- Phones4U is still thriving despite store closures on Oldham's high street due to recent recessions. The director credits listening to customers and constantly innovating new products for their success.
- Oldham Sixth Form College is inspiring primary students to study science through hands-on activities at their science center that make learning fun and link to students' experiences. This provides a foundation for secondary school.
- Local university students from Oldham are excelling in their studies and winning awards, though their post-graduation plans are uncertain.
The document discusses the development and use of conventions in a radio news bulletin targeted at teenagers on the Isle of Wight. It summarizes how conventions from other youth-oriented stations like BBC Radio 1 and Capital FM were analyzed and sometimes adapted or challenged to better engage the target teenage audience. For example, introductions were made more casual by using first names only rather than full names. The bulletin structure included a mix of "cue and voicer" stories, copy stories, clips, and two-ways to maintain interest. Back announcements and social media mentions were used to further engage listeners. Conventions from local stations were also considered but sometimes replaced if not relevant to teenagers. The goal was to create a professionally produced but
Catchy upbeat Jingle, shows the frequency. Friendly mode of adress, less formal, not much use of five w's and 3 c's or Galtung and Ruge. Friendly choice of presenter, friendly tones.
This document provides guidance for actors on annotating scripts to help understand their character's motivations and lines. It discusses including the character's intention, actions, subtext, and blocking notes directly on the script pages. The intention represents the overall goal for a scene. Actions are what the character wants moment to moment, stated as "I want." Subtext captures what the character is actually thinking versus what they are saying. Beats mark units of dramatic text. Blocking notes indicate where the character moves on stage. Actors are advised to annotate scripts in pencil so notes can be updated, and to bring pencils to rehearsals.
Police are investigating a New Year's Day burglary in Ventnor where a 37-year-old man was hospitalized after attempting to protect local stores. Three men have been arrested. In Newport, two properties were cordoned off after a suspected bomb was discovered. Repairs are underway at Ryde Arena after it closed last year due to water damage, disrupting local skaters' training.
- The document summarizes the morning news broadcast, covering three main stories: the impact of recession on Oldham's high street, a science center inspiring primary students, and local university student excellence.
- It discusses shop closures in Oldham's town center due to recession but notes some established stores are still thriving. Economic impacts were explored through interviews.
- The science center at a local college aims to inspire primary students' interest in science through hands-on activities. Its impact was investigated through an interview.
- Finally, former local students are excelling in university, winning awards, and have ambitions for their futures.
The document discusses the advantages and disadvantages of nuclear power. It notes that nuclear power produces huge amounts of energy from small amounts of uranium and produces little waste, but is also very dangerous if accidents occur as radiation can spread. While concerns about safety exist, nuclear power was the fastest growing energy source in the 1990s. Both advantages such as low emissions and reliability, and disadvantages such as radioactive waste and potential for accidents are outlined.
The document provides an overview of Malraux High School in France. It details the school's history and origins, facilities, course offerings, typical schedule, and extracurricular activities. The school was originally named "Béchamp" but was changed to "André Malraux" to honor the famous French writer. It has over 1500 students and 168 teachers across 12 buildings that house classrooms, a library, cafeteria, dorms, and sports facilities. Students take both general and specialized courses and have opportunities to participate in exchange programs and clubs.
The document discusses the development and use of conventions in a radio news bulletin targeted at teenagers on the Isle of Wight. It summarizes how conventions from other youth-oriented stations like BBC Radio 1 and Capital FM were analyzed and sometimes adapted or challenged to better engage the target teenage audience. For example, introductions were made more casual by using first names only rather than full names. The bulletin structure included a mix of "cue and voicer" stories, copy stories, clips, and two-ways to maintain interest. Back announcements and social media mentions were used to further engage listeners. Conventions from local stations were also considered but sometimes replaced if not relevant to teenagers. The goal was to create a professionally produced but
Catchy upbeat Jingle, shows the frequency. Friendly mode of adress, less formal, not much use of five w's and 3 c's or Galtung and Ruge. Friendly choice of presenter, friendly tones.
This document provides guidance for actors on annotating scripts to help understand their character's motivations and lines. It discusses including the character's intention, actions, subtext, and blocking notes directly on the script pages. The intention represents the overall goal for a scene. Actions are what the character wants moment to moment, stated as "I want." Subtext captures what the character is actually thinking versus what they are saying. Beats mark units of dramatic text. Blocking notes indicate where the character moves on stage. Actors are advised to annotate scripts in pencil so notes can be updated, and to bring pencils to rehearsals.
Police are investigating a New Year's Day burglary in Ventnor where a 37-year-old man was hospitalized after attempting to protect local stores. Three men have been arrested. In Newport, two properties were cordoned off after a suspected bomb was discovered. Repairs are underway at Ryde Arena after it closed last year due to water damage, disrupting local skaters' training.
- The document summarizes the morning news broadcast, covering three main stories: the impact of recession on Oldham's high street, a science center inspiring primary students, and local university student excellence.
- It discusses shop closures in Oldham's town center due to recession but notes some established stores are still thriving. Economic impacts were explored through interviews.
- The science center at a local college aims to inspire primary students' interest in science through hands-on activities. Its impact was investigated through an interview.
- Finally, former local students are excelling in university, winning awards, and have ambitions for their futures.
The document discusses the advantages and disadvantages of nuclear power. It notes that nuclear power produces huge amounts of energy from small amounts of uranium and produces little waste, but is also very dangerous if accidents occur as radiation can spread. While concerns about safety exist, nuclear power was the fastest growing energy source in the 1990s. Both advantages such as low emissions and reliability, and disadvantages such as radioactive waste and potential for accidents are outlined.
The document provides an overview of Malraux High School in France. It details the school's history and origins, facilities, course offerings, typical schedule, and extracurricular activities. The school was originally named "Béchamp" but was changed to "André Malraux" to honor the famous French writer. It has over 1500 students and 168 teachers across 12 buildings that house classrooms, a library, cafeteria, dorms, and sports facilities. Students take both general and specialized courses and have opportunities to participate in exchange programs and clubs.
Modern apps can promote knowledge of cultural heritage, according to Workgroup 5. However, they acknowledge that not all devices can run all apps due to technical specifications, and it can be difficult and expensive to purchase an up-to-date device. While apps give access to places and culture through services like YouTube and Instagram, they also risk distracting focus and hindering learning.
This document discusses the history of educational technology from slates to tablets. It traces how technologies like slates, then tablets, aimed to improve education by engaging students and enabling personalized learning. It also notes challenges like student distraction and a lack of evidence that technologies improve test scores. More recently, the focus has shifted to student-owned devices and collecting evidence on what works through programs like Apps for Good and the Rosendale Primary research project.
This document outlines a 45-minute English lesson plan for 5th form students about schools in England. The lesson aims to develop students' listening, reading, speaking skills and cultural knowledge. Students will watch a video about English schools, read a text comparing a private and state school, listen to an interview with a student describing her state school, and have a group speaking activity where they advertise their assigned school. The lesson concludes with student self-evaluation and teacher evaluation of their performance.
Chapter 01 Book 1 IX_Subject-English.pptxShravan Sir
Here are the answers to your questions:
1. Margie was 11 years old and Tommy was 13 years old.
2. Margie wrote in her diary about an old book that Tommy had found.
3. No, Margie had never seen a real book before finding the one Tommy discovered.
4. Three strange things Margie found about the book were that its pages were yellow and crinkly, it talked about a school with a teacher, and children learned together in a classroom.
5. A telebook is likely an e-book or electronic book that is read on a screen rather than a printed page.
6. Margie's "school" was in a special study room
The document provides a weekly update from a kindergarten classroom. It discusses what the students learned in reading, math, writing, and science for the week. Upcoming topics for the next week are also mentioned, including a reading test, main idea, comparing/contrasting, science on land formations, and measuring in math. Reminders are provided such as practicing writing last names, bringing extra clothes to school, and encouraging homework help from parents.
Running head SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES.docxtodd521
Running head: SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES? 1
2
SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES?
Assignment 3.1: The Persuasive Speech
COM 201 – The Power of Effective Speaking
May 20, 2020
Should Children under the Age of 10 Own Cell Phones?
Always mediate about your legacy, you are the author of it. Today I want to engage in you into the discussion on whether children under the age of ten own cell phones. The use of cell phones has facilitated communication and has other importance due to technological advancement. It is not surprising to find that most children today own cellphones, which is a result of technology which children are aware of, and parents are pressured to provide them with cell phones at an early age (Tyler & Schmitz,2017). With the need to provide a cell phone to them, the question that is left unanswered is whether the children themselves are prepared for the responsibility of owning a phone. The decision on whether children under ten years should own phone is based on weighing the benefits versus risks of cell phones to them
The benefits of owning a cell phone at the age of ten includes:
1) Owning a cell phone at an early age provides children a chance to communicate emergency issues because many families do not have a home phone and also the public telephones are seen as past.
2) Children have the opportunity for social interaction with their age mates. Through texting and talking, there is increased social contact among children.
3) Furthermore, owning a cell phone for children under the age of ten provides them with the opportunity to acquire intermediate knowledge for academic or personal use. For instance, a grade two pupil may use social media to gain academic knowledge to use in their work.
4) Lastly, owning a cell phone to children creates entertainment since children are more interested in funny things, a cell phone can give them the ability to watch funny things through the YouTube app.
There are various risks associated with the ownership of cell phones to children under the age of ten.
Parents are the ones entitled to provide cell phones to children if there is a need. However, it is important to explore the risks of children owning a cell phone while under the age of ten.
When exploring the risks, one should consider the following:
· How the child is responsible for carrying a phone; for instance, children under the age of ten tend not to be responsible for finding their clothes or school homework; how about being accountable to a cell phone considering its costs.
· Another consideration is the impact of the cell phone to their health. Children at this age, like entertainment and spending long hours in screen lights, may be obese.
· Lastly, there is a need to consider the impact of the social impact due to cell phone ownership to children.
Considering the three points when exploring the risk for children under ten.
The document discusses the importance of math and science education for students in the 21st century. It defines math and science and explains that students need to learn critical thinking skills to solve problems, not just memorize facts. Various technologies are proposed to engage students, including using arts and bots, podcasts, Twitter, storytelling and posters to teach math and science concepts in fun, hands-on ways.
Here are the answers to the questions:
1. Margie was 11 years old and Tommy was 13 years old.
2. Margie wrote in her diary about an old book that Tommy had found.
3. No, it doesn't mention if Margie had seen a book before finding the one Tommy discovered.
4. Three strange things Margie found about the book were:
- The pages were yellow and crinkly.
- The words didn't move like they did on a screen.
- When they turned back a page, it had the same words.
5. A telebook is likely an e-book or electronic book that is read on a screen rather than printed pages.
Let's ban malls! Rethinking cellphones in educationSteve Vosloo
The document discusses the potential of mobile phones and mobile applications like MXit to support education in Africa. It notes that mobile phone ownership in South Africa is much higher than computer ownership. While MXit was often criticized in newspapers for exposing children to risks, studies found it was being scapegoated and that bans were not the solution. The document outlines several examples of how mobile applications are being used for tutoring, games, quizzes, peer support, and information dissemination to enhance teaching and learning in innovative ways. It calls for engaging with mobile technologies' opportunities rather than banning them and preconceptions.
TITLER The Children's University - Small answers to big questions in science
LOKALE Mogens Zieler
OPLÆGSHOLDERE Erja Hyytiäinen
TID 13.30, 14.05 og 14.40
SPROG Engelsk
SYNOPSIS This session explores how to awake an interest towards the wonderful world of science and research already from early age. The Children's University at the University of Turku organises science lectures, summer camps and other events for 7-15 year old children. The tremendous success of the concept has astonished even the organisers: both children and parents are enthusiastic about it! Moreover, with practically no marketing budget, the Children’s University and thus the University of Turku have attracted wide positive publicity in the press and in the stakeholders.
History lessons should not be banned from school curriculums for several key reasons:
1) Studying history helps students better understand how past systems, ideologies, governments and technologies developed over time and how their present reality came to be. It also helps avoid repeating past mistakes.
2) The past is filled with warning signs - learning about historical events allows people to reflect on what led up to them, learn from mistakes, and recognize potentially dangerous patterns that could be emerging.
3) While some argue more time should be spent on subjects like math, language, and technology, eliminating history risks society not learning from the past and potentially leading to racism or other unhealthy outcomes. Overall, the benefits of teaching
These slides discuss how to put context back into learning. Farm and other work at home once provided a context for learning, but this context has become much weaker as work at home as mostly disappeared Students once learned mostly from parents because they worked on farms, fixed things at home, and prepared meals. These activities provided a "context" for school learning, a context that has been mostly lost. These slides discuss how this context can be put back into learning and the implications for the types of people best suited for teaching and the way to train them.
The document discusses the evolution of teaching from the past to present and future. It outlines strict rules teachers had to follow in the past like not socializing or wearing bright colors. It then discusses how education shifted to preparing students for industry. More recently, technology and short attention spans have made students bored in school. The document suggests engaging students through entertainment, fun activities, building trust and connecting lessons to their lives to prepare them for the future.
What I experienced about learning by baby sitting my 3 year old niece for onl...leadchangeagent
The document describes the author's experience babysitting their 3-year-old niece for 6 hours. They engaged in various learning activities using technology like iPads, iPhones, and Kindles. The niece intuitively used the devices and was able to flip pages and type. They also did hands-on learning outside by fishing and drawing on the sidewalk. The author reflects on how adults can learn from this experience, noting that adults prefer active, engaged learning through real-world activities and events rather than passive memorization. Technology now allows for more interactive, collaborative learning styles.
The document discusses the problem of sweatshops and child labor. It notes that many companies take advantage of workers in developing countries by subjecting them to harsh working conditions like low pay, long hours, and physical abuse. While poverty contributes to the issue, governments, organizations, and companies must work together to ensure children are educated instead of exploited. Proposed legislation would prohibit U.S. imports made with child labor to help enforce laws against it and protect children.
Modern apps can promote knowledge of cultural heritage, according to Workgroup 5. However, they acknowledge that not all devices can run all apps due to technical specifications, and it can be difficult and expensive to purchase an up-to-date device. While apps give access to places and culture through services like YouTube and Instagram, they also risk distracting focus and hindering learning.
This document discusses the history of educational technology from slates to tablets. It traces how technologies like slates, then tablets, aimed to improve education by engaging students and enabling personalized learning. It also notes challenges like student distraction and a lack of evidence that technologies improve test scores. More recently, the focus has shifted to student-owned devices and collecting evidence on what works through programs like Apps for Good and the Rosendale Primary research project.
This document outlines a 45-minute English lesson plan for 5th form students about schools in England. The lesson aims to develop students' listening, reading, speaking skills and cultural knowledge. Students will watch a video about English schools, read a text comparing a private and state school, listen to an interview with a student describing her state school, and have a group speaking activity where they advertise their assigned school. The lesson concludes with student self-evaluation and teacher evaluation of their performance.
Chapter 01 Book 1 IX_Subject-English.pptxShravan Sir
Here are the answers to your questions:
1. Margie was 11 years old and Tommy was 13 years old.
2. Margie wrote in her diary about an old book that Tommy had found.
3. No, Margie had never seen a real book before finding the one Tommy discovered.
4. Three strange things Margie found about the book were that its pages were yellow and crinkly, it talked about a school with a teacher, and children learned together in a classroom.
5. A telebook is likely an e-book or electronic book that is read on a screen rather than a printed page.
6. Margie's "school" was in a special study room
The document provides a weekly update from a kindergarten classroom. It discusses what the students learned in reading, math, writing, and science for the week. Upcoming topics for the next week are also mentioned, including a reading test, main idea, comparing/contrasting, science on land formations, and measuring in math. Reminders are provided such as practicing writing last names, bringing extra clothes to school, and encouraging homework help from parents.
Running head SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES.docxtodd521
Running head: SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES? 1
2
SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES?
Assignment 3.1: The Persuasive Speech
COM 201 – The Power of Effective Speaking
May 20, 2020
Should Children under the Age of 10 Own Cell Phones?
Always mediate about your legacy, you are the author of it. Today I want to engage in you into the discussion on whether children under the age of ten own cell phones. The use of cell phones has facilitated communication and has other importance due to technological advancement. It is not surprising to find that most children today own cellphones, which is a result of technology which children are aware of, and parents are pressured to provide them with cell phones at an early age (Tyler & Schmitz,2017). With the need to provide a cell phone to them, the question that is left unanswered is whether the children themselves are prepared for the responsibility of owning a phone. The decision on whether children under ten years should own phone is based on weighing the benefits versus risks of cell phones to them
The benefits of owning a cell phone at the age of ten includes:
1) Owning a cell phone at an early age provides children a chance to communicate emergency issues because many families do not have a home phone and also the public telephones are seen as past.
2) Children have the opportunity for social interaction with their age mates. Through texting and talking, there is increased social contact among children.
3) Furthermore, owning a cell phone for children under the age of ten provides them with the opportunity to acquire intermediate knowledge for academic or personal use. For instance, a grade two pupil may use social media to gain academic knowledge to use in their work.
4) Lastly, owning a cell phone to children creates entertainment since children are more interested in funny things, a cell phone can give them the ability to watch funny things through the YouTube app.
There are various risks associated with the ownership of cell phones to children under the age of ten.
Parents are the ones entitled to provide cell phones to children if there is a need. However, it is important to explore the risks of children owning a cell phone while under the age of ten.
When exploring the risks, one should consider the following:
· How the child is responsible for carrying a phone; for instance, children under the age of ten tend not to be responsible for finding their clothes or school homework; how about being accountable to a cell phone considering its costs.
· Another consideration is the impact of the cell phone to their health. Children at this age, like entertainment and spending long hours in screen lights, may be obese.
· Lastly, there is a need to consider the impact of the social impact due to cell phone ownership to children.
Considering the three points when exploring the risk for children under ten.
The document discusses the importance of math and science education for students in the 21st century. It defines math and science and explains that students need to learn critical thinking skills to solve problems, not just memorize facts. Various technologies are proposed to engage students, including using arts and bots, podcasts, Twitter, storytelling and posters to teach math and science concepts in fun, hands-on ways.
Here are the answers to the questions:
1. Margie was 11 years old and Tommy was 13 years old.
2. Margie wrote in her diary about an old book that Tommy had found.
3. No, it doesn't mention if Margie had seen a book before finding the one Tommy discovered.
4. Three strange things Margie found about the book were:
- The pages were yellow and crinkly.
- The words didn't move like they did on a screen.
- When they turned back a page, it had the same words.
5. A telebook is likely an e-book or electronic book that is read on a screen rather than printed pages.
Let's ban malls! Rethinking cellphones in educationSteve Vosloo
The document discusses the potential of mobile phones and mobile applications like MXit to support education in Africa. It notes that mobile phone ownership in South Africa is much higher than computer ownership. While MXit was often criticized in newspapers for exposing children to risks, studies found it was being scapegoated and that bans were not the solution. The document outlines several examples of how mobile applications are being used for tutoring, games, quizzes, peer support, and information dissemination to enhance teaching and learning in innovative ways. It calls for engaging with mobile technologies' opportunities rather than banning them and preconceptions.
TITLER The Children's University - Small answers to big questions in science
LOKALE Mogens Zieler
OPLÆGSHOLDERE Erja Hyytiäinen
TID 13.30, 14.05 og 14.40
SPROG Engelsk
SYNOPSIS This session explores how to awake an interest towards the wonderful world of science and research already from early age. The Children's University at the University of Turku organises science lectures, summer camps and other events for 7-15 year old children. The tremendous success of the concept has astonished even the organisers: both children and parents are enthusiastic about it! Moreover, with practically no marketing budget, the Children’s University and thus the University of Turku have attracted wide positive publicity in the press and in the stakeholders.
History lessons should not be banned from school curriculums for several key reasons:
1) Studying history helps students better understand how past systems, ideologies, governments and technologies developed over time and how their present reality came to be. It also helps avoid repeating past mistakes.
2) The past is filled with warning signs - learning about historical events allows people to reflect on what led up to them, learn from mistakes, and recognize potentially dangerous patterns that could be emerging.
3) While some argue more time should be spent on subjects like math, language, and technology, eliminating history risks society not learning from the past and potentially leading to racism or other unhealthy outcomes. Overall, the benefits of teaching
These slides discuss how to put context back into learning. Farm and other work at home once provided a context for learning, but this context has become much weaker as work at home as mostly disappeared Students once learned mostly from parents because they worked on farms, fixed things at home, and prepared meals. These activities provided a "context" for school learning, a context that has been mostly lost. These slides discuss how this context can be put back into learning and the implications for the types of people best suited for teaching and the way to train them.
The document discusses the evolution of teaching from the past to present and future. It outlines strict rules teachers had to follow in the past like not socializing or wearing bright colors. It then discusses how education shifted to preparing students for industry. More recently, technology and short attention spans have made students bored in school. The document suggests engaging students through entertainment, fun activities, building trust and connecting lessons to their lives to prepare them for the future.
What I experienced about learning by baby sitting my 3 year old niece for onl...leadchangeagent
The document describes the author's experience babysitting their 3-year-old niece for 6 hours. They engaged in various learning activities using technology like iPads, iPhones, and Kindles. The niece intuitively used the devices and was able to flip pages and type. They also did hands-on learning outside by fishing and drawing on the sidewalk. The author reflects on how adults can learn from this experience, noting that adults prefer active, engaged learning through real-world activities and events rather than passive memorization. Technology now allows for more interactive, collaborative learning styles.
The document discusses the problem of sweatshops and child labor. It notes that many companies take advantage of workers in developing countries by subjecting them to harsh working conditions like low pay, long hours, and physical abuse. While poverty contributes to the issue, governments, organizations, and companies must work together to ensure children are educated instead of exploited. Proposed legislation would prohibit U.S. imports made with child labor to help enforce laws against it and protect children.
1. Final Script
(News Jingle)
Tom: Hello, I’m Tom Saunders and this is your 8am morning news. In today’s bulletin: Is
Oldham’s High street surviving the hard hit by the recession? (Sound Bite) How is Oldham Sixth
forms science centre inspiring primary school students? (Sound Bite) And we find out how you
can excel at university.
(Sound Bite)
Tom: Oldham’s town centre has recently seen many shop closures including Thomas Cook who
released a statement saying it was due to administration costs.However other high-street stores
are still thriving in this economic depression, withfirmly established high street businesses like
Phones4u still managing to stay afloat despite this being the second recession the company has
been through. We sent our economic correspondent Abbie Ross to find out.
Abbie: I spoke to the director of E-commerce and telesales development at Phones4u, Jonathon
Ross to find out…
(Interview)
Abbie: What is the secret to the company’s success?
Jonathon: To always listen to the customer and try to innovate the company, urm, reacting to
the customer’s comments, always having new products. Urm, being in the marker of mobile
phones we have a constant stream of products that are very desirable coming through all the
time and the only thing we can change to differentiate ourselves from other companies is to try
and improve the customers experience and increase customer attention and transaction.
Abbie: How is the company coping with the recession?
Jonathon: We’ve been very lucky throughout the recession because we, we do sell probably the
number one most desirable on the market today. Urm, everyone has a mobile phone, everyone
constantly wants a new mobile phone, urm, the companies like Samsung, LG, HTC and Apple are
constantly innovating and it’s now a cycle where new models are brought out every year and it’s
the must have gadget, it may not last for ever but at the moment we are very lucky to be in that
position.
Tom: Oldham Sixth Form College has been inspiring primary school students to take up an
interest in science through the establishments of the regional science centre.Local primary
schools have recently been invited to the college to attend an event there, the theme being the
universe. The children, coming from four different schools in the Oldham area, have participated
in activities that show how the height a meteorite affects the size of the crater formed when it
lands.This has given the children a kick-start towards the science lessons that they will
participate in at Secondary School, giving them a keen interest in physics. We sent our reporter
Emma Kershaw to Oldham Sixth Forms Science Centre to investigate.
Emma: Hello, I’m here outside the science building about to speak to Gemma Nuttall, the schools
Co-ordinator. I wanted to know…
2. (Interview)
Emma: What do you do to make the kids interested?
Gemma: So we do a lot of hands on activities with the children, a lot of particle work and we try
and link whatever we do to experiences that the children have had. So for an example with the
young children when you do melting and freezing and conductors and insulators, we do the
snowman’s coat. So we read the story of the snowman with the children and then get them to
predict whether the ice-cube will melt quicker with a coat and usually the children think it melts
quicker with, because they think you put a coat on to stay warm. But they don’t realise that it’s
an insulator as well, so we do a lot with them because children are more likely to remember
things that they’ve physically done and that link to their past experiences rather than just
listening to listening to a teacher talking.
Emma: How will it help them in the future?
Gemma: It gives them a basis of science knowledge in Primary School that they can then take
into Secondary School that they can then take onto Secondary School so they’re already at an
advantage when they’re at Secondary School compared to children who’ve perhaps not done
very much science in Primary School and then hopefully it captures their interest at an early age
so that they want to continue studying science rather than it being a brand new thing when they
get to secondary school.
Emma: How do the children react to it?
Gemma: The children react really positively to the experiments, there’s always lots of laughing
in lessons and giggling with the experiments and they enjoy being able to test things out for
themselves even things that as older people or adults find really simple, children find really
exciting and when you ask the children at the end what their favourite part of the lessons are
they all say the practical.
Emma: What do they do in the sessions?
Gemma: They normally cover things that are in the primary national curriculum which are
things like electricity, forces, reversible and irreversible changes and plants and growing so we
have different experiments for different topics so for forces we do a lot of stretching materials
so we might stretch strings, elastic bands, strawberry laces and they can compare which ones
stretch the most and that can lead into a graph for older children we do melting and freezing in
reversible and irreversible changes and we blow up balloons with vinegar and bicarbonate of
soda as well because that’s an irreversible change, um and we also do one off experiments that
are just nice for the children to be able to do so things like chromatography where they can
separate the colours in their felt pens.
Emma: How in depth do you teach the science?
Gemma: It depends on the age and ability of the children, so for younger children you keep it
quite simple for infant children, for key stage two children you go into quite a ability of depth
especially with more confident children, urm, so by the time you get to year six with forces most
children have gone beyond push and pull by then and you can talk about air resistance and
gravity as well as your more simple forces.
3. Tom: And finally, former students in the borough are excelling in their university work and
winning awards for being top of their class. We asked local student what they would like to be
doing in the future.
(Vox Pops)
Ben: Urm, I want to like travel pretty much all around the world and just sort of make money as I’m
travelling.
Nichola: Urm, I haven’t decided yet I think I’m going to Uni after college, urm and maybe a gap year.
Katie: Urm, no idea yet.
Iram: Urm, hopefully going to University to study French.
Tom: And that was your 8AMnews, join us at 9 for more updates.