A Special Look At Kick-'em-Jenny & Emergency Management Procedures

A Look At Kick-'em-Jenny Morphology of Kick'em Jenny volcano, as revealed by a multi-beam survey by the NOAA Ship Ron Brownin (March 2002). The survey shows that the modern cone of the volcano is nested within a larger horseshoe-shaped depression formed by slope failure.

Kick-'em-Jenny (also: Kick'em Jenny or Mt. Kick-'Em-Jenny) is an active submarine volcano or seamount on the Caribbean Sea floor, located 8 km (5 mi) north of the island of Grenada and about 8 km (5 mi) west of Ronde Island in the Grenadines. Kick-'em-Jenny rises 1,300 m (4,265 ft) above the sea floor on the steep inner western slope of the Lesser Antilles ridge. The North American tectonic plate is subducting the Caribbean tectonic plate to the east of this ridge and under the Lesser Antilles island arc. Since its debut eruption in 1939, it has provided scientists with a rare opportunity to learn about the growth and development of submarine volcanoes into eventual islands.

                                                                    

    Location map and statistical data of submarine volcano Kick-'em-Jenny

The first record of the volcano was in 1939, although it must have erupted many times before that date. On 23-24 July 1939 an eruption broke the sea surface, sending a cloud of steam and debris 275 m (902 ft) into the air and generating a series of tsunamis around two metres high when they reached the coastlines of northern Grenada and the southern Grenadines. In 2003, the summit reached 180 m (591 ft) below the sea surface and is thought to have remained constant since the 1960s. The volcano has erupted on at least twelve occasions since 1939 and 2001 (the last being on December 4, 2001), although none of the eruptions have been as large as the 1939 one and most were Letplanninonly detected seismically. The larger eruptions have also been heard underwater or on land close to the volcano as a deep rumbling sound. A submersible survey in 2003 detected a crater with active fumaroles releasing cold and hot gas bubbles. Samples of fresh olivine basalt were collected. An arc shaped collapse structure appears on the west flank and was the apparent source of a submarine debris avalanche extending 15 km down the ridge slope to the west toward the Grenada Basin.  

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California State University San Marcos Emergency Management Procedures

EARTHQUAKE

If you are indoors when shaking starts:

• “DROP, COVER AND HOLD ON.” If you are not near a strong table or desk, drop to the floor against an interior wall and cover your head and neck with your arms.
• Avoid windows, hanging objects, mirrors, tall furniture, large appliances and cabinets filled with heavy objects.
• Do not try to run out of the structure during strong shaking.
• Stay away from buildings. Glass from tall buildings does not always fall straight down; it can catch a wind current and travel great distances.
• If you are in bed, stay there and cover your head with a pillow.
• Do not use elevators.
• If you use a wheelchair, lock the wheels and cover your head.

If you are outdoors when shaking starts:

• Move to a clear area if you can safely walk. Avoid power lines, buildings and trees.
• If you’re driving, pull to the side of the road and stop. Avoid stopping under overhead hazards.
• If you are on the beach, move to higher ground. An earthquake can cause a tsunami. 

Once the earthquake shaking stops:

• Check the people around you for injuries; provide first aid. Do not move seriously injured persons unless they are in immediate danger.
• Check around you for dangerous conditions, such as fires, downed power lines and structure damage.
• If you have fire extinguishers and are trained to use them, put out small fires immediately.
• Turn off the gas only if you smell gas.
• Check your phones to be sure they have not shaken off the hook and are tying up a line.
• Inspect your home for damage.

If you are trapped in debris:

• Move as little as possible so that you don’t kick up dust. Cover your nose and mouth with a handkerchief or clothing.
• Tap on a pipe or wall so that rescuers can hear where you are. Use a whistle if one is available. Shout only as a last resort.

TSUNAMI

A local earthquake may generate tsunami waves that can reach shore in minutes. If you are on the beach or other low-lying area close to the ocean or bay, immediately evacuate by walking to higher ground if:

• Officials issue a tsunami warning and order evacuations.
• You hear the Outdoor Warning System.
• The earth shakes so much that you can’t stand.
• Shaking lasts longer than 20 seconds; and/or
• You notice water receding from the shoreline.

STORM & FLOODING PROCEDURES

The Atlantic hurricane region (or basin) includes the North Atlantic Ocean, the Caribbean Sea, and the Gulf of Mexico. The Atlantic Hurricane Season (June-November) rains can cause floods, landslides, uprooted trees, and downed or broken utility lines in almost any neighborhood.

During the Storm:

• If water has entered a garage or basement, do not walk through it – it may contain hazardous materials.
• Do not try to drive over a flooded road. If your car stalls, abandon it immediately. Attempting to move a stalled vehicle in flood conditions can be fatal.
• Tune to local radio or TV channels for emergency advisories and instructions.
• If you are asked to leave your property, disconnect all electrical appliances.
• Avoid downed power lines and broken gas lines. 

HOW TO PREPARE FOR A PANDEMIC

Know both the magnitude of what can happen during a pandemic outbreak and what actions you can take to help lessen the impact of an influenza pandemic on you and your family. This checklist will help you gather the information and resources you may need to prepare in case of a flu pandemic.

Family Emergency Communication / Contact Plan

• Create a list of all cell, work, and home numbers, and e-mail addresses of all family members. 
• Discuss a plan if a family member becomes ill and lives out of state.
• Prepare for the possibility that airports and roads may be closed and think about a location to meet when travel is possible.
• Each family member should have a medication list that is shared among members.
• Have nonprescription drugs and other health supplies on hand, including pain relievers, stomach remedies, cough and cold medicines, fluids with electrolytes, and vitamins.
• Have a thermometer on hand.
• Talk with family members and loved ones about how they would be cared for if they got sick, or what will be needed to care for them in your home.

Plan for a pandemic

• Store a two-week supply of water and food. During a pandemic, if you cannot get to a store, or if stores are out of supplies, it will be important for you to have extra supplies on hand. This can be useful in other types of emergencies, such as power outages and natural disasters.
• Ask your doctor and insurance company if you can get an extra supply of your regular prescription drugs.
• Have nonprescription drugs and other health supplies on hand, including fever and pain relievers, stomach remedies, cough and cold medicines, fluids with electrolytes, and vitamins.
• Keep cleaning supplies at home to adequately clean any potentially contaminated surfaces.
• Talk with family members and loved ones about how they would be cared for if they got sick, or what will be needed to care for them in your home.
• Volunteer with local groups to prepare and assist with emergency response.
• Get involved in your community as it works to prepare for an influenza pandemic.

Limit the spread of germs and prevent infection

• Teach your family and friends how to wash hands frequently with soap and water/gel hand sanitizer, and model correct behavior.
• Teach your family and friends to cover coughs and sneezes with tissues and dispose of tissues properly - and be sure to model that behavior.
• Teach your family and friends about fever control and taking their temperature.
• Teach your family and friends to stay away from others as much as possible if they are sick.
• Teach your family and friends to use a disinfectant on contaminated surfaces.
• Stay home from work and school if you or your family member is sick.

Prepare a quarantine room. If anyone in your family becomes stricken, they should be immediately moved to a location that is isolated from the rest of the house. This room should be as far away as possible and should be stocked with food and water, medical supplies, sanitation facilities, communication, cleaning tools, and entertainment (books, radio, TV, etc.).

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Items to have on hand for an extended stay at home

Examples of perishable and non-perishable foods

• Ready-to-eat canned meats, fish, fruits, vegetables, beans, and soups
• Protein or fruit bars
• Dry cereal or granola
• Peanut butter or nuts
• Dried fruit
• Crackers
• Canned juices
• Bottled water
• Canned or jarred baby food and
• Baby formula
• Instant souplo
• Jell-O
• Gatorade-type drinks
• Pet food
• Other nonperishable foods

Examples of medical, health, and emergency supplies

• Prescribed medical supplies such as glucose and blood pressure monitoring equipment
• Soap and/or alcohol-based (60-95 percent) hand wash
• Medicines for fever, such as acetaminophen and ibuprofen
• Thermometers
• Anti-diarrheal medication
• Vitamins
• Fluids with electrolytes such as Gatorade or Pedialyte
• Cleansing agent/soap
• Disinfectants such as Lysol or bleach
• Flashlight
• Batteries
• Portable radio
• Manual can opener
• Garbage bags
• Tissues, toilet paper, and disposable diapers
• Water

Information adapted from:

www.pandemicflu.gov/plan/pdf/Individuals.pdf.

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EMERGENCY & ESSENTIAL SERVICES (B’DOS)

Police 211

Fire 311

Ambulance – QEH 511

Department of Emergency Management (DEM) – Office Hours 438-7575 
http://www.dem.gov.bb/

Caribbean Disaster Emergency Management Agency (CDEMA) 434-4880 
http://www.cdema.org/

Barbados Defence Force & Coast Guard – 536-2500/536-2900 

Regional Security System (RSS) 420-7110
http://www.rss.org.bb/

Water (BWA) - PBX 434-4200
http://barbadoswaterauthority.com/
Electricity (BL&P) - PBX 626-1800
http://www.blpc.com.bb/

Natural Gas (NPC) 430-4000
http://www.npc.bb/

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Also see within this blog for a more extensive look at earthquakes and related preparedness protocols by clicking on the link below:

http://teach7g-education.blogspot.com/2013/09/how-to-protect-yourself-during.html 

OOW

2011

BARBADIAN CULTURAL ICONS

Barbados’ traditions are drawn from the synergies of West African and British cultures that shaped the island’s national identity.  While the majority of the population is of African descent the island was a colony of the British Empire for over 300 years, hence the British influence is inextricably interwoven in the shaping of its cultural icons.

INTRODUCTION

A country’s culture is what makes it unique and sets it apart from the culture of other countries. This neither excludes nor can it negate the influence of earlier parent cultures, which help to shape and define that country’s cultural identity. The shaping of Barbadian cultural icons certainly springs from this maxim. Indeed, our dominant parent cultures, what some term the historical hegemonies, are at times an uneasy symbiosis of African and British cultural influences. One must also remember the Arawaks; the first indigenous people to settle the island.

Recent archaeological discoveries unearthed at the site of Port St. Charles Resort, located on the northwestern coast of Barbados, point to Amerindian settlement some time around 1623 B.C. The British settlers of 1627 A.D., like their ancient Amerindian seafaring predecessors, who arrived here from Venezuela, also saw the unique geographical location of Barbados as an ideal place to call home. As the eastern-most Caribbean island, this sovereign island nation with just 431 square kilometers (166 sq. mi) of land area has become home to more than 280,000 people. If home is where the heart is, then Barbadians, whether born on Barbados or born elsewhere, continue to express heartfelt commitment to the preservation of Barbados as a prosperous, peaceful and democratic state.

Barbadians, or Bajans, a people of warm, friendly and open character, have always embraced and celebrated authentic Barbadian culture as a growing multiethnic one, developed under the influence of various cultures into a strong character of its own. Nowhere is this more evident than in the demographics of Barbados. About 90% of the inhabitants are of Afro-Caribbean descent. The rest of the population, comprised of Europeans (4%), mostly from Ireland, and the United Kingdom, as well as Asians, particularly Indians and Chinese, including communities of Syrians and Lebanese, Indo-Guyanese, and a Jewish community of descendants who arrived in the early 17th century; have all come to call Barbados home.

This cohobblopot of strong historical elements has given rise to inherent iconic folk traditions. We are more than the dialect we speak, a regional variant of English, the official language of Barbados, spoken by most people in informal settings. While we share similar cultural characteristics to those of our sister Caribbean nations and to others further afield, such as Japan: both countries have the highest per capita occurrences of centenarians on earth, these alone do not define us. Our uniqueness stems from the fact that we are Bajan. It is a distinction of privilege, which can only be claimed by those so ‘born and bred’, naturalised, assimilated and ‘culturised’. Like our beloved centenarians, the Bajan cultural identity is a finely aged tradition.

Yet, one cannot underestimate the irresistible influence of the Afro-Caribbean folk traditions in the shaping of Barbadian cultural icons. Specific mention will only be made of some of these cultural icons. Namely: Tuk Band, Shaggy Bear, Mother Sally, Green Monkey and Stilt Walker.

 EXAMPLES OF CULTURAL ICONS

EXAMPLE I: TUK BAND

The Tuk Band is an African-based Barbadian musical ensemble, which plays tuk or rukatuk drum music mixed with British military rhythms, folk ballads and religious songs. Tuk is one of the most traditional forms of folk music, having its origins in the slave culture of the 17th century in Barbados. This is a roving band that consists of a kettle drum, bass drum, triangle, and penny whistle. It starts with a slow waltz, followed by marching rhythms and then breaks into a fast African beat accompanied by dancing, movement and merriment. Over the years, Bajans have added their own mix to these regimental rhythms.

The Tuk Band performs during various festivals, such as, Crop Over, the Holetown Festival, and at Christmas and New Years. In addition, the Tuk Band provides musical accompaniment for the Barbados Landship; an institution unique to Barbados. Indeed, the ship’s “engine” is the Tuk Band. Various costumed figures that are African in origin accompany the Tuk Band.

EXAMPLE II: SHAGGY BEAR

    Shaggy Bear is said to represent an African witch doctor figure. Shaggy gained a reputation as the Bank Holiday Bear because he always shows up on Bank Holidays. His shaggy costume, designed to frighten as well as impress onlookers, resembles the bushy coat of a bear as he flips around the Tuk Band doing acrobatics. While the shaggy costume speaks to the existence of harsh economic times the energetic movements simultaneously represents the persistence of Barbadians to break free from the doldrums of financial hardships. Perhaps this is Shaggy’s way of ‘conjuring’ good fortune for those seeking prosperity during difficult economic times.

EXAMPLE III: MOTHER SALLY

    Mother Sally, pronounced by Barbadians as ‘muddah sally’, represents female fertility, with extra large buttocks and protruding bosoms. Some would argue a genetic or anatomical legacy and blessing of Mother Africa on her diasporic daughters of the New World. Traditionally, a man dressed as a woman who wore a mask to hide his identity, bearing the trademark bulging buttocks, performed the role of Mother Sally. Within recent times, women who wear no mask have increasingly performed Mother Sally. Their comical performance is a favourite among Bajans and visitors alike, specifically since the movements of rhythmic pelvic thrusts and gestures are heightened by the voluptuous shape of the wearer.

EXAMPLE IV: GREEN MONKEY

    Like Shaggy Bear, the masquerader who performs the Green Monkey is male, and his comic and at times startling performances are acrobatic in nature. His antics mimic these mischievous little creatures, which inhabit the gullies that run across the island and even in peoples’ gardens! The Barbados Green Monkeys originally came from Senegal and the Gambia in West Africa, approximately 350 years ago. However, as a result of environmental differences and evolution, the Barbados monkeys today have different characteristics than those in West Africa.

    As our most famous or infamous resident, the Barbados Green Monkey often carries the dual ambivalent role of national animal of Barbados but also a national nuisance, particularly for farmers. Yet, this green hairy primate, whether mischief-maker or merry-maker, has secured its residency in the parishes of St. John, St. Joseph, St. Andrew and St. Thomas, where much natural vegetation and woodlands still exist. His notoriety has been enshrined in the logo of the Barbados Wildlife Reserve and carved into the prodigious estates of The Green Monkey golf course of Sandy Lane, Barbados’ premiere world-renowned golf resort. The Barbados Green Monkey unquestionably has also found his home in the hearts of all Barbadians.

EXAMPLE V: STILT WALKER

The Stilt Walker or Stilt Man (‘tilt man), Moko Jumbies, as they are commonly known in Trinidad and Jamaica, is a stilt walker or dancer who represents a ghost or spirit (traditionally a god) of Congolese origin. The Stilt Walker dances on long pieces of wood known as stilts. These stilts make him appear to have long legs. The Stilt Walker not only accompanied the Tuk Band during festive occasions but also acted as guide to the Tuk Band as he was elevated above the band. Due to his towering height and power of divination, he watches over his village and is able to foresee danger and evil.

While this figure was rooted in African heritage, the costume of the Stilt Walker imitated the style of clothing worn by elite men of Barbadian society and was made complete with the use of a mask which was intended to look European. Today, the Stilt Walker wears brightly coloured clothing and seldom wears a mask. He also represents the importance of surviving hard times, often symbolised by the stilt figure effigy of Mr. Hardin’. The latter so named due to that period between sugar crops, when employment was difficult to obtain and money was scarce. This time was referred to as “hard times”. The burning of Mr. Hardin’, a tradition that ended in 1979, symbolized the hope that the hard times to come would not be too severe.

 REFERENCES

Best, Curwen. Barbadian Popular Music and the Politics of Caribbean Culture. Rochester, Vt.: Schenkman Books, 1999.

Callender, Allison. “Folk Culture and Costume at the Folk Museum in Barbados”. Clothes Tell Stories: Working with Costume in Museums. (ICOM Triennial General Conference), Aug. 2013 

Hoyos, F. A. Barbados: A History from the Amerindians to Independence. London: Macmillan, 1978.

Marshall, Trevor G. and Watson, Elizabeth F. “Barbados”. Music in Latin America and The Caribbean, Vol. 2. Austin, Tex.: U of Texas P, 2004. 345–357.

Meredith, Sharon. “Barbadian Tuk Music – A Fusion of Musical Cultures”. Music, Power and Politics. Ed. Annie Randall, London: Routledge, 2004.

Millington, Janice. “Barbados”. Garland Encyclopedia of World Music, Vol. 2. New York: Routledge. 1999. 813–821.

https://barbados.org/history1.htm#.X8mh5Gj0m00

OOW

2015

SCHOOL RELATED MATTERS: homework timetables, study planners, assembly discussions, etc.

HOMEWORK TIMETABLE & STUDY PLANNER

Subjects (34)	Ministry of Education Category	Grades Taught
Agricultural Science	Science	4, 5
Biology	Science	4, 5
Chemistry	Science	3, 4, 5
Human and Social Biology	Science	4, 5
Integrated Science	Science	1, 2, 3, 4, 5
Physics	Science	3, 4, 5
Mathematics	Mathematics	1, 2, 3, 4, 5
English Language	English	1, 2, 3, 4, 5
English Literature	English	1, 2, 3, 4, 5
Theatre Arts	English	3, 4, 5
Building Drawing	Technical and Vocational Studies	4, 5
Building Technology (Construction)	Technical and Vocational Studies	4, 5
Building Technology Woods	Technical and Vocational Studies	4, 5
Engineering Drawing	Technical and Vocational Studies	4, 5
Mechanical Engineering Technology	Technical and Vocational Studies	4, 5
Technical Drawing	Technical and Vocational Studies	1, 2, 3, 4, 5
Food and Nutrition	Technical and Vocational Studies	4, 5
Home Economics	Technical and Vocational Studies	1, 2, 3, 4, 5
Home Management	Technical and Vocational Studies	4, 5
Business Studies	Undefined	3, 4, 5
Electronic Document Preparation and Management	Undefined	4, 5
Office Administration	Undefined	4, 5
Principles Of Business		4, 5
Principles of Accounts		4, 5
Information Technology		4, 5
French	Foreign Languages	1, 2, 3, 4, 5
Spanish	Foreign Languages	1, 2, 3, 4, 5
Geography	Humanities	3, 4, 5
History	Humanities	3, 4, 5
Social Studies	Humanities	1, 2, 3, 4, 5
Family Life Education		1, 2, 3
Physical Education		1, 2, 3, 4, 5
Visual Arts		1, 2, 3, 4, 5
Student Enrichment Program	Others	4, 5

Below is a list of subjects taken by students in the junior school:

Core Subjects:	Foundation Subjects:
English Language (A) English Literature (B)	Technical Drawing (TED)
	Visual Arts (VAR)
Mathematics	Music (MUS)
Note: A science subject, such as Integrated Science (ISC) and Business Studies (BST) may also be included here as core subjects.	Social Studies (SST) History (HIS) Geography (GEO)
	Spanish (SPA) French (FRE)
	Home Economics (HEC) Integrated Science (ISC) Chemistry (CHEM) Physics (PHY) Biology (BIO)
	Physical Education (PED)
	Family Life Education (FLE)
	Theatre Arts (TAR)
	Business Studies (BST)

Below is a timetable that outlines how much homework CSEC students should get each week on average throughout the course of the school year. However, it should be highlighted that this timetable should only act as a guideline. It is not a rigid document that teachers are expected to stick to. Sometimes teachers may consider it more important to give certain homework tasks on nights other than those stated in this schedule. For a more specific list of your child’s homework tasks, you can check their homework diaries, where they are required to record all homework tasks set on a daily basis.

Subject	Time
Maths	2 hours per week
Physics	1 hour per week
Chemistry	1 hour per week
Biology	1 hour per week
Integrated Science	1 hour per week
Human & Social Biology	1 hour per week
Agricultural Science	1 hour per week
English Language	1 hour per week
English Literature	2 hours per week
Theatre Arts	1 hour per week
Home Economics	1 hour per week
Food & Nutrition	1 hour per week
Home Management	1 hour per week
Geography	1 hour per week
History	1 hour per week
Social Studies	1 hour per week
French	1 hour per week
Spanish	1 hour per week
Music	2 hours  per week
Visual Arts	2 hours per week
Physical Education	2 hours per week
Electronic Document Preparation & Management	1 hour per week
Office Administration	1 hour per week
Principles of Accounts	1 hour per week
Principles of Business	1 hour per week
Information Technology	1 hour per week
Building Technology - Woods	1 hour per week
Mechanical Engineering Technology	1 hour per week
Building Technology - Construction	1 hour per week
Engineering Drawing	1 hour per week
Technical Drawing	1 hour per week
Building Drawing	1 hour per week

The new student homework timetable for this year is printed below. It indicates the night on which students should complete their homework in each subject although the subject teacher may set homework a day or so beforehand, depending on when the nearest lesson occurs. IT SHOULD BE NOTED THAT HOMEWORK INCLUDES REVISION. Hence, students will normally have homework each day, as they are expected to make revision a regular part of their study routine. (Form Teachers ensure that Subject Groups copy their homework timetables into Student Planners.)

Subject  teachers  will  collect  homework  at  a  time  specified  by  them  following  the  appropriate homework night, though this will usually be the next lesson. Students should record all homework details, including completion dates, in their planners and ensure that deadlines are met. We ask parents to support us in this by checking Student Planners and contacting us with any concerns about homework. Parents will be informed if homework is not completed on time and students will receive detentions as appropriate.

In Years 1 & 2, students should receive between 20 and 30 minutes of homework per week in most subjects. Teachers of subjects with fewer lessons per week sometimes only set homework fortnightly. Some subjects may set extended projects, which run over a number of weeks and require a weekly time commitment of about 20-30 minutes.

In Year 3, the length of homework should increase to 30-40 minutes per subject per week. In Years 4 & 5, it should increase again to around 60 minutes per subject per week. Note that at age 16+, the students should receive a minimum of 1-2 hours per subject per week.

Homework is an integral part of students’ learning. At THIS SCHOOL, we aim to encourage students to be independent, self-directed learners. The most successful students take every opportunity to extend their work at home beyond expectation. Regular completion of homework that is meaningful and relevant to students’ courses of study will help to underpin their learning and improve their academic success.

All subjects will set homework or revision a minimum of once per week, including sciences where there will be homework per week in Physics, Chemistry and Biology, owing to their heavy maths-based components. Please note that Sciences and SBAs are assessed through units of work that must be completed in a specified period before final submission of work. Hence, homework will normally be set with these time constraints in mind.

The Ellerslie School Third to Fourth Year Option Sheet (2020)

• Students will pursue a chosen band of subjects. Please rank the bands in order of preference by writing Choice 1, 2, 3, 4 and 5 based on preference of the Band. Choice 1 represents the most desirous band and Choice 5 represents the least desirous band. Please note students are NOT guaranteed their band of first choice.

• Most bands have two or more subjects to choose from per line. Write in each space provided, next to the subjects, the preferred subject. Please note students are NOT guaranteed their first choice of subjects.

• Students must NOT choose a subject twice in the same band.

• All students MUST do English Language (ENA), Mathematics (MAT) and Physical Education (PED).

• Band B allows students to attain a Level One (1) CVQ certification in either Food Preparation and Cookery (FPC), Crop Production (CRP), or Furniture Making (FMA). Students who select FPC, CRP or FMA can also attain a CXC CSEC in the corresponding subject area Home Economics, Agricultural Science or Industrial Technology.

• Students choosing Spanish, French or Chinese MUST be doing the subject currently in third year.

Subject Abbreviations

BAND            A		BAND             B		BAND             C		BAND             D		BAND             E
CHOOSE ONE SUBJECT FROM EACH BLOCK BELOW	ü	CHOOSE ONE SUBJECT FROM EACH BLOCK BELOW	ü	CHOOSE ONE SUBJECT FROM EACH BLOCK BELOW	ü	CHOOSE ONE SUBJECT FROM EACH BLOCK BELOW	ü	CHOOSE ONE SUBJECT FROM EACH BLOCK BELOW	ü
EDPM ITE		FPC CRP FMA		HEC POB		HSB ISC		TDR
ENB HIS		POB		CHE ISC		EDPM   ITE		SST ISC
OAD POA		SST TDR		GEO SST HIS		OAD POB		EDPM ITE
POB SST		ISC		BIO HSB		SST GEO HIS		MET VAR
HEC POA CPE FRE VAR MUS GEO SPA				HEC POA CPE FRE VAR MUS GEO SPA		HEC POA CPE FRE VAR MUS GEO SPA		POA CPE FRE VAR MUS GEO SPA

Ranking of Bands

Rank the bands on preference First Choice being the most preferred choice to Fifth Choice being the least preferred choice.  Two bands cannot be the same choice.

EXAMPLE

Below are examples of homework timetables for various year groups. Modifications or changes may be made to subjects done on specific days and priority areas within homework schedules.

Years 1 & 2

M	T	W	TH	F
English A	Integrated Science	Maths	English B	Social Studies
French	Home Economics	Music	Technical Drawing	Physical Education
	Spanish	Visual Arts		FLE

Year 3

M

T

W

TH

F

English A	Integrated Science	Maths	Biology	English B/ Theatre Arts
Geography	Physical Education	Physics	Chemistry	Social Studies
History	FLE	Music	Business Studies	Technical Drawing
	French	Visual Arts	Spanish

Years 4 & 5

M

T

W

TH

F

English Literature /Theatre  Arts	Integrated Science	English Language	Principles of Accounts	Principles of Business
Biology	Chemistry	Geography	Maths	French
Food & Nutrition	Human & Social Biology	Social Studies	Physics	Building Drawing
Information Technology	Home Management	Office Administration	Agricultural Science	Engineering Drawing
Building Technology (Construction)	Building Technology - Woods	Technical Drawing	Mechanical Engineering Technology	Visual Arts
EDPM	History	Spanish	Music	Physical Education

Study Timetable Sample with Possible Times

Students and parents must also take into account the inherent demands of extra-curricular activities and as such must plan homework and study schedules with these activities in mind. As always, a homework timetable and study planner is only as useful as the time spent in completing homework assignments on time and engaging in well-planned studies.  

NOTE:

This is not meant to be a prescription for the design and coordination of a homework timetable and study planner; it is merely a simplified description of what such a homework and study tool could look like.

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An appendix: (virtual assembly)

On the occasion of Year Group Prayers (Third Year) Wednesday, October 27, 2021 (Term 1, Week 6)

v  The peace of the Lord be with you and your loved ones.

v  Let us pray together as Jesus has taught us:

v  Our Father, who art in heaven, hallowed be thy name; thy kingdom come, thy will be done; on earth as it is in heaven. Give us this day our daily bread. And forgive us our trespasses, as we forgive those who trespass against us. And lead us not into temptation; but deliver us from evil. For thine is the kingdom, the power and the glory, for ever and ever. Amen.

Theme: "Continuing on the Road to Success"

A scripture reading from the holy Gospel according to St. John 6:4-13

(the selfless giving of a boy & the miracle of multiplication)

4 It was nearly time for Passover, the Jewish festival. 5 Jesus looked up and saw the large crowd coming toward him. He asked Philip, “Where will we buy food to feed these people?” 6 Jesus said this to test him, for he already knew what he was going to do. 7 Philip replied, “More than a half year’s salary worth of food wouldn’t be enough for each person to have even a little bit.” 8 One of his disciples, Andrew, Simon Peter’s brother, said, 9 “A youth here has five barley loaves and two fish. But what good is that for a crowd like this?” 10 Jesus said, “Have the people sit down.” There was plenty of grass there. They sat down, about five thousand of them. 11 Then Jesus took the bread. When he had given thanks, he distributed it to those who were sitting there. He did the same with the fish, each getting as much as they wanted. 12 When they had plenty to eat, he said to his disciples, “Gather up the leftover pieces, so that nothing will be wasted.” 13 So they gathered them and filled twelve baskets with the pieces of the five barley loaves that had been left over by those who had eaten. 

The Gospel of the Lord. All: Praise to you, Lord Jesus Christ.

ü Students, the road to success is paved with faith in the ONE who blesses us with success—God Almighty!

1. This youth (this young boy) had no idea what Jesus was going to do. He simply heard Jesus ask a question: “Where will we buy food to feed these people?” (v.5). Philip hastily exclaimed, that they could not possibly buy enough food to feed so great a crowd. They simply did not have the money.
2. Andrew took the boy to Jesus (perhaps because the boy insisted on going to Jesus). All this boy knew was that there was a problem and he wanted to help solve the problem. Andrew, like Philip, lamented over the inadequacy of the boy’s gift—his meager lunch.
3. Jesus accepted the boy’s lunch and blessed it and multiplied it to the benefit of the boy and thousands more.
4. What is our "bread and fish" today? May I suggest that our education is our bread and fish. For many, if not most of us, emerging from the legacy of slavery, colonialism, emancipation, independence (and in short order towards republicanism), God has blessed us as a nation with access to education for all citizens and residents. Truly, this very education affords us the ability to earn a living, to put food on our tables, it allows us to have a roof over our heads, and make a meaningful contribution to the development of our nation and indeed the world.
5. This boy had a small gift of lunch (consisting of bread and fish), no doubt the fish was caught by his father and the lunch prepared by his mother. Yet, it did not matter to him that it seemed insignificant to the disciples. He was willing to freely and selflessly offer his lunch to Jesus, not knowing what Jesus was going to with it. Could it be that Jesus was waiting for someone to freely offer or part with the little they had, such as this young boy?
6. Like this boy, we should give what we have to God, no matter how small in quantity, so that he can bless our sincere efforts and multiply it, not for our benefit alone, but the benefit of others. For example, our family, school, community, and nation.
7. As we have seen from this Bible passage, the mathematics of God defies human reasoning: 1 boy with 5 loaves of bread + 2 fish x by Christ, fed over 5000 people with a remainder of 12 baskets full of leftovers.

                    The conclusion of this lesson:

1. Let us give what we have to God for his blessings (no matter how small it may seem); beginning with our lives. God will bless us with success when we give of our best. Students, you give of your best by attending classes regularly. You give of your best by participating in the lessons. You give of your best by completing your homework assignments well and on time. You give of your best by revising your work and listening to wise advice from your parents, teachers and other positive role models.
2. Students, your education is your bread and fish. Do your part by studying hard and giving of your best in your studies. Truly, the formula to success is to give of your best and let God do the rest and you shall be blessed!

A gentle reminder in song:

https://www.youtube.com/watch?v=67r37vwVGeg

In the power of the Spirit and in union with Christ, let us pray to the Father.

Almighty God, our heavenly Father, you promised through your Son Jesus Christ to hear us when we pray in faith. 

Give wisdom to all in authority; and direct this and every nation in the ways of justice and of peace; that we may honour one another, and seek the common good. Give grace to us, our families and friends, and to all our neighbours, that we may serve Christ in one another, and love as he loves us. Comfort and heal all those who suffer in body, mind, or spirit, especially those afflicted with the novel coronavirus. Give them courage and hope in their troubles; comfort those who are in mourning; provide for the needy and bring them the joy of your salvation.

Holy Spirit, we pray for you to be with teachers everywhere who are responsible for our children’s education. Put your righteousness in our hearts and your words on our lips to share with the children in our daily care. May classrooms not only fill students with knowledge but also wisdom, discernment, and integrity.

Faithful Shepherd, we pray for you to help parents understand the value of their children’s education. May parents and other family members surround children with the support and encouragement to become all who you desire them to be. Help parents find additional means of income to provide for their family.

Great Teacher, children need an education to have the full and abundant life you came to give them. Your Word demonstrates how you touch people’s hearts to spur them to action for their own benefit. Bless people living in poverty by providing ways for them to learn to read and to apply this skill to help lift their families out of poverty — for this generation and generations to come.

These requests we bring before your throne, through our Lord Jesus Christ, your Son, who lives and reigns with you in the unity of the Holy Spirit, One God, for ever and ever. Amen.

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Give Love On Christmas Day (Jackson 5) with Lyrics

https://www.youtube.com/watch?v=DP_E7tjzY0M

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OOW
2014 & 2021-2022