Lightcliffe Cemetery and some of its residents - by Chris HelmeChris Helme
This is a presentation I produced and delivered to the Lightcliffe History Group and various other groups in the Brighouse and surrounding communities.
A little bit of Lincolnshire
Heckington, Great Hale, Horbling, Billingborough & Burton Pedwardine,Lincolnshire, England.
Heading south from Sleaford in the direction of Bourne are the historic Lincolnshire places of Heckington, Great Hale, Horbling, Billingborough & Burton Pedwardine. The Total distance from start to finish of the journey is 2.5 miles but what the journey lacks miles is surpassed by Historical interest.
Lightcliffe Cemetery and some of its residents - by Chris HelmeChris Helme
This is a presentation I produced and delivered to the Lightcliffe History Group and various other groups in the Brighouse and surrounding communities.
A little bit of Lincolnshire
Heckington, Great Hale, Horbling, Billingborough & Burton Pedwardine,Lincolnshire, England.
Heading south from Sleaford in the direction of Bourne are the historic Lincolnshire places of Heckington, Great Hale, Horbling, Billingborough & Burton Pedwardine. The Total distance from start to finish of the journey is 2.5 miles but what the journey lacks miles is surpassed by Historical interest.
To mark 60 years of The Queen's reign the Parliamentary Information Office of the Parliamentary Yearbook is, in common with the whole of the country, celebrating her Diamond Jubilee. This brief report gives a flavour of the events that have taken place, events that have gripped the nation.
You will learn about unususal British traditions ( Straw Bear Day, Up Helly Aa, Cornish Hurling, Morris Dancing, Cheese Rolling, The Highland Games, Summer Solstice at Stonehenge, Worm Charming, Bog snorkelling)
To mark 60 years of The Queen's reign the Parliamentary Information Office of the Parliamentary Yearbook is, in common with the whole of the country, celebrating her Diamond Jubilee. This brief report gives a flavour of the events that have taken place, events that have gripped the nation.
You will learn about unususal British traditions ( Straw Bear Day, Up Helly Aa, Cornish Hurling, Morris Dancing, Cheese Rolling, The Highland Games, Summer Solstice at Stonehenge, Worm Charming, Bog snorkelling)
QUAKER BURIAL GROUND CORK STREET HOW TO RESTORE, COMMEMORATE, AND CELEBRATE ...kieran rose
QUAKER BURIAL GROUND CORK STREET Dublin 8
HOW TO RESTORE, COMMEMORATE, AND CELEBRATE A HISTORIC PLACE, A PART OF OUR CULTURAL HERITAGE: SUMMARY
“It is a peaceable place to visit”
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
What do successful readers do?
As teachers, we’re often guilty of testing our students’ reading abilities through comprehension questions, without actually supporting them to become better readers. But where should we start? How can you move beyond a comprehension focus and help students to become the best readers of English that they can be? What might be stopping them from developing? In this webinar, I’ll aim to answer all of these questions, by looking at what good readers do and demonstrating how to support students to build those skills for themselves.
Presented at the 30th PARK conference, Brno, Czechia
2024.03.16 How to write better quality materials for your learners ELTABB San...Sandy Millin
http://sandymillin.wordpress.com/eltabb2024
If you’re anything like me, you’ve produced a lot of materials for your learners, whether that’s a worksheet, a PowerPoint presentation, or a video. You’ve also had very little training in materials writing, and have learnt what you know by trial and error, with the occasional bit of feedback from learners, other teachers or maybe even an editor.
This is why I put together a competency framework specifically dedicated to materials writing for language learning. In this session, we’ll look at what the framework is and how you can use it to produce better quality materials for your learners.
2024.02.09 Introducing a competency framework for language learning materials...Sandy Millin
http://sandymillin.wordpress.com/educast2024
A competency framework sets out the knowledge, skills and abilities needed to do a job successfully. Frameworks exist for ELT teachers, trainers and managers, but not for materials writing. Inspired by Denise Santos’ IATEFL 2022 talk, I created one for my MA dissertation. I will share what it is, how I created it, and how you can use it.
2024.01.19 How Girlguiding helps all girls know they can do anything.pptxSandy Millin
http://sandymillin.wordpress.com/girlguiding
Presented as part of the IATEFL YLTSIG web conference: Each Child, Every Child & the Whole Child
19th January 2024
2024.01.13 Introducing a competency framework for language learning materials...Sandy Millin
Originally presented at the IH Academic Managers and Trainers Conference (2024)
To find the full information about the talk, go to http://sandymillin.wordpress.com/ihamt2024
2024.01.05 Taking back time - how to do everything you want to Sandy Millin S...Sandy Millin
https://sandymillin.wordpress.com/SHINERomania
While I can’t give you Hermione Grainger’s Time Turner so you can travel back in time, I can give you tried and tested ways of getting those things done which demand your time and attention, or which you just never quite get round to, helping you to manage yourself and others and make the most of your time.
2024.01.05 Taking back time - how to do everything you want to Sandy Millin S...Sandy Millin
https://sandymillin.wordpress.com/SHINERomania
While I can’t give you Hermione Grainger’s Time Turner so you can travel back in time, I can give you tried and tested ways of getting those things done which demand your time and attention, or which you just never quite get round to, helping you to manage yourself and others and make the most of your time.
Use the ORGANISE acronym to help you learn how to better manage your time.
http://sandymillin.wordpress.com/iateflhungary
This was a plenary session I presented at the IATEFL Hungary conference in Siófok in October 2023.
It summarises ideas I have about how to make sure that language learning materials flow smoothly, making them easier to use and more effective for both learners and teachers.
http://sandymillin.wordpress.com/iateflhungary
A workshop I delivered at the IATEFL Hungary 2023 conference in Siófok, sharing ideas to help language teachers upgrade speaking activities in their lessons. Ideas are taken from my book, Richer Speaking, and there is also a reflection task for professional development from ELT Playbook 1.
2023.07.13 Creating materials that flow (BrazTESOL MaWSIG PCE).pptxSandy Millin
http://sandymillin.wordpress.com/braztesolmawsig
Abstract
As teachers, we can feel a difference when we’re teaching from materials which seem to ‘flow’ perfectly compared to materials which don’t. However, when we create our own materials, it can be difficult to find that same flow. In this talk, I’ll show you techniques to make your materials flow, including through the use of scaffolding for productive tasks, and the exploitation of a single exercise in a range of different ways.
Bio
Sandy is a freelance ELT consultant, teacher trainer, and materials writer. She writes a blog at http://sandymillin.wordpress.com and tweets @sandymillin. She is currently researching the knowledge, skills and attitudes which are needed for effective materials writing, as part of her MA dissertation. Sandy has self-published three books. She has also written for various publishers, including contributing to workbooks for National Geographic’s Keynote series and being a co-author on The CELTA Course Trainee Book and Trainer’s Manual Second Edition. She is an IATEFL ambassador.
2023.04.18 EdTech and the CELTA course - what trainees need to know (Sandy Mi...Sandy Millin
http://sandymillin.wordpress.com/iatefl23
Recent years have seen a growth in both online teaching and technology use in language education, with an impact on the needs of trainee teachers. This talk will address what trainee teachers need to know, drawing on content from the new edition of 'The CELTA Course' trainee and trainer books, which I have co-authored with Peter Watkins and Scott Thornbury.
2023.03.24 What do successful readers do - Sandy Millin for Everyone Academy....Sandy Millin
http://sandymillin.wordpress.com/successfulreaders
On Friday 24th March 2023, I did a workshop for Everyone Academy. This was the blurb:
What do good readers do?
As teachers, we’re often guilty of testing our students’ reading abilities through comprehension questions, without actually supporting them to become better readers. But where should we start? How can you move beyond a comprehension focus and help students to become the best readers of English that they can be? What might be stopping them from developing? In this webinar, I’ll aim to answer all of these questions, by looking at what good readers do and demonstrating how to support students to build those skills for themselves.
2022.05.17 How to present at an international conference Sandy Millin.pptxSandy Millin
http://sandymillin.wordpress.com/howtopresent22
Tips on presenting at an online or face-to-face conference, particularly connected to English language teaching, but relevant to other professions too
http://sandymillin.wordpress.com/parkapril2022
4 activities from my 'Richer Speaking' book, showing how to tweak coursebook activities to make them more productive for students
2021.06.04 Stepping into the real world - transitioning listening Sandy Milli...Sandy Millin
http://sandymillin.wordpress.com/ihbucharest21
Bridging the gap between classroom and real-world listening
“I've studied English for years, but I can't understand anyone!” This was a common complaint from students I worked with in the UK. Inspired by their problems and the work of John Field and Richard Cauldwell, this workshop aims to introduce you to practical activities and materials you can use to help students transition from understanding scripted listening materials to feeling comfortable with real-world English.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
Queer as folklore:
A year of English customs
Based on a BBC article by Oliver Wright
with photographs by Andrew Robinson
https://www.bbc.com/news/uk-england-46456306-1stJanuary2019
https://www.yorkshire-stuff.co.uk/products/theres-nowt-so-queer-as-folk-badge
2. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
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3. 4.
3. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
Septennial Boundary Riding,
Richmond, Yorkshire
Every seven years the people of Richmond, North Yorkshire, walk a 14-mile path around the town's
boundary. "We think 2018 was the 63rd time it's been done since it began in 1575, dating back to the
charter of Queen Elizabeth I," says Heather Lawler, the town clerk*. "The original intention was to
identify and proclaim the boundary of the town, and to check that nobody has violated the charter or
taken any land. "At the head of the procession is the Pinder, who is armed with an axe* to remove
anything in his path. He leads the mayor around the boundary, including through the middle of the
River Swale, and at 18 locations the town crier* declares the "ancient and undoubted boundary" of
Richmond. Mrs Lawler said: "We have a lot of history here, the cobbled market place, the castle, the
abbey and to maintain that history is all part of living in Richmond."
*town clerk: (British English) a person who was the secretary of, and gave advice to, the local
government of a town
*town crier: (in the past) this person’s job was to walk through town shouting news, announcements,
etc.
* axe A.
4. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
Boundary Riding has been taking place in Richmond, Yorkshire, since 1575
5. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
Horn Dance, Abbots Bromley,
Staffordshire
Records show the Horn Dance was first performed at the Barthelmy fair in the Staffordshire village of Abbots
Bromley in 1226. It is held on the first Monday after the first Sunday after 4 September, known as Wakes
Day. It has only been cancelled once - in the 1920s - and only then because one of the dancers had died. The
Horn Dance is performed by a troupe of six Deer Men - who each carry antlers* weighing between 16lb
(7kg) and 26lb (11kg) - a Fool, Hobby Horse, Bowman, and Maid Marion. It is said the horns they carry are
the same as those used at the first performance more than 790 years ago. Ken Walkeden, 54, who has
played the role of Hobby Horse for the past six years, said the horns had been carbon dated in the 1970s and
shown to be more than 1,000 years old. He said: "There's a belief the Vikings may have brought the reindeer
horns over, but how they became a part of a dance in Abbots Bromley is a mystery. He said the dance was
believed to be associated with fertility and crops but its exact origins are shrouded in time. "It is what it is,"
he added. "We may look like a bunch of blokes having a drink and having a laugh but we're deadly serious. If
you break us open it's in there."
* antlers
B.
6. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
The horns used in the performance are thought to be
the same used in the first performance in 1226
7. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
Wroth Silver, Knightlow Hill,
Warwickshire
The ancient Wroth Silver ceremony is derived from the annual tax paid to the local landowner, records
of which can be found in the Domesday Book* of 1086. At about 06:45 GMT on 11 November the
princely sum of 46p - originally nine shillings and four pence - is deposited in the hollowed out base of
an old Anglo-Saxon cross. The group then toast the landowner - the Duke of Buccleuch - with hot milk
and rum and, in days gone by, a smoke of a long-stemmed pipe, known as a Churchwarden. Honorary
organiser David Eadon, 84, who has attended 81 consecutive ceremonies, said: "It seems such a small
amount of money today, but obviously once upon a time it was quite a sum, especially when you
consider in the 14th Century a cottage cost about 10 shillings. We believe, originally, the money went
towards paying officers paid for by the crown to protect the people in the parishes that made up the
Hundred* of Knightlow. The payment was compulsory until about 1800 and the fine for non-payment
was one pound for every penny not forthcoming, or to provide a white bull with a red nose and ears.
*Domesday Book: a detailed record of all land in England in 1086, made for William I for taxation
*Hundred: (noun, British historical) A subdivision of a county of shire, having its own court
C.
8. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
Tradition dictates that after the ceremony participants
enjoy a drink of hot milk and rum and a smoke on a pipe
9. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
Cradle Rocking, Blidworth,
Nottinghamshire
Rumoured to be the resting place of Robin Hood's merry man Will Scarlett, the village of
Blidworth is also known for its rocking ceremony. Thought to be at least 400 years old, the
ceremony takes place at the church of St Mary of the Purification in February. According to
tradition the baby boy born closest to Christmas Day is rocked in a cradle* adorned with white
and gold flowers while a passage from the Bible is read. The ceremony derives from the story of
the baby Jesus being presented at the Temple in Jerusalem 40 days after his birth. Despite falling
out of practice twice and being banned during the Reformation, it has been held annually since
1922, when it was last revived. Hazel Robinson, the Vicar of Blidworth and Rainworth, said: "It's
rather beautiful. About 100 people attend and we have large oak boards with the name of every
child that has been rocked since 1922. "Last year the family who had the "rockings baby" knew
about the ceremony and were eagerly anticipating the birth of their child and hoping it would
be a boy."
*cradle: a small bed for a baby which can be pushed gently from side to side
D.
10. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
The rocking ceremony has its roots in the Bible
11. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
Write the answers to the questions.
1. Why did the tradition of ‘Boundary Riding’ begin in Richmond? (2 marks)
2. What are the job titles of the key roles in ‘Boundary Riding’? (1 mark)
3. How many people are involved in the Horn Dance? (1 mark)
4. Why was the Horn Dance first performed? (1 mark)
5. What currently happens in the ‘Wroth Silver’ ceremony? (2 marks)
6. If the ‘Wroth Silver’ wasn’t paid before 1800, what did the villagers have to give? (2 marks)
7. Which child is rocked in the cradle in Blidworth? (1 mark)
8. What are two important features of the rocking ceremony? (2 marks)
12. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
1. To identify and proclaim the border (1), to check that
nobody had violated the charter or stolen land (1)
2. Pinder, mayor, town crier (1)
3. 10 (6 deer men, a Fool, Hobby Horse, Bowman, and Maid
Marion) (1)
4. Not clear – probably to do with crops and fertility (but it’s
exact origins are ‘shrouded in mystery’) (1)
5. They put 46p in the base of an Anglo-Saxon cross (1) then
drink hot milk and rum to toast the landowner (1)
6. Either a fine (£1 for every penny not paid) (1) or a white
bull with a red nose and ears (1)
7. The baby boy born closest to Christmas Day (1)
8. The cradle is decorated with white and gold flowers (1). A
passage from the Bible is read. (1)
13. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
1.
2.
3. 4.
14. Lesson plan by Sandy Millin http://sandymillin.wordpress.com
Make your own tradition
• Where does it happen?
• What is the history of the tradition?
• Why does it happen?
• Who is involved?
• Why is it important?
Editor's Notes
Lesson plan
Display slide 1
What does the badge mean? And the title of the article?
“There’s nowt so queer as folk” is a saying loosely translated as “there’s nothing as strange as people”. It’s said to emphasise the strange behaviour of people.
In the article, it shows that these English customs are strange (queer) but traditional (folklore)
Do you know any strange English or Polish customs? – quick discussions
Slide 2: look at the pictures. What’s happening? Why? Make predictions. Give them at least 3 minutes to do this to ensure they are actually creative and don’t just give up!
Have the four articles printed out. Gist = match pictures to articles. Look at rest of presentation to check (pictures follow articles)
Reading CA: Answer the questions on slide 11. (Total = 12 marks) They mark it themselves (switch papers?) by checking answers on slide 12. Collect the answers for Sandy to check and put on computer. [Fast finishers = reread the articles to check answers, then again to see what language you can steal. What tenses do they use? What interesting phrasing could you steal? etc.]
Vocab: choose two words or phrases from each article to add to their word cards. Encourage them to choose things they might use again! Each pair should select, then work with another pair to reselect, then as a class (pyramid discussion). Make sure they use dictionaries (www.oald8.com) when writing out definitions!
Show pictures on slide 13. Tell partner what’s happening in the pictures now that you know from reading. Can you use any of the new vocab?
Slide 14: Work in pairs. Create your own strange tradition. Use the guidelines to help. Afterwards they read each others (gallery) and decide which one they would like to watch as a tourist.
1. To identify and proclaim the border (1), to check that nobody had violated the charter or stolen land (1)
2. Pinder, mayor, town crier (1)
3. 10 (6 deer men, a Fool, Hobby Horse, Bowman, and Maid Marion) (1)
4. Not clear – probably to do with crops and fertility (but it’s exact origins are ‘shrouded in mystery’) (1)
5. They put 46p in the base of an Anglo-Saxon cross (1) then drink hot milk and rum to toast the landowner (1)
6. Either a fine (£1 for every penny not paid) (1) or a white bull with a red nose and ears (1)
7. The baby boy born closest to Christmas Day (1)
8. The cradle is decorated with white and gold flowers (1). A passage from the Bible is read. (1)