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Teacher/parent

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This commit is contained in:
Joe Reeve
2015-11-07 15:11:48 +00:00
parent 78b893b5f7
commit d8ffe76357
12 changed files with 75 additions and 7 deletions
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build/components.html
+12
View File
@@ -10,3 +10,15 @@
</div>
</div>
</script>
<script type="text/ractive" id="teacher"><div class="row">
<div class="col s12 m6 offset-m3">
<div class="card">
<div class="card-content">
<span class="card-title grey-text">{{studentName}} - {{age}}</span>
<p>I am a very simple card. I am good at containing small bits of information.
I am convenient because I require little markup to use effectively.</p>
</div>
</div>
</div>
</div>
</script>
build/components.js
+6 -2
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@@ -1,3 +1,7 @@
Ractive.components.student = Ractive.extend({
template:'#student'
Ractive.components.parent = Ractive.extend({
template:'#parent'
});
Ractive.components.teacher = Ractive.extend({
template:'#teacher'
});
build/index.html
+12
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@@ -27,6 +27,18 @@
</div>
</div>
</div>
</script>
<script type="text/ractive" id="teacher"><div class="row">
<div class="col s12 m6 offset-m3">
<div class="card">
<div class="card-content">
<span class="card-title grey-text">{{studentName}} - {{age}}</span>
<p>I am a very simple card. I am good at containing small bits of information.
I am convenient because I require little markup to use effectively.</p>
</div>
</div>
</div>
</div>
</script>
<div id='load'></div>
build/index.js
+6 -2
View File
@@ -1,7 +1,11 @@
$(document).ready(function(){
Ractive.components.student = Ractive.extend({
template:'#student'
Ractive.components.parent = Ractive.extend({
template:'#parent'
});
Ractive.components.teacher = Ractive.extend({
template:'#teacher'
});
client/components/parent/parent.css
+1
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@@ -0,0 +1 @@
client/components/parent/parent.js
+2 -2
View File
@@ -1,3 +1,3 @@
Ractive.components.student = Ractive.extend({
template:'#student'
Ractive.components.parent = Ractive.extend({
template:'#parent'
});
client/components/teacher/teacher.css
View File
client/components/teacher/teacher.html
+11
View File
@@ -0,0 +1,11 @@
<div class="row">
<div class="col s12 m6 offset-m3">
<div class="card">
<div class="card-content">
<span class="card-title grey-text">{{studentName}} - {{age}}</span>
<p>I am a very simple card. I am good at containing small bits of information.
I am convenient because I require little markup to use effectively.</p>
</div>
</div>
</div>
</div>
client/components/teacher/teacher.js
+3
View File
@@ -0,0 +1,3 @@
Ractive.components.teacher = Ractive.extend({
template:'#teacher'
});
data.sh
Executable
+2
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@@ -0,0 +1,2 @@
#!/bin/bash
mongoimport --db test -c student --headerline --upsert --file ./students.csv --type csv
gulpfile.js
+1 -1
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@@ -40,7 +40,7 @@ gulp.task('componentHTML', function(){
});
gulp.task('pageHTML', function(cb){
runSequence('componentHTML', 'index', cb);
runSequence('componentHTML', 'siteHTML', cb);
})
gulp.task('siteHTML', function(){
students.csv
+19
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@@ -0,0 +1,19 @@
Name,,Mindset,~3 Y7 Learn Session3,~4 Y7 Learn Session4,~6 Exam Int Y7-a,LOP Intervention,EAL,SEN,SEN Detail
"BROTAC, Alberto",,,2C,2C,2C,,Y,K,"Potential SLCN need, has word finding issue. Writes as he speaks, very little punctuation. Vulnerable boy who is largely at risk of the influence of others, and candidate for bullying. Needs sig. differentiation. Largely unaware of his own need."
"BURTON EDWARDS, Shakur",,,3C,3B,3B,Y,N,K,Dyslexic but with v. strong vocabulary. Likes 1-1 support and struggles to work independantly. Struggles with written word and getting ideas to paper but very intelligent - seek other ways for him to show his knowledge. Can be easily lead.
"CHAVEZ, Ainhoa",,,,3B,3B,,Y,N,
"DUNNAGE, Skye",,,,,,Y,,K,"Cognition&Learning. Poor attendance/gaps in learning. Poor social interaction with peers (bossy), prefers adults. Slow in learning. Literacy biggest issue. Reading OK. Assessed for dyslecxia but not. A Spencer assessed March 2015 using Phab and Tomal"
"DUREJKO, Kacper",,,,3B,3B,,Y,N,
"DUREJKO, Oskar",,,,3B,3B,,Y,N,
"ES SAHLY, Iman",,,,,,,Y,N,
"FROST, Emma", 07535 560 815 14107990 664033,,3C,3B,3B,,N,K,Emma has a range of complex difficulties. SAP and low functioning - low level threes. Lacks confidence which affects application of learning. Low cognitive range. Maths is weakest area; Keeps anxieties to herself. Will need significant support. Very quiet
"HUSSEIN, Latifah",,,,3C,3C,,,N,
"IOSIF, Ricardo",,,,,,,,K,"Eng2yrs. Should be an advanced bi-lingual. Things starting to click with English and Maths - making huge efforts. Anxious about move to NHS. Distinct lack of progress in English but speaks three languages, so Linguistically he could be a very high flyer"
"JAMA, Ali",,,2A,3B,3B,,Y,N,
"K.C, Sonam",,,,3B,3B,,Y,N,
"KAMAL, Aia",,,3C,3B,3B,,Y,N,
"KYERE, Ginnell",,,2A,3C,3C,,,K,
"MAHOMAD, Asma",07908 155356 ,,2A,3C,3C,,Y,K,Thi sis not an EAL need. We believe that potentially Asma has significant difficulties in her first language. She has had disrupted education throughout her life so far. Family happy with progress but school concerned that it is too slow in maths and engl
"MATTA, Prabjot",,,,3A,3A,,N,N,
"SARAFRAZ, Hamad",,,3A,3A,3A,,Y,K,Hamas has had Sp-eech and languag einput in the past and he has been able to progress. Needs overlearning of new owrds and explicit vocabulary teaching. Will benefit from scaffolds when writing and frequent use of the thesausrus.
SPASOVA Neli,,,,,,,,N,
1 Name Mindset ~3 Y7 Learn Session3 ~4 Y7 Learn Session4 ~6 Exam Int Y7-a LOP Intervention EAL SEN SEN Detail
2 BROTAC, Alberto 2C 2C 2C Y K Potential SLCN need, has word finding issue. Writes as he speaks, very little punctuation. Vulnerable boy who is largely at risk of the influence of others, and candidate for bullying. Needs sig. differentiation. Largely unaware of his own need.
3 BURTON EDWARDS, Shakur 3C 3B 3B Y N K Dyslexic but with v. strong vocabulary. Likes 1-1 support and struggles to work independantly. Struggles with written word and getting ideas to paper but very intelligent - seek other ways for him to show his knowledge. Can be easily lead.
4 CHAVEZ, Ainhoa 3B 3B Y N
5 DUNNAGE, Skye Y K Cognition&Learning. Poor attendance/gaps in learning. Poor social interaction with peers (bossy), prefers adults. Slow in learning. Literacy biggest issue. Reading OK. Assessed for dyslecxia but not. A Spencer assessed March 2015 using Phab and Tomal
6 DUREJKO, Kacper 3B 3B Y N
7 DUREJKO, Oskar 3B 3B Y N
8 ES SAHLY, Iman Y N
9 FROST, Emma 07535 560 815 14107990 664033 3C 3B 3B N K Emma has a range of complex difficulties. SAP and low functioning - low level threes. Lacks confidence which affects application of learning. Low cognitive range. Maths is weakest area; Keeps anxieties to herself. Will need significant support. Very quiet
10 HUSSEIN, Latifah 3C 3C N
11 IOSIF, Ricardo K Eng2yrs. Should be an advanced bi-lingual. Things starting to click with English and Maths - making huge efforts. Anxious about move to NHS. Distinct lack of progress in English but speaks three languages, so Linguistically he could be a very high flyer
12 JAMA, Ali 2A 3B 3B Y N
13 K.C, Sonam 3B 3B Y N
14 KAMAL, Aia 3C 3B 3B Y N
15 KYERE, Ginnell 2A 3C 3C K
16 MAHOMAD, Asma 07908 155356 2A 3C 3C Y K Thi sis not an EAL need. We believe that potentially Asma has significant difficulties in her first language. She has had disrupted education throughout her life so far. Family happy with progress but school concerned that it is too slow in maths and engl
17 MATTA, Prabjot 3A 3A N N
18 SARAFRAZ, Hamad 3A 3A 3A Y K Hamas has had Sp-eech and languag einput in the past and he has been able to progress. Needs overlearning of new owrds and explicit vocabulary teaching. Will benefit from scaffolds when writing and frequent use of the thesausrus.
19 SPASOVA Neli N