Newick House School in the UK formed links with schools in Orissa, India after a teacher's visit to India. They have communicated through online tools, letters, photos and videos to share their curriculum and culture. It is proposed that the links continue beyond the initial partnership year through low-cost video calls. The connections have helped students at Newick House gain a better understanding and empathy for those in India and how they live.
Resource about kindergarten preparedness with additional resource list. This is a freebie brochure made especially for a elementary school's goals for their new students, emphasizing arts-based activities.
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Resource about kindergarten preparedness with additional resource list. This is a freebie brochure made especially for a elementary school's goals for their new students, emphasizing arts-based activities.
Rays April 2013 Newsletter from Brighton International School, RaipurBrighton Raipur
Rays is Brighton's own Tri Monthly Magazine. It endevours to capture the literary spirit of the institution along with encapsulating the happening of the school campus. It is managed by an editorial board comprising of the school students
Yuvabharathi has been ranked as Number 1 in the city - Top CBSE school in Coimbatore- for three years by the EducationWorld Magazine and has made it to the prestigious list of Top 50 Schools that have been recognised as 'Future 50 Schools Shaping Success '.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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1. Following a vocational visit to India by one of the teachers, the pupils of
Newick House School forged links with schools in the state of Orissa,
close to the Bay of Bengal. They have communicated through Making
the News, an internet link provided by the BBC to schools and in use by
the Open University, through letters and by using photographs and
video to inspire their curriculum studies. It is proposed that the links
continue with the Indian schools depicted in this presentation, beyond
the International Schools Award year. It is hoped to introduce flash-
meeting sessions (an inexpensive way video conferencing through
Making the News) now that time delays can be catered for. As a special
school in the UK we feel our links with these special schools in India
have enabled our pupils to consider others, and they way they live, with
more understanding and with considerable empathy.
3. They hand
embroider
cards. We
have been
helping to sell
them to make
the orphanage
self-sufficient
& to help them
buy things
they do not
have in the
home.
The girls all
wrote to us
and sent us a
video of their
dancing. One
of them is
dancing on
her knees! We
compared
their music
with our own.
4. They all drew
beautiful
pictures on
the other side
of their letters
We were all amazed to see how
they write (from right to left) and
we tried to work out what each
word was in Indian script!
5. The orphans at this school come from tribal villages. Because they
were disabled at birth they were not allowed to stay in the village. They
make beautiful cards using embroidery, they sent us some to look at.
We tried to make them too, but it was very hard. Some of the girls
have had operations to help them walk again, we raised some money
to help them travel to the hospital, 300 miles away. When they can
walk properly they will be able to return to the orphanage and help look
after those children who will never walk. Sister Elizabeth comes from
Africa, she looks after the orphans with two other nuns.
6. We had a visit from Mr. Anoop Ambrose , he is the headteacher of a school in Orissa.
The children in his school all sing in English and start school when they are 3 years
old.
7. They do
not have
electricity
in class
so they
use lamps
We used books and the internet to find out about Orissa. We were amazed that the
school did not have proper walls to the classes and that the children sometimes had to
sit on the floor for lessons. They use slates to write on instead of workbooks.
8. We learnt how these children learn to
make clothes and candles in their school
to help buy books and that the deaf
children do not use sign language like us.
9. Remi Devi Sishu Bihar Special School sent us
pictures of their work. We learnt about their Hindu
faith and sent them pictures of our work at Newick
House. They were doing some work on protecting
their planet, just like out school.
10. The children have to look after the
gardens and grow most of their food.
These are special beans that they
grow to eat. We sent them pictures
of our gardening at Newick House.
11. We learnt how our
Indian friends lived
through photographs
and emails. We used
Making the News to Many of the orphans come from
send our messages this village in India. Because they
were disabled they had to leave.
12. We At the Gifted
decided and Talented
to create day in school
a dance the pupils from
based on Newick House
Indian and other
music. pupils from
We mainstream
listened to schools looked
Indian at the
music and differences of a
created child’s life in the
our own UK with that of
dance. a pupil in India.
We wore We videoed the
saris & day and
Indian presented our
scarves Powerpoint to
parents at the
end of the day.
13. Most Indian children would walk to school But in England we normally
at about 6:30 in the morning. Then at drive to school at about
about 9:00 their mums or nannies would twenty to nine, after having
come and bring them their breakfast, which breakfast, some cereal or
would contain curry. It would be held in 5 toast, at 7:50. At our home.
tin pots which would fit inside each other.
Some of our Gifted and Talented pupils came to school on a Saturday to
share a day using ICT and dance/drama with pupils from other mainstream
schools in West Sussex. They compared the life of a child in India with that
of our own in Sussex. They made Powerpoint presentations and learnt a
dance together. Some of our autistic pupils videoed the whole day. Parents
were invited to come a watch the presentation at the end of the day. It was
good fun working with pupils from other schools.
14. I have decided that I
would like to live in
England because
England has clear
I have decided that I would like to live in water and India
India because of the weather and the doesn't have clean
food there learning there is very good. water
I don’t want to live in England Because it
has different weather to India and it does
have better facilities but I would more like
to live India Alex Blown
Shriya Patel I would like to live in England because
there is good internet access here and the
water is safe.
I would not like to live in India because
there's little if no internet available and the
water is dirty and disease filled.
Alex Jay
This page shows some of their comments at the
end of the G & T day
15. These videos were filmed by two
pupils from Newick House School.
Pupils from mainstream schools
and from our Special School joined
together to produce the video. This
is a live performance in front of all
the parents at the end of the day.
It was incredible to see the
concentration that took place by all
pupils throughout the day. We were
especially impressed by the social
interaction between our own Gifted
and Talented pupils and those from
schools throughout the authority.
17. Pupils used their artistic skills to create
models of insects and creatures
following a study of Indian creatures –
with some artistic allowance! They
shared them with Indian pupils through
emails
19. Newick House have used the
links with India to help them
learn in a variety of different
They used maps
ways: in Geography ...
They danced .....
They studied
Hinduism .....
Through music .. They studied
animals ...
Through art ..
Through
collage ....
They raised money The boys especially
and counted it for the enjoyed comparing
bank in maths ....... the transport in both
countries
They made
20. Everyone has enjoyed the link with India and they all want to continue.
.. Which we intend to do