What's included in the Precision Academics Resource Bank
for our Older Students using Life Skills Outcomes?
30 cross curriculum workbooks, at Level One, Level Two and Level Three
120 Scaffolded Assignments, all at Level Four (Scroll Down to see them all listed)
Cross Curricula Workbooks
For students with moderate to severe support needs, we have 30 “Cross Curriculum Life Skills” Workbooks. These Workbooks are suitable for students who have only a very limited attention span, who have not yet developed independent work habits and whose academic skills are in the earliest stages of development. Each workbook is about 40 pages long. These workbooks are not linked to specific topics of study at the high school level. However, in very rare cases, students with extremely high support needs will continue to use these resources throughout high school.
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Level 1 |
1 |
2 |
3 |
4 |
5 |
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Date Completed |
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Level 1 (continued) |
6 |
7 |
8 |
9 |
10 |
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Date Completed |
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Level 2 |
1 |
2 |
3 |
4 |
5 |
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Date Completed |
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Level 2 (continued) |
6 |
7 |
8 |
9 |
10 |
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Date Completed |
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Level 3 |
1 |
2 |
3 |
4 |
5 |
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Date Completed |
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Level 3 (continued) |
6 |
7 |
8 |
9 |
10 |
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Date Completed |
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Scaffolded Assignments for high school students working towards Learning Outcomes (Life Skills):
For high or (secondary) school students with mild to moderate support needs, we have over 90 specific topic scaffolded assignments. Each “assignment” is about 6 to 10 pages, and covers a specific topic taught within the mainstream high school curriculum. The language is simplified, the skills are approximately in line with middle primary (or elementary) school academic development. All tasks are supported, adjusted and scaffolded to ensure the highest possible level of success. The design and style of these “scaffolded assignments” is consistent with mainstream high school, so that the students feel comfortable using them. These resources can be used as class work, homework, assessment items, assignments, topic studies, small group tutorial work, 1:1 support, or even as “examinations”. Students can work on them independently, with a peer tutor, with a teacher’s assistant, with a parent, or with a teacher. Every “assignment” focuses on skill development outcomes from between 3 to 6 different areas of the high school “Life Skills” curriculum. These “scaffolded assignments” can be used as a template for teacher’s to design similar assignments for topics not yet provided in our collection.
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TOPIC |
Design and Tech |
English |
French |
History and Geography |
Info Tech I.T. |
Marine |
Math |
Music, Drama, Food, Textiles |
Personal Development, Heath, Physical Education and Sports Studies |
Science |
Visual Arts |
Work Education |
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Aboriginal Studies - Australia |
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X |
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X |
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X Drama |
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Animal Adaptations |
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X |
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X |
X |
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ANZAC and Remembrance Day |
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X |
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X |
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X |
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Astronomy: Astronaut Andy Thomas |
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X |
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X |
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X |
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Astronomy: Space Shuttles |
X |
X |
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X |
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Astronomy: Stars and our Sun |
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X |
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X |
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X |
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Australia |
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X |
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X |
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X |
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X |
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Australian Animals |
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X |
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X |
X |
X |
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X |
X |
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Australian Biomes |
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X |
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X |
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X |
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X |
X |
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Biomes 1: Our World |
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X |
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X |
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X |
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Biomes 2: Deserts |
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X |
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X |
X |
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X |
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X |
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Biomes 3: Polar and Tundra |
X |
X |
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X |
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X |
X |
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Biomes 4: Caves |
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X |
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X |
X |
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X |
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X |
X |
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Biomes 5: Forests |
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X |
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X |
X |
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X |
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Canadian History 1 |
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X |
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X |
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X |
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Canadian History 2 |
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X |
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X |
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X |
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Coastal Environments 1 |
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X |
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X |
X |
X |
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X |
X |
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Coastal Environments 2 |
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X |
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X |
X |
X |
X |
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X |
X |
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Coastal Environments 3 |
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X |
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X |
X |
X |
X |
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X |
X |
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Design and Technology: Air Transport |
X |
X |
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X |
X |
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X |
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Design and Technology: Future Transport |
X |
X |
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X |
X |
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Design and Technology: History of Flight |
X |
X |
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X |
X |
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X |
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Design and Technology: Land Transport |
X |
X |
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X |
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X |
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Design and Technology: Principles of Flight |
X |
X |
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X |
X |
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Design and Technology: Water Transport |
X |
X |
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X |
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X |
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Electricity 1: How Electricity Works |
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X |
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X |
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X |
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Electricity 2: Simple Circuits |
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X |
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X |
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X |
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Electricity 3: Series and Parallel Circuits |
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X |
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X |
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X |
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First Aid |
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X |
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X Drama |
X |
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Food Technology: Food Hygiene |
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X |
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X Food |
X |
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X |
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Food Technology: Food Nutrition |
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X |
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X |
X Food |
X |
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X |
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French Landmarks |
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X |
X |
X |
X |
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X |
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Great Barrier Reef |
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X |
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X |
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X |
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X |
X |
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Great Explorers: Columbus |
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X |
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X |
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X |
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Great Explorers: James Cook |
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X |
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X |
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Great Explorers: Leif Ericcson |
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X |
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Great Explorers: Lewis and Clark |
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X |
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Great Explorers: Magellan |
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X |
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Great Explorers: Marco Polo |
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X |
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X |
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Great Inventors: Jacques Cousteau |
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X |
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X |
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X |
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Great Inventors: Louise Braille |
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X |
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Great Scientists: Marie Curie |
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X |
X |
X |
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X |
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Growing Up: Becoming a Man |
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X |
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X |
X |
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Growing Up: Becoming a Woman |
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X |
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X |
X |
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Investigations in Science: Dissolving and Filtering |
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X |
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X |
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X |
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Investigations in Science: How Scientists Investigate 1 |
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X |
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X |
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X |
X |
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X |
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Investigations in Science: How Scientists Investigate 2 |
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X |
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X |
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X |
X |
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X |
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Investigations in Science: Magnetic Pull |
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X |
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X |
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X |
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X |
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Investigations in Science: Making a Magnet |
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X |
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X |
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X |
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Investigations in Science: Measuring in Science |
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X |
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X |
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X |
X |
X |
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Investigations in Science: Series and Parallel Circuits |
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X |
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X |
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X |
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Investigations in Science: Using a Bunsen Burner |
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X |
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X |
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X |
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Investigations in Science: What makes apples turn brown? |
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X |
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X |
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X |
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Light Energy 1 |
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X |
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X |
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X |
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Light Energy 2 |
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X |
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X |
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X |
X |
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Magnetic Fields |
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X |
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X |
X |
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Magnets |
X |
X |
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X |
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X |
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X |
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Making and Keeping Friends |
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X |
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X Drama |
X |
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X |
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Mammals of the Land |
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X |
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X |
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X |
X |
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Mammals of the Ocean 1 |
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X |
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X |
X |
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X |
X |
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Mammals of the Ocean 2 |
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X |
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X |
X |
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X |
X |
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Music: Musical Instruments |
X |
X |
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X Music |
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Music: Musical Notes |
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X |
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X |
X Music |
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Natural Disasters: Fires |
X |
X |
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X |
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X |
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X |
X |
X |
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Natural Disasters: Floods |
X |
X |
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X |
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X |
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X |
X |
X |
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Natural Disasters: Tornadoes |
X |
X |
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X |
X |
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X |
X |
X |
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Oceans 1 |
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X |
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X |
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X |
X |
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X |
X |
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Oceans 2 |
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X |
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X |
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X |
X |
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X |
X |
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Peace Studies |
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X |
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X |
X |
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X Drama |
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X |
X |
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Physics: Gravity |
X |
X |
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X |
X |
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X |
X |
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Physics: Newton’s 3 Laws |
X |
X |
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X |
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X |
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X |
X |
X |
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Physics: Newton’s Equation |
X |
X |
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X |
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X |
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X |
X |
X |
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Physics: Simple Machines |
X |
X |
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X |
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X |
X Drama |
X |
X |
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X |
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Physics: Speed and Momentum |
X |
X |
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X |
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X |
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Protecting Earth’s Air |
X |
X |
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X |
X |
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X |
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X |
X |
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Protecting Earth’s Water |
X |
X |
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X |
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X |
X |
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X |
X |
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Protective Behaviours 1 |
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X |
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X |
X Drama |
X |
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X |
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Protective Behaviours 2 |
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X |
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X |
X Drama |
X |
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X |
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Protective Behaviours 3 |
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X |
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X |
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X |
X Drama |
X |
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X |
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Protective Behaviours 4 |
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X |
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X |
X Drama |
X |
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X |
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Protective Behaviours 5 |
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X |
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X |
X Drama |
X |
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X |
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Protective Behaviours 6 |
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X |
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X |
X Drama |
X |
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X |
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Reduce – Reuse - Recycle |
X |
X |
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X |
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X |
X |
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X |
X |
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Safety in the Science Lab |
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X |
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X Drama |
X |
X |
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X |
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Safety in the Woodwork Room |
X |
X |
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X Drama |
X |
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X |
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Sound Energy 1 |
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X |
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X |
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X |
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X |
X |
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Sound Energy 2 |
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X |
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X |
X Music |
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X |
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Sports: Paralympics |
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X |
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X |
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X |
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X |
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Sports: Special Olympics |
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X |
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X |
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X |
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Textile Technology: Laundry |
X |
X |
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X Textiles |
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X |
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350 High Frequency Spelling Words – Reference Card |
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X |
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