War project launch
•Download as PPTX, PDF•
0 likes•588 views
This document outlines plans for a student project on war and conflict. Students will create exhibits for a Clevedon War Museum in November and present their work at a showcase in December. They will write an analytical essay on a war poem, a persuasive letter, and a creative writing piece about war. The project aims to help students understand how war has affected their community and how the nature of conflict changed in the 20th century. Teachers outline lessons and checkpoints to support the work.
Report
Share
Report
Share
Recommended
Research_WV25th_JS
The document discusses the writer researching the archives of Writers Victoria as they celebrate their 25th anniversary. Some key details:
- The writer has been going through the archive materials from over the past 25 years, including newsletters, photos, and newspaper articles.
- The archives show how Writers Victoria has helped writers through workshops, seminars, and resources over the years, and also show the changes in technology like early computers and the introduction of the internet.
- The generosity of members and community support over the 25 years is evident from donations, discounts, and an extensive list of current supporters.
- Browsing the archives has helped the writer remember past competitions and connections to other writers from years ago.
A short story of Ken Little
Ken Little is a retired senior fire alarm operator and historian who has helped preserve the history of the Chicago Fire Department through his expertise on fire apparatus, firehouses, firefighters from both black and white communities, communications equipment, artifacts, and stories. He continues to promote the local and national history of fire services. The executive secretary of the Chicago African American Firefighters Museum thanked Ken Little for his assistance in helping to learn about and preserve the history of black firefighters in Chicago, presenting him with an award for his lifetime of service documenting the city's fire department history.
Jennifer Garcia and Dianne Aylward
Jennifer Garcia, Newstead House and Dianne Aylward, Moreton Bay Environmental Education Centre. Theatre in Education: The War Years at Newstead presentation at Opening Doors: 2019 Museums & Galleries Queensland Conference.
Risky Business: Living History Events in Traditional Museums
The document discusses two living history events hosted by the Newport Historical Society and Rhode Island Historical Society - a reenactment of the 1765 Stamp Act protests in Newport and a recreation of a typical day in the life of the Brown family in 1770s Providence. It provides an overview and background of each event, details on planning and preparation, successes and challenges experienced, and recommendations for taking risks with future living history programming to engage new audiences and expand interpretation of history.
Seth FriedmanResume
Seth Friedman is seeking a position that utilizes his passion for history. He holds a BA in History from the University of Hartford where he studied museum and exhibition practices. His resume highlights relevant work experience including curating a WWI artifact exhibit at the Connecticut State Library and researching antiquities at Nye & Company auction house. He also has experience managing campers as a head counselor and training employees in food service roles. His interests include history organizations, coin collecting, and tutoring mathematics.
Helman Tor: A Cultural Landscape
Helman Tor is a large granite rock formation situated near three parishes in mid-Cornwall. The research project, sponsored by CAVA, aims to document the cultural landscape and history of Helman Tor through community engagement and oral histories. Initial research proved difficult without local knowledge, but engaging with long-time residents like Pete Keen and Ivan provided invaluable insights into how the landscape shaped community identity and past uses of the area over generations. The research will be presented in a traveling exhibition and magazine to involve the public in understanding this important local cultural site.
TLA Berkhamsted - Anatomy of an outstanding lesson
This document summarizes key aspects of planning and delivering an outstanding lesson, according to David Didau. It discusses 5 planning questions teachers should consider, including relating the current lesson to the previous one and ensuring students have a meaningful activity to start with. During lessons, teachers should explain learning objectives, observe students, question effectively, check understanding, and take risks. Planning should focus on learning rather than just activities. The document advocates for modeling, practice, assessment, and reflection in a "learning loop." It also notes that failing is part of learning and teachers should have high expectations.
Subject to Change: Social Media, Education and Contentious Literacies (EEPG C...
This keynote was presented at the EEPG (European Educational Publishers Group) international conference "Better Tools, Better Learning II" at the Goethe-Institut in Riga, Latvia on the 25th September 2014.
Further information can be found at: http://beyondnewhorizons.com/2014/09/eepg-better-learning-latvia/
Recommended
Research_WV25th_JS
The document discusses the writer researching the archives of Writers Victoria as they celebrate their 25th anniversary. Some key details:
- The writer has been going through the archive materials from over the past 25 years, including newsletters, photos, and newspaper articles.
- The archives show how Writers Victoria has helped writers through workshops, seminars, and resources over the years, and also show the changes in technology like early computers and the introduction of the internet.
- The generosity of members and community support over the 25 years is evident from donations, discounts, and an extensive list of current supporters.
- Browsing the archives has helped the writer remember past competitions and connections to other writers from years ago.
A short story of Ken Little
Ken Little is a retired senior fire alarm operator and historian who has helped preserve the history of the Chicago Fire Department through his expertise on fire apparatus, firehouses, firefighters from both black and white communities, communications equipment, artifacts, and stories. He continues to promote the local and national history of fire services. The executive secretary of the Chicago African American Firefighters Museum thanked Ken Little for his assistance in helping to learn about and preserve the history of black firefighters in Chicago, presenting him with an award for his lifetime of service documenting the city's fire department history.
Jennifer Garcia and Dianne Aylward
Jennifer Garcia, Newstead House and Dianne Aylward, Moreton Bay Environmental Education Centre. Theatre in Education: The War Years at Newstead presentation at Opening Doors: 2019 Museums & Galleries Queensland Conference.
Risky Business: Living History Events in Traditional Museums
The document discusses two living history events hosted by the Newport Historical Society and Rhode Island Historical Society - a reenactment of the 1765 Stamp Act protests in Newport and a recreation of a typical day in the life of the Brown family in 1770s Providence. It provides an overview and background of each event, details on planning and preparation, successes and challenges experienced, and recommendations for taking risks with future living history programming to engage new audiences and expand interpretation of history.
Seth FriedmanResume
Seth Friedman is seeking a position that utilizes his passion for history. He holds a BA in History from the University of Hartford where he studied museum and exhibition practices. His resume highlights relevant work experience including curating a WWI artifact exhibit at the Connecticut State Library and researching antiquities at Nye & Company auction house. He also has experience managing campers as a head counselor and training employees in food service roles. His interests include history organizations, coin collecting, and tutoring mathematics.
Helman Tor: A Cultural Landscape
Helman Tor is a large granite rock formation situated near three parishes in mid-Cornwall. The research project, sponsored by CAVA, aims to document the cultural landscape and history of Helman Tor through community engagement and oral histories. Initial research proved difficult without local knowledge, but engaging with long-time residents like Pete Keen and Ivan provided invaluable insights into how the landscape shaped community identity and past uses of the area over generations. The research will be presented in a traveling exhibition and magazine to involve the public in understanding this important local cultural site.
TLA Berkhamsted - Anatomy of an outstanding lesson
This document summarizes key aspects of planning and delivering an outstanding lesson, according to David Didau. It discusses 5 planning questions teachers should consider, including relating the current lesson to the previous one and ensuring students have a meaningful activity to start with. During lessons, teachers should explain learning objectives, observe students, question effectively, check understanding, and take risks. Planning should focus on learning rather than just activities. The document advocates for modeling, practice, assessment, and reflection in a "learning loop." It also notes that failing is part of learning and teachers should have high expectations.
Subject to Change: Social Media, Education and Contentious Literacies (EEPG C...
This keynote was presented at the EEPG (European Educational Publishers Group) international conference "Better Tools, Better Learning II" at the Goethe-Institut in Riga, Latvia on the 25th September 2014.
Further information can be found at: http://beyondnewhorizons.com/2014/09/eepg-better-learning-latvia/
CSP code
The document outlines the CSP Code, a proofreading code used at Clevedon School. It consists of 5 components: C for capital letters, S for spelling, P for punctuation, // for paragraphs, and ? for parts that don't make sense. For each component, the document provides guidelines on when to use the code and what errors to mark. The overall goal of the CSP Code is to help students thoroughly proofread their writing and catch any issues with capitalization, spelling, punctuation, paragraph structure, or meaning.
Zooming in and out
This document discusses two approaches to analyzing texts: zooming in and zooming out. Zooming in focuses on tiny details like single words or short phrases to examine writing techniques. Zooming out takes a wide shot and focuses on the overall text to discuss how techniques help understand the writer's intentions.
Foxy Thinking - researchED 2015
This document summarizes key points from a presentation by David Didau on embracing ignorance and uncertainty in teaching. It discusses that while knowledge is increasing, the gap between what we know and don't know may be widening. It also examines different types of known and unknown knowledge. The document then discusses challenges with evaluating teachers based on observations, student outcomes, and surveys. It argues that accountability should focus on teacher growth, not judgments, and that trusting teachers to improve in their own contexts leads to better outcomes than rigid policies. Overall, the document advocates acknowledging uncertainty and creating conditions where teachers feel supported rather than judged.
Literacy workshop
This document discusses priorities and strategies for improving student writing skills through feedback and developing a proofreading culture. It outlines three priorities: 1) reviewing written feedback, 2) proofreading culture, and 3) student attention to detail. Several strategies are proposed, including using sentence stems, modeling writing, slow writing techniques, and having students write for real purposes and audiences. The document emphasizes the importance of feedback to help students improve, embedding proofreading lessons, and using a range of methods to help students write more effectively.
Andy hutt clevedon teachmeet may 2012
The document provides tips for making PowerPoint presentations less dull. It recommends avoiding too many bullet points, excessive text, and poor color schemes. Instead, the tips suggest taking time to thoughtfully plan presentations, breaking large tasks into smaller steps, and working with others. Presenters are also encouraged not to feel rushed or overwhelmed when creating their presentation.
Lesson 16: Wars and Conflict in Asia
This document summarizes several wars and conflicts that occurred in Asia between the 20th century and early 21st century. It describes the division of China and Korea after World War 2 into communist and nationalist governments, and the conflicts that ensued. It also discusses the independence of India and Pakistan from British rule and their subsequent wars over Kashmir. Other conflicts summarized include the Arab-Israeli wars, the Iran-Iraq war, the Gulf War, and the Vietnam War. It concludes by noting Mikhail Gorbachev's reforms in the Soviet Union which led to its dissolution.
The Cult of Outstanding - Wellington 2014
This document summarizes key points from a presentation by David Didau at the Festival of Education on being wrong about learning. It discusses how we don't truly understand learning, experts can be wrong, and preferences don't equal truth. People are biased to avoid being wrong through confirmation bias and sunk cost fallacy. True learning is invisible and inferred from performance, yet performance is a poor indicator. Feedback is powerful but its nature, timing, and how students receive it matter more than quantity. The focus should be on meaningful outcomes rather than performative "outstanding" lessons.
Using twitter for CPD
This document discusses how to use Twitter for professional development by connecting with others, finding relevant topics through hashtags, keeping updates brief with links and images, managing your followers and privacy settings, and following recommendations for etiquette and further resources. Key aspects include signing up for an account, building your professional learning network, engaging in conversations, and curating your feed for useful information.
SOLO intro lesson
The document discusses different levels of understanding about the TV show "X Factor" from basic awareness to deeper analysis. It provides 5 statements about knowledge of X Factor ranging from having no information to being able to connect ideas about it in new ways. The deepest level of knowledge is said to be able to link several ideas about X Factor to the bigger picture and view those ideas in novel and different manners.
Perception of causality
Michotte studied people's perception of causality through visual stimuli. He showed that people perceive one object causing another object to move when the two objects make contact and the second object begins moving immediately after. Michotte's research demonstrated that people have an innate tendency to perceive direct causation from certain spatiotemporal relationships between events.
What if everything you knew about curriculum design was wrong?
1) Learning is a complex process that is often invisible, unpredictable, and involves overcoming difficulties.
2) Research shows that spacing out practice, interleaving topics, and testing support longer-term retention over mass practice sessions. However, learning feels difficult in the short-term.
3) Understanding threshold concepts and a student's overlapping waves of thinking can help educators design instruction that balances improving long-term learning over short-term performance.
CSP code
The CSP Code outlines proofreading guidelines for capital letters, spelling, punctuation, paragraphs, and clarity. Capital letters, spelling, and punctuation errors should be circled with the relevant code written in the margin. New paragraphs are needed when changing topic, place, time, or person, and unclear writing should be corrected.
Afl packs by Sian Carter
The document discusses various tools used for assessment and feedback in the classroom, including mini whiteboard pens, highlighters, post-its, success criteria mats, feedback cards for students to "tweet" questions to the teacher, grammar reference guides, and exit ticket cards for student reflections. These tools provide ways for students to give and receive peer and self-assessment, engage in discussions, and communicate directly with the teacher about their learning. The tools are meant to encourage independent learning, active listening skills, and an open dialogue between students and teachers around assessment and progress.
The learning loop
The document discusses the learning loop and skills needed for effective learning. It emphasizes that thinking is hard work that requires practice. The learning loop involves observing learning, feedback, success and failure, reflection, and growth mindsets. It stresses teamwork, independence, and using feedback to improve. Key skills discussed are embracing challenges, persisting, and finding lessons from others' success.
Shakespeare intro to solo
This document discusses Shakespeare's influence on modern writers. It begins by stating the learning objective of understanding how Shakespeare has influenced modern writers. It then lists things the learner knows about Shakespeare and his plays, their ability to compare Shakespeare's plays to modern texts, and their ability to use their knowledge to examine if modern writers are simply copying Shakespeare. The document provides a SOLO stations protocol for categorizing understanding into prestructural, unistructural, multistructural, relational, and extended abstract levels. It reviews the learning objective and lists next steps for using SOLO in other lessons.
Tackling the myths of progress
1. The document discusses the myth of inevitable and sustained progress in learning.
2. It examines different definitions of learning and progress, noting that learning takes time and is not fully observable in classroom activities.
3. Key concepts discussed include threshold concepts, which involve transformative, troublesome understanding, and overlapping waves theory, which proposes students think about concepts in varied ways that compete over time.
Anatomy of an outstanding lesson
This document summarizes the key elements of an outstanding lesson according to David Didau. It discusses the importance of observation, feedback, deliberate practice, modeling, assessment, and reflection in the learning loop. It also outlines five planning questions teachers should consider and emphasizes focusing on student learning rather than activities. During the lesson, teachers should explain objectives to observers, observe student learning, use effective questioning techniques, check student understanding, and take instructional risks. The document advocates for analyzing character through zooming in and out on quotations and having students take risks in their analysis. Overall, it provides a framework for designing highly effective lessons centered around student mastery of learning outcomes.
Solo 101
This document introduces SOLO (Structure of Observed Learning Outcomes), a model for understanding the learning process. SOLO categorizes learning into five levels - prestructural, unistructural, multistructural, relational, and extended abstract. It provides a common language for teachers and students to discuss learning outcomes. With SOLO, teachers can design learning experiences and assessments, identify success criteria, and give feedback to help students progress to higher levels of understanding. Compared to Bloom's Taxonomy, SOLO focuses more on describing the observable outcomes of the learning process.
Growth mindsets learning forum
1) The document discusses a pupil who was praised for their intelligence but did not work hard, found new tasks difficult, began doubting their abilities, and avoided challenges. This led to a drop in grades.
2) It provides key messages from teachers and parents on developing growth mindsets in students. Teachers emphasize formative assessment, developing self-belief, and taking small steps. Parents reinforce success and emphasize the importance of qualifications.
3) Students who attain higher grades than expected say it is due to teacher input, clear goals, using targets, and both intrinsic and extrinsic motivation. They persist when challenged and see effort as the path to mastery.
The Secret of Numeracy
This document discusses how to promote numeracy and mathematical thinking across different subject areas. It argues that numeracy is relevant everywhere, not just in math classes, and provides examples of how to incorporate mathematical concepts and thinking into other subjects. Some key strategies include asking mathematical questions, organizing information visually, comparing concepts, and focusing on patterns, relationships, and logical thinking rather than just calculations. The goal is to help students see the connections between math and other disciplines and to think more deeply about subject content.
Saving the Reality: A Local Museum's Mission in Preserving the Memory and Sa...
The document provides information about the Museum of World War Two located in Natick, Massachusetts. It summarizes the museum's mission to preserve artifacts and documents from WWII to give visitors a hands-on, authentic experience of the largest conflict in history. It highlights some of the museum's unique and rare collections, including 75 documents that changed the course of history, top secret invasion plans, and personal effects of leaders. It describes virtual tours of different aspects of WWII and ongoing events at the museum like guest speakers and new acquisitions. The goal is to educate people about the causes and consequences of the war so its memories are not lost.
Soldiers of Oxfordshire
This document summarizes focus group research conducted for a military museum exhibition on Oxfordshire during World War I. Key highlights from the research included an interest in local stories, personal objects, and interactive elements. However, some participants expressed wariness of glorifying war and a lack of context for small objects. The document then outlines plans for the exhibition, including telling personal stories of local residents during the war and explaining the impact on towns and how the stories relate to specific military units. It also proposes concepts to cover the diverse experiences and challenges common myths about the war. Finally, it lists ideas for educational programs to accompany the exhibition.
More Related Content
Viewers also liked
CSP code
The document outlines the CSP Code, a proofreading code used at Clevedon School. It consists of 5 components: C for capital letters, S for spelling, P for punctuation, // for paragraphs, and ? for parts that don't make sense. For each component, the document provides guidelines on when to use the code and what errors to mark. The overall goal of the CSP Code is to help students thoroughly proofread their writing and catch any issues with capitalization, spelling, punctuation, paragraph structure, or meaning.
Zooming in and out
This document discusses two approaches to analyzing texts: zooming in and zooming out. Zooming in focuses on tiny details like single words or short phrases to examine writing techniques. Zooming out takes a wide shot and focuses on the overall text to discuss how techniques help understand the writer's intentions.
Foxy Thinking - researchED 2015
This document summarizes key points from a presentation by David Didau on embracing ignorance and uncertainty in teaching. It discusses that while knowledge is increasing, the gap between what we know and don't know may be widening. It also examines different types of known and unknown knowledge. The document then discusses challenges with evaluating teachers based on observations, student outcomes, and surveys. It argues that accountability should focus on teacher growth, not judgments, and that trusting teachers to improve in their own contexts leads to better outcomes than rigid policies. Overall, the document advocates acknowledging uncertainty and creating conditions where teachers feel supported rather than judged.
Literacy workshop
This document discusses priorities and strategies for improving student writing skills through feedback and developing a proofreading culture. It outlines three priorities: 1) reviewing written feedback, 2) proofreading culture, and 3) student attention to detail. Several strategies are proposed, including using sentence stems, modeling writing, slow writing techniques, and having students write for real purposes and audiences. The document emphasizes the importance of feedback to help students improve, embedding proofreading lessons, and using a range of methods to help students write more effectively.
Andy hutt clevedon teachmeet may 2012
The document provides tips for making PowerPoint presentations less dull. It recommends avoiding too many bullet points, excessive text, and poor color schemes. Instead, the tips suggest taking time to thoughtfully plan presentations, breaking large tasks into smaller steps, and working with others. Presenters are also encouraged not to feel rushed or overwhelmed when creating their presentation.
Lesson 16: Wars and Conflict in Asia
This document summarizes several wars and conflicts that occurred in Asia between the 20th century and early 21st century. It describes the division of China and Korea after World War 2 into communist and nationalist governments, and the conflicts that ensued. It also discusses the independence of India and Pakistan from British rule and their subsequent wars over Kashmir. Other conflicts summarized include the Arab-Israeli wars, the Iran-Iraq war, the Gulf War, and the Vietnam War. It concludes by noting Mikhail Gorbachev's reforms in the Soviet Union which led to its dissolution.
The Cult of Outstanding - Wellington 2014
This document summarizes key points from a presentation by David Didau at the Festival of Education on being wrong about learning. It discusses how we don't truly understand learning, experts can be wrong, and preferences don't equal truth. People are biased to avoid being wrong through confirmation bias and sunk cost fallacy. True learning is invisible and inferred from performance, yet performance is a poor indicator. Feedback is powerful but its nature, timing, and how students receive it matter more than quantity. The focus should be on meaningful outcomes rather than performative "outstanding" lessons.
Using twitter for CPD
This document discusses how to use Twitter for professional development by connecting with others, finding relevant topics through hashtags, keeping updates brief with links and images, managing your followers and privacy settings, and following recommendations for etiquette and further resources. Key aspects include signing up for an account, building your professional learning network, engaging in conversations, and curating your feed for useful information.
SOLO intro lesson
The document discusses different levels of understanding about the TV show "X Factor" from basic awareness to deeper analysis. It provides 5 statements about knowledge of X Factor ranging from having no information to being able to connect ideas about it in new ways. The deepest level of knowledge is said to be able to link several ideas about X Factor to the bigger picture and view those ideas in novel and different manners.
Perception of causality
Michotte studied people's perception of causality through visual stimuli. He showed that people perceive one object causing another object to move when the two objects make contact and the second object begins moving immediately after. Michotte's research demonstrated that people have an innate tendency to perceive direct causation from certain spatiotemporal relationships between events.
What if everything you knew about curriculum design was wrong?
1) Learning is a complex process that is often invisible, unpredictable, and involves overcoming difficulties.
2) Research shows that spacing out practice, interleaving topics, and testing support longer-term retention over mass practice sessions. However, learning feels difficult in the short-term.
3) Understanding threshold concepts and a student's overlapping waves of thinking can help educators design instruction that balances improving long-term learning over short-term performance.
CSP code
The CSP Code outlines proofreading guidelines for capital letters, spelling, punctuation, paragraphs, and clarity. Capital letters, spelling, and punctuation errors should be circled with the relevant code written in the margin. New paragraphs are needed when changing topic, place, time, or person, and unclear writing should be corrected.
Afl packs by Sian Carter
The document discusses various tools used for assessment and feedback in the classroom, including mini whiteboard pens, highlighters, post-its, success criteria mats, feedback cards for students to "tweet" questions to the teacher, grammar reference guides, and exit ticket cards for student reflections. These tools provide ways for students to give and receive peer and self-assessment, engage in discussions, and communicate directly with the teacher about their learning. The tools are meant to encourage independent learning, active listening skills, and an open dialogue between students and teachers around assessment and progress.
The learning loop
The document discusses the learning loop and skills needed for effective learning. It emphasizes that thinking is hard work that requires practice. The learning loop involves observing learning, feedback, success and failure, reflection, and growth mindsets. It stresses teamwork, independence, and using feedback to improve. Key skills discussed are embracing challenges, persisting, and finding lessons from others' success.
Shakespeare intro to solo
This document discusses Shakespeare's influence on modern writers. It begins by stating the learning objective of understanding how Shakespeare has influenced modern writers. It then lists things the learner knows about Shakespeare and his plays, their ability to compare Shakespeare's plays to modern texts, and their ability to use their knowledge to examine if modern writers are simply copying Shakespeare. The document provides a SOLO stations protocol for categorizing understanding into prestructural, unistructural, multistructural, relational, and extended abstract levels. It reviews the learning objective and lists next steps for using SOLO in other lessons.
Tackling the myths of progress
1. The document discusses the myth of inevitable and sustained progress in learning.
2. It examines different definitions of learning and progress, noting that learning takes time and is not fully observable in classroom activities.
3. Key concepts discussed include threshold concepts, which involve transformative, troublesome understanding, and overlapping waves theory, which proposes students think about concepts in varied ways that compete over time.
Anatomy of an outstanding lesson
This document summarizes the key elements of an outstanding lesson according to David Didau. It discusses the importance of observation, feedback, deliberate practice, modeling, assessment, and reflection in the learning loop. It also outlines five planning questions teachers should consider and emphasizes focusing on student learning rather than activities. During the lesson, teachers should explain objectives to observers, observe student learning, use effective questioning techniques, check student understanding, and take instructional risks. The document advocates for analyzing character through zooming in and out on quotations and having students take risks in their analysis. Overall, it provides a framework for designing highly effective lessons centered around student mastery of learning outcomes.
Solo 101
This document introduces SOLO (Structure of Observed Learning Outcomes), a model for understanding the learning process. SOLO categorizes learning into five levels - prestructural, unistructural, multistructural, relational, and extended abstract. It provides a common language for teachers and students to discuss learning outcomes. With SOLO, teachers can design learning experiences and assessments, identify success criteria, and give feedback to help students progress to higher levels of understanding. Compared to Bloom's Taxonomy, SOLO focuses more on describing the observable outcomes of the learning process.
Growth mindsets learning forum
1) The document discusses a pupil who was praised for their intelligence but did not work hard, found new tasks difficult, began doubting their abilities, and avoided challenges. This led to a drop in grades.
2) It provides key messages from teachers and parents on developing growth mindsets in students. Teachers emphasize formative assessment, developing self-belief, and taking small steps. Parents reinforce success and emphasize the importance of qualifications.
3) Students who attain higher grades than expected say it is due to teacher input, clear goals, using targets, and both intrinsic and extrinsic motivation. They persist when challenged and see effort as the path to mastery.
The Secret of Numeracy
This document discusses how to promote numeracy and mathematical thinking across different subject areas. It argues that numeracy is relevant everywhere, not just in math classes, and provides examples of how to incorporate mathematical concepts and thinking into other subjects. Some key strategies include asking mathematical questions, organizing information visually, comparing concepts, and focusing on patterns, relationships, and logical thinking rather than just calculations. The goal is to help students see the connections between math and other disciplines and to think more deeply about subject content.
Viewers also liked (20)
What if everything you knew about curriculum design was wrong?
What if everything you knew about curriculum design was wrong?
Similar to War project launch
Saving the Reality: A Local Museum's Mission in Preserving the Memory and Sa...
The document provides information about the Museum of World War Two located in Natick, Massachusetts. It summarizes the museum's mission to preserve artifacts and documents from WWII to give visitors a hands-on, authentic experience of the largest conflict in history. It highlights some of the museum's unique and rare collections, including 75 documents that changed the course of history, top secret invasion plans, and personal effects of leaders. It describes virtual tours of different aspects of WWII and ongoing events at the museum like guest speakers and new acquisitions. The goal is to educate people about the causes and consequences of the war so its memories are not lost.
Soldiers of Oxfordshire
This document summarizes focus group research conducted for a military museum exhibition on Oxfordshire during World War I. Key highlights from the research included an interest in local stories, personal objects, and interactive elements. However, some participants expressed wariness of glorifying war and a lack of context for small objects. The document then outlines plans for the exhibition, including telling personal stories of local residents during the war and explaining the impact on towns and how the stories relate to specific military units. It also proposes concepts to cover the diverse experiences and challenges common myths about the war. Finally, it lists ideas for educational programs to accompany the exhibition.
Remembering War - how we have memorialised War
How we have memorialised was in NZ. Part of a project to create a memorial at Wellington High School.
National museum of funeral history
The National Museum of Funeral History contains over 30,500 square feet of exhibits focused on funeral traditions from around the world and throughout history. It features displays on topics like the history of embalming, famous figures like Michael Jackson, and somber exhibits about events like 9/11. The museum uses lighting, videos, and interactive elements like touchscreen games to set moods and tell stories. It guides visitors through themes in a series of connected rooms, often building to a climactic final room. Overall, the museum provides a unique educational experience around the serious topic of death.
Great war presentation 2
This project aims to use an interdisciplinary approach to enhance student learning about World War I. Students will study the war through literature, history, art, artifacts and first-hand experiences. They will analyze how the war changed humanity, religion, society and culture. Students will be broken into fire teams and take on identities of war participants. The project involves visits to museums and historic sites to view displays, archives and documents from the war period. Students will participate in discussions, writings and other interactive "missions" to immerse them in the experiences of soldiers and citizens during that time. Planning is still underway to align texts, resources and finalize budgets and mission activities.
Great war presentation 2
This project aims to use an interdisciplinary approach to enhance student learning about World War I. Students will analyze literature, history, art and artifacts from the war to understand how it changed society. They will role-play as soldiers through assignments modeled after wartime communications. A trip involving Amtrak, a historic hotel and museums is planned to bring the era to life through firsthand experiences. Details of the curriculum, resources, budget and activities are still being finalized.
Nat Curr Reg Training History Conf July08
The document discusses strategies for teaching history under the new curriculum orders in the UK. It emphasizes coherence, planning thematically across key stages, using enquiry-based learning with clear questions, and helping students develop a sense of chronology and historical significance. Local, personal and identity-based topics are recommended to engage students. While content selection is still important, the focus should be on planning coherently and thinking broadly. Changes may be difficult but offer opportunities if implemented well through sustained collaborative work.
Archaeology and Beowulf
The document discusses how artifacts excavated at Sutton Hoo in England validate details from the epic poem Beowulf. A student presentation aims to show the historical accuracy of Beowulf by comparing artifacts mentioned, like helmets, swords, and houses, to items uncovered at Sutton Hoo. The presentation includes a research essay, interactive flash program, and 3D model of the Sutton Hoo archaeological site to illustrate the connections between the real artifacts and their descriptions in the poem.
ANZAC memorial
The Anzac Memorial at Norwood Primary School was built after World War 1 to honor students from the school who died fighting for British forces. Students helped fund the obelisk memorial by each contributing one penny. The memorial is engraved with a message remembering the brave students who attended the school and died for their country in the Great War. During World War 1 it was illegal to build memorials in order to encourage more troops to enlist. The school also has boards displaying names of other students who fought in the war, with some not returning. The memorial was constructed in part because the school principal's son was injured while fighting, leading the school to build a monument for all students who died.
J.R.R. Tolkien in Staffordshire – Touring Exhibition
PPRG Marketing Excellence Conference 2018
Bronze Award Winner
Staffordshire Library and Arts Service
Colloquium Talk
The World War II Heritage Internship at the Eisenhower Presidential Library involved cataloging oral history interviews with WWII veterans and civilians, as well as Army unit photograph collections. Interns assisted with special events like the D-Day 70th anniversary commemoration. The internship provided hands-on archival experience with describing, cataloging, and creating finding aids for oral histories and photographs to preserve these important historical materials.
Groot Onderhoud IV, 14 oktober 2014 | Adrian Van Klaveren, World War One At Home
In 2014 stond de vierde editie van het Groot Onderhoud, het jaarlijke ontmoetingsmoment van de cultureel-erfgoedsector, in het teken van 'beeldvorming over cultureel erfgoed in de media’. Op 14 oktober kwamen honderden erfgoedwerkers samen in Flagey, Brussel. Een volledig verslag vindt u op www.hetgrootonderhoud.be
War poetry brooke, sassoon, owen
This document summarizes World War I poetry by British poets such as Brooke, Sassoon, and Owen. It provides context about the trenches and conditions of trench warfare. It also gives brief biographies of each poet and summarizes some of their notable war poems, including Owen's "Anthem for Doomed Youth" which depicts the futile deaths of young soldiers without traditional religious burial rites.
The Queen II
This document provides an overview of a lesson plan about London and the Queen for a Year 3 class. The objectives are to sustain attention, listen and speak appropriately, ask questions, take turns in discussions, and present drama. It then provides information about London, including its location, transportation methods, tourist attractions, population, and popular sights. Details are given about Buckingham Palace and the Queen, including facts about her life, coronation, and marriage. Finally, it outlines an 8-scene play involving the characters Laura, Leo, Class, Queen, Brown, Narrator, Dad, and Sandy.
Voices from the Front: A Personal Account of the Great War (Slide 1 of 7)
The document provides information about an upcoming exhibition at the Fusilier Museum London titled "Voices from the Front, a Personal Account of the Great War". The exhibition shares the experiences of World War 1 soldiers through diaries in the museum's collection. It focuses on the challenges of daily life like food, transport, living conditions, and camaraderie as depicted in the soldiers' diaries rather than deeply exploring the tragic aspects of war. Associated events include an exhibition opening performance and dance workshop.
wwii edited 2
This document provides an overview and timeline of key events in World War II from 1921 to 1945. It outlines the rise of Hitler and the Nazis in Germany, the start of the war with Germany's invasion of Poland in 1939, major battles and campaigns in Europe and the Pacific, key events of the Holocaust, and Allied victories leading to the end of the war in 1945. The timeline is included as part of an educational packet about World War II created by the Florida State University Museum of Fine Arts.
Qcr520 lesson 17 teaching prose
Tom and Frank were worried about their friend Mark who had not shown up to happy hour, which was unusual for him. Suddenly, the door burst open and Mark excitedly announced he was having a baby boy. Relieved, Tom and Frank bought Mark drinks to celebrate his good news.
Enquiry based planning
This document discusses enquiry-based planning for curriculum content. It recommends framing learning around key enquiries rather than individual lessons to allow for revisiting topics. Example enquiry questions are provided for historical concepts like cause and consequence, similarity and diversity, interpretations, and evidence. Teachers are encouraged to break up curriculum content into conceptually-driven enquiries and make them relevant for their students. Some additional example enquiry questions are given covering different time periods in history.
NCompass Live: Life at Fort Schuyler: The Challenges Faced at the SUNY Mariti...
NCompass Live: Life at Fort Schuyler: The Challenges Faced at the SUNY Mariti...Nebraska Library Commission
NCompass Live - August. 7, 2019
http://nlc.nebraska.gov/NCompassLive/
SUNY Maritime College's Stephen B. Luce Library is located in a preserved 19th century fort. While working in a fort is certainly cool, it does present myriad challenges for librarians trying to move the Library into the 21st century. This presentation will highlight some of the major and minor challenges of working within a building designed for war, not learning.
Presenter: Chante Hope, Student Experience and Outreach Librarian, SUNY Maritime College, Bronx, NY. Power Point - Botswana Military History consolidated
Collection of pptx slides, converted to pdf, which were used by Dr. Jeff Ramsay as part of his Occasional Lecturers on Military History at the Botswana Defence Force Command and Staff College from 2008-2019.
Similar to War project launch (20)
Saving the Reality: A Local Museum's Mission in Preserving the Memory and Sa...
Saving the Reality: A Local Museum's Mission in Preserving the Memory and Sa...
J.R.R. Tolkien in Staffordshire – Touring Exhibition
J.R.R. Tolkien in Staffordshire – Touring Exhibition
Groot Onderhoud IV, 14 oktober 2014 | Adrian Van Klaveren, World War One At Home
Groot Onderhoud IV, 14 oktober 2014 | Adrian Van Klaveren, World War One At Home
Voices from the Front: A Personal Account of the Great War (Slide 1 of 7)
Voices from the Front: A Personal Account of the Great War (Slide 1 of 7)
NCompass Live: Life at Fort Schuyler: The Challenges Faced at the SUNY Mariti...
NCompass Live: Life at Fort Schuyler: The Challenges Faced at the SUNY Mariti...
Power Point - Botswana Military History consolidated
Power Point - Botswana Military History consolidated
More from David Didau
Reading aloud
This document discusses the importance of reading aloud. It notes that reading is a complex skill involving many components like decoding, vocabulary, comprehension, and fluency. While some argue certain factors like intelligence or visual problems cause reading difficulties, evidence shows these claims are unsupported. The document emphasizes that all languages are not equal in difficulty and it takes English students longer to become fluent readers. It argues comprehension depends on reading speed and fluency. The document advocates making reading engaging for students and practicing fluency through listening to improve reading abilities.
How to Pay Attention
1. The document discusses different types of attention, including selective, sustained, executive, and divided attention. It describes how attention is limited and how task switching can lead to penalties.
2. The document also discusses how intuition emerges from paying attention to subtle details and connecting them to prior knowledge unconsciously stored in long-term memory. This helps one "notice" insights about the broader context.
3. Guiding attention and building on prior knowledge can help improve students' ability to pay attention and notice meaningful insights from texts or problems. The document advocates helping students pay attention to insights.
What if everything you know about mindsets and resilience is wrong?
The document summarizes recent research questioning the established ideas around growth mindsets and resilience in education. It discusses how studies have found little evidence that growth mindset interventions improve student achievement or that having a fixed mindset harms it. The document also notes that factors like self-esteem, attribution of success/failure, and knowing one is good at a subject may better predict resilience in that area than general character traits. It concludes that beliefs are context dependent and the best way to build resilience is helping students improve in the specific subject.
Making Kids Cleverer - ResearchED 2018
The document discusses ways to close the advantage gap in education. It argues that while humans evolved to easily learn creative and collaborative skills, we did not evolve to easily learn academic skills like reading, writing and math. It asserts that intelligence is comprised of both fluid abilities like reasoning and crystallized abilities like stored knowledge. The document advocates increasing all children's knowledge through effective instructional methods, in order to shift the intelligence bell curve and disproportionately benefit disadvantaged students. While increasing the knowledge of all students, the poor will benefit more than the rich.
Less marking more feedback
1. The document distinguishes between marking, which is used to grade students, and feedback, which can help students improve.
2. While feedback has a powerful influence on learning, simply providing more feedback is not always beneficial - the nature, timing, and how students receive feedback are important factors.
3. Evidence suggests that delaying, reducing, and summarizing feedback can better support long-term learning compared to immediate, detailed feedback after every task. Less marking and more strategic feedback may be a better use of teachers' time.
ResearchED 2016 The Trouble with Transfer
How can we get students to transfer learning between contexts? An overview of the research and some suggestions for teachers
Feedback flowcharts
The document outlines a decision tree for providing feedback to pupils on their work. It involves determining whether the pupil annotated their work and identified errors. If not, the work is returned for annotation. The feedback process then considers whether the pupil missed any errors, understands the feedback, and believes the goal was too hard or easy. The goal is to provide feedback that addresses learned helplessness and shows pupils they can achieve goals through their own effort.
researchED Slow Writing
This document discusses strategies for improving student writing. It suggests that students are often boring writers because they lack knowledge of grammar, structure, genre conventions and how to impact the reader. The document advocates for scaffolding writing tasks and using constraints to prompt creativity. It provides examples of discourse markers, techniques for varying sentence structures, and an activity called "slow writing" intended to help students think more carefully about their writing.
#LFE15 Learning is invisible
This document summarizes David Didau's presentation on invisible learning at the London Festival of Education. It discusses two definitions of learning, the difference between learning and performance, and challenges common assumptions about what constitutes effective teaching and learning. Specifically, it notes that performance does not necessarily indicate learning, that lesson observations are poor proxies for learning, and that introducing "desirable difficulties" like spacing, interleaving and testing can actually improve long-term learning compared to conventional approaches. The presentation argues teachers should separate learning from performance and question their own assumptions in order to better support invisible learning processes.
Tier 2 vocabulary
This document contains six sublists of tier 2 vocabulary words. Sublist 1 includes words like sector, available, financial and process. Sublist 2 contains words such as community, resident and range. Sublist 3 features terms like comments, convention and published. Sublist 4 lists overall, emerged and regime. Sublist 5 includes alter, stability and energy. Sublist 6 features words such as transformation, presumption and acknowledged.
David Didau ResearchED
This document discusses challenges in applying educational research to classroom practice. It notes that while many research papers are published each year, research has not significantly changed teaching. The document explores reasons for this, such as research only describing the past, not predicting the future. It also discusses issues with intuition, evidence, and correlation not proving causation in educational research. Overall, the document advocates using research judiciously while acknowledging uncertainties.
Getting Writing Right
This document discusses the importance of speech and writing development. It argues that we can only write what we can say, so improving speaking is key to improving writing. Several strategies are proposed for developing student independence and improving explanations, including setting context, modeling, joint construction and independent practice. The document also discusses the value of functional grammar, lexical density, nominalization and other linguistic techniques. Overall, it emphasizes the importance of explicit instruction in language features and the cognitive benefits of classroom talk.
Getting feedback right
The document discusses the importance of providing effective feedback to students and some of the challenges teachers face. It notes that while feedback can significantly impact learning, too much or ineffective feedback may have unintended negative consequences. The author argues that teachers should be clear on the specific reasons or purposes for giving feedback, such as providing clarity, motivating increased effort, or raising student aspirations. With a clear understanding of the purpose, teachers can give feedback in a way that is more likely to produce the desired results in students' learning and achievement.
Planning the story of english
This document outlines a scheme of learning for year 7 students on the story of English. It identifies students' current abilities and knowledge, such as their understanding of ancient myths from a previous unit. The scheme aims to help students understand how context influences language and language change by having them explore language variations, read texts from different periods, and analyze differences between versions. Students will complete assignments comparing Chaucer and Shakespeare's Troilus and Cressida and inventing a Canterbury Tales character. The goal is to build students' knowledge of language and literature and show how contexts connect over time.
Year 7 story of english
This document outlines a lesson plan for teaching students about how the English language has evolved over time. It includes key concepts to be taught, such as how language evolves and changes in pronunciation and rules. It also lists potential preconceptions students may have, such as thinking language has always stayed the same or that old texts are irrelevant. The lesson aims to teach students how writers' language choices reflect changing thought and understanding.
English Assessment grid
This document provides an assessment grid for analyzing English texts at different levels, from "working towards" to "beyond." It evaluates skills such as analyzing texts, using evidence, understanding context, structure and coherence, and spelling, punctuation and grammar. Each level provides descriptors of the types of inferences, ideas, structure and conventions typical of students performing at that level. The highest levels involve sophisticated interpretations, synthesis of ideas from various sources, awareness of cultural biases and imaginative adaptations of style and perspective.
Pedagoo London 2014
The document discusses several concepts related to learning and memory. It argues that immediate and frequent feedback can sometimes undermine long-term learning. Instead, introducing difficulties when first learning and spacing out practice can increase retention. Other topics covered include the illusions of memory, the benefits of interleaving different topics, and how feedback should aim to build on initial understanding rather than correct mistakes. The overall message is that commonly held beliefs about teaching and learning need reexamining in light of cognitive science research.
What if we stopped grading lessons?
A presentation on the perils and pitfalls of lesson observation for the National Teacher Enquiry Network Conference 7th February 2014
More from David Didau (20)
What if everything you know about mindsets and resilience is wrong?
What if everything you know about mindsets and resilience is wrong?
The Secret of Literacy: an idiot sheet created by @GnuBee
The Secret of Literacy: an idiot sheet created by @GnuBee
Oldfield School's unpublished 2013 Section 8 report
Oldfield School's unpublished 2013 Section 8 report
Recently uploaded
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcPollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
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.ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
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
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
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.Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Recently uploaded (20)
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
War project launch
- 1. TAKE YOUR SEATS PREPARE FOR FURTHER
- 4. 2
- 5. 1
- 6. WAR &
- 13. CLEVE
- 14. HOW DOES WAR AFFECT US
- 19. DO WE REMEMB ER?
- 20. SHOULD WE REMEMB
- 22. IS IT IMPORTA NT?
- 23. IT IS IMPOR
- 24. CLEVEDON WAR MUSEUM • 9 – 11 th th November • All students to create an exhibit for the museum
- 25. Visit to Imperial War Museum
- 26. SHOWCASE • 10 – th 14 th December • Parents to be invited to showcase od students’ project work • Students to show all the work they have produced
- 28. Why have so many stories been written about war and conflict?
- 30. Why have so many writers written about war? • To celebrate violence? • To express our feelings about traumatic events and feelings? • To warn others about the consequences of war and
- 31. THE PROJECTa • an analytical essay on war poem • a persuasive letter to a local business • a piece of creative writing around the theme of war
- 33. How and why did the nature of conflict change in the 20 th century?
- 34. Why study military history? • Is to study war, to glorify it? • Military history has an enduring popularity
- 35. War as a catalyst of change The development of new technology
- 36. Adjustment Changes in of values society
- 37. nature of conflict change in the 20 th century? Produce your own museum leaflet,
- 38. How? : Civilians become targets
- 39. Why?More deadly technology
- 44. THE PLAN • 6 lessons per week (English, History & Art) • fortnightly checkpoints as half year groups • visit to Imperial War Museum • Clevedon War Museum – 9 th- 11 th November
- 45. HOW CAN YOU HELP? • Contacts & stories? • Props & memorabilia? • Time & ideas? Ddidau@clevedon.n- somerset.sch.uk