The students at Newhill Primary School have been learning about China through an interdisciplinary topic over the past 5 weeks. They have created fact files, information leaflets, calligraphy, paintings and more to learn about Chinese culture, geography, history and language. Guest speakers from China have helped teach the students Mandarin words, calligraphy, music and more. The students expressed their enjoyment in learning about Chinese culture.
Reflections on India by Julian and ingridingridrooms
My son and I made this presentation for the sixth graders at his school! We just wanted to introduce India to them. We also wanted to share some info on his school AES in New Delhi.
This document summarizes the author's childhood memories growing up in the 1960s-1970s in Wickersley, South Yorkshire. It describes the new housing estate where he lived with his family, exploring the local area on foot and bike. It discusses attending Northfield Lane Infants School, taking trips with the school, and engaging with the local community through activities like the mobile library. The author reflects on how his early experiences shaped his identity and career as a geography teacher.
This document discusses different hobbies such as making things, collecting things, and learning things. It provides examples of hobbies like cooking, writing, sports, music, reading, television and presents different views on whether they are dull, fun, or for intelligent people. Students are asked to match hobby words like gardening, travelling, and taking pictures to their descriptions. The document also provides a short profile of a student, Denis Korolev, who enjoys sports, music and taking pictures of friends. Overall, the document explores various hobbies and asks students to consider different hobby types and examples.
Bei is a woman born in 1987 who enjoys traveling, spending time with her dogs, reading, and learning about other cultures. She has visited Taiwan, San Diego in 2007 where she made international friends and learned to respect other cultures, and England in 2009 with friends. Traveling allows her to study English and experience new ideas, and her goal is to travel the world.
The document discusses teaching materials, classrooms, and school life in the 1970s-1980s compared to today. In the past, lessons were taught without technology like computers or projectors, relying more on blackboards. Classes were larger, with 30-40 students, and schools had facilities for sports. Dress codes required boys to wear dark blue jackets and trousers, while girls wore blue aprons. Popular games at school during recess included Mother May I, Hide and Seek, Duck Duck Goose, Simon Says, and What Time Is It Mr. Fox.
The artist created a project using 66 monarch butterflies to raise awareness about the 66,000 minors from Central America who arrived alone at the US-Mexico border in 2014 fleeing violence. She cut and hand-sewed each butterfly before hanging them in the art room. When asked to remove the installation, she found a new space in the BAIC office to continue sharing the piece. The artist uses her work to shed light on issues of apathy and violence surrounding the idea of the American Dream. She has also held forums on campus to discuss Central American violence and refugee crises.
The document provides corrections for common mistakes in English grammar and usage. Key areas addressed include verbs (e.g. using the correct form of "to be"), articles, plurals, prepositions, word order, and punctuation. The corrections range from single words to full sentences in order to demonstrate the right way to structure phrases and express ideas in English.
Reflections on India by Julian and ingridingridrooms
My son and I made this presentation for the sixth graders at his school! We just wanted to introduce India to them. We also wanted to share some info on his school AES in New Delhi.
This document summarizes the author's childhood memories growing up in the 1960s-1970s in Wickersley, South Yorkshire. It describes the new housing estate where he lived with his family, exploring the local area on foot and bike. It discusses attending Northfield Lane Infants School, taking trips with the school, and engaging with the local community through activities like the mobile library. The author reflects on how his early experiences shaped his identity and career as a geography teacher.
This document discusses different hobbies such as making things, collecting things, and learning things. It provides examples of hobbies like cooking, writing, sports, music, reading, television and presents different views on whether they are dull, fun, or for intelligent people. Students are asked to match hobby words like gardening, travelling, and taking pictures to their descriptions. The document also provides a short profile of a student, Denis Korolev, who enjoys sports, music and taking pictures of friends. Overall, the document explores various hobbies and asks students to consider different hobby types and examples.
Bei is a woman born in 1987 who enjoys traveling, spending time with her dogs, reading, and learning about other cultures. She has visited Taiwan, San Diego in 2007 where she made international friends and learned to respect other cultures, and England in 2009 with friends. Traveling allows her to study English and experience new ideas, and her goal is to travel the world.
The document discusses teaching materials, classrooms, and school life in the 1970s-1980s compared to today. In the past, lessons were taught without technology like computers or projectors, relying more on blackboards. Classes were larger, with 30-40 students, and schools had facilities for sports. Dress codes required boys to wear dark blue jackets and trousers, while girls wore blue aprons. Popular games at school during recess included Mother May I, Hide and Seek, Duck Duck Goose, Simon Says, and What Time Is It Mr. Fox.
The artist created a project using 66 monarch butterflies to raise awareness about the 66,000 minors from Central America who arrived alone at the US-Mexico border in 2014 fleeing violence. She cut and hand-sewed each butterfly before hanging them in the art room. When asked to remove the installation, she found a new space in the BAIC office to continue sharing the piece. The artist uses her work to shed light on issues of apathy and violence surrounding the idea of the American Dream. She has also held forums on campus to discuss Central American violence and refugee crises.
The document provides corrections for common mistakes in English grammar and usage. Key areas addressed include verbs (e.g. using the correct form of "to be"), articles, plurals, prepositions, word order, and punctuation. The corrections range from single words to full sentences in order to demonstrate the right way to structure phrases and express ideas in English.
This lesson includes prepositions of place and time. There is a complete guide to make it understandable to use for the teachers and students. Examples and sentence structures are also included.
The document provides sample questions and answers for a PET speaking exam related to topics like home and family, hobbies, personal experiences, and interests. Some key details include:
- The student lives in Madrid in a flat near school with their parents, sister, niece, and nephew. They enjoy spending time with friends and playing sports like football.
- Their favorite city is Rome due to the abundant history, and they enjoy traveling to places around Europe on holidays.
- While they don't currently have a job, they study on weekends and enjoy subjects like English and math.
- In their free time they like watching movies, spending time with friends, and traveling. Their favorite hobby is football.
This document discusses an individual's identity, including their family members, hobbies, and background. It mentions the individual has a daughter named Sarah and son named Robby who both play sports. It also discusses their toy poodle Theo, enjoying boating and fishing with their family at Newfound Lake during summer vacations, and watching football. The individual notes being of Italian and Irish descent and born and raised in the United States, and that their favorite ethnic dish is spaghetti and meatballs.
The document introduces someone named Dejah who loves the color blue and a certain type of dog. It also mentions that Dejah enjoys designing and being alone but also with friends. The document provides citations for several Flickr images but does not contain any coherent paragraphs or complete sentences.
KELAS 12 SMK PERTEMUAN 16// RECOUNT TEXT PART 4SALAMMACAPAT
The document provides biographical information about General Sudirman of Indonesia. It states that he was the first commander-in-chief of the Indonesian Armed Forces and was chosen for that role in 1945 at age 24, overseeing military activities against Dutch and British forces. Sudirman commanded troops until 1949 when he retired due to tuberculosis and passed away shortly after at the age of 27.
This document introduces Nicolas Matschinegg and his family. It summarizes that Nicolas is the grandson of four grandparents from various European backgrounds who helped raise him. It describes Nicolas' parents and his two sisters and highlights some of their personalities and interests. The document emphasizes the important role Nicolas' family has played in shaping who he is today.
This document provides a collection of photos from Harry Schooley's time attending the Wilkes-Barre Day School between 1952-1959. It includes class photos from different grades taught by various teachers. Photos show school activities like field hockey, the May Day celebration and graduation. The document provides some historical context about the school's origins and traditions like the school song "The Blue and White". It honors a beloved former teacher, Miss Atwood, with photos from a tribute dinner in her honor before concluding with a fun memory of a class reunion dance.
This document is a newsletter from the 24th English Society (ENS) Executive Committee and Newsletter Sub-Committee at City University. It contains various articles and interviews. The main articles include:
1. A dialogue between two exchange students from Myanmar and India where they discuss hiking in Hong Kong and their experiences so far.
2. An interview with a student who went on an exchange to Germany about the challenges of learning a new language and culture.
3. Profiles of three final year students in the Bachelor of Arts in English Studies program, discussing their extracurricular activities, internship experiences, and future plans.
4. Interviews with two professors about teaching experiences, advice for students
The document contains plans and materials for an English leisure lesson. It includes plans to discuss hobbies, do listening and speaking practice about films and family hobbies, review verb forms, and do reading and writing activities. Some of the reading and writing activities include vocabulary building about a school trip, reading about joining a gym, and writing a letter to a friend. The document provides templates, scripts, and questions to support teaching various topics related to leisure activities in English.
KELAS 12 SMK PERTEMUAN 17// TIME CONNECTIVESALAMMACAPAT
Victoria Beckham is an English singer, fashion designer, and businesswoman. She was born in 1974 and rose to fame in the 1990s as Posh Spice, a member of the popular girl group The Spice Girls. After the group split up, she pursued a solo singing career and started her own fashion brands, which now include clothing lines, sunglasses, fragrances, and accessories. She has also authored two best-selling books - an autobiography and a fashion guide. Throughout her career, she has demonstrated success and talent in multiple artistic and entrepreneurial fields.
Anqi Fu is seeking a position at the Met museum. She has a Master's Degree in Art from Hunan Normal University, where she ranked in the top 6% of her class. She has experience tutoring art students, working as a designer, and volunteering. Her interests include reading, music, traveling, and photography. She is passionate about spreading beauty through art and hopes to one day create a fashion brand inspired by the Met museum.
Aboy named Fabian has to move to live in Heredia, C.R. He is sad for he has no friends there. Things luckily change for him when he has to create a mask for masquerade day.
Jin Yuan Senior High School in Shanghai has established a link with George Abbot School in Guildford. The headteachers from both schools have worked to create student exchanges between the two schools starting in 2008. Students from both schools have learned about each other's cultures through visits and the study of subjects like Mandarin and the creative arts. The aim of the partnership is to provide students a global education and cultural experiences abroad.
The contribution of languages to Curriculum for Excellence Scottish CILT
The document discusses ways to improve modern language curriculum and teaching in Scotland. It recommends recognizing student progress in modern languages in later high school years, raising the status of sixth year courses, and easing transitions after school. Effective modern language departments build on primary experience, use high-quality teaching that helps students learn through direct instruction and collaboration, set high expectations, and utilize technology to facilitate communication. However, some secondary teachers do not build on primary experience, use limited spoken language, rely too heavily on textbooks, and provide too few motivating and relevant activities.
Modern Languages in the Primary School transitionScottish CILT
This document outlines the aims and activities of a transition project between primary and secondary schools to improve skills in French language learning. The project established topics, vocabulary, and assessment criteria to ensure progression from P7 to S1. It involved collaboration between primary and secondary teachers on curriculum development, online resources, and an inter-school cultural event called "Belleville" where pupils experienced aspects of French culture through interactive stations. The event aimed to bring learning to life and help a smooth transition to secondary school. Benefits included enjoyment, challenge, and developing skills relevant for lifelong language learning.
¡A mí me importa! – Making Language Learning Relevant to the WeansScottish CILT
The document discusses making language learning relevant for students. It argues that relevance is the most important design principle for languages in schools. Students often question why they must study languages. However, surveys show that speaking a foreign language is the skill adults most regret not having developed when they are older. The document provides examples of how a school integrates languages into various subjects and daily activities to make language learning feel more immersive and connected to students' lives. This includes signage in both languages, interdisciplinary projects, cultural exchanges, and partnerships with schools in other countries. The goal is to demonstrate to students that language learning opens doors to other cultures and can enrich their lives.
The document discusses enhancing parent and community engagement through a school's website and social media presence. It recommends that a new admin team review their school's online presence and communications strategy to showcase the school and build new partnerships. The admin team should ensure they are effectively communicating their school's vision online and sharing the extraordinary experiences happening daily at the school, while also exercising care when publishing private student information.
Language development through interdisciplinary learningScottish CILT
This document discusses building links across the curriculum at Bishopbriggs Academy in Scotland through their partnership with a German school. It describes a Themed Week called "Fokus Deutschland" that was organized to mobilize the school community, provide resources on Germany, and include exhibitions, competitions, talks, and classroom activities to foster international links and raise the profile of modern languages. The result of the Themed Week was increased confidence, new possibilities for cooperation and motivation, and fun for the students. It also discusses the benefits of interdepartmental collaboration across the curriculum and next steps to further explore cross-curricular teaching and establish links between departments.
This document outlines a project with the following key details:
The project is titled [Project Title] and was conducted by [Your Name] for a local authority or independent school. It involved a target pupil group of [No. of pupils involved] and ran from [Start and Finish]. The short description, aims and objectives targeted several key skills and capacities for the participating students. Additional details provide tips and recommendations for future projects, as well as how this project may continue in the next session.
The place of modern languages in curriculum for excellenceScottish CILT
Modern languages departments play a central role in delivering the promises of Curriculum for Excellence by promoting attainment, international education, and interdisciplinary learning. Studying modern languages provides opportunities to broaden horizons, develop literacy skills, and prepare young people for the global marketplace. It is crucial that modern languages continue to occupy an important place in secondary school curriculums, with compulsory language study until at least the end of S3.
The document summarizes two articles that examine organizations through the lens of "myth and ceremony".
Article 1 argues that formal structures in organizations serve as "myths" that provide legitimacy, resources, and stability. These myths become institutionalized through laws and public opinion. Organizations incorporate the myths ceremonially to appear rational and gain support, even if the myths do not reflect reality.
Article 2 discusses how the "myth of the common school" shaped American education but is eroding as beliefs in inclusion and assimilation weaken with demands for choice and control over education. The institution relies more on tradition than conviction as its founding myths crumble.
This document provides an overview of the author's responsibilities and experiences as an intern for the Family and Community Programming Department at the Denver Art Museum. The internship involved assisting with camps and classes for children ages 4-14, maintaining educational spaces in the galleries, and independent projects. Key responsibilities included lesson planning, facilitating activities, and stocking/cleaning galleries. The author taught 8 weeks of camps covering topics like China, Japan, trash to treasure. Classes involved looking at relevant artworks and doing related art projects to enhance understanding.
This lesson includes prepositions of place and time. There is a complete guide to make it understandable to use for the teachers and students. Examples and sentence structures are also included.
The document provides sample questions and answers for a PET speaking exam related to topics like home and family, hobbies, personal experiences, and interests. Some key details include:
- The student lives in Madrid in a flat near school with their parents, sister, niece, and nephew. They enjoy spending time with friends and playing sports like football.
- Their favorite city is Rome due to the abundant history, and they enjoy traveling to places around Europe on holidays.
- While they don't currently have a job, they study on weekends and enjoy subjects like English and math.
- In their free time they like watching movies, spending time with friends, and traveling. Their favorite hobby is football.
This document discusses an individual's identity, including their family members, hobbies, and background. It mentions the individual has a daughter named Sarah and son named Robby who both play sports. It also discusses their toy poodle Theo, enjoying boating and fishing with their family at Newfound Lake during summer vacations, and watching football. The individual notes being of Italian and Irish descent and born and raised in the United States, and that their favorite ethnic dish is spaghetti and meatballs.
The document introduces someone named Dejah who loves the color blue and a certain type of dog. It also mentions that Dejah enjoys designing and being alone but also with friends. The document provides citations for several Flickr images but does not contain any coherent paragraphs or complete sentences.
KELAS 12 SMK PERTEMUAN 16// RECOUNT TEXT PART 4SALAMMACAPAT
The document provides biographical information about General Sudirman of Indonesia. It states that he was the first commander-in-chief of the Indonesian Armed Forces and was chosen for that role in 1945 at age 24, overseeing military activities against Dutch and British forces. Sudirman commanded troops until 1949 when he retired due to tuberculosis and passed away shortly after at the age of 27.
This document introduces Nicolas Matschinegg and his family. It summarizes that Nicolas is the grandson of four grandparents from various European backgrounds who helped raise him. It describes Nicolas' parents and his two sisters and highlights some of their personalities and interests. The document emphasizes the important role Nicolas' family has played in shaping who he is today.
This document provides a collection of photos from Harry Schooley's time attending the Wilkes-Barre Day School between 1952-1959. It includes class photos from different grades taught by various teachers. Photos show school activities like field hockey, the May Day celebration and graduation. The document provides some historical context about the school's origins and traditions like the school song "The Blue and White". It honors a beloved former teacher, Miss Atwood, with photos from a tribute dinner in her honor before concluding with a fun memory of a class reunion dance.
This document is a newsletter from the 24th English Society (ENS) Executive Committee and Newsletter Sub-Committee at City University. It contains various articles and interviews. The main articles include:
1. A dialogue between two exchange students from Myanmar and India where they discuss hiking in Hong Kong and their experiences so far.
2. An interview with a student who went on an exchange to Germany about the challenges of learning a new language and culture.
3. Profiles of three final year students in the Bachelor of Arts in English Studies program, discussing their extracurricular activities, internship experiences, and future plans.
4. Interviews with two professors about teaching experiences, advice for students
The document contains plans and materials for an English leisure lesson. It includes plans to discuss hobbies, do listening and speaking practice about films and family hobbies, review verb forms, and do reading and writing activities. Some of the reading and writing activities include vocabulary building about a school trip, reading about joining a gym, and writing a letter to a friend. The document provides templates, scripts, and questions to support teaching various topics related to leisure activities in English.
KELAS 12 SMK PERTEMUAN 17// TIME CONNECTIVESALAMMACAPAT
Victoria Beckham is an English singer, fashion designer, and businesswoman. She was born in 1974 and rose to fame in the 1990s as Posh Spice, a member of the popular girl group The Spice Girls. After the group split up, she pursued a solo singing career and started her own fashion brands, which now include clothing lines, sunglasses, fragrances, and accessories. She has also authored two best-selling books - an autobiography and a fashion guide. Throughout her career, she has demonstrated success and talent in multiple artistic and entrepreneurial fields.
Anqi Fu is seeking a position at the Met museum. She has a Master's Degree in Art from Hunan Normal University, where she ranked in the top 6% of her class. She has experience tutoring art students, working as a designer, and volunteering. Her interests include reading, music, traveling, and photography. She is passionate about spreading beauty through art and hopes to one day create a fashion brand inspired by the Met museum.
Aboy named Fabian has to move to live in Heredia, C.R. He is sad for he has no friends there. Things luckily change for him when he has to create a mask for masquerade day.
Jin Yuan Senior High School in Shanghai has established a link with George Abbot School in Guildford. The headteachers from both schools have worked to create student exchanges between the two schools starting in 2008. Students from both schools have learned about each other's cultures through visits and the study of subjects like Mandarin and the creative arts. The aim of the partnership is to provide students a global education and cultural experiences abroad.
The contribution of languages to Curriculum for Excellence Scottish CILT
The document discusses ways to improve modern language curriculum and teaching in Scotland. It recommends recognizing student progress in modern languages in later high school years, raising the status of sixth year courses, and easing transitions after school. Effective modern language departments build on primary experience, use high-quality teaching that helps students learn through direct instruction and collaboration, set high expectations, and utilize technology to facilitate communication. However, some secondary teachers do not build on primary experience, use limited spoken language, rely too heavily on textbooks, and provide too few motivating and relevant activities.
Modern Languages in the Primary School transitionScottish CILT
This document outlines the aims and activities of a transition project between primary and secondary schools to improve skills in French language learning. The project established topics, vocabulary, and assessment criteria to ensure progression from P7 to S1. It involved collaboration between primary and secondary teachers on curriculum development, online resources, and an inter-school cultural event called "Belleville" where pupils experienced aspects of French culture through interactive stations. The event aimed to bring learning to life and help a smooth transition to secondary school. Benefits included enjoyment, challenge, and developing skills relevant for lifelong language learning.
¡A mí me importa! – Making Language Learning Relevant to the WeansScottish CILT
The document discusses making language learning relevant for students. It argues that relevance is the most important design principle for languages in schools. Students often question why they must study languages. However, surveys show that speaking a foreign language is the skill adults most regret not having developed when they are older. The document provides examples of how a school integrates languages into various subjects and daily activities to make language learning feel more immersive and connected to students' lives. This includes signage in both languages, interdisciplinary projects, cultural exchanges, and partnerships with schools in other countries. The goal is to demonstrate to students that language learning opens doors to other cultures and can enrich their lives.
The document discusses enhancing parent and community engagement through a school's website and social media presence. It recommends that a new admin team review their school's online presence and communications strategy to showcase the school and build new partnerships. The admin team should ensure they are effectively communicating their school's vision online and sharing the extraordinary experiences happening daily at the school, while also exercising care when publishing private student information.
Language development through interdisciplinary learningScottish CILT
This document discusses building links across the curriculum at Bishopbriggs Academy in Scotland through their partnership with a German school. It describes a Themed Week called "Fokus Deutschland" that was organized to mobilize the school community, provide resources on Germany, and include exhibitions, competitions, talks, and classroom activities to foster international links and raise the profile of modern languages. The result of the Themed Week was increased confidence, new possibilities for cooperation and motivation, and fun for the students. It also discusses the benefits of interdepartmental collaboration across the curriculum and next steps to further explore cross-curricular teaching and establish links between departments.
This document outlines a project with the following key details:
The project is titled [Project Title] and was conducted by [Your Name] for a local authority or independent school. It involved a target pupil group of [No. of pupils involved] and ran from [Start and Finish]. The short description, aims and objectives targeted several key skills and capacities for the participating students. Additional details provide tips and recommendations for future projects, as well as how this project may continue in the next session.
The place of modern languages in curriculum for excellenceScottish CILT
Modern languages departments play a central role in delivering the promises of Curriculum for Excellence by promoting attainment, international education, and interdisciplinary learning. Studying modern languages provides opportunities to broaden horizons, develop literacy skills, and prepare young people for the global marketplace. It is crucial that modern languages continue to occupy an important place in secondary school curriculums, with compulsory language study until at least the end of S3.
The document summarizes two articles that examine organizations through the lens of "myth and ceremony".
Article 1 argues that formal structures in organizations serve as "myths" that provide legitimacy, resources, and stability. These myths become institutionalized through laws and public opinion. Organizations incorporate the myths ceremonially to appear rational and gain support, even if the myths do not reflect reality.
Article 2 discusses how the "myth of the common school" shaped American education but is eroding as beliefs in inclusion and assimilation weaken with demands for choice and control over education. The institution relies more on tradition than conviction as its founding myths crumble.
This document provides an overview of the author's responsibilities and experiences as an intern for the Family and Community Programming Department at the Denver Art Museum. The internship involved assisting with camps and classes for children ages 4-14, maintaining educational spaces in the galleries, and independent projects. Key responsibilities included lesson planning, facilitating activities, and stocking/cleaning galleries. The author taught 8 weeks of camps covering topics like China, Japan, trash to treasure. Classes involved looking at relevant artworks and doing related art projects to enhance understanding.
Room 13 students from many different cultural backgrounds created a cultural tile quilt to showcase what they learned from their inquiry journey. Each student designed a tile representing an aspect of their own culture, such as korus, Chinese writing or henna designs. They faced challenges in securing tiles, but problem-solved by using fabric instead. With care and multiple drafts, the students transferred their designs onto the fabric tiles. They then sewed the tiles together into a quilt and added a wooden frame to display their work and represent the cultural diversity of Room 13.
Room 13 students created cultural tiles representing their diverse backgrounds to showcase what they learned during a cultural inquiry journey. They brainstormed design ideas, practiced the designs, and then painted them on fabric tiles. They problem solved how to display the tiles by sewing them into a quilt and adding a wooden board. The students reflected that they were happy with their work but would put more effort into their designs if they did it again.
This document provides biographical information on two professors, Dr. Susan Santoli and Dr. Paige Vitulli, from the University of South Alabama. It notes that Dr. Santoli teaches social studies methods and foundations courses, and her research interests include teacher preparation and integrating technology into social studies education. Dr. Vitulli is the director of the art education graduate program and teaches art education courses, and she is the Visual Arts Coordinator for an arts education grant at the university. The document also includes an agenda for a conference on analyzing, synthesizing, observing, describing, making connections, creating/producing, questioning/investigating, and exploring perspectives/points of view through various activities involving images, articles, and discussions.
This document summarizes the partnership between Birchfields Primary School in the UK and Beijing Primary Day School in China over the course of several years. It describes how the partnership began in 2009 and the various joint curriculum projects the schools have undertaken, including celebrating traditional holidays, sharing stories and art, and learning about each other's cultures and languages. Activities at both schools included Chinese brush painting, dragon dances, and British afternoon tea parties. Teachers from each school visited the other to observe lessons and further strengthen their educational exchange.
This document contains an English conversation lesson about courtesy. It includes conversations on asking for and giving biographical information, as well as questions about sports and activities. The conversations cover grammar points such as statements and questions with the past tense of "be" and questions using "can" to express ability. There are exercises to practice the grammar and pronunciation from the conversations.
Room 13 of Willowbank School documented their cultural inquiry journey where they learned about the diverse cultures represented by the students. They explored their own cultural identities and roles in society. As a culminating project, the students created cultural tiles representing important aspects of their cultures and sewed them together into a quilt to display in the school office, celebrating the cultural diversity of Room 13.
A Snapshot of the Curriculum at Ilsham C of E AcademyChris Acky
Welcome to Ilsham Primary School. The school has internet cafes in classrooms to help with learning. Classes participate in activities like silk screening flags, visiting elderly homes, Christmas productions, and cycling proficiency. Students learn about cultures like Uganda and India. Classes study topics through activities like a Mad Hatter's tea party, beach investigating, and dressing up for a Roman day. The school celebrates learning with displays and exhibitions for parents. It aims to provide a happy and challenging learning environment.
Room 13 students explored different cultures represented in their class. They learned about citizenship, roles in society, and celebrated cultural traditions like Chinese New Year, Indian henna art, and Maori koru designs. To showcase what they learned, the students created cultural tiles by painting designs on fabric and sewing them into a quilt. They displayed the quilt in the school office to share their cultural inquiry with others.
The document describes a project-based learning approach used in an early childhood development (ECD) classroom. It details how a topic on bamboo led the children to become interested in pandas, which then led them to questions about China. The phases of investigating China included reading books and enhancing the classroom with Chinese prints, currency, and flags. Children visited the zoo, made fans and clay objects, used technology, and had sensory experiences. They represented their learning through art and sketching. The approach allowed children's interests and questions to guide open-ended learning.
This document provides descriptions and photos of various classroom displays created by students for different subject themes over multiple school years. It includes displays on book characters, Christmas, student artwork, poetry, animal habitats, geography, reading areas decorated as castles, and more. The largest project involved creating life-sized cardboard dinosaur models. All projects aimed to make learning engaging and gave students pride in displaying their work.
Room 13 of Willowbank School celebrates cultural diversity. The students come from many countries and cultures. Over the course of the year, they studied different cultures and roles in society. They held cultural art activities and visited sites like a Buddhist temple. For their big idea project, the students created cultural tiles to display around the school, sewing them together into a quilt to showcase their learning about different cultures.
This document provides an introduction to key concepts for understanding history, including definitions of history, primary and secondary sources, and point of view. It explains that history tells the story of the past through places, people, and objects. Historians use primary and secondary sources as clues to understand events and how they influenced each other. The document emphasizes thinking like a historian by asking who, what, when, where, why, and how questions about the past.
The summary discusses the Connecting Classrooms program at Sinseo Middle School in Seoul, Korea. It describes how the school has a CC class taught through co-teaching between a Korean English teacher and a native English teacher from England. The class aims to make lessons more interesting through task-based activities connected to students' real lives. Currently there are 21 students in the CC program, and the teacher hopes it will expand to serve as a stepping stone for students to become global citizens.
Room 13 students explored different cultures represented in their class, including Chinese, Indian, Filipino, Samoan, and Māori cultures. They studied various jobs in society and created cultural tiles representing important aspects of their cultures. Despite challenges in obtaining materials, the students worked collaboratively to design tiles, sew them into a quilt, and display their cultural artwork for the school to see and celebrate their diversity.
Room 13 students created cultural tiles to display and share different aspects of their diverse cultures. They brainstormed ideas, carefully designed and created tiles representing cultures from China, India, Samoa and more. The tiles were sewn together into a quilt and displayed on the wall to educate others about the cultural backgrounds of students in Room 13.
Room 13 students from many different cultural backgrounds studied various cultures and roles in society. They created cultural tiles representing important aspects of their cultures to display. The tiles included art from China, India, Maori culture and more. The students worked collaboratively to design, create and display the tiles as a cultural quilt to share their learning and celebrate their diverse classroom community.
The students completed a class project on the regions of America. They were divided into five groups, with each group researching a different region. They wrote reports on topics like location, climate, industry, and tourism. They then presented their findings to the class. The project gave the students a lot of fun making American food stands and performing skits. It was one of the best and longest projects they had done.
Room 13 students created cultural tiles to celebrate and share the many cultures represented in their class. They designed tiles showing important aspects of their cultures, then sewed the tiles together into a quilt to display in the school. The process involved brainstorming design ideas, carefully copying designs onto material tiles, and problem-solving how to display the finished quilt. The students learned about different cultures and had fun taking their inquiry from ideas to displaying the final product.
The document summarizes a French spelling competition called Word Wizard that took place from December 2016 to May 2017 for S1 students at Monifieth High School in Angus Council. The competition involved students spelling as many words as possible from a list of 225 words in different categories within one minute. The aim was to improve students' vocabulary, pronunciation, and spelling. One student made it to the finals in Edinburgh. Both the teacher and students felt it improved students' confidence and pronunciation in French. The French assistant who helped train the students felt it was a good experience that made the students more comfortable speaking French.
The document describes a French counting activity for a Primary 1 class where students learn to count to 12 in French through singing "1,2,3 petites fleurs" and playing a counting game in a circle. The aims are to enable students to count from any number up to 12 in French and increase learner confidence and motivation to speak French through fun activities like songs and games. Feedback from a student and the teacher noted enjoyment in learning French through songs and the effectiveness of using songs to help remember French numbers.
S3 students at St. Mungo's Academy participated in a filmmaking project called "Our Europe" to encourage European language learning and citizenship. The 30 students had to create a storyboard in Italian about how being a European citizen affects young people. The best stories were turned into films. The project aimed to improve language skills, promote teamwork, and help students understand life in other European societies. Students and teachers reported that the project boosted confidence and language abilities while tackling important issues across Europe.
The document summarizes the projects and experience of Sophie Rondeau, the first French-Canadian assistant at The Glasgow Academy. It describes that she is from Gatineau, Quebec and has previous experience working with children ages 5 to 12. It then outlines three projects she led with students, including having students build a snowman and Easter bunny using only French words, as well as an letter exchange between students at the school and her high school in Quebec to practice French writing skills.
This document summarizes the experience of Emiliana Russo as an MLA teaching Italian at George Heriot's School in Edinburgh from September 2016 to May 2017. It provides details on the number of students involved, the types of tasks and activities conducted like conversation classes, working on translations, and screening an Italian film. It discusses tips for diversifying activities and making cultural references to engage students. Quotes from students and the MLA's tutor highlight how the classes benefited students' Italian learning through authentic language use, a fresh approach, and cultural input in a less formal student-MLA relationship.
Yang Miliang participated in the HSBC Mandarin Speaking Competition, passing the regional heat and advancing to the final competition in London. As a Chinese teacher at Fettes College, she provides oral Chinese lessons to 4th, 5th, and Lower Sixth forms to help prepare them for exams. She is also responsible for teaching Chinese to the 3rd form twice a week and delivering culture lessons to the prep school twice a week. Both students and teachers praise Yang Miliang for establishing good connections with pupils and helping to improve their oral Chinese skills.
The document describes a lesson on Día de muertos (Day of the Dead) for a whole S5 Spanish class. Students learned vocabulary related to traditional Mexican altars by singing a song. The aims were to introduce an aspect of Mexican culture and practice pronunciation through singing. Students enjoyed learning in a fun way through the song and their language skills improved as they translated the lyrics. As a follow up, students watched a video with the song lyrics containing the vocabulary words and then sang the song themselves.
Beatriz Píriz Rico highlights her use of the educational game Kahoot! with her students. She found that students were engaged with using their mobile phones in class and enjoyed playing the game multiple times. Kahoot! helped motivate students and see their progress. Beatriz also discusses a student exchange project where students in Scotland and Spain recorded videos of themselves speaking English and shared them online to practice oral skills and learn about different varieties of English. Some students did not receive permission to share videos publicly, but others enjoyed watching themselves and peers from the partner school speaking.
My MLA Year - City of Edinburgh Council (Sp)Scottish CILT
Maríam Muñoz Sánchez worked as a British Council MLA in Edinburgh from September 2016 to May 2017. Some of her projects included bringing Andalusian culture to students by teaching about Spanish festivals and traditions like Seville's Feria de Abril. She shared knowledge of folklore terms like "castañuelas" and dances like "las sevillanas." Her work was shared online with secondary schools. Overall, her goal as an MLA was to bring Spanish culture and language closer to Scottish people through various projects and events, including an immersion day to motivate Spanish language learning. Her work benefited teachers and students.
1) The document provides tips for leading students in discussions, suggesting letting students share their feelings and talking less to get better results.
2) It recommends finding interesting discussion topics, like Chinese pop songs, and having students take notes after each session to remember new words and sentences.
3) The document includes positive feedback from students and faculty who appreciated their Chinese teachers for making them feel comfortable speaking, motivating them to continue learning, and doing a fantastic job.
My MLA Year - City of Edinburgh Council (2)Scottish CILT
Xiang Zhou taught Mandarin language and culture classes to over 300 students across four schools in Edinburgh from September 2016 to June 2017. The goals were to increase students' knowledge of China and competence in Mandarin while making learning enjoyable. Classes focused on basic language and culture for most students, while one group took a Mandarin assessment. Student feedback showed they enjoyed learning Mandarin and found the classes the most interesting part of their week.
My MLA Year - City of Edinburgh Council (1)Scottish CILT
The document discusses a presentation on achievement and sample language lesson topics including a culture lesson where students experienced Chinese cuisine and created cultural artifacts.
This project involved 163 primary students learning Mandarin Chinese through interactive activities like writing characters in jotters and decorating them with paper folding. The goals were to improve students' language skills, promote creativity, and inspire interest in Chinese culture. Teachers reported that the visual lessons kept students engaged and motivated. Students said they enjoyed making things and learning songs. The jotters helped review vocabulary over time outside of the weekly Mandarin lessons. Stimulating visual learning through colorful paper folding and 3D models was an effective way for students to learn Chinese characters and culture.
This document summarizes a French poetry activity for students in S4-S5. The aims were to increase motivation, creativity, vocabulary, and learning about French poets. Students wrote simple poems in French using rhymes on topics of their choice and read them to the class. The activity helped students feel more confident speaking French publicly and realizing they knew more words than expected. Teachers noted students had fun with the creative, off-beaten-track activity and helped each other.
This document describes a classroom activity where students in an S3 French class practiced ordering crepes in French and having short conversations with their teacher or another speaker. The goals were to expose students to an aspect of French culture, practice using basic greetings and questions in French, and build confidence speaking in a real-world situation. Feedback from both students and their teacher indicated that they enjoyed the interactive nature of the activity and felt it helped improve their basic French language skills while feeling less pressure than a typical in-class activity.
Cynthia Eliane RABESON organized French spelling training for a school's Word Wizard competition, where students had to learn and spell 225 French words. One student made it to the finals as runner up. The goals were to boost students' confidence in French and show they could memorize many words, while also improving pronunciation and forming friendships. Students from years S1 to S3 participated from December 2015 to May 2016. The project helped students become successful learners by reflecting on language learning, confident individuals through interacting in French, and effective contributors by working together in French. Feedback from students and a teacher showed increased confidence in French. Rabeson was moved by a student making new friends through the competition.
The pupils had to write letters in French and English to pen pals from France, practicing their language skills. The French students then visited Scotland in March 2016. The groups visited several local landmarks together in Glasgow, including Kelvingrove Museum, Glasgow Cathedral, and the Necropolis cemetery. Both students and teachers felt the program was a success in helping students practice language skills and learn about another culture through direct interaction and new friendships with pen pals.
The pupils wrote letters to French students where half the letter was in French and half was in English to practice both languages. The goal was to improve writing skills in French, increase knowledge of French culture, and help students realize the importance of learning other languages. 35 students from S3 participated in the pen pal exchange from January to May 2016. The project helped students see that learning French allowed them to communicate with French friends and gain confidence that mistakes are okay when communicating in another language. Students also learned about each other's cultures through sharing details in their letters.
The pupils completed a French quiz about French paintings at the Kelvingrove Museum in Glasgow. The quiz questions covered vocabulary they had learned in class, such as numbers, descriptions of people, and colors, but in the context of art. The aims were to discover French painters and paintings, learn new vocabulary related to art, revise previously learned vocabulary, and work in groups and individually. Fifteen S3 pupils participated over two weeks in December 2015. The project supported the pupils in becoming successful learners by reflecting on how learning another language relates to acquiring their first language, confident individuals by interacting in French in a real-life setting, and effective contributors by working together and practicing their French.
The document summarizes a project introducing Spanish culture to 28 Scottish students. The project aimed to promote cultural awareness of Spanish traditions, festivals, cities, and food. Students learned about local Spanish events and monuments. At the end, students chose an aspect of Spanish culture to research further in an independent project. Quotes from students showed they enjoyed learning about Spain's different culture and were motivated to experience Spanish culture and learn the language. The teacher was flexible and engaged students by answering their questions, and was impressed by the creative projects students completed independently.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chinese - learning about china
1. Newhill Primary School, Blairgowrie, Scotland Learning about China by Primary 7K 9 th February 2010
2. In this presentation, we would like to tell you about what we have been learning about China and how we have been learning. We have covered many topics in the last few weeks and we have prepared these slides to tell you about our work. We have illustrated it with photographs of our work and some of our learning resources. Our China Presentation
3. Cross Curricular Learning and Teaching and Pupil Choice In January 2010, we started our Environmental Studies topic ‘China’. Over the last 5 weeks, we have learned a great deal about many aspects of life in China, its geographical features, its history, its culture and its language. We will continue our topic until May. Cross Curricular Links When we learn in Environmental Studies topics, we try to make links between different areas of the curriculum. In this particular topic, we have been learning a range of subjects through our study of China – expressive arts, I.C.T., geography, history, social studies, talking, listening, reading, writing, and science. Pupil Choice in Learning Pupil choice is an important part of teaching and learning. We are currently working on Personal Topic Folders. These are completed at home. We decide which areas we are particularly interested in, carry out our research and compile a personal topic folder on our findings. In class, we are working on China Fact Files. Again, these allow pupils to choose their own areas of interest and they find and record information in this appealing way. We are also working on China information leaflets and this gives us another opportunity to follow our personal interests.
4.
5. As part of our China topic, one of the writing exercises we were set was to create information leaflets about China. They had to be made as if they were going to be given to tourists who were visiting China. First, we had to fold a piece of paper into six panels – three on each side. Then we had to make sure we had the right panels for the cover and the back. That left us four panels to complete with information about four topics which would be useful and interesting for someone visiting China. We worked very hard trying to find information for each of our four panels. Once we had hand written a first draft, we typed it up using Microsoft Word. They all look really good in our display. Information Leaflets Writing the first draft Eilidh typing her leaflet – and the finished product!
6. In January, we started to make our China Fact Files. A Fact File is a set of information cards. To make a Fact File, we use pieces of card 21cm x 15cm. We choose a subject we would like to research and write about and we write our information on a card. We can use one or more cards for each subject. We try to make our cards look attractive and informative by using text and illustrations. As we complete our cards, we join them together with a special fastener called a treasury tag. Our first card was about the Chinese flag. We were given some information from the internet and we had to write it in our own words. We were then allowed to choose some other topics about China. Some of the topics chosen so far are the Terracotta Warriors, Chinese food, Chinese music, the Great Wall, pandas, farming and crops and the Harbin Ice Festival. When we are writing our fact file, it allows us to choose topics that we wish to learn about. We also choose what colour of cards we use and most of us choose lots of different colours so that our fact files look really attractive as well as being full of information. We continue working on our fact files whenever time is available, usually after most of our work has been completed. This way, we build up our fact files over time. Resources we use are the internet, reference books, photographs and videos. China Fact Files We all wrote our names in Chinese characters on the front of our Fact Files and decorated them with suitable pictures. Inside, we wrote about many different subjects.
7. China Fact Files We punched holes in the corners of the card and joined the cards together using treasury tags. We wrote our name in Chinese characters on the front and wrote about many different subjects inside.
8. The first thing we learned about China is where it is in the world by looking at map booklets and our class map. We learned that China can be found in the east in Asia. We also learned that China is made up of areas called provinces. We learned that the capital is Beijing and that Shanghai is also a very important city. We listed some of the countries bordering China such as Russia, India and North Korea. Rivers are another thing we talked about. We watched a news video about pollution affecting the Yellow River and we looked at the news headline ‘Pollution Turns the Yellow River Red’. We enjoyed learning about where China is. Map Work Lisa completes her map work looking at the map of China and its bordering countries. Rachel studies her atlas
9. One of the first things we learned about China was some words in Mandarin. We learned how to say: Nǐhǎo Nǐhǎo ma? Hěnhǎo, xièxiè Wǒ jiào ... Zàijiàn We can also say the numbers 1 – 10. We watched a video where a Chinese lady called Fong told us how to pronounce words in Mandarin. We also saw young Chinese children learning the tones by using hand movements. With Sun Yan Bing, we learned a song called 茉莉花 . We found it difficult to pronounce the words but it was good fun. Leejuin taught us that words can have different meanings depending on the tone used. She taught us that ma could mean mother, scold, horse or numb depending on the tone used. To help us learn the tones, we used hand movements like the young Chinese children. Mandarin
10. In class, we have been studying the Great Wall. We have been learning about how it was built and why it was built. We included pages about the Great Wall in our Fact Files and our Personal Topic Folders. We learned about the Wall from reading books and watching videos. We have agreed that the Great Wall is definitely one of the most interesting things about China and although we have learned a lot about the Great Wall there is still lots to learn. Kim, a girl who used to be at our school, brought in some photographs of the Great Wall to show us. These had been taken by her father when he visited China. The Great Wall of China These are some of the photographs taken by Kim’s dad.
11. We made our own Great Wall but not of stones! We painted it with help from Mrs. Brown, our classroom assistant. We all participated in the painting, working in small groups with Mrs. Brown. We painted with sponges to achieve a stone effect. We also used pastels to highlight the stones. We painted bushes and trees and the sky. It took a few hours to complete but we think our wall looks wonderful. Our Great Wall of China We have started to arrange our art work along the top and the bottom of the wall. Molly and Eilidh work with Mrs. Brown to paint the sky.
12. The Terracotta Warriors are one of the most interesting things about China. We have learned a lot about them so far but we still have more to learn. We have learned how, where and when they were discovered by reading books, watching some videos on the internet and our teacher told us a little bit about them. She told us how some of the warriors were brought to Edinburgh in 1986. Her mother had visited the exhibition and had taken photographs so we were able to see them. Some warriors also came to the British Museum in London in 2008 and our teacher’s daughter had sent some photographs and postcards of them. We enjoyed looking at all these pictures. We also learned about the different types of warriors, the standing and kneeling positions, the hair styles, the shoes, belts, moustaches and armour. We also drew pictures of the warriors and horses for a display in the classroom. Terracotta Warriors Caitlin is drawing her Terracotta Warrior Our Warrior display in the classroom
13. Leejuin, a Chinese student came and taught us how to write Chinese calligraphy. She showed us how to hold a calligraphy brush and how to form the strokes in the right order. We enjoyed learning how to write calligraphy very much. Meryl James told us that Chinese calligraphy was calming and good for people who play the violin because when you write calligraphy you have to have a flexible wrist. Holding the calligraphy brush was odd at first but it felt more natural after a while. Meryl also told us how ink used to be made but we just poured ours from a bottle into a pot. Calligraphy Our brushes and inks. Robbie practises holding his brush correctly. Leejuin. We all loved her.
14. Leejuin taught us how to write the characters for a gentle spring wind, Happy New Year and dragon. Calligraphy Everyone is very absorbed in the activity.
15. In our first week of doing our China topic, we learned about silk. We found out how the Chinese make silk and also learned about silk worms. We learned how the Chinese look after their silkworms. We learned that there are many legends about how silk was discovered. Our favourite one was about a Chinese princess who was sitting under a mulberrry bush when a silkworm’s cocoon fell into her hot tea and began to unravel. Our teacher has been reading us some stories about the Silk Road. One of the stories she read to us is called ‘The Bride with the Horse’s Head’. We have also started to read a story called ‘The Jade Gate’. We found the stories very interesting and we look forward to reading other stories about the Silk Road. Our teacher brought in a silk garment and some pieces of silk for us to see and feel. Tamzin brought in a silk coat which belongs to her grandmother. Many of us have written about silk in our information fact files. To find out about silk, we have researched on the internet, used information books and answered questions in comprehension exercises. We have all enjoyed learning about silk. Silk Rachel and Tamzin model Chinese clothes Robbie reads ‘Stories from the Silk Road’ Rachel and Louise read about silk worms
16. We have learned about the one child policy in China. We have learned why the one child policy was introduced and how children of the one child policy live. We have learned about this subject by using the internet and we also learned about it in our information books and by watching a video. We read in a news report that the one child policy has led to a population imbalance because the men now outnumber the women. Because of this the law is now being relaxed in some areas. One Child Policy Alice and Ciara read about the China’s one child policy
17. We have learned about the Chinese flag. Using information sheets our teacher gave us, we learned about how and when the design was chosen and when the new flag was first raised. We learned the significance of the colours and the stars. We put the story of the Chinese flag into our own words. We found it difficult at first but once we got the hang of it, we found it quite easy. We also learned a bit about Communism and Mao Tse Tung who first raised the flag in Tiananmen Square in 1949. We also listened to the Chinese National Anthem on the internet. The Chinese Flag Finn and Angus draw a Chinese flag
18. We have learned that dragons are an important part of Chinese culture. We talked about dragons with Leejuin and Meryl. We listened to an amusing poem about dragons and did a comprehension exercise about them. We have started to make paper dragons to celebrate Chinese New Year. Dragons We first drew a dragon head and tail. These were then photocopied mirror image. We then had to colour the heads and tails symmetrically. We then folded some card in a concertina shape, glued on the heads and tails, added two sticks and some streamers and the dragons were ready for the display! We glued the two pieces of head together and the two pieces of tail together.
19. We have briefly touched on the Harbin Ice Festival. We looked on the internet and saw some pictures of the ice and snow sculptures. We thought they looked amazing with the colourful lights. We learned that the Harbin Ice Festival is one of the four biggest ice festivals in the world. We also looked at newspapers and saw lots of beautiful sculptures and realised how cold it must be in Harbin. We enjoyed learning about it. Harbin Ice Festival Hannah and Emily drew pictures of some of the Harbin ice sculptures
20. We have learned a little about the Three Gorges Dam and will be learning more later. We learned that many people had to be moved from their homes and that towns and villages along the River Yangtse were flooded to make way for the dam. We have learned the dam helps provide electricity for many people. This makes a link with our present science topic which is Sources of Energy, so we know that the hydroelectricity generated by the dam is a renewable form of energy. Three Gorges Dam Rachel drew a picture of the Three Gorges Dam
21. Early on in our China topic, we watched a video about traditional Chinese medicine. We saw how the doctors used plants, insects and seahorses to make medicine. We learned how the doctor’s assistant helped with the medicines and put them in bags. We now know about acupuncture and how patients don’t really feel anything when the needle goes into them. The video also said that in China you don’t need an appointment to see the doctor – it is first come, first served. That is different from here because we have to make an appointment to see the doctor. We really enjoyed watching the Chinese medicine video and hope to learn more later. Chinese Medicine
22. Leejuin came to teach us tai-chi and kung fu. First she showed us a presentation and she explained that kung fu is not just about fighting. It is also about meditation and being in touch with the ground beneath you and the sky above you and about being being in harmony and balance. Then she taught us some basic moves and it was very hard! Leejuin then demonstrated some harder moves and she was brilliant at it. When it was our turn, we tried to copy the moves Leejuin had done and it was really difficult. We all found it quite funny watching everyone trying to be flexible and trying to stretch their legs really far. We all enjoyed it very much. Kung Fu We did some stretching exercises first then tried out some moves.
23. A Chinese lady called Sun Yan Bing came to teach us some beautiful art work and music about a jasmine flower. She taught us the song Molihua. It was really good fun. She had a beautiful voice. We found it quite difficult to pronounce the words of the song. Sun Ban Ying also painted a picture with us. The picture was a jasmine flower. At the bottom of our picture, we wrote 茉莉花 . When all the pictures were completed, they looked great. A big thank you to Sun Ban Ying for visiting us. That day was great fun. Molihua Sun Yan Bing showed us how to paint our jasmine flower. Angus’ mum came to help so she painted a picture too! 茉莉花
24. Molihua We wrote the characters for jasmine flower at the bottom of our pictures. We thought they looked lovely on our display when we had finished.
25. The Giant Panda is the national symbol of China. We have learned about where pandas live, their diet and their population by reading our information books. Meryl also showed us on the map the province where most of the pandas live and told us they mostly live in Sichuan. Through reading books and researching on the internet, we also know what they look like and why they are endangered. We have watched news reports and we saw pandas being transported from America to China. We also saw how pandas were taken to Beijing from Sichuan because of the earthquake before the Beijing Olympics. The Giant Panda Eilidh drew a lovely panda eating bamboo.
26. It is very interesting to see how different Chinese culture is from ours. We all really enjoy learning about your wonderful country. John and Harris Our thoughts on our China topic We really enjoyed learning about your country. We hope to visit China when we are older. Emily, Alice and Regan We have loved learning about your culture and lifestyle and are hoping to go to China later in life! Rachel C. and Ailidh In the few weeks we have been learning about China we already know so much about your amazing country. Angus, Rory and Jacob We can’t wait to learn more about China because it is such an amazing country. Tamzin and Rachel A. We have enjoyed learning about China. It has been one of the best topics we have done in school. Ciara, Eilidh and Lisa. We have especially enjoyed learning about the Great Wall and the Terracotta Warriors. Mathew and Robbie We have learned so much about China – it was so much fun. We will remember it for the rest of our lives. Hannah and Rachel E. We really enjoyed working on this presentation and we hope you enjoy it too. Finn and Charles Learning about China has been very interesting and it has been our favourite topic. Molly and Katie We have learned a lot in the past 5 weeks and enjoyed learning about China. Caitlin, Louise and Georgia