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Transcript: What is Halloween? and What do people do on Halloween? Origins of Halloween Why we (as Ahmadi Muslims) should avoid celebrating halloween? What is Shirk? Do Muslims believe in ghosts and supernatural things? What is Halloween? Celebrated on the night of October 31st Traditional activities include: Trick-or-treating Carving jack-o-lanterns Costume parties Visiting "haunted houses" Origin of Halloween celebration of the end of the harvest season Samhain was a time used by the ancient pagans to take stock of supplies and prepare for winter The ancient Gaels believed that on October 31, the boundaries between living and the dead overlapped and the deceased would come back to cause havoc such as sickness or damaged crops Masks and costumes were worn in an attempt to mimic the evil spirits or appease them. Why we should avoid celebrating Halloween? Halloween is a harmful innovation among Christians which takes one closer to shirk. The Bible forbids witches, satanic practices etc. but Halloween is generally regarded as fun. Hudhur said it should always be remembered that any ‘fun’ that is based on shirk or any harmful way is to be avoided. We must give up on worldly traditions like these to follow the right path Faith Matters These practices makes children do wrong things in the name of “fun” These practices makes children do wrong things in the name of “fun” Agenda Friday Sermon October 29th 2010 ... small Conclusion Even a hint of shirk is unacceptable to God What is Shirk? Associate anyone in the name, action, or worship of Allah constitutes shirk Condition of Baiat number 6 says that we “shall refrain from following ______________ Ahmadi muslims do not believe in ghosts and other supernatural things (witches, goblins...) Do Muslims believe in ghosts and supernatural being? Heaven is a better reward than the candy get from you get from trick or treat QUESTIONS? “Badness attracts and leads man to adopt it with intensity, while forgetting traditions and beliefs. Some Ahmadis, considering such matters trivial, also get inclined in this way, resulting in very bad consequences” Shirk causes man to sink morally and spiritually. Belief in Divine Unity is a seed out of which grows all virtues, and lack of which lies at the root of all sins Halloween and what do people do on halloween? What other holidays do we not celebrate? Originated from the ancient celtic festival known as Samhain It is extremely wrong to believe in things that are supernatural even if it is for fun We must give up on worldly traditions like these to follow the right path Halloween is a tradition when many people celebrate it with extravagant parties, elaborate costumes and spending more $$$ Hudhur’s Friday Sermon October 29th 2010 Why should Ahmadi Muslims avoid celebrating Halloween? Bringing of dead spirits is WRONG and it goes against what we believe as Muslims

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Transcript: What Lies Beyond Our Universe? By: Derek Dermott Part of Orion What lies beyond our universe? Stars! Sure, everyone knows about stars, but do we really? I'm going to teach about three Astrisms and how the are important. I am also going to teach you a little about yourself. Introduction Intro Orion's Belt or the Belt of Orion, also known as the Three Kings or Three Sisters, is an asterism, a group of stars, usually having a popular name but is smaller than a constellation. Orion's Belt consists of the three bright stars Alnitak, Alnilam and Mintaka. Looking for Orion's Belt in the night sky is the easiest way to locate Orion in the sky. Source: Wikipedia Orion's Belt Orion's Belt The name of the asterism comes from a Greek hunter that was placed among the stars by Zues. Orion's Belt was placed in the sky to symbolize many gods and mythical figures across ancient civilizations from around the world. What Does It Mean? What Does It Mean? Picture The Big Dipper is one of the most easily recognizable asterisms in the night sky, found in the constellation Ursa Major, the Great Bear. The Big Dipper is well-known in many cultures and goes by many names, among them the Plough, the Great Wagon, Saptarishi, and the Saucepan. The stars that form the Big Dipper are the seven brightest stars in Ursa Major: Alioth, Dubhe, Merak, Alkaid, Phecda, Megrez, and Mizar. Big Dipper Big Dipper The Big Dipper is actually just part of a bigger constellation called Ursa Major, or the Great Bear. In Greek mythology, the god Zeus had fallen in love with the maiden Callisto, and got her pregnant. When the child was born, as revenge, Zeus' wife Hera turned Callisto into a bear. What Does It Mean? What Does It Mean? Picture Little Dipper The Little Dipper The asterism is often confused for the whole constellation, much like the Big Dipper is sometimes confused for Ursa Major, the Great Bear, but it is only the brightest part of the constellation. The handle of the Dipper is formed by the stars of the Bear’s tail, while the Dipper’s cup is formed by the bright stars forming the Bear’s flank. What Does It Mean? What Does It Mean? The North Star (Polaris) marks the end of the Little Dipper’s handle, or the tip of the Little Bear’s tail. One of the star’s ancient names, Cynosūra, is derived from the Greek phrase meaning “the dog’s tail.” In Greek times, the constellation Ursa Minor was taken to represent a dog. The star has been known by many other names, including Alruccabah, Navigatoria, Mismar, Yilduz, and Star of Arcady. Picture Astrological Signs What Are The Astrological Signs? There are 12 astrological signs, also known as signs of the zodiac. In order, they are - Aries (January), Taurus (Febuary), Gemini (March), Cancer (April), Leo (May), Virgo (JUne), Libra (July), Scorpio (August), Sagittarius (September), Capricorn (October), Aquarius (November) and Pisces (December). Some people believe that different signs of the zodiac reveal a person's different characteristics and talents. What is your Atrological Sign?

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Transcript: Opportunities for development My vision for English Independent writing Sufficient opportunities for children to write both in context and out of genre, and in genre out of context, choice of independent writing tasks, shadowing English manager and liaising with a SLE to ensure extended independent writing is part of the planning cycle. 'Bridging' gaps in English: Supporting progression from year 5 to year 6, building a set of skills to transfer, adapting units to challenge, booster group for 'inspired writers'. Purpose for writing: Using trips to stimulate writing, sharing work with year 3, providing 'real life' learning to motivate and excite, parent topic morning workshops. A language-rich learning environment: A strong focus on the importance of speaking, reading, and writing for all learners, a variety of books, reading awards and class book display, real-life literacy. Pupil generated success criteria Inspirational interventions in place for identified vulnerable groups of learners Develop marking policy to ensure feedback encourages children to identify their next steps and focus on progression Foster a culture of editing and improving writing Learning walks to improve the level of challenge (e.g. displays, modelling, working wall) Peer work/ group work (e.g. peer coaching/ peer questioning) Personalised writing targets regularly reviewed and updated " If your actions inspire others to dream more, learn more, do more and become more, you are a leader" (John Quincy Adams) "A good leader inspires others with confidence in him; a great leader inspires them with confidence in themselves" (anon) Orchard Lea is a creative, innovative and well-known primary school providing an outstanding curriculum and learning environment for all of the children. Parents are involved in their child's education and have excellent relationships with the school. Children learn from themselves and each other in an exciting and challenging way. Staff are proud to be part of a team at Orchard Lea and have a strong desire to help the children on their individual journeys to become the very best they can be! My vision for English “The best leaders don’t know just one style of leadership – they are all skilled at several, and have the flexibility to switch between styles as the circumstances dictate.” – Daniel Goleman Develop our taught curriculum including increased opportunities for maths and English in light of the new National Curriculum and our school values. Leading and managing improvement Develop provision through outstanding teaching and learning so all pupils are enabled to make good progress within every lesson. There will be a special focus on the able pupil and pupil premium children. Develop Writing mentors Advance use of book corners and class book Empowering children to have more choice in their reading and writing Ensure planning shows coverage, content and progression; support year groups in planning new units/developing existing units. Form cluster moderation opportunities for each year group Monitor and observe the use of guided writing to develop good practice Create opportunities for more peer observation Develop an increased transparency in our partnership working with parents incorporating learning, behaviour and pupil wellbeing. My vision for English Reading mentors in every class Children working with class teachers to support peers, launched summer reading challenge, planned visits to the infant school, reading mentor handbooks used. Shape coding integrated into English teaching and learning Staff meeting delivered, resource packs given to teachers, Shape coding displays, extra support given to SENCO and support staff for use as an intervention. Spelling strategy consolidating the aims of the New Curriculum: Encourage progression, develop exploration of vocabulary, multisensory approach. Reading for pleasure: Combined into guided reading sessions, class reading champions, class book built into timetable, home- school reading journals monitored by reading mentors, paired reading opportunities. Develop ‘Parent Power’ within our library Parent workshops Informal parent evenings on key areas of our English curriculum Create English home learning toolkits for parents and children Parent readers and training Increase the profile of home/ school reading records Aspirational shared values: The school and the team have a clear sense of direction. Focus on improvement and explicit expectations: Detailed criteria and definitions to support high-performance teaching and learning. Data-rich decision taking: To develop targeted interventions Clear targets: Explicit outcomes e.g. reviewing target setting Job-related development strategies: Supporting other colleagues with effective development Coaching to improve performance: Sustained support to build confidence and enable change Team-based learning and working: Working as a team with a common purpose, high trust, complementary skills and mutual confidence. High

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