that will increase the quality of your thinking and helpyou to do better in your studies, tests and exams. You will learn how to Mind Mapwhich will give you a visual representation of any subject matter, showing you thekey points and the connections between them, making it highly memorable.
mind mapping helps you to see relationships,connections and patternsin your ideas – thereby
improving your efficiency
be as creative
as you can
mind mapping
How to do a Mind MapMind Mapping involves writing down a central idea and thinking up new and related ideas whichradiate out from the centre. By focussing on key ideas written down in your own words, andthen looking for branches out and connections between the ideas, you are mapping knowledgein a manner which will help you understand and remember new information.Look for relationshipsUse lines, colours, arrows, branches or some other way of showing connections between theideas generated on your Mind Map. These relationships may be important in you understandingnew information or in constructing a structured essay plan. By personalising the map with yourown symbols and designs, you will be constructing visual and meaningful relationships betweenideas which will assist in your recall and understanding.Write down key ideasSome students find that using capital letters encourages them to get down only the key points.Capitals are also easier to read in a diagram. You may, however, wish to write down someexplanatory notes in lower case. Some students do this when they revisit the mind map ata later date while others write in such things as assessment criteria in this way.Put the main idea in the centreMost 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 forother 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. Afterthe initial drawing of the Mind Map you may wish to highlight things, add information or addquestions for the duration of a subject right up until exam time. For this reason it is a good ideato leave lots of space.
periodic table of elements
11.
0079
HH
ydro
gen
24.
0026
He
Hel
ium
36.
941
LiLi
thiu
m
49.
0122
Be Ber
ylliu
m
612
.011
CC
arbo
n
714
.007
NN
itrog
en
815
.999
OO
xyge
n
918
.998
FF
luor
ine
1020
.180
Ne
Neo
n
1122
.990
Na
Sod
ium
1224
.305
Mg
Mag
nesi
um
1428
.086
Si Sili
con
510
.811
B Bor
on
1326
.982
AlA
lum
iniu
m
1530
.974
PP
hosp
horu
s
1632
.065
SS
ulph
ur
1735
.453
Cl
Chl
orin
e
1839
.948
Ar Arg
on
1939
.098
KP
otas
sium
2040
.078
Ca
Cal
cium
2144
.956
ScS
cand
ium
2247
.867
TiTi
tani
um
2350
.942
VV
anad
ium
2451
.996
Cr
Chr
omiu
m
2554
.938
Mn
Man
gane
se
2655
.845
Fe Iron
2758
.933
Co
Cob
alt
2858
.693
Ni
Nic
kel
2963
.546
Cu
Cop
per
3065
.39
Zn Zin
c
3169
.723
Ga
Gal
lium
3272
.61
Ge
Ger
man
ium
3374
.922
As Ars
enic
3478
.96
SeS
elen
ium
3579
.904
Br Bro
min
e
3683
.80
Kr
Kry
pton
3785
.468
Rb
Rub
idiu
m
3887
.62
SrS
tron
tium
4091
.224
ZrZ
ircon
ium
4192
.906
Nb
Nio
bium
4295
.94
Mo
Mol
ybde
num
43[9
8]
TcTe
chne
tium
4410
1.07
Ru
Rut
heni
um
4510
2.91
Rh
Rho
dium
4610
6.42
PdP
alla
dium
4710
7.87
Ag Silv
er
4811
2.41
Cd
Cad
miu
m
4911
4.82
In Indi
um
5011
8.71
Sn Tin
5112
1.76
Sb Ant
imon
y
5212
7.60
TeTe
lluriu
m
5312
6.90 I
Iodi
ne
5413
1.29
Xe Xen
on
5513
2.91
Cs
Cae
sium
5613
7.33
Ba Bar
ium
7217
8.49
Hf
Haf
nium
7318
0.95
TaTa
ntal
um
7418
3.84
WTu
ngst
en
7518
6.21
Re
Rhe
nium
7619
0.23
Os
Osm
ium
7719
2.22
IrIr
idiu
m
7819
5.08
PtP
latin
um
7919
6.97
Au Gol
d
8020
0.59
Hg
Mer
cury
8120
4.38
TlT
halli
um
8220
7.2
Pb Lead
8320
8.98
BiB
ism
uth
84[2
09]
Po Pol
oniu
m
85[2
10]
At Ast
atin
e
86[2
22]
Rn
Rad
on
87[2
23]
FrF
ranc
ium
88[2
26]
Ra
Rad
ium
104
[261
]
Rf
Rut
herf
ordi
um
3988
.906
YY
ttriu
m
* **
105
[262
]
Db
Dub
nium
106
[266
]
SgS
eabo
rgiu
m
107
[264
]
Bh Boh
rium
108
[269
]
Hs
Has
sium
109
[268
]
Mt
Mei
tner
ium
110
[271
]
Ds
Dam
stad
tium
111
[272
]
Rg
Roe
ntge
nium
112
[285
]
Uub
Unu
nbiu
m
113
[284
]
Uut
Unu
ntriu
m
114
[289
]
Uuq
Unu
nqua
dium
115
[288
]
Uup
Unu
npen
tium
116
[292
]
Uuh
Unu
nhex
ium
117
[ ? ]
Uus
Unu
nsep
tium
118
[ 294
]
Uuo
Unu
noct
ium
5713
8.91
LaLa
ntha
num
5814
0.12
Ce
Cer
ium
5914
0.91
PrP
rase
odym
ium
6014
4.24
Nd
Neo
dym
ium
61[1
45]
PmP
rom
ethi
um
6215
0.36
Sm Sam
ariu
m
6315
1.96
EuE
urop
ium
6415
7.25
Gd
Gad
olin
ium
6515
8.93
Tb Terb
ium
6616
2.50
Dy
Dys
pros
ium
6716
4.93
Ho
Hol
miu
m
6816
7.26
Er Erb
ium
6916
8.93
Tm Thu
lium
7017
3.04
YbY
tterb
ium
89[2
27]
Ac Act
iniu
m
9023
2.04
Th Tho
rium
9123
1.04
PaP
rota
ctin
ium
9223
8.03
UU
rani
um
93[2
37]
Np
Nep
tuni
um
94[2
44]
PuP
luto
nium
95[2
43]
Am Am
eric
ium
96[2
47]
Cm
Cur
ium
97[2
47]
BkB
erke
lium
98[2
51]
Cf
Cal
iforn
ium
99[2
52]
EsE
inst
eini
um
100
[257
]
Fm Fer
miu
m
101
[258
]
Md
Men
dele
vium
102
[259
]
No
Nob
eliu
m
7117
4.96
7
Lu Lute
tium
103
[262
]
LrLa
wre
nciu
m
Sta
te a
t sta
ndar
d te
mpe
ratu
re a
nd p
ress
ure
(0 °
C a
nd 1
atm
)Xx
Gas
Xx
Liqu
idXx
Sol
idXx
Syn
thet
ic
Oth
er N
on-m
etal
s
Alk
ali m
etal
s
Alk
ali e
arth
met
als
Tran
sitio
n m
etal
s
Rar
e ea
rth m
etal
s
Poo
r met
als
Non
met
als
Nob
le g
ases
*Lan
-
than
oids
57 -
71
**Ac
tinid
es
89 -
103
Note:
Sym
bols
and
nam
es: t
he s
ymbo
ls a
nd n
ames
of t
he e
lem
ents
, and
thei
r sp
ellin
gsar
e th
ose
reco
mm
ende
d by
the
Inte
rnat
iona
l Uni
on o
f Pur
e an
d A
pplie
d C
hem
istr
y.N
ames
hav
e ye
t to
be p
ropo
sed
for
the
mos
t rec
ently
dis
cove
red
elem
ents
112
-11
8 so
thos
e us
ed h
ere
are
the
tem
pora
ry s
yste
mat
ic n
ames
.
Ato
mic
wei
ghts
(m
ean
rela
tive
mas
ses)
: ele
men
ts fo
r w
hich
the
atom
ic w
eigh
t is
give
n w
ithin
squ
are
brac
kets
hav
e no
sta
ble
nucl
ides
and
are
rep
rese
nted
by
the
elem
ent’s
long
est l
ived
isot
ope.
KEY
Ato
mic
No.
Ato
mic
Wei
ght
Symbol
Ele
men
t Nam
e
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
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
weight = mass x gravity
moment of a force = force x perpendicular distance
liquid pressure = density x gravity x height
potential energy = mass x gravity x height
voltage (V) = current (I) x resistance (R)
forcepressure = ----------------------------
area
voltageresistance = ----------------------------
current
mDensity: d = ----------
v
m is mass; v is volume.
Distance: d = v x t
v is velocity; t is time.
(vf-vi)Acceleration: a = ----------------
t
vf is final velocity; vi is initial velocity; t is time.
Force: F = m x a
m is mass; a is acceleration.
Kinetic Energy: K.E. = 1/2 m x v 2
m is mass; v is velocity.
Work: W = F x d
F is force; d is distance.
WPower:P = ---------- W is work; t is time.
t
P = V x I V is voltage; I is Current.
Momentum: p = m x v
m is mass; v is velocity.
physics equations
astronomy
heat
Triangles & Angles: The three angles of a triangle add up to 180°
o
Circle Theorems:
Equilateral Triangle:all sides of equal length;
all angles of equal degrees
Isosceles Triangle:two sides of equal length;
two angles of equal length
Scalene Triangle:no sides equal;
no angles equal
Right Triangle:one angle is 90°
Acute angle:less than 90°
Right angle: equals 90° Obtuse angle:more 90° but less than 180°
Straight angle: equals
180°
Complete angle rotation:equals 360°
Complimentary angles:two angles up to 90°
Supplementary angles:two angles up to 180°
x = 90° PQ is diameterC is the centre of the circle
a = b angles subtended on thesame arc AB
C is the centre of the circle
mathematics
Pythagorean Theorem:sides a and b are legs;
side c is hypotenuse;
a2 + b2 = c2
(applies only to right angle triangles)
Square: S2 Triangle: 1/2 B x H
Rectangle: L x H Parallelogram: B x H
Circle: �R2 Trapezoid: 1/2 (B1 + B2) H
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: Cylinder: V = �R2H
Volume = 1/2 length x width x height 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
Sphere: Volume (V) = 4/3�R3
S = side L = length W = width H = height B = base R = radius
Remember:The answers to surface area problems are labelled as square units (units2).The answers to volume problems are labelled as cubic units (units3).
calculating area
surface area and volume
sin � = y/r (opposite/hypotenuse) = 1/csc �cos � = x/r (adjacent/hypotenuse) = 1/sec �tan � = (opposite/adjacent) = 1/cot �
Law of sines: a/sinA = b/sinB = c/sinC
Law of cosines: a2 = b2 + c2 - 2bc cos Ab2 = a2 + c2 - 2ac cos Bc2 = a2 + b2 - 2ab cos C
Cast:
Quad II Quad Isin + all ratios +
Quad III Quad IVtan + cos +
S
T
A
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)
(r = hypotenuse x = adjacent y = opposite)
trigonometry
Special Triangles
30-60-90 Triangle
45-45-90 Triangle
Quadratic Equation: if ax2 + bx + c = 0
Equations of a Line: (m=slope; b=y intercept)
Slope – Intercept Form: Slope of a Line: Point – Slope Form:
y = mx + b m = (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 � as = ar - s 6) a° = 1(a � 0)
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:
Log xr = 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 = en (Natural log) (a+b)3 = a3+3a2b+3ab2+b3
� � 3.14159265 (a+b)(a+c) = a2+ac+ab+bc
� � 2.71828183 (a-b)3 = a3-3a2b+3ab2-b3
– b��b2 – 4acx = _______________
2a
y2 - y1_____x2 - x1
algebra
Metric System:Length Volume Weight
Basic Unit metre (m) litre (l) 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
Length/Distance:
From . . . . . . . . . . . . . .To . . . . . . . . . .Multiply by
cm . . . . . . . . . . . . . . . .in . . . . . . . . . . . . .0.3937
in . . . . . . . . . . . . . . . . .cm . . . . . . . . . . . . . . .2.54
m . . . . . . . . . . . . . . . . .ft . . . . . . . . . . . . .3.2808
ft . . . . . . . . . . . . . . . . . .m . . . . . . . . . . . . .0.3048
km . . . . . . . . . . . . . . . .mi . . . . . . . . . . . . .0.6214
mi . . . . . . . . . . . . . . . .km . . . . . . . . . . . . . .1.609
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
converting measures
roman numerals
equivalences
date subject and paper time
exam timetable
study timetableTime
Monda
yTuesda
yWednesday
Thursday
Friday
Saturday
Sunday
study timetable
Time
Monda
yTuesda
yWednesday
Thursday
Friday
Saturday
Sunday
Capital: SofiaSize: 110,910 km2
Population: 7,642882Language: BulgarianReligion: 82.6% Bulgarian OrthodoxChurch, 11% Islam, 6.4% RomanCatholic.Currency: EuroGDP - per capita purchasing power€11,800
Bulgaria
map of europe
Capital: BucharestSize: 238,392 km2
Population: 22,276,056Language: RomanianReligion: 82.6% Romanian OrthodoxChurch, Roman Catholic.Currency: EuroGDP - per capita purchasing power€11,989
Romania
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The Memory Matrix
The Memory Matrix is a tool for assisting students in planning and organising your studyrevision to ensure that all topics covered in the academic year are revised and retention ofinformation is optimised. It is a very simple tool based on well-accepted principals of revisinga 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 timebetween repetitions is less well known. The timings are particularly important because ifyou don’t revise often enough you will forget things and if you do it too often you’re goingto be wasting a lot of time. It helps the student to move information from short term memoryto long term memory.
In using the Memory Matrix it is expected that the revision for each topic will take about5–10 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. Inthe example shown (which relates to History) during the first class Political Groups Early20th Century Ireland was covered, in the second class Home Rule Crisis was covered andso on. The revision starts in the second class.
In the second box a second number appears in the top right hand corner. This directs thestudent to the first topic to be revised. In this instance it refers them back to the first box andtopic (Political Groups Early 20th Century Ireland).
In later classes other numbers appear in bottom left and right corners. These point thestudent to revising these topics also in that class/study session. In the example shown inclass 29 the student will firstly revise topic from class 28, then topic from class 2 and thentopic from class 22.
1Political Groups Early20th Century Ireland
2 1
Home Rule Crisis
29 28
22 2
League of Nations
Topic covered in first class(Political Groups Early 20th Century Ireland)
Class number
Revise this topic (Political Groups Early 20th Century Ireland)
Revise these topics - class 28 (Versailles Treaty); Class 2 (Home Rule Crisis); Class 22 (Urban Life).
Topic covered in this class (League of Nations)
Topic covered in this class (Home Rule Crisis)
Class number
Class number
1
11 10
4
21 20
14
31 30
24 4
41 40
34 14
51 50
44 24
61 60
54 34
71 70
64 44
81 80
74 54
91 90
84 64
2 1
12 11
5
22 21
15
32 31
25 5
42 41
35 15
52 51
45 25
62 61
55 35
72 71
65 45
82 81
75 55
92 91
85 65
3 2
13 12
6
23 22
16
33 32
26 6
43 42
36 16
53 52
46 26
63 62
56 36
73 72
66 46
83 82
76 56
93 92
86 66
4 3
14 13
7
24 23
17
34 33
27 7
44 43
37 17
54 53
47 27
64 63
57 37
74 73
67 47
84 83
77 57
94 93
87 67
5 4
15 14
8
25 24
18
35 34
28 8
45 44
38 18
55 54
48 28
65 64
58 38
75 74
68 48
85 84
78 58
95 94
88 68
UNIQUE MEMORY MATRIX©
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
6 5
16 15
9
26 25
19
36 35
29 9
46 45
39 19
56 55
49 29
66 65
59 39
76 75
69 49
86 85
79 59
96 95
89 69
7 6
17 16
10
27 26
20
37 36
30 10
47 46
40 20
57 56
50 30
67 66
60 40
77 76
70 50
87 86
80 60
97 96
90 70
8 7
1
18 17
11
28 27
21 1
38 37
31 11
48 47
41 21
58 57
51 31
68 67
61 41
78 77
71 51
88 87
81 61
98 97
91 71
9 8
2
19 18
12
29 28
22 2
39 38
32 12
49 48
42 22
59 58
52 32
69 68
62 42
79 78
72 52
89 88
82 62
99 98
92 72
10 9
3
20 19
13
30 29
23 3
40 39
33 13
50 49
43 23
60 59
53 33
70 69
63 43
80 79
73 53
90 89
83 63
100 99
93 73
Subject Year
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
1
11 10
4
21 20
14
31 30
24 4
41 40
34 14
51 50
44 24
61 60
54 34
71 70
64 44
81 80
74 54
91 90
84 64
2 1
12 11
5
22 21
15
32 31
25 5
42 41
35 15
52 51
45 25
62 61
55 35
72 71
65 45
82 81
75 55
92 91
85 65
3 2
13 12
6
23 22
16
33 32
26 6
43 42
36 16
53 52
46 26
63 62
56 36
73 72
66 46
83 82
76 56
93 92
86 66
4 3
14 13
7
24 23
17
34 33
27 7
44 43
37 17
54 53
47 27
64 63
57 37
74 73
67 47
84 83
77 57
94 93
87 67
5 4
15 14
8
25 24
18
35 34
28 8
45 44
38 18
55 54
48 28
65 64
58 38
75 74
68 48
85 84
78 58
95 94
88 68
UNIQUE MEMORY MATRIX©
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
6 5
16 15
9
26 25
19
36 35
29 9
46 45
39 19
56 55
49 29
66 65
59 39
76 75
69 49
86 85
79 59
96 95
89 69
7 6
17 16
10
27 26
20
37 36
30 10
47 46
40 20
57 56
50 30
67 66
60 40
77 76
70 50
87 86
80 60
97 96
90 70
8 7
1
18 17
11
28 27
21 1
38 37
31 11
48 47
41 21
58 57
51 31
68 67
61 41
78 77
71 51
88 87
81 61
98 97
91 71
9 8
2
19 18
12
29 28
22 2
39 38
32 12
49 48
42 22
59 58
52 32
69 68
62 42
79 78
72 52
89 88
82 62
99 98
92 72
10 9
3
20 19
13
30 29
23 3
40 39
33 13
50 49
43 23
60 59
53 33
70 69
63 43
80 79
73 53
90 89
83 63
100 99
93 73
Subject Year
1
11 10
4
21 20
14
31 30
24 4
41 40
34 14
51 50
44 24
61 60
54 34
71 70
64 44
81 80
74 54
91 90
84 64
2 1
12 11
5
22 21
15
32 31
25 5
42 41
35 15
52 51
45 25
62 61
55 35
72 71
65 45
82 81
75 55
92 91
85 65
3 2
13 12
6
23 22
16
33 32
26 6
43 42
36 16
53 52
46 26
63 62
56 36
73 72
66 46
83 82
76 56
93 92
86 66
4 3
14 13
7
24 23
17
34 33
27 7
44 43
37 17
54 53
47 27
64 63
57 37
74 73
67 47
84 83
77 57
94 93
87 67
5 4
15 14
8
25 24
18
35 34
28 8
45 44
38 18
55 54
48 28
65 64
58 38
75 74
68 48
85 84
78 58
95 94
88 68
UNIQUE MEMORY MATRIX©
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
6 5
16 15
9
26 25
19
36 35
29 9
46 45
39 19
56 55
49 29
66 65
59 39
76 75
69 49
86 85
79 59
96 95
89 69
7 6
17 16
10
27 26
20
37 36
30 10
47 46
40 20
57 56
50 30
67 66
60 40
77 76
70 50
87 86
80 60
97 96
90 70
8 7
1
18 17
11
28 27
21 1
38 37
31 11
48 47
41 21
58 57
51 31
68 67
61 41
78 77
71 51
88 87
81 61
98 97
91 71
9 8
2
19 18
12
29 28
22 2
39 38
32 12
49 48
42 22
59 58
52 32
69 68
62 42
79 78
72 52
89 88
82 62
99 98
92 72
10 9
3
20 19
13
30 29
23 3
40 39
33 13
50 49
43 23
60 59
53 33
70 69
63 43
80 79
73 53
90 89
83 63
100 99
93 73
Subject Year
1
11 10
4
21 20
14
31 30
24 4
41 40
34 14
51 50
44 24
61 60
54 34
71 70
64 44
81 80
74 54
91 90
84 64
2 1
12 11
5
22 21
15
32 31
25 5
42 41
35 15
52 51
45 25
62 61
55 35
72 71
65 45
82 81
75 55
92 91
85 65
3 2
13 12
6
23 22
16
33 32
26 6
43 42
36 16
53 52
46 26
63 62
56 36
73 72
66 46
83 82
76 56
93 92
86 66
4 3
14 13
7
24 23
17
34 33
27 7
44 43
37 17
54 53
47 27
64 63
57 37
74 73
67 47
84 83
77 57
94 93
87 67
5 4
15 14
8
25 24
18
35 34
28 8
45 44
38 18
55 54
48 28
65 64
58 38
75 74
68 48
85 84
78 58
95 94
88 68
UNIQUE MEMORY MATRIX©
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
6 5
16 15
9
26 25
19
36 35
29 9
46 45
39 19
56 55
49 29
66 65
59 39
76 75
69 49
86 85
79 59
96 95
89 69
7 6
17 16
10
27 26
20
37 36
30 10
47 46
40 20
57 56
50 30
67 66
60 40
77 76
70 50
87 86
80 60
97 96
90 70
8 7
1
18 17
11
28 27
21 1
38 37
31 11
48 47
41 21
58 57
51 31
68 67
61 41
78 77
71 51
88 87
81 61
98 97
91 71
9 8
2
19 18
12
29 28
22 2
39 38
32 12
49 48
42 22
59 58
52 32
69 68
62 42
79 78
72 52
89 88
82 62
99 98
92 72
10 9
3
20 19
13
30 29
23 3
40 39
33 13
50 49
43 23
60 59
53 33
70 69
63 43
80 79
73 53
90 89
83 63
100 99
93 73
Subject Year
1
11 10
4
21 20
14
31 30
24 4
41 40
34 14
51 50
44 24
61 60
54 34
71 70
64 44
81 80
74 54
91 90
84 64
2 1
12 11
5
22 21
15
32 31
25 5
42 41
35 15
52 51
45 25
62 61
55 35
72 71
65 45
82 81
75 55
92 91
85 65
3 2
13 12
6
23 22
16
33 32
26 6
43 42
36 16
53 52
46 26
63 62
56 36
73 72
66 46
83 82
76 56
93 92
86 66
4 3
14 13
7
24 23
17
34 33
27 7
44 43
37 17
54 53
47 27
64 63
57 37
74 73
67 47
84 83
77 57
94 93
87 67
5 4
15 14
8
25 24
18
35 34
28 8
45 44
38 18
55 54
48 28
65 64
58 38
75 74
68 48
85 84
78 58
95 94
88 68
UNIQUE MEMORY MATRIX©
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
6 5
16 15
9
26 25
19
36 35
29 9
46 45
39 19
56 55
49 29
66 65
59 39
76 75
69 49
86 85
79 59
96 95
89 69
7 6
17 16
10
27 26
20
37 36
30 10
47 46
40 20
57 56
50 30
67 66
60 40
77 76
70 50
87 86
80 60
97 96
90 70
8 7
1
18 17
11
28 27
21 1
38 37
31 11
48 47
41 21
58 57
51 31
68 67
61 41
78 77
71 51
88 87
81 61
98 97
91 71
9 8
2
19 18
12
29 28
22 2
39 38
32 12
49 48
42 22
59 58
52 32
69 68
62 42
79 78
72 52
89 88
82 62
99 98
92 72
10 9
3
20 19
13
30 29
23 3
40 39
33 13
50 49
43 23
60 59
53 33
70 69
63 43
80 79
73 53
90 89
83 63
100 99
93 73
Subject Year
1
11 10
4
21 20
14
31 30
24 4
41 40
34 14
51 50
44 24
61 60
54 34
71 70
64 44
81 80
74 54
91 90
84 64
2 1
12 11
5
22 21
15
32 31
25 5
42 41
35 15
52 51
45 25
62 61
55 35
72 71
65 45
82 81
75 55
92 91
85 65
3 2
13 12
6
23 22
16
33 32
26 6
43 42
36 16
53 52
46 26
63 62
56 36
73 72
66 46
83 82
76 56
93 92
86 66
4 3
14 13
7
24 23
17
34 33
27 7
44 43
37 17
54 53
47 27
64 63
57 37
74 73
67 47
84 83
77 57
94 93
87 67
5 4
15 14
8
25 24
18
35 34
28 8
45 44
38 18
55 54
48 28
65 64
58 38
75 74
68 48
85 84
78 58
95 94
88 68
UNIQUE MEMORY MATRIX©
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
6 5
16 15
9
26 25
19
36 35
29 9
46 45
39 19
56 55
49 29
66 65
59 39
76 75
69 49
86 85
79 59
96 95
89 69
7 6
17 16
10
27 26
20
37 36
30 10
47 46
40 20
57 56
50 30
67 66
60 40
77 76
70 50
87 86
80 60
97 96
90 70
8 7
1
18 17
11
28 27
21 1
38 37
31 11
48 47
41 21
58 57
51 31
68 67
61 41
78 77
71 51
88 87
81 61
98 97
91 71
9 8
2
19 18
12
29 28
22 2
39 38
32 12
49 48
42 22
59 58
52 32
69 68
62 42
79 78
72 52
89 88
82 62
99 98
92 72
10 9
3
20 19
13
30 29
23 3
40 39
33 13
50 49
43 23
60 59
53 33
70 69
63 43
80 79
73 53
90 89
83 63
100 99
93 73
Subject Year
1
11 10
4
21 20
14
31 30
24 4
41 40
34 14
51 50
44 24
61 60
54 34
71 70
64 44
81 80
74 54
91 90
84 64
2 1
12 11
5
22 21
15
32 31
25 5
42 41
35 15
52 51
45 25
62 61
55 35
72 71
65 45
82 81
75 55
92 91
85 65
3 2
13 12
6
23 22
16
33 32
26 6
43 42
36 16
53 52
46 26
63 62
56 36
73 72
66 46
83 82
76 56
93 92
86 66
4 3
14 13
7
24 23
17
34 33
27 7
44 43
37 17
54 53
47 27
64 63
57 37
74 73
67 47
84 83
77 57
94 93
87 67
5 4
15 14
8
25 24
18
35 34
28 8
45 44
38 18
55 54
48 28
65 64
58 38
75 74
68 48
85 84
78 58
95 94
88 68
UNIQUE MEMORY MATRIX©
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
6 5
16 15
9
26 25
19
36 35
29 9
46 45
39 19
56 55
49 29
66 65
59 39
76 75
69 49
86 85
79 59
96 95
89 69
7 6
17 16
10
27 26
20
37 36
30 10
47 46
40 20
57 56
50 30
67 66
60 40
77 76
70 50
87 86
80 60
97 96
90 70
8 7
1
18 17
11
28 27
21 1
38 37
31 11
48 47
41 21
58 57
51 31
68 67
61 41
78 77
71 51
88 87
81 61
98 97
91 71
9 8
2
19 18
12
29 28
22 2
39 38
32 12
49 48
42 22
59 58
52 32
69 68
62 42
79 78
72 52
89 88
82 62
99 98
92 72
10 9
3
20 19
13
30 29
23 3
40 39
33 13
50 49
43 23
60 59
53 33
70 69
63 43
80 79
73 53
90 89
83 63
100 99
93 73
Subject Year
1
11 10
4
21 20
14
31 30
24 4
41 40
34 14
51 50
44 24
61 60
54 34
71 70
64 44
81 80
74 54
91 90
84 64
2 1
12 11
5
22 21
15
32 31
25 5
42 41
35 15
52 51
45 25
62 61
55 35
72 71
65 45
82 81
75 55
92 91
85 65
3 2
13 12
6
23 22
16
33 32
26 6
43 42
36 16
53 52
46 26
63 62
56 36
73 72
66 46
83 82
76 56
93 92
86 66
4 3
14 13
7
24 23
17
34 33
27 7
44 43
37 17
54 53
47 27
64 63
57 37
74 73
67 47
84 83
77 57
94 93
87 67
5 4
15 14
8
25 24
18
35 34
28 8
45 44
38 18
55 54
48 28
65 64
58 38
75 74
68 48
85 84
78 58
95 94
88 68
UNIQUE MEMORY MATRIX©
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
6 5
16 15
9
26 25
19
36 35
29 9
46 45
39 19
56 55
49 29
66 65
59 39
76 75
69 49
86 85
79 59
96 95
89 69
7 6
17 16
10
27 26
20
37 36
30 10
47 46
40 20
57 56
50 30
67 66
60 40
77 76
70 50
87 86
80 60
97 96
90 70
8 7
1
18 17
11
28 27
21 1
38 37
31 11
48 47
41 21
58 57
51 31
68 67
61 41
78 77
71 51
88 87
81 61
98 97
91 71
9 8
2
19 18
12
29 28
22 2
39 38
32 12
49 48
42 22
59 58
52 32
69 68
62 42
79 78
72 52
89 88
82 62
99 98
92 72
10 9
3
20 19
13
30 29
23 3
40 39
33 13
50 49
43 23
60 59
53 33
70 69
63 43
80 79
73 53
90 89
83 63
100 99
93 73
Subject Year
1
11 10
4
21 20
14
31 30
24 4
41 40
34 14
51 50
44 24
61 60
54 34
71 70
64 44
81 80
74 54
91 90
84 64
2 1
12 11
5
22 21
15
32 31
25 5
42 41
35 15
52 51
45 25
62 61
55 35
72 71
65 45
82 81
75 55
92 91
85 65
3 2
13 12
6
23 22
16
33 32
26 6
43 42
36 16
53 52
46 26
63 62
56 36
73 72
66 46
83 82
76 56
93 92
86 66
4 3
14 13
7
24 23
17
34 33
27 7
44 43
37 17
54 53
47 27
64 63
57 37
74 73
67 47
84 83
77 57
94 93
87 67
5 4
15 14
8
25 24
18
35 34
28 8
45 44
38 18
55 54
48 28
65 64
58 38
75 74
68 48
85 84
78 58
95 94
88 68
UNIQUE MEMORY MATRIX©
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
6 5
16 15
9
26 25
19
36 35
29 9
46 45
39 19
56 55
49 29
66 65
59 39
76 75
69 49
86 85
79 59
96 95
89 69
7 6
17 16
10
27 26
20
37 36
30 10
47 46
40 20
57 56
50 30
67 66
60 40
77 76
70 50
87 86
80 60
97 96
90 70
8 7
1
18 17
11
28 27
21 1
38 37
31 11
48 47
41 21
58 57
51 31
68 67
61 41
78 77
71 51
88 87
81 61
98 97
91 71
9 8
2
19 18
12
29 28
22 2
39 38
32 12
49 48
42 22
59 58
52 32
69 68
62 42
79 78
72 52
89 88
82 62
99 98
92 72
10 9
3
20 19
13
30 29
23 3
40 39
33 13
50 49
43 23
60 59
53 33
70 69
63 43
80 79
73 53
90 89
83 63
100 99
93 73
Subject Year
1
11 10
4
21 20
14
31 30
24 4
41 40
34 14
51 50
44 24
61 60
54 34
71 70
64 44
81 80
74 54
91 90
84 64
2 1
12 11
5
22 21
15
32 31
25 5
42 41
35 15
52 51
45 25
62 61
55 35
72 71
65 45
82 81
75 55
92 91
85 65
3 2
13 12
6
23 22
16
33 32
26 6
43 42
36 16
53 52
46 26
63 62
56 36
73 72
66 46
83 82
76 56
93 92
86 66
4 3
14 13
7
24 23
17
34 33
27 7
44 43
37 17
54 53
47 27
64 63
57 37
74 73
67 47
84 83
77 57
94 93
87 67
5 4
15 14
8
25 24
18
35 34
28 8
45 44
38 18
55 54
48 28
65 64
58 38
75 74
68 48
85 84
78 58
95 94
88 68
UNIQUE MEMORY MATRIX©
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
6 5
16 15
9
26 25
19
36 35
29 9
46 45
39 19
56 55
49 29
66 65
59 39
76 75
69 49
86 85
79 59
96 95
89 69
7 6
17 16
10
27 26
20
37 36
30 10
47 46
40 20
57 56
50 30
67 66
60 40
77 76
70 50
87 86
80 60
97 96
90 70
8 7
1
18 17
11
28 27
21 1
38 37
31 11
48 47
41 21
58 57
51 31
68 67
61 41
78 77
71 51
88 87
81 61
98 97
91 71
9 8
2
19 18
12
29 28
22 2
39 38
32 12
49 48
42 22
59 58
52 32
69 68
62 42
79 78
72 52
89 88
82 62
99 98
92 72
10 9
3
20 19
13
30 29
23 3
40 39
33 13
50 49
43 23
60 59
53 33
70 69
63 43
80 79
73 53
90 89
83 63
100 99
93 73
Subject Year
1
11 10
4
21 20
14
31 30
24 4
41 40
34 14
51 50
44 24
61 60
54 34
71 70
64 44
81 80
74 54
91 90
84 64
2 1
12 11
5
22 21
15
32 31
25 5
42 41
35 15
52 51
45 25
62 61
55 35
72 71
65 45
82 81
75 55
92 91
85 65
3 2
13 12
6
23 22
16
33 32
26 6
43 42
36 16
53 52
46 26
63 62
56 36
73 72
66 46
83 82
76 56
93 92
86 66
4 3
14 13
7
24 23
17
34 33
27 7
44 43
37 17
54 53
47 27
64 63
57 37
74 73
67 47
84 83
77 57
94 93
87 67
5 4
15 14
8
25 24
18
35 34
28 8
45 44
38 18
55 54
48 28
65 64
58 38
75 74
68 48
85 84
78 58
95 94
88 68
UNIQUE MEMORY MATRIX©
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
Copyright © Unique Publishing. All Rights Reserved. Designed and Developed by Mark Herrick
6 5
16 15
9
26 25
19
36 35
29 9
46 45
39 19
56 55
49 29
66 65
59 39
76 75
69 49
86 85
79 59
96 95
89 69
7 6
17 16
10
27 26
20
37 36
30 10
47 46
40 20
57 56
50 30
67 66
60 40
77 76
70 50
87 86
80 60
97 96
90 70
8 7
1
18 17
11
28 27
21 1
38 37
31 11
48 47
41 21
58 57
51 31
68 67
61 41
78 77
71 51
88 87
81 61
98 97
91 71
9 8
2
19 18
12
29 28
22 2
39 38
32 12
49 48
42 22
59 58
52 32
69 68
62 42
79 78
72 52
89 88
82 62
99 98
92 72
10 9
3
20 19
13
30 29
23 3
40 39
33 13
50 49
43 23
60 59
53 33
70 69
63 43
80 79
73 53
90 89
83 63
100 99
93 73
Subject Year
Notes____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
www.drugs.ie
Introduction: The National Drugs Strategy
The National Drugs Strategy is drawn up with the help of the many differentorganisations 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 ofdrugs through a concerted focus on the five pillars of supply reduction, prevention,treatment, rehabilitation and research.”
There is a lot of misinformation about drugs. It is important that everyone hasthe right information so they can make better choices and decisions.
It is also important that everyone understands that this is not a problem theyhave to handle alone. There is help available no matter what the scale of theproblem.
The problem is a complex one which needs many different answers. The strategysets out to tackle the problem in five major ways:
• Reducing the supply of illegal drugs.
• Trying to prevent the development of drug problems through education,
information and awareness about the dangers of drug misuse.
• Creating better treatment, support and rehabilitation services for people
already involved with drugs.
• Researching drug use in Ireland so we can understand t
he problems.
• Coordination of policy and services between government agencies and
communities.
to make the right choices you need the right information
Drug use is a complex issue that affects everybody inIreland today.A Health Research Board survey showed that three out of every four Irishpeople don’t have enough information or have the wrong information aboutdrugs.
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 alsorecommends the places to look for more information and who to contact forsupport or help.
• What do you know about drugs?
• What would you do if you thought someone you cared about was i
nvolved in
drugs?
• What would you do if you were offered drugs?
• How would you react if you found out that a friend of y
ours was dealing drugs?
• If you are a parent, how would you react if you found w
hat you thought could be
drugs in your child’s clothes?
People in Ireland today use many different kinds of drugs. These drugs may be legalor illegal, helpful or harmful. Every drug has side-effects and risks but some drugshave more risks than others, especially illegal drugs.
To begin to understand the problems you have to know what drug is involvedand what is happening in the life of the person who is using the drug. Differentdrugs create different problems for different people. These problems needdifferent answers.
In this section we look mainly at the problem of illegal drug use but, even though itis a legal drug, we also look at problems caused by alcohol abuse. Amongst themost commonly used illegal drugs in Ireland today are cannabis, ecstasy, heroin andcocaine. Information about these and other drugs is contained in this section.
Further information is also available on the website: www.drugs.ie
what do we mean when we talk about drug use?
Problems from drug use can arise from a combination of factors.
These are:
• WHAT drugs are being used;
• WHO is using the drug (especially the mood and personality of the
individual);
• WHY they are using the drug;
• WHERE and HOW they are using the drug.
www.healthpromotion.ie
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 coffeeto 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 curiosity, peerinfluence or a desire to escape boredom or worries. People also take certain drugsto 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 theirsocial life or culture. This is often called ‘recreational’ drug use.
Sometimes because of ongoing emotional or psychological problems or because ofsocial 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 overtheir drug use and feels they cannot function without the drug.
Myths and misconceptionsThere are no easy answers to the problems caused by drug use but having the rightinformation 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 twoexperiences or that everyone who tries a drug will become addicted (although usinga drug even once can have serious consequences). The what, who, why, whereand 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 usebecomes 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 alsoget people into trouble with the law or into financial difficulties.
why do people use drugs?
“aren’t all illegal drugs equally harmful?”
it’s good to talk...
Different drugs cause harm in different ways. Some drugs, such as heroin, areregarded as being more dangerous because they have a higher risk of addiction and overdose, or because they may be injected. However each drug has its ownrisks. Drugs are often described as being either ‘hard’ or ‘soft’. These words arenot always helpful because it’s not as simple as that.
“My teenager is moody and losing interest in school – they must beon drugs”
Often parents ask how they can tell if their child is using drugs, but lists of signsand 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 othercauses. 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 someone theyknow. In many cases drugs are ‘pulled’ rather than ‘pushed’, meaning that theperson asks for it themselves – often out of curiosity.
It’s good to Talk… And Listen!
Talking about drugs and drug use can be quitea challenge.
Some people feel uncomfortable or inadequatewhen talking about drugs because they don’t (orthink they don’t) know enough about the subject.
They might also lack confidence in their abilityto talk to and influence the person.
Listen to the other person.
It’s important to understand and respect howthey feel.
Keep the lines of communication openand above all look for more informationbefore you do anything.
so where can you get more information or help?
HSEDrug and addiction services are provided through the HSE's network of Local Health Offices. You can contact addiction services where you live throughyour Local Health Office Social Inclusion Services.HSE Info Line: 1850 24 1850 8am-8pm Mon-Sat [email protected]://www.hse.ie/eng/services/Find_a_Service/LHO/
The Drugs/HIV HelplineThis is a confidential, freephone, active listening service offering non-directivesupport, information, guidance and referral to anyone with a question or concernrelated to substance use and/or HIV and sexual health. They offer information andguidance, without telling the caller what to do.Drugs/HIV Helpline (freephone) 1800 459 459 (Mon-Fri 10am-5pm)[email protected]
SoilseSoilse is the HSE’s Addiction Rehabilitation Service and is based in Dublin citycentre. They provide a comprehensive, holistic addiction rehabilitation service thatempowers those in recovery to move towards a drug-free lifestyle.Basement Offices, 16 - 22 Green Street, Dublin 7, phone 01-872 45351-2 Henrietta Place, Dublin 1, phone 01-872 4922, www.soilse.ie
YoDAThe Youth Drug and Alcohol Service is based in Tallaght, Dublin and provides aservice to people living in Local Health Office areas Dublin South-West & DublinSouth City. YoDA provides assistance and treatment to under-18's who are havingproblems related to their drug or alcohol use. Glenabbey Building, Belgard Rd, Tallaght, Dublin 24, phone 01-466 5040www.tallaghtdtf.ie
Adolescent Addiction ServiceThe Adolescent Addiction Service provides support and treatment in relation toalcohol and drug use for young people and families from the following areas ofDublin: Ballyfermot, Clondalkin, Palmerstown, Lucan and Inchicore. Referrals areaccepted from family members, professionals and young people.Bridge House, Cherry Orchard Hospital, Dublin 10phone 01-620 6400 / 620 6493www.hse.ie/eng/services/Find_a_Service/Addiction_Services/AASDublinwest/
Al-Anon – for people affected by other people’s drinking.Al-Anon Information Centre, 5 Capel St, Dublin 1, phone 01-873 [email protected] www.al-anon-ireland.org www. al-anonuk.org.uk
help is out there...
so where can you get more information or help?
Alcoholics Anonymouswww.alcoholicsanonymous.ie [email protected] 01 842 0700
Merchants Quay Ireland – Homeless & Drugs ServicesMerchants Quay Ireland is a voluntary organisation providing a wide range ofservices. 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-1pmDrop 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 areentirely confidential and free. They provide general information on drugs andalcohol as well as details on more specific services in your area. There are manylocal services that you can contact for help. Whatever you need: helplines, harmreduction services, help with drug and alcohol related problems, and support groupsfor drug and alcohol users and their families and friends, you can find full listings intheir website Services section.
DAP Youth Section also provides Competitions, Games, Quiz, Polls, School ProjectsLiterature: www.dap.ie/dap_youth/
Chat Now! If you are looking for advice regarding someoneyou know, or help in relation to drugs, you cango online at www.drugs.ie and talk live to acounsellor or drug education worker - look for‘Live Help’ (Mon-Fri 10am-1pm).
ChildlineFree and confidential service for young peoplewho need to talk through any problem. Visitwww.childline.ie for the online chatservice (2pm-10pm daily), text ‘Talk’ to50101 or phone the 24-hour helpline1800 66 66 66.
Other useful contacts forinformationYou can also go to your local family doctor, pharmacist, Community Garda, localDrugs Task Force or community drugs awareness groups. They may also be able totalk to you about your problem or advise you about where you should go forfurther help.
There are seven main kinds of drugs that can change a person’s mood or how theybehave. Most of these types of drugs come under a law called the Misuse of DrugsAct. They are known as controlled drugs and are listed in different groups calledSchedules. The Schedules group drugs according to the controls required and theusefulness of the drugs. For example, Schedule One covers drugs that are consideredto have no medical use and include hallucinogenic drugs and so called ‘designerdrugs’ such as ecstasy. This is different from the situation in the UK where variousClasses (A,B,C etc.) group drugs according to the legal penalties they attract.
Depressants and sedatives are sometimes called ‘downers’ and stimulant drugs aresometimes 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 hasboth stimulant and hallucinogenic effects.
Sometimes people use more than one drug at the same time – this is knownas ‘polydrug use’. Mixing drugs can be dangerous because the effects and side-effects can be added together. For example, taking alcohol with another sedative ordepressant drug can cause a person to become more drowsy or even unconscious.
information on individual drugs
• Sedatives and Minor Tranquillisers include alcohol, c
annabis, ketamine,
ecstasy and the benzodiazepine drugs. Drugs such as valium can be prescribed
to calm people down or to help them sleep at night.
• Opiates, also known as narcotic analgesics, are strong p
ainkillers that produce
feelings of euphoria (happiness) and sleepiness. The op
iates include morphine,
heroin, methadone and codeine.
• Stimulants are drugs that make people feel more awake, alert, energetic a
nd
confident. Stimulant drugs include cocaine, amphetamines and poppers.
• Hallucinogens are drugs that produce strange and inte
nse visions called
hallucinations. These drugs include LSD (acid) and magic mushrooms.
• Headshop drugs, often called ‘Legal Highs’, are not ille
gal but that doesn’t mean
that they are safe, e.g. pills, powders and smoke.
• Solvents when inhaled can make people feel uninhibited,
euphoric and dizzy, so
can have a similar effect to alcohol. This would include substances from
gas
lighter refills and aerosol cans.
• Over-the-counter painkillers, flu pills etc, if taken ove
r a prolonged period
can become addictive.
cannabis
Slang names include hash, blow, shit, dope,grass, weed.Cannabis is a natural plant and is used in three main forms. The most commontype is called resin, which comes as solid dark-coloured lumps or blocks. Lesscommon are the leaves and stalks of the plant, called ‘grass’ or ‘weed’. The thirdkind, cannabis oil, is rarely seen in Ireland. Cannabis is usually rolled with tobaccointo a ‘joint’ or ‘spliff ’ and smoked but it can also be cooked and eaten. It has beenaround for centuries but is now much more potent because of the way it is grown.
can cause schizophrenia...
Effects – Getting ‘stoned’ on cannabis makes users feel relaxed, talka
tive and happy.
Some people feel time slows down and they also report a greater appreciati
on of
colours, sounds and tastes. Users can develop a strong
craving for food, called the
‘munchies’.
Side-effects – Cannabis can affect memory and concentration and can leave
people feeling tired and lacking motivation. Inexperienced us
ers or people using a
stronger type of cannabis than they are used to can feel
anxiety, panic or confusion.
Some people may experience paranoia, delusions or hallucinations.
Risks – Many people consider cannabis to be a relatively safe dru
g. But new
research shows that long-term users can find it hard to co
ntrol their use of the
drug and many become addicted. Smoking cannabis increases the risk of heart
disease and cancers such as lung cancer, and may also affect fertility. Canna
bis use
may trigger mental health problems in vulnerable
people. In Ireland it is the second most common
drug, after alcohol, to be found in the systems of
‘drunk’ drivers.
ecstasy
Slang names include E, doves, mitsubishis, yokes, shamrocks.Ecstasy is usually produced in back-street laboratories in a number of Europeancountries. It is sold mainly as tablets on which there are different logos or designs.Sometimes ecstasy tablets can also contain other drugs and substances.
Effects – Ecstasy users can feel more alert and in tune with their surroundings.
They feel happy and calm and have a warm feeling towards other people. Sounds,
colours and emotions are more intense. Users have more energy which allows
them to dance for long periods of time.
Side-effects – Body temperature, blood pressure and heart-rate can rise. Other
physical effects include muscle pain, nausea, jaw stiffness and teeth grinding. Som
e
users experience severe sweating, tremors and palpitations. Users ca
n feel dehydrated,
confused and tired.
Risks – Most legal drugs are tested on animals first but ecstasy users ar
e human
guinea pigs. Already research shows that regular weeke
nd users experience
a mid-week ‘crash’ that can leave them feeling tired and depressed
, often for days.
It could be years before we know the long-term effects but some users may be
at risk of developing mental health problems later in life. Deaths from ecstasy are
quite rare but can be due to heatstroke,
heart attacks or asthma attacks.
can cause schizophrenia...
heroin
can cause blood clots...
Effects – Injecting heroin gives a quick ‘rush’ of excitement, followed by a peaceful,
dreamlike feeling. The person feels warm, relaxed and drowsy. Pain, a
ggression
and sexual drive are all reduced.
Side-effects – The side-effects of heroin and other opia
tes (such as morphine
and methadone) include constipation and weaker breathing. H
owever, most of
the dangers of heroin come from overdose and from injecting the drug.
Risks –What is sold on the streets as heroin often contains othe
r substances,
such as sugar, flour, talcum powder or other drugs. These substances may seem
harmless, but when injected can cause huge damage to a person’s body, such
as
blood clots, abscesses and gangrene. The HIV and
hepatitis B and C viruses can be spread through
sharing injecting equipment. Addiction to heroin
is often the result of regular use, especially
when injected.
Slang names include gear, smack, junk, H.Heroin is made from morphine, one of the opiate drugs that come from theopium poppy. It is used by injecting or by smoking, known as ‘chasing the dragon’.
Methadone is used as a heroin replacementdrug to treat heroin addiction. It comes inthe form of a green liquid, which peopledrink once a day to keep away the cravingsfor heroin. The most serious risk frommethadone is death by overdose.
cocaine
Slang names include coke, charlie, snow.
Cocaine is a white powder made from the leaves of the cocoa plant whichgrows mainly in South America. It is usually used by snorting the powder upthe nose. ‘Crack’ cocaine is not a different drug but a different, more addictiveform of cocaine. ‘Crack’, which is also called ‘rock’, ‘stone’ or ‘free-base’,is usually smoked. Cocaine is sometimes injected.
Effects – Cocaine is a powerful stimulant and users feel more alert, energetic
and also feel less hungry or thirsty. These effects can la
st for up to 20 minutes
after each use. Smoking ‘crack’ cocaine gives a shorter but more intense high.
Side-effects – Because of its powerful effects, cocaine u
sers are often left
craving for more. Large doses can lead to exhaustion, anxiety, depre
ssion,
and sometimes users may become aggressive.
Risks – Snorting cocaine can cause permanent damage to the inside of the nos
e.
Cocaine use can damage the heart and lungs and high doses can cause death
from heart attacks or blood clots. The depression that follo
ws the ‘high’ can
be severe and can lead to suicide attempts. With long-term or binge use, the
excitement caused by cocaine can turn to restlessness, sleep lo
ss and weight
loss. Some people can develop a paranoid psychosis where they m
ay be violent.
The strong cravings for cocaine, especially ‘crack’, can le
ad to an urge to take
the drug all the time and the person can lose control of their drug use.
can cause paranoid psychosis...
amphetamines
Slang names include speed, whiz, uppers.Amphetamines are a group of stimulant drugs, some of which were used years agoas slimming tablets. They usually come as a white-grey powder sold in folded paperpackages called ‘wraps’. They are usually taken by mouth but can also be injected orsnorted; a type known as ‘ice’ or ‘crystal’ can be smoked.
Effects – These differ depending on how the drug is tak
en. A small dose by mouth
makes users feel more alert and energetic. Higher doses are taken when in
jected
or smoking the drug and give a ‘rush’ of pleasure. Some ‘speed’ users go on
binges and become overactive and talkative.
Side-effects – As with other stimulant drugs, users experienc
e a ‘crash’ after the
‘high’ caused by the drug. High doses of amphetamines can cause panic, parano
ia
and hallucinations. With long-term use, a condition known as ‘amphetamine
psychosis’ can develop with symptoms similar to schizophrenia. The p
aranoia can
cause people to become violent if they believe
they are being threatened or persecuted.
Risks – Amphetamine psychosis can continue
after the person has stopped using the drug.
If a person becomes aggressive or violent, they
could get into dangerous situations. The risks
from injecting are the same as other drugs,
such as heroin.
can cause aggression...
solvents
can cause heart failure...
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. Aerosolsare often sprayed directly into the mouth and lungs.
Effect – Inhaling solvents can give a ‘high’ or ‘buzz’ which is like
feeling drunk and
the effects wear off after about half an hour. The user c
an appear drunk with
slurred speech, staggering, giggling and lack of control a
nd they can feel drowsy
afterwards.
Side-effects – A person’s judgement can be affected and they
can become
aggressive. Hallucinations, vomiting and blackouts are also
common. There is
usually a hangover after use, with a headache and poor
concentration.
Risks – Deaths from solvent abuse are rare but they can happen for a variety
of
reasons and can happen the first time they are used. People und
er the influence
of solvents are more likely to have accidents. They may also choke, either on the
solvent itself when sprayed in the lungs, or on their vom
it. Users who place
a plastic bag over their heads to try and get a better eff
ect could suffocate.
Many solvents can also cause heart failure.
lsd
Slang name acid.
LSD usually comes as tiny tablets known as ‘dots’ or ‘tabs’ in or on small squaresof paper or cardboard. These ‘tabs’ usually have various pictures or logos on themand are swallowed.
can trigger mental illness...
Effects – LSD is a hallucinogenic drug. About one hour after taking a
‘tab’ it
causes a ‘trip’ where the user’s environment appears different, with c
olours,
sounds and objects appearing unreal or abnormal. During a ‘trip’ the person
may see visions and hear voices and time seems to slow down or speed up
.
The effects can last for around 12 hours.
Side-effects – It’s hard to predict what kind of ‘trip’ a p
erson will have. During
a ‘bad trip’ a person may feel terrified, feel they are losing control, going mad or
dying. A ‘bad trip’ is more likely if the person is already feeling anxious or
depressed before taking a ‘tab’.
Risks – A ‘bad trip’ can trigger mental illness in some people. ‘Good trips’ can
also be dangerous, for example if a person has delusion
s that they can fly or
walk on water. A person can also get ‘flash-backs’ wher
e they feel they are back
on a ‘trip’ for a short period of time, during the weeks and months after a ‘trip’.
These ‘flash-backs’ can be distressing.
Magic Mushrooms are hallucinogenicmushrooms that grow in the wild. They canbe eaten raw or cooked, or made into a tea.The effects of magic mushrooms are similar toa mild, shorter LSD ‘trip’. As with LSD, peoplecan have ‘bad trips’ that could be frightening.It is also possible to mistake poisonous plantsfor magic mushrooms.
alcohol
Slang names include booze, sauce, brew, hooch, hard stuff, juice.Alcohol is produced by fermenting fruits, vegetables or grains. It is found in drinkslike beer, lager, wine, alcopops, cider, and spirits such as whiskey or gin. Alcoholicdrinks range in strength and are measured as a percentage (%) per volume. Thehigher the percentage, the stronger the effect.
Effects – Alcohol suppresses the part of the brain that controls judgement, resultingin 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 (bingedrinking) can lead to unconsciousness, coma, and even death. Vomiting whileunconscious can lead to death by asphyxiation (suffocation).
Side-effects – All body systems are affected by alcohol. Side effects include dilationof blood vessels (which causes flushed skin) and increased gastric secretion in thestomach. At high doses, side effects include mood swings, unrestrained behaviour,and inability to control motor functions as basic as walking. Other effects includeblackouts, sleep problems and hangovers. Side effects increase in severity withchronic abuse. Heavy drinkers suffer a variety of alcohol-related problems, includingdamage to the brain, stomach, pancreas, heart and liver.
Risks – Alcohol is a depressant drug. If you're feeling down, it will make you feelworse. A regular, long term drinking habit can lead to physical as well aspsychological dependency. Tolerance can develop, which means you need more toget the same effect. A long term, heavy drinking habit may cause serious damage tointernal organs. It can also cause skin problems, trembling (the shakes), obesity, braindamage, mood swings and personality changes. Drinking too much can lead toalcohol poisoning. This can kill, although it is fairly rare.
can damage internal organs...
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No.1 Explanations for Absence No.1
No.2 Explanations for Absence No.2
No.3 Explanations for Absence No.3
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
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 __________________________________________
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 __________________________________________
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 __________________________________________
No.4 Explanations for Absence No.4
No.5 Explanations for Absence No.5
No.6 Explanations for Absence No.6
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
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 __________________________________________
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 __________________________________________
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 __________________________________________
No.7 Explanations for Absence No.7
No.8 Explanations for Absence No.8
No.9 Explanations for Absence No.9
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
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 __________________________________________
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 __________________________________________
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 __________________________________________
No.10 Explanations for Absence No.10
No.11 Explanations for Absence No.11
No.12 Explanations for Absence No.12
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
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 __________________________________________
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 __________________________________________
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 __________________________________________
No.13 Explanations for Absence No.13
No.14 Explanations for Absence No.14
No.15 Explanations for Absence No.15
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
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 __________________________________________
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 __________________________________________
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 __________________________________________
No.16 Explanations for Absence No.16
No.17 Explanations for Absence No.17
No.18 Explanations for Absence No.18
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
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 __________________________________________
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 __________________________________________
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 __________________________________________
No.19 Explanations for Absence No.19
No.20 Explanations for Absence No.20
No.21 Explanations for Absence No.21
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
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 __________________________________________
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 __________________________________________
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 __________________________________________
No.22 Explanations for Absence No.22
No.23 Explanations for Absence No.23
No.24 Explanations for Absence No.24
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
Expl
anat
ions
for
Abs
ence
Stud
ent Nam
e____________________________________
________________________Class ____________________
Date(s) Absent ____________________________________
Reason fo
r absence:
Urgent Family Reason
Medical App
ointment
Illness
Other
Details: __________________________________________
________________________________________________
________________________________________________
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 __________________________________________
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 __________________________________________
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 __________________________________________
No.1 Note to/from Parent/Guardian No.1
No.2 Note to/from Parent/Guardian No.2
No.3 Note to/from Parent/Guardian No.3
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Not
e to
/fro
m P
aren
t/G
uard
ian
Rece
ived
by
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Not
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Not
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No.4 Note to/from Parent/Guardian No.4
No.5 Note to/from Parent/Guardian No.5
No.6 Note to/from Parent/Guardian No.6
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Not
e to
/fro
m P
aren
t/G
uard
ian
Rece
ived
by
____
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____
Dat
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_/ _
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Not
e__
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Not
e to
/fro
m P
aren
t/G
uard
ian
Rece
ived
by
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Dat
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Not
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Rece
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No.7 Note to/from Parent/Guardian No.7
No.8 Note to/from Parent/Guardian No.8
No.9 Note to/from Parent/Guardian No.9
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Not
e to
/fro
m P
aren
t/G
uard
ian
Rece
ived
by
____
____
____
____
____
Dat
e __
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Not
e to
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m P
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Rece
ived
by
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Not
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Rece
ived
by
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No.10 Note to/from Parent/Guardian No.10
No.11 Note to/from Parent/Guardian No.11
No.12 Note to/from Parent/Guardian No.12
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Not
e to
/fro
m P
aren
t/G
uard
ian
Rece
ived
by
____
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____
____
Dat
e __
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ived
by
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No.13 Note to/from Parent/Guardian No.13
No.14 Note to/from Parent/Guardian No.14
No.15 Note to/from Parent/Guardian No.15
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Not
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No.16 Note to/from Parent/Guardian No.16
No.17 Note to/from Parent/Guardian No.17
No.18 Note to/from Parent/Guardian No.18
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Not
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Not
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No.19 Note to/from Parent/Guardian No.19
No.20 Note to/from Parent/Guardian No.20
No.21 Note to/from Parent/Guardian No.21
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Not
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No.22 Note to/from Parent/Guardian No.22
No.23 Note to/from Parent/Guardian No.23
No.24 Note to/from Parent/Guardian No.24
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Student Name __________________________ Class ______________
Date _______/_______/________
Note _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Signature of Teacher/Year Head _________________________________
Signature of Parent/Guardian ___________________________________
Not
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No.1 Permission to Leave School No.1
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed: _________________________________ Parent/Guardian
Signed: _________________________________ Year Head/Form Tutor/Teacher
No.2 Permission to Leave School No.2
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed: _________________________________ Parent/Guardian
Signed: _________________________________ Year Head/Form Tutor/Teacher
Perm
issi
on t
o Le
ave
Stud
ent
Nam
e: _
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_ D
ate:
___
__/_
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/___
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Clas
s:__
____
Dep
artu
re T
ime:
____
___
Retu
rn T
ime:
____
__
Reas
on:_
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_
Sign
ed: _
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Pare
nt/G
uard
ian
Sign
ed: _
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__Yr
Hea
d/Fo
rm T
utor
/Tea
cher
No.3 Permission to Leave School No.3
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed: _________________________________ Parent/Guardian
Signed: _________________________________ Year Head/Form Tutor/Teacher
Perm
issi
on t
o Le
ave
Stud
ent
Nam
e: _
____
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_ D
ate:
___
__/_
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/___
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Clas
s:__
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Dep
artu
re T
ime:
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___
Retu
rn T
ime:
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Reas
on:_
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Sign
ed: _
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Pare
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ian
Sign
ed: _
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__Yr
Hea
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/Tea
cher
Perm
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Stud
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Nam
e: _
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_ D
ate:
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Clas
s:__
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Dep
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re T
ime:
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Retu
rn T
ime:
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Reas
on:_
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Sign
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Pare
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ian
Sign
ed: _
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__Yr
Hea
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rm T
utor
/Tea
cher
No.4 Permission to Leave School No.4
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed: _________________________________ Parent/Guardian
Signed: _________________________________ Year Head/Form Tutor/Teacher
No.5 Permission to Leave School No.5
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed: _________________________________ Parent/Guardian
Signed: _________________________________ Year Head/Form Tutor/Teacher
Perm
issi
on t
o Le
ave
Stud
ent
Nam
e: _
____
____
____
____
____
____
____
____
___
____
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____
_ D
ate:
___
__/_
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/___
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Clas
s:__
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Dep
artu
re T
ime:
____
___
Retu
rn T
ime:
____
__
Reas
on:_
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Sign
ed: _
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Pare
nt/G
uard
ian
Sign
ed: _
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__Yr
Hea
d/Fo
rm T
utor
/Tea
cher
No.6 Permission to Leave School No.6
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed: _________________________________ Parent/Guardian
Signed: _________________________________ Year Head/Form Tutor/Teacher
Perm
issi
on t
o Le
ave
Stud
ent
Nam
e: _
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_ D
ate:
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Clas
s:__
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Dep
artu
re T
ime:
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Retu
rn T
ime:
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Reas
on:_
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Sign
ed: _
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Pare
nt/G
uard
ian
Sign
ed: _
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__Yr
Hea
d/Fo
rm T
utor
/Tea
cher
Perm
issi
on t
o Le
ave
Stud
ent
Nam
e: _
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_ D
ate:
___
__/_
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/___
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Clas
s:__
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Dep
artu
re T
ime:
____
___
Retu
rn T
ime:
____
__
Reas
on:_
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_
Sign
ed: _
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Pare
nt/G
uard
ian
Sign
ed: _
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__Yr
Hea
d/Fo
rm T
utor
/Tea
cher
No.7 Permission to Leave School No.7
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed: _________________________________ Parent/Guardian
Signed: _________________________________ Year Head/Form Tutor/Teacher
No.8 Permission to Leave School No.8
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed: _________________________________ Parent/Guardian
Signed: _________________________________ Year Head/Form Tutor/Teacher
Perm
issi
on t
o Le
ave
Stud
ent
Nam
e: _
____
____
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____
____
____
____
____
___
____
____
____
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____
____
_ D
ate:
___
__/_
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/___
____
Clas
s:__
____
Dep
artu
re T
ime:
____
___
Retu
rn T
ime:
____
__
Reas
on:_
____
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_
Sign
ed: _
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Pare
nt/G
uard
ian
Sign
ed: _
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__Yr
Hea
d/Fo
rm T
utor
/Tea
cher
No.9 Permission to Leave School No.9
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed: _________________________________ Parent/Guardian
Signed: _________________________________ Year Head/Form Tutor/Teacher
Perm
issi
on t
o Le
ave
Stud
ent
Nam
e: _
____
____
____
____
____
____
____
____
___
____
____
____
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____
____
_ D
ate:
___
__/_
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/___
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Clas
s:__
____
Dep
artu
re T
ime:
____
___
Retu
rn T
ime:
____
__
Reas
on:_
____
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_
Sign
ed: _
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Pare
nt/G
uard
ian
Sign
ed: _
____
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__Yr
Hea
d/Fo
rm T
utor
/Tea
cher
Perm
issi
on t
o Le
ave
Stud
ent
Nam
e: _
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_ D
ate:
___
__/_
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Clas
s:__
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Dep
artu
re T
ime:
____
___
Retu
rn T
ime:
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__
Reas
on:_
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Sign
ed: _
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Pare
nt/G
uard
ian
Sign
ed: _
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__Yr
Hea
d/Fo
rm T
utor
/Tea
cher
No.10 Permission to Leave School No.10
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed: _________________________________ Parent/Guardian
Signed: _________________________________ Year Head/Form Tutor/Teacher
No.11 Permission to Leave School No.11
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed: _________________________________ Parent/Guardian
Signed: _________________________________ Year Head/Form Tutor/Teacher
Perm
issi
on t
o Le
ave
Stud
ent
Nam
e: _
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
_ D
ate:
___
__/_
____
/___
____
Clas
s:__
____
Dep
artu
re T
ime:
____
___
Retu
rn T
ime:
____
__
Reas
on:_
____
____
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_
Sign
ed: _
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Pare
nt/G
uard
ian
Sign
ed: _
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__Yr
Hea
d/Fo
rm T
utor
/Tea
cher
No.12 Permission to Leave School No.12
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed: _________________________________ Parent/Guardian
Signed: _________________________________ Year Head/Form Tutor/Teacher
Perm
issi
on t
o Le
ave
Stud
ent
Nam
e: _
____
____
____
____
____
____
____
____
___
____
____
____
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_ D
ate:
___
__/_
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/___
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Clas
s:__
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Dep
artu
re T
ime:
____
___
Retu
rn T
ime:
____
__
Reas
on:_
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_
Sign
ed: _
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Pare
nt/G
uard
ian
Sign
ed: _
____
____
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____
__Yr
Hea
d/Fo
rm T
utor
/Tea
cher
Perm
issi
on t
o Le
ave
Stud
ent
Nam
e: _
____
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____
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___
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_ D
ate:
___
__/_
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/___
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Clas
s:__
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Dep
artu
re T
ime:
____
___
Retu
rn T
ime:
____
__
Reas
on:_
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_
Sign
ed: _
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Pare
nt/G
uard
ian
Sign
ed: _
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__Yr
Hea
d/Fo
rm T
utor
/Tea
cher
No.13 Permission to Leave School No.13
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
Reason: __________________________________________________________
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No.14 Permission to Leave School No.14
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No.15 Permission to Leave School No.15
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No.16 Permission to Leave School No.16
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No.17 Permission to Leave School No.17
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
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No.18 Permission to Leave School No.18
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No.19 Permission to Leave School No.19
Student Name: ____________________________Date: __________________
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No.20 Permission to Leave School No.20
Student Name: ____________________________Date: __________________
Class: ___________ Departure Time: ___________ Return Time: ___________
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No.21 Permission to Leave School No.21
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No.22 Permission to Leave School No.22
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No.23 Permission to Leave School No.23
Student Name: ____________________________Date: __________________
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No.24 Permission to Leave School No.24
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