The document describes taking a cruise around Hawaii while learning about Hawaiian culture. It discusses how the greeting "Aloha" means love and well-being and represents the state. Passengers on the Norwegian Cruise Line vessel Pride of Aloha are greeted with the question "How are you today?" and a bountiful breakfast spread. The ship travels among Hawaii's islands, allowing passengers to view the bustling tourist areas of Waikiki from the sea and experience the laidback "Aloha spirit" of Hawaii.
The text discusses the role and responsibilities of veterinarians. It states that veterinarians are doctors who care for animal health and treat pets. It notes that some veterinarians focus on small animals like cats, while others treat larger animals such as horses and zoo animals. It concludes that taking pets to see a veterinarian helps ensure they stay healthy.
This document provides information about a professional development lesson for teachers on screencasts. The lesson was designed for all teachers at Wayne County High School, but focuses particularly on the English department. The lesson uses the ARCS model of motivation to grab teachers' attention with the lesson topic and make screencasts relevant to their work. Teachers will learn how to create screencasts through resources provided and have opportunities to try it themselves. Assessments include answering essential questions and participating in discussion about screencasts.
SMART Board Lesson for Computer ProgrammingRobbie Tuttle
The document describes a lesson plan for teaching basic computer coding skills to elementary school students using a SMART board. The SMART board lesson would use drag-and-drop arrows to teach students how to write programs by having them guide an elephant to peanuts. The lesson would then introduce the Scratch website and have students start writing their own simple codes. Vocabulary terms and their definitions would also be included. The lesson appeals to different types of learners through visual, auditory, and kinesthetic activities.
This 90-minute lesson plan teaches 8th grade students how to graph linear equations in slope-intercept form. Students will use online graphing tools like Desmos to manipulate linear equations and observe how changing slope and y-intercept affects the graph. They will work in pairs and groups on activities that require graphing equations and determining the slope and y-intercept of lines. To evaluate their understanding, students will graph lines from equations shown on an interactive PowerPoint. For an assignment, groups of 5 students will create a tutorial video demonstrating how to graph lines in slope-intercept form using Desmos.
Have you heard about Flipping the
Classroom and wanted to learn more
about how to use it in your elementary
classroom? Come and be inspired to begin
changing the way you teach and your
students learn!
This document outlines a unit plan for teaching multiplication to 3rd grade students. The unit will use various learning activities and technologies over 15 days. One highlighted activity involves students creating a video using the Videolicious app to explain multiplication concepts like repeated addition, arrays, and the commutative property. Students will write a script, storyboard visuals, and produce the video. The teacher will guide learning by modeling expectations and having students use a rubric for self-assessment. Formative assessment will involve daily check-ins with student groups.
The document discusses computational thinking and its components. It defines computational thinking as the process of breaking down complex problems into simpler steps that a computer can understand. It then describes the main components of computational thinking as decomposition, abstraction, pattern recognition, and algorithms. Decomposition involves breaking problems into smaller chunks, abstraction focuses on general ideas while removing specifics, pattern recognition identifies commonalities, and algorithms create sequential rules to solve problems. The document also provides examples of how computational thinking can be used in different disciplines like art and languages.
The document describes taking a cruise around Hawaii while learning about Hawaiian culture. It discusses how the greeting "Aloha" means love and well-being and represents the state. Passengers on the Norwegian Cruise Line vessel Pride of Aloha are greeted with the question "How are you today?" and a bountiful breakfast spread. The ship travels among Hawaii's islands, allowing passengers to view the bustling tourist areas of Waikiki from the sea and experience the laidback "Aloha spirit" of Hawaii.
The text discusses the role and responsibilities of veterinarians. It states that veterinarians are doctors who care for animal health and treat pets. It notes that some veterinarians focus on small animals like cats, while others treat larger animals such as horses and zoo animals. It concludes that taking pets to see a veterinarian helps ensure they stay healthy.
This document provides information about a professional development lesson for teachers on screencasts. The lesson was designed for all teachers at Wayne County High School, but focuses particularly on the English department. The lesson uses the ARCS model of motivation to grab teachers' attention with the lesson topic and make screencasts relevant to their work. Teachers will learn how to create screencasts through resources provided and have opportunities to try it themselves. Assessments include answering essential questions and participating in discussion about screencasts.
SMART Board Lesson for Computer ProgrammingRobbie Tuttle
The document describes a lesson plan for teaching basic computer coding skills to elementary school students using a SMART board. The SMART board lesson would use drag-and-drop arrows to teach students how to write programs by having them guide an elephant to peanuts. The lesson would then introduce the Scratch website and have students start writing their own simple codes. Vocabulary terms and their definitions would also be included. The lesson appeals to different types of learners through visual, auditory, and kinesthetic activities.
This 90-minute lesson plan teaches 8th grade students how to graph linear equations in slope-intercept form. Students will use online graphing tools like Desmos to manipulate linear equations and observe how changing slope and y-intercept affects the graph. They will work in pairs and groups on activities that require graphing equations and determining the slope and y-intercept of lines. To evaluate their understanding, students will graph lines from equations shown on an interactive PowerPoint. For an assignment, groups of 5 students will create a tutorial video demonstrating how to graph lines in slope-intercept form using Desmos.
Have you heard about Flipping the
Classroom and wanted to learn more
about how to use it in your elementary
classroom? Come and be inspired to begin
changing the way you teach and your
students learn!
This document outlines a unit plan for teaching multiplication to 3rd grade students. The unit will use various learning activities and technologies over 15 days. One highlighted activity involves students creating a video using the Videolicious app to explain multiplication concepts like repeated addition, arrays, and the commutative property. Students will write a script, storyboard visuals, and produce the video. The teacher will guide learning by modeling expectations and having students use a rubric for self-assessment. Formative assessment will involve daily check-ins with student groups.
The document discusses computational thinking and its components. It defines computational thinking as the process of breaking down complex problems into simpler steps that a computer can understand. It then describes the main components of computational thinking as decomposition, abstraction, pattern recognition, and algorithms. Decomposition involves breaking problems into smaller chunks, abstraction focuses on general ideas while removing specifics, pattern recognition identifies commonalities, and algorithms create sequential rules to solve problems. The document also provides examples of how computational thinking can be used in different disciplines like art and languages.
This instructional unit uses technology to teach high school students about area over the course of a week. On day 1, students are introduced to area formulas through a powerpoint and video. Day 2 has students completing an online webquest to practice applying the formulas. For days 3-5, students work in pairs on another webquest where they design floor plans for a house, calculating the area of each room and perimeter. The goals are for students to understand area concepts and applications in real life while learning to use technology.
This instructional unit uses technology to teach high school students about area over the course of a week. On day 1, students are introduced to area formulas through a powerpoint and video. Day 2 has students completing an online webquest to practice applying the formulas. For days 3-5, students work in pairs on another webquest where they design floor plans for a house, calculating the area of each room and perimeter. The goals are for students to understand area concepts and applications in real life while learning to use technology.
G322 Foundation Portfolio in Video Production (OCR Media Conference 2009)rikhudson
This document provides information and recommendations for delivering a video production unit as part of a media studies course. It discusses delivering a preliminary continuity exercise and main opening titles task. It also provides extensive recommendations for using blogging platforms to support student work, including setting up a departmental blog, providing blogging guidelines and criteria, celebrating student work, and facilitating peer review and assessment through blogging. Tips are given for supporting students who are new to blogging and ensuring blogs remain appropriate and focused on their productions.
The document provides details about an 8th grade video production project assigned to students. It outlines the learning objectives, which include writing a script, filming a story with video cameras, editing the footage using movie-making software, and analyzing other student films. Students will work in groups to complete the multi-step project over two weeks, with guidance and materials provided by the teacher. Their work will be evaluated using a rubric focused on the script, concept, storyboard, teamwork, and meeting of learning objectives.
Students will learn how to add and subtract fractions with different denominators by finding a common denominator. It is important to find a common denominator so you can understand the relationship between the fractions and perform the arithmetic accurately. The document provides examples of adding and subtracting fractions with different denominators, as well as evaluating expressions with fractions. Real-life examples where adding and subtracting fractions is useful are also given, such as finding perimeter, cooking, carpentry, and calculating gas amounts.
This document discusses using a SMARTboard to teach elementary school students drag and drop programming. It provides an example lesson plan from SMART Exchange that allows students to fill in coding "blocks" on the SMARTboard and run the code to see what it does. The author chose this lesson plan because they have a passion for teaching kids to code. They discuss how they would alter the lesson plan, such as adding discussion questions and hands-on activities, to make it more engaging for students. Universal design principles and other coding resources are also mentioned.
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
The document provides guidance for key stage 1 pupils on computing concepts and skills. It recommends that pupils be taught to understand algorithms, write and debug simple programs, use logical reasoning to predict program behavior, and organize, store, manipulate and retrieve data in different digital formats. It offers specific examples of activities and resources teachers can use to help pupils learn these concepts, such as using story cards, videos and programming tools like Scratch and Bee-Bots.
This document provides tips for using interactive features of Notebook software to engage middle school students. It recommends getting students up and interacting with the SMARTBoard by incorporating movement, quick video clips, and object animation. It also stresses the importance of visuals, repeating content, and activating students' background knowledge to improve learning according to brain rules. The document aims to help teachers design lessons that stimulate multiple senses and maximize student engagement.
Right foot forward
Left foot forward
Right foot forward
Left foot forward
T: “Great job! Now let’s program our robot to jump. How do we jump?” (Accept
responses like bend our knees and push off with our feet)
T: “So we need to tell our robot to bend its knees and push off with its feet.
What commands should we write?”
Write the commands on the board:
Bend knees
Push off with feet
T: “Now we have programmed our robot to walk forward and jump. But
remember, computers follow the sequence exactly as written. So we need to
put our commands in the right order. What order should we put them
Video communication tools for educators Paul Richards
Being able to communicate effectively with your students using video communication tools is essential for modern education. Video communications can strengthen the connection between teachers, students, and parents to foster supportive learning environments.. When you use software such as Zoom, Big Blue Button, or Google Meet, you are leveraging video communication tools to extend the boundaries of your teaching. Simple class discussions can happen via online meetings which can transform into interactive activities and learning sessions leveraging two-way communication tools.
This document outlines 7 steps for teachers to integrate technology into their classrooms. The steps are: 1) relinquish perfectionism and control when using technology; 2) start by converting existing lessons rather than creating new ones; 3) plan lessons around standards and tools that help students demonstrate mastery; 4) have students create projects using various tools; 5) utilize collaboration tools like shared folders; 6) showcase student work online with permission; and 7) use digital portfolios to store and share student work. The goal is to keep learning and adapting technology as an ongoing process.
30 ways to Teach Computing with a ComputerDavid Gillon
A lot of people say they struggle to teach Computing because of a lack of hardware or software. Here are 30 different ways you can introduce computational thinking and Computer-related activities into your lessons - even if you have no technology available.
Coding: Year 3-4 Teaching Ideas by Joanne VillisJoanne Villis
Coding is part of the curriculum which is relatively new and often a part which teachers struggle with. I have created a presentation to show how I taught coding with my Year 3 students this year and I have provided some work samples. Tasks can be adapted or modified for other year levels. I have also provided additional lesson ideas which I have not tried myself.
This document provides instructions for a lesson plan that has students create a comic strip using Bitstripsforschools.com to explain how human activities harm habitats and what can be done to protect endangered species. Students will create avatars of themselves and design a comic with panels showing how humans negatively impact the earth currently and how to improve environmental stewardship. The goal is for students to demonstrate higher-order thinking by transferring their ideas into a digital comic format.
The students will develop a video game in Scratch where mathematical knowledge will be key to winning. They explored existing Scratch games to identify common game structures and elements. The students will work in groups to design their own game, deciding on the goal, what the player can do, obstacles, how to earn points, etc. Their work will be documented in a shared digital journal. The game they develop will have a common structure determined by the teacher, with creative freedom for each group to design specific elements.
The abstract factory pattern provides a way to create families of related objects without specifying their concrete classes. An abstract factory interface is used to create concrete factory objects that return product objects. Concrete factory classes implement the abstract factory interface and return products of a specific type. A client uses the abstract factory interface to get a concrete factory object and then calls the factory to create and return product objects without knowing the concrete product classes.
The document discusses how to flip a classroom by moving direct instruction outside of class time and using class time for activities that require the teacher's presence. It recommends starting with flipping a single lesson rather than the whole course. At home, students would watch video lessons or read material, while class time would be used for discussion, projects, or doing homework with the teacher available to help. Some examples of content that could be flipped include lessons on the French Revolution or adding fractions. It also provides tips for student assessment, access to technology, creating your own video resources, and hosting materials on a course website.
This document provides an overview and tutorial on design patterns in Java. It introduces common design patterns like Factory, Abstract Factory, Singleton, Builder, Prototype, Adapter, Bridge, Filter, Composite, Decorator, Facade, Flyweight, Proxy, Chain of Responsibility, Command, Interpreter, Iterator, Mediator, and Memento. For each pattern, it provides an implementation example, class diagram, and step-by-step explanation. The goal is to help experienced and inexperienced developers learn software design best practices and solutions to common problems faced during development.
The document provides information about the Nottinghamshire Computing Framework 2014, which revises the previous Nottinghamshire ICT Framework from 2008. It outlines the key changes in emphasis from ICT to computing based on the new National Curriculum, which focuses more on computer science. The framework consists of three strands - Communication, Finding Out, and Computing - and provides a progression of key concepts and skills from key stage 1 through to upper key stage 2. It is intended as a guide for schools to develop their own curriculum that meets the needs of computing education based on the national guidelines.
The document discusses analyzing the effects of computation. It provides examples of how computation is used in everyday objects like cell phones to transmit voice data and route calls. It emphasizes that computation involves collecting, storing, and processing data. The document also discusses how computation has allowed technologies like radio to enable personal communication through devices like cell phones. It states that analyzing computation involves observing how data is transformed and what is accomplished through that processing.
This instructional unit uses technology to teach high school students about area over the course of a week. On day 1, students are introduced to area formulas through a powerpoint and video. Day 2 has students completing an online webquest to practice applying the formulas. For days 3-5, students work in pairs on another webquest where they design floor plans for a house, calculating the area of each room and perimeter. The goals are for students to understand area concepts and applications in real life while learning to use technology.
This instructional unit uses technology to teach high school students about area over the course of a week. On day 1, students are introduced to area formulas through a powerpoint and video. Day 2 has students completing an online webquest to practice applying the formulas. For days 3-5, students work in pairs on another webquest where they design floor plans for a house, calculating the area of each room and perimeter. The goals are for students to understand area concepts and applications in real life while learning to use technology.
G322 Foundation Portfolio in Video Production (OCR Media Conference 2009)rikhudson
This document provides information and recommendations for delivering a video production unit as part of a media studies course. It discusses delivering a preliminary continuity exercise and main opening titles task. It also provides extensive recommendations for using blogging platforms to support student work, including setting up a departmental blog, providing blogging guidelines and criteria, celebrating student work, and facilitating peer review and assessment through blogging. Tips are given for supporting students who are new to blogging and ensuring blogs remain appropriate and focused on their productions.
The document provides details about an 8th grade video production project assigned to students. It outlines the learning objectives, which include writing a script, filming a story with video cameras, editing the footage using movie-making software, and analyzing other student films. Students will work in groups to complete the multi-step project over two weeks, with guidance and materials provided by the teacher. Their work will be evaluated using a rubric focused on the script, concept, storyboard, teamwork, and meeting of learning objectives.
Students will learn how to add and subtract fractions with different denominators by finding a common denominator. It is important to find a common denominator so you can understand the relationship between the fractions and perform the arithmetic accurately. The document provides examples of adding and subtracting fractions with different denominators, as well as evaluating expressions with fractions. Real-life examples where adding and subtracting fractions is useful are also given, such as finding perimeter, cooking, carpentry, and calculating gas amounts.
This document discusses using a SMARTboard to teach elementary school students drag and drop programming. It provides an example lesson plan from SMART Exchange that allows students to fill in coding "blocks" on the SMARTboard and run the code to see what it does. The author chose this lesson plan because they have a passion for teaching kids to code. They discuss how they would alter the lesson plan, such as adding discussion questions and hands-on activities, to make it more engaging for students. Universal design principles and other coding resources are also mentioned.
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
The document provides guidance for key stage 1 pupils on computing concepts and skills. It recommends that pupils be taught to understand algorithms, write and debug simple programs, use logical reasoning to predict program behavior, and organize, store, manipulate and retrieve data in different digital formats. It offers specific examples of activities and resources teachers can use to help pupils learn these concepts, such as using story cards, videos and programming tools like Scratch and Bee-Bots.
This document provides tips for using interactive features of Notebook software to engage middle school students. It recommends getting students up and interacting with the SMARTBoard by incorporating movement, quick video clips, and object animation. It also stresses the importance of visuals, repeating content, and activating students' background knowledge to improve learning according to brain rules. The document aims to help teachers design lessons that stimulate multiple senses and maximize student engagement.
Right foot forward
Left foot forward
Right foot forward
Left foot forward
T: “Great job! Now let’s program our robot to jump. How do we jump?” (Accept
responses like bend our knees and push off with our feet)
T: “So we need to tell our robot to bend its knees and push off with its feet.
What commands should we write?”
Write the commands on the board:
Bend knees
Push off with feet
T: “Now we have programmed our robot to walk forward and jump. But
remember, computers follow the sequence exactly as written. So we need to
put our commands in the right order. What order should we put them
Video communication tools for educators Paul Richards
Being able to communicate effectively with your students using video communication tools is essential for modern education. Video communications can strengthen the connection between teachers, students, and parents to foster supportive learning environments.. When you use software such as Zoom, Big Blue Button, or Google Meet, you are leveraging video communication tools to extend the boundaries of your teaching. Simple class discussions can happen via online meetings which can transform into interactive activities and learning sessions leveraging two-way communication tools.
This document outlines 7 steps for teachers to integrate technology into their classrooms. The steps are: 1) relinquish perfectionism and control when using technology; 2) start by converting existing lessons rather than creating new ones; 3) plan lessons around standards and tools that help students demonstrate mastery; 4) have students create projects using various tools; 5) utilize collaboration tools like shared folders; 6) showcase student work online with permission; and 7) use digital portfolios to store and share student work. The goal is to keep learning and adapting technology as an ongoing process.
30 ways to Teach Computing with a ComputerDavid Gillon
A lot of people say they struggle to teach Computing because of a lack of hardware or software. Here are 30 different ways you can introduce computational thinking and Computer-related activities into your lessons - even if you have no technology available.
Coding: Year 3-4 Teaching Ideas by Joanne VillisJoanne Villis
Coding is part of the curriculum which is relatively new and often a part which teachers struggle with. I have created a presentation to show how I taught coding with my Year 3 students this year and I have provided some work samples. Tasks can be adapted or modified for other year levels. I have also provided additional lesson ideas which I have not tried myself.
This document provides instructions for a lesson plan that has students create a comic strip using Bitstripsforschools.com to explain how human activities harm habitats and what can be done to protect endangered species. Students will create avatars of themselves and design a comic with panels showing how humans negatively impact the earth currently and how to improve environmental stewardship. The goal is for students to demonstrate higher-order thinking by transferring their ideas into a digital comic format.
The students will develop a video game in Scratch where mathematical knowledge will be key to winning. They explored existing Scratch games to identify common game structures and elements. The students will work in groups to design their own game, deciding on the goal, what the player can do, obstacles, how to earn points, etc. Their work will be documented in a shared digital journal. The game they develop will have a common structure determined by the teacher, with creative freedom for each group to design specific elements.
The abstract factory pattern provides a way to create families of related objects without specifying their concrete classes. An abstract factory interface is used to create concrete factory objects that return product objects. Concrete factory classes implement the abstract factory interface and return products of a specific type. A client uses the abstract factory interface to get a concrete factory object and then calls the factory to create and return product objects without knowing the concrete product classes.
The document discusses how to flip a classroom by moving direct instruction outside of class time and using class time for activities that require the teacher's presence. It recommends starting with flipping a single lesson rather than the whole course. At home, students would watch video lessons or read material, while class time would be used for discussion, projects, or doing homework with the teacher available to help. Some examples of content that could be flipped include lessons on the French Revolution or adding fractions. It also provides tips for student assessment, access to technology, creating your own video resources, and hosting materials on a course website.
This document provides an overview and tutorial on design patterns in Java. It introduces common design patterns like Factory, Abstract Factory, Singleton, Builder, Prototype, Adapter, Bridge, Filter, Composite, Decorator, Facade, Flyweight, Proxy, Chain of Responsibility, Command, Interpreter, Iterator, Mediator, and Memento. For each pattern, it provides an implementation example, class diagram, and step-by-step explanation. The goal is to help experienced and inexperienced developers learn software design best practices and solutions to common problems faced during development.
The document provides information about the Nottinghamshire Computing Framework 2014, which revises the previous Nottinghamshire ICT Framework from 2008. It outlines the key changes in emphasis from ICT to computing based on the new National Curriculum, which focuses more on computer science. The framework consists of three strands - Communication, Finding Out, and Computing - and provides a progression of key concepts and skills from key stage 1 through to upper key stage 2. It is intended as a guide for schools to develop their own curriculum that meets the needs of computing education based on the national guidelines.
The document discusses analyzing the effects of computation. It provides examples of how computation is used in everyday objects like cell phones to transmit voice data and route calls. It emphasizes that computation involves collecting, storing, and processing data. The document also discusses how computation has allowed technologies like radio to enable personal communication through devices like cell phones. It states that analyzing computation involves observing how data is transformed and what is accomplished through that processing.
Primary national curriculum_-_computingCraig Evans
This document outlines the purpose, aims, and content of the computing curriculum for primary schools in England. The purpose is to equip students with computational thinking to understand and change the world. The aims ensure students can understand and apply computer science principles, analyze problems computationally, and use IT competently. The content specifies that at key stage 1, students learn about algorithms, debugging, and using technology safely. At key stage 2, content includes designing programs, using variables, understanding networks, and selecting software for a range of purposes.
This document outlines the Key Stage 1 Computing curriculum for computer science in the UK, which focuses on having students understand algorithms and how they are implemented as programs that computers execute through precise step-by-step instructions. It provides "I can" statements to indicate skills students should have, such as being able to explain what an algorithm and program are, write simple algorithms on paper, and write and follow instructions for tasks like making a sandwich or getting dressed. Example lesson activities are also included, such as using visual posters and programming tools like Scratch and BeeBots.
This document outlines a progression pathway for computing topics including algorithms and programming, data representation, hardware, networks, and information technology. It describes learning objectives at increasing levels of complexity, from understanding basic concepts to designing modular programs, problem solving, and evaluating digital content. Key topics covered include algorithms, data types, programming constructs, computer hardware, binary representation, databases, networks, and responsible use of technology.
The document outlines a 50-minute PSHE lesson plan about rail safety. The lesson includes showing a video about rail safety, discussing safety scenarios using toy trains and figurines, and having students create their own rail safety advertisement videos. The goal is for students to understand how to stay safe near railways and discuss safety in different situations. Throughout the lesson, students' understanding will be assessed through discussion of the video, scenarios, and their final advertisements.
The document outlines an activity plan for a religious education class to visit a graveyard to discuss emotions and feelings around death. Students will be led on an introduction tour of the graveyard and identify potential emotions. They will then film short videos in small groups discussing their own feelings in the graveyard and share with the class. To consolidate learning, the class will discuss how emotions may change and differ and how different religions view death, such as reincarnation. Follow up work includes discussing emotions around death with family.
This document provides instructions for an unplugged activity where students will draw a crazy star shape and receive feedback from peers on their design. The document outlines having students take turns drawing their star shape, then reviewing each other's work to provide comments and suggestions for improvement.
This document provides instructions for a debugging activity where students will fix bugs in Scratch programs that make pizza orders. Students will be given programs that do not work correctly and will use logical reasoning to predict what each program will do, identify where it goes wrong, and debug it. The activity aims to teach students to debug programs by having them work through several orders with bugs in small groups.
The follow-up workshops are designed to continue students' thinking after visiting The Journey exhibit and explore issues of prejudice. Through visual, practical, and hypothetical activities, students will identify and discuss prejudice in their community and ways to tackle it. At the end of the workshops, students will feel empowered to make a positive difference by addressing intolerance. They will then create an assembly to share their learnings with parents and inspire community cohesion. The workshops help schools meet government objectives around inclusion, participation, and respect for human rights.
The do’s and dont’s on visits related to Buddhism Craig Evans
Visiting a Buddhist place of worship with primary school children requires respecting Buddhism and its traditions. The document provides guidelines for visits related to primary school children and their places of worship, focusing on ensuring respect for people's religions and respecting Buddhism and its places of worship in particular.
This document provides resources and guidance for teaching Religious Education in Northamptonshire schools. It includes suggested artefact boxes and other materials for different religions, as well as a long list of contact details for organizations and individuals who can provide visits or resources related to various world religions. The goal is to give teachers a wide range of options for bringing Religious Education to life through hands-on materials and experiences.
This document outlines attainment statements for religious education in the UK. It describes six levels of attainment for pupils in learning about and learning from religion. For each level, it provides examples of what pupils can do regarding religious beliefs, practices, expressions of identity and belonging, questions about meaning and purpose, and moral values. The attainment statements cover demonstrating knowledge, making connections, asking questions, and developing insights about religion.
Religious education lecture 4 lesson planCraig Evans
The document outlines a 20-minute religious education lesson plan about special places. It involves showing pictures of religious special places, having students fill bags with characteristics of their own special places, and explaining their places to partners. The lesson aims to help students describe the qualities and importance of having a special place. It assesses if students can identify religious places, express thoughts about places, understand differences, and explain other people's special places. The follow up lesson would focus on special people instead of places.
Religious education session special placeCraig Evans
This document discusses special places and their importance. It lists different religious places like gurdwaras, viharas, churches, mandirs, mosques and synagogues. It mentions some personal special places like bags, trees and pebbles. The success criteria includes being able to identify special places for different religions, describe feelings about various places, and design and describe one's own special place.
The document describes the different denominations of Judaism including Orthodox, Conservative, and Reform Jews. It also discusses important aspects of Jewish faith and practices such as scriptures like the Torah and Tenakh, synagogues, rituals, festivals, and rites of passage. Key symbols and customs are explained like the skull cap, mezuzah, kosher food laws, and the Star of David. The Sabbath, holidays of Rosh Hashanah, Yom Kippur and Passover are outlined.
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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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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Children will create a dance video &
recognise different actions being
created in order to identify the
structure of an algorithm. They will
use the Scratch block cards to
create an unplugged algorithm.
To be able to create a sequence of
movements
To be able to create an unplugged
algorithm
Children will video their dance
routines; they will use Scratch block
cards to decompose their routines
further to create a structured algorithm
that will be at its most efficient.
Learners will work in pairs and use
their videos to think about the
algorithms. They will be able to watch
videos back in the future to revise
their ideas.
• Digital leaders or gifted & talented children could be paired with those
who are less confident
• Higher learners could be challenged by transferring their unplugged
algorithm to Scratch on the computer
Algorithm
Decomposition
Evaluation
Generalisation
Learners will engage in discussion
about decomposition and creation of
the algorithm; the teacher can
observe discussions & ask open-ended
questions. The children can
present their unplugged algorithms
to the class and they will be
questioned to rectify misconceptions
and highlight their understanding.
Remix This Dance
Learning Episodes Homework
Children will watch BareFoot
Decomposition video & discuss the
key features of decomposing.
Teacher will set a scenario to make a
sandwich & children will need to
explain, how to do so. This can be
discussed.
Children will record their dance
routines. They will use the Scratch
block cards to put this routine into an
algorithm that can be used on the
Scratch website. Children can swap
algorithms & try out each others; peer
assessing to highlight positives &
improvements.
Children go home and create a
video or poster explaining
decomposition. This helps them
apply their newly-learnt knowledge.
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