It's going to be an amazing Christmas Circus at Coliseu dos Recreios this year! We have amazing acrobats and clowns to entertain and amaze you. Our clowns have been practicing their new tricks and routines just for this event. We even have a special clown who will make sure everyone is laughing all night long. So come to the Coliseu dos Recreios and experience the greatest Christmas Circus of all time!

Introduction The teaching role and responsibilities in education and training has become increasingly complex over the years, in response to the growing need for more qualified and experienced staff. This research report sets out to analyse the various roles available within the further education and training sector, as well as other professional positions which may be of interest. In order to gain an accurate understanding of the different positions available, the report will discuss the responsibilities of each role and provide case studies to illustrate the key aspects of each. Further Education and Training roles In the world of further education, there are many titles and roles to choose from, each with its own distinct responsibilities. Teachers: In the education sector, Teachers are responsible for planning and delivering lessons according to a curriculum, providing feedback to students and setting assessments. They are also expected to keep up to date with any changes in the curriculum and assess students’ progress. They are responsible for ensuring that students are motivated and achieving their educational objectives. Tutors: Tutors play an important role in student learning. They provide additional support in the form of one-on-one guidance, mentorship and encouragement. Tutors are responsible for identifying areas of difficulty for students and helping them to address these. They are also expected to keep track of a student’s progress and make changes to their teaching methods if necessary. Learning Mentors: Learning Mentors are responsible for providing support to students both in and outside the classroom. They are expected to identify any areas of difficulty for students and help them to develop the skills and strategies necessary to overcome these obstacles. This includes providing advice and guidance on educational, vocational and personal issues. Trainers: Trainers are responsible for the design and delivery of training programmes, both in person and online. They must identify areas of improvement within the training programme and adapt their approach accordingly. They are also responsible for ensuring that the training is delivered according to industry standards. Coaches: Coaches are responsible for helping students to acquire knowledge and develop skills in areas such as language, communication and problem solving. They provide advice and guidance on a range of topics, from academic studies to career development. Coaches offer guidance on techniques for learning and assessment, such as test taking and essay writing. Other Professional Roles In addition to the roles outlined above, there are a number of other positions available in education and training: Examiners and assessors: Examiners and assessors are responsible for ensuring that assessments are valid and reliable. They are expected to identify areas of improvement and ensure that the assessments are carried out in accordance with the relevant curriculum. They must also ensure that assessments and other learning activities are compliant with any applicable regulations. Lecturers: Lecturers are responsible for the delivery of lectures on a range of topics. They must provide lectures which are relevant and up to date, in line with any changes in the industry. They must also ensure that the lectures are engaging and motivating so that students are able to gain maximum benefit from them. E-learning developers: E-learning developers are responsible for the design and development of e-learning courses. They must identify areas for improvement and ensure that the courses are compliant with industry standards. They must also keep up to date with any changes in technology, including the use of mobile devices, to ensure that the courses are effective. Conclusion This research report has outlined the range of roles available within further education and training, as well as some of the other professional positions which may be of interest. It has discussed the responsibilities associated with each role, as well as the case studies which can be used to illustrate the key aspects of each. The report has demonstrated that the teaching role and responsibilities in education and training is a complex one, requiring a significant level of knowledge and expertise.

1. What is an ionic substance? 2. How are ionic substances formed? 3. What is an example of an ionic substance? 4. What properties do ionic substances have? 5. Is ionic bonding involved in ionic substances? 6. What are cations and anions? 7. What is the difference between ionic compounds and molecular molecules? 8. How does the lattice energy of an ionic substance affect its solubility? 9. What is the role of electrolytes in ionic substances? 10. Does the shape of an ionic substance affect its properties?

Objective: Students will be able to identify and explain the purpose of helping verbs. Materials: -Word list -Example sentences Introduce the topic of helping verbs by explaining that their job is to help the main verb in a sentence to express tense or mood. Activity 1: Have students individually read the word list and identify the helping verbs. Word List: 1. will 2. would 3. may 4. might 5. can 6. could 7. shall 8. should 9. must 10. ought Activity 2: Have students make sentences to illustrate the use of helping verbs with the main verb. For example: I could run the marathon. Activity 3: Ask students to explain the purpose of each helping verb in their example sentences. For example: In the sentence "I could run the marathon," the helping verb could indicates possibility.

Objectives: 1. Understand energy stores, such as kinetic energy, potential energy, and thermal energy 2. Understand energy transfer, including radiation and convection 3. Recognize different types of energy stores, and understand how they are transferred Materials: 1. Whiteboard and markers 2. Edexcel Physics GCSE textbook 3. Computers for research Time: 45 minutes Procedure: 1. Introduction- (5 minutes) -Explain to the students what energy stores and energy transfers are -Discuss what types of energy stores exist -Discuss the differences between energy stores and energy transfers 2. Discuss energy stores- (15 minutes) -Go through the different types of energy stores, such as kinetic, potential and thermal energy -Discuss the properties of each type of energy store -Discuss how the energy is stored and how it can be converted into other forms 3. Discuss energy transfers- (15 minutes) -Discuss the different types of energy transfers, such as radiation and convection -Discuss how these transfers work, and how energy can be transferred between different objects 4. Activity- (10 minutes) -Split the students into groups and assign each group to research an energy transfer topic -Have the students research their topic and write a short summary Conclusion: (5 minutes) -Review the importance of understanding energy stores and transfers -Discuss how understanding the different forms of energy can help us to conserve energy -Discuss applications of energy stores and energy transfers in everyday life

Learning Intention: Students will understand how energy stores and transfers between different forms Time: 45 minutes Material: Whiteboard, markers, student worksheets Procedure: 1. Start the lesson with a recap of what energy is and the different forms it can take such as heat, light and electrical energy (5 minutes). 2. Introduce the concept of energy stores and transfers, explain why and how energy must be transferred from one form to another in order to be used (10 minutes). 3. Introduce energy conservation laws and the efficiency of energy transformations (5 minutes). 4. Divide the class into pairs and have them work on a practice worksheet to reinforce the lesson content (15 minutes). 5. Wrap up the lesson by having the students respond to a few review questions (10 minutes). 6. Ask the students to share their answers and review any mistakes (5 minutes).

1. What team won the 2018 World Cup Final? 2. Who is the most capped player in international soccer? 3. What is the oldest soccer club in the English Premier League? 4. What is the NHL record for most goals scored in a single season? 5. Who holds the record for most home runs in baseball history? 6. What is the longest winning streak in NBA history? 7. How many teams participated in the inaugural FIFA World Cup in 1930? 8. What is the fastest time ever swam in the Olympic 100-meter freestyle? 9. How many rings make up an Olympic symbol? 10. How many cars make up a Formula 1 race?

1. Assign each student to one of the political views and ask them to research it thoroughly. 2. Ask them to present their findings to the class in the form of a short presentation. 3. Invite a local politician to come to class and present their personal political beliefs in detail. 4. Ask each student to create a visual representation of their political view. This could include creating a poster or infographic. 5. Assign each student to a different newspaper or magazine, to read articles/opinion pieces related to particular political views. Then, arrange a discussion in groups to compare and contrast the different perspectives. 6. Split the class in two teams, one consisting of members for the left team and one for the right team. Ask them to debate a particular issue or policy, with each side trying to make a compelling point for their chosen political view. 7. Have the students create a Political View Journal. Divide the journal into sections for each of the three political views and ask them to take notes following discussions or presentations, writing down the pros and cons they encountered while researching each political view. 8. Design an activity where the students role-play a particular political debate as representatives of their assigned political view. 9. Develop an interactive game, allowing each student to experience being in a specific political situation, where they must make decisions based on their assigned political view. 10. Use the journal to host a class discussion between all members of the three political views, asking them to identify any common ground they can find and suggest potential solutions to problems.

1. How do media representations of knife crime shape public opinion? 2. What measures can be taken to prevent knife crime? 3. What role does society play in creating an atmosphere where knife crime is more likely? 4. Are knife crime laws so strict that they don’t actually tackle the root of the problem? 5. How can knife crime-related sentences be made more effective in reducing future knife crimes?

Chapters 1-2 1. What happened to James' parents? A: James' parents were killed by a rhinoceros that had escaped from the zoo. 2. What kind of insect stung the old lady James lived with? A: An enraged wasp stung the old lady James lived with. 3. What does James' aunt give him to cheer him up? A: James' aunt gave him a bag of magic green crocodile tongues. 4. What kind of journey did James embark on with the giant peach? A: James embarked on an incredible journey in the giant peach over the English Channel, across the Atlantic Ocean and all the way to New York City. Chapters 3-4 5. What kind of creature were living inside the giant peach? A: Inside the giant peach were multiple magical creatures: a grasshopper, a ladybug, a spider, a centipede, an owl, and a silkworm. 6. How did the centipede stop the rhinoceros from attacking them? A: The centipede used a powerful burst of hot flame to stop the rhinoceros from attacking them. 7. What did the giant peach land in at the end of the story? A: At the end of the story, the giant peach landed in Central Park in New York City. 8. What happened to the old house James lived in with his aunt? A: The old house James lived in with his aunt was swallowed up by the giant peach. 9. What did James and his friends give the people of New York City? A: James and his friends gave the people of New York City the giant peach as a gift. 10. What happened in the end of the story? A: In the end of the story, James and his friends become heroes and they gain lots of fame and fortune in New York City.