<p>Song lyrics to help with handwashing.</p> <p>Make up your own actions!</p>

<p>This is a powerpoint resource with tasks embedded, that covers a large portion of unit 6 in Edexcel Combined Science - specialised plant cells and tissues (root hair cell, palisade, guard cells, xylem and phloem), photosynthesis and limiting factors. It makes explicit interleaving links with units 1, 2 and 9 of the Biology spec.<br /> It is planned to be delivered both in school and as home learning as this was made for students returning to school during Covid-19.<br /> It maximises on chunking tasks and engaging students without them being able to do pair, group work or discussion based tasks. Answers are embedded in powerpoint so it’s useful to non-biology specialists.<br /> Feedback is much appreciated!</p> <p>Thanks,<br /> Sofia</p>

<p>I used this in school during the Covid 19 pandemic with a group of students of mixed abilities, not all who study Spanish. General Knowledge Round, Music Round, Video to watch and picture round. Includes music files.</p>

<p>This is just a bit of light-hearted fun during what is a pretty anxious time for kids (and adults)! Coronavirus / COVID-19 can seem really scary to little ones but it’s good to know that even basic handwashing can really help.</p> <p>This song reminds children about some of the things they should and shouldn’t do when washing their hands. The last verse in particular…well, we all know those little ones who are sent to wash their hands and are then immediately putting those clean hands somewhere they shouldn’t be! Bless!</p>

<p>This resource was originally written in 2020 during the height of the Covid-19 pandemic and is aimed at supporting young children and individuals with special educational needs with their hand hygiene.</p> <p>It takes the form of a step by step multisensory poem and includes fun extension activities</p>

<p>A workpack of resources designed to help teach directions in French to Year 7 students whilst remote learning during the Covid-19 pandemic.</p> <p>This pack contains the following resources:</p> <ul> <li> <p>A knowledge organiser to help focus the students’ vocabulary and discourage them from seeking out answers from online translators.</p> </li> <li> <p>A vocabulary retrieval task.</p> </li> <li> <p>A section explaining directions in French through simple, clear visuals.</p> </li> <li> <p>A conversation translation task (could be adapted into a listening task by adding in a sound file)</p> </li> <li> <p>Task where students need to direct the teacher/marker to a pre-determined place in a map.</p> </li> </ul>

<p>Following the GCSE Edexcel 2021 exam this summer/November (due to Covid 19), I put together an example answer for each of the writing questions for my students to learn following their Mocks.<br /> I did spell check it obviously but please let me know if I missed something.<br /> This work is purely my own.</p>

<p><strong>This is a free sample</strong>. <a href="http://www.amazon.co.uk/dp/B08MDCQJG5?binding=paperback&amp;ref=dbs_dp_rwt_sb_pc_tpbk" target="_blank" rel="nofollow">Click here to learn more about this series.</a></p> <p>Embark on a Contemporary Exploration of Spain with “Complete A Level Spanish: Immigration in Spain (2022 Update)”</p> <p>Prepare your A-Level students for a compelling journey into one of today’s most pressing and dynamic topics—immigration in Spain. This updated edition is an essential addition to the Complete A Level Spanish series from Cambridge Learning House, meticulously designed to provide complete knowledge and language proficiency that aligns seamlessly with A-Level requirements while remaining accessible to students.</p> <p>Key Features:</p> <ul> <li> <p>Current and Relevant: Immerse your students in the intricacies of immigration in Spain, underpinned by the latest statistics and social phenomena. Explore the migrant population data, their countries of origin, and the reasons compelling people to migrate to Spain in the 21st century.</p> </li> <li> <p>Positive Impact: Understand the multifaceted influence of immigration, from its economic contributions to the Spanish workforce, pensions, and healthcare system, to its enriching impact on Spanish culture.</p> </li> <li> <p>Integration Challenges: Delve into the complex issues surrounding integration, including the education of migrant children, the salary gap, the glass ceiling, work uncertainty, housing, and living conditions.</p> </li> <li> <p>Response to Crisis: Explore the impact of the COVID-19 pandemic on immigration dynamics and its implications for both migrants and Spanish society.</p> </li> <li> <p>Addressing Controversies: Examine the challenges faced by undocumented immigrants and the government’s actions to protect Spain’s borders. Delve into society’s opinions, racism, xenophobia, and government measures aimed at fostering inclusivity.</p> </li> <li> <p>Politics and Media: Understand the role of immigration in Spanish politics and its portrayal in the media.</p> </li> <li> <p>Comprehension and Visual Aids: This book includes comprehension questions and enhanced visual content to facilitate a deeper understanding of this multifaceted topic.</p> </li> </ul> <p>By immersing your students in this rich tapestry of contemporary knowledge and language skills, you’ll empower them to excel in their A-Level Spanish studies and engage in meaningful discussions about Spain’s evolving social landscape. “Immigration in Spain (2022 Update)” is your gateway to a deeper understanding of Spain’s present-day challenges and opportunities. Don’t miss this opportunity to enrich your curriculum and inspire thoughtful conversations about Spain’s current societal dynamics. Get your copy today and ignite the passion for learning!</p>

<p>KS3 lesson for students to complete at home during Covid19 lockdown</p>

<p>This is the free sample of the resource available here:<br /> <a href="https://www.tes.com/teaching-resource/21-example-interview-questions-and-answers-12252012">https://www.tes.com/teaching-resource/21-example-interview-questions-and-answers-12252012</a></p> <p>This sample document covers 4 questions that may be asked during a UK primary teaching interview. If you’d like the full version, please click the link above.</p> <p>I prepared this document when I was job hunting for primary NQT positions. I found it to be very useful as I began to build up a bank of questions and answers. I learned that all the questions can interlink with each other, and that all questions require an example from your experience, as well as always linking back to pupil progress.</p> <p>I hope you find the sample useful. Please note I created this resource before the Covid-19 pandemic, so its possible schools are now asking about remote education and how covid has affected schools and children’s education.</p>

<p>number-tracing-worksheets-free-download This is a number pack that was originall created for parents and teachers during the COVID-19 school closures. It has worksheets appropriate for Kindy, pre-primary to year one students (or year two students requiring remediation).</p> <p>This pack includes worksheets for:</p> <p>count and identify the correct number - to twenty<br /> 100 number poster in colour<br /> colour by odd/even numbers<br /> colour in skip counting patterns<br /> colour patterning<br /> addition<br /> subtraction<br /> teacher checklist<br /> counting 1-1 correspondence to ten<br /> writing numbers<br /> identifying the missing number (before, after, middle)<br /> number patterns<br /> skip counting<br /> fun colouring in pages to count objects<br /> 136 pages<br /> links to a freebie at my website (classroom labels pack)</p> <p>These worksheets can be used as revision, early morning work, learning centre rotations and homework!!<br /> Please review this product to support this store and the continuation of free products.</p>

<p>A workpack of 3 tasks designed to help students learn places in town in French during distance learning during the Covid-19 Pandemic.</p> <p>The workpack consists of:</p> <ul> <li> <p>A knowledge organiser to help focus the students’ vocabulary and discourage them from seeking out answers from online translators.</p> </li> <li> <p>A vocabulary retrieval task.</p> </li> <li> <p>A task on recognising types of property in French.</p> </li> <li> <p>A dual-coded ‘design a town’ extended writing task supported by a sentence builder from BBC Bitesize.</p> </li> </ul> <p>As I an NQT I always welcome feedback on my resources. Please leave a comment below and tell me what you think of my resources!</p>

<p>A lesson that mixes teacher and pupil led learning.</p> <p>Two enquiry questions:</p> <ol> <li> <p>What was it like aboard the Titanic?</p> </li> <li> <p>Who was to blame for the Titanic disaster?</p> </li> </ol> <p>There are a series of videos within the lesson - videos are hyperlinked to the images on the slide. Please view the comment box to see which images contain videos. The videos are mostly taken from the movie, ‘Titanic’ and are used to help engage pupils.</p> <p>These lessons were designed during the 2020 COVID lockdown and are designed specfcially for supporting key / vulnerable children who are attending school. The lesson should, however, be suitable for an independent research project at home. :)</p> <p>As an NQT, advice and feedback will be MASSIVELY appreciated. :)</p>

<p>A lesson written for the current Covid19 situation for students to complete at home.</p>

<p>This unprecedented COVID-19 crisis has brought debates around freedom of speech into the spotlight. This resource provokes thinking about what people should be allowed to say, and who should make the rules.</p> <p>These activities challenge learners to think about questions like:</p> <ul> <li>Should people be allowed to say whatever they want?</li> <li>Is censorship necessary during a pandemic?</li> <li>What’s more important - freedom to say what you want, or safety from harmful words?</li> </ul> <p>Learners can complete the activities on their own but it’s even better if an adult can push them to develop their reasons and see other perspectives.</p> <p>The reflection questions can provoke extended discussions. For example, when (if ever) is it acceptable for a leader to withhold information?</p>

<p><strong>Visual Arts</strong> or <strong>Design Technology</strong> mini project: Self-quarantine time is boring, the virus is frightening, now it is a time to have fun and create amusing homemade mask.<br /> This mini project was successfully run in China during Corona virus outbreak, as a part of online learning. You can adapt this simple instructions for your needs.<br /> <em>Your task and aims:</em> Produce an amusing homemade mask by using any materials and media, and by creating a realistic reflection of 2019-nCoV current outbreak through any form of illustration, 2D and 3D effects, covering most details within the pastime. Go, WuHan, we will fight through this together! You can show in your work doctors in protection suits, the hospital equipment and reflection on the effort people have put into the combat with the coronavirus, while the other side can include the virus itself and origins of the virus, the patients’ desires to live.<br /> Present your work: take a photograph and write a description of what it represents and why.</p>

<p>Following the GCSE Edexcel exam this summer/November (due to Covid 19), I put together an example answer for each of the writing questions for my students to learn following their Mocks.<br /> I did spell check it obviously but please let me know if I missed something.<br /> This work is purely my own.</p>

<p>This is a project that can be done for Year 7 after finishing the topic on Mean, Mode, Median and Range. It was created during the Covid-19 quarantine and therefore can be done in quarantined situation.</p>

<p>This is an activity that we’ve created after seeing this ingenious comic strip from @precariada<br /> It is perfect to brainstorm and learn or revise vocabulary about global problems in Spanish as well as to get your students to think and discuss about their ideas. Can be used as a starter or plenary.<br /> We’d love your feedback, please don’t forget to leave a review!</p>

<p>I have created a resource that all kids will be able to do at home. Basically it is about designing a computer game, splash screens, characters, game play. It is really for KS3, but could do lower ability KS4. It is self explanatory so they can go on Google Classroom or your sharing platform- download, complete and upload. It follows Identify, Analysis, Evaluation, and Testing as a systems life cycle, and also touches on decomposition of tasks. Together we are better!</p>

<p>This is a project where pupils use the suggested resources to complete beliefs, quotes and teachings for all the Themes in Paper 2. We focus on Theme A,B,D and E. The project will aid all pupils with having a point of reference when answering exam questions and learning about religious views on the topics. Paper 2 does allow non religious views to be included in the 12 markers so I have also added a column for this. We teach the Equality Act, Human rights and other laws to give a third view which allows pupils to write much more and gain more depth on each topic. Once completed colleagues can use the best ones to plan further learning activities - perhaps share more basic versions (fully editable) for the less able. The Table layout makes writing 4, 5 and 12 markers much easier as pupils locate the relevant word and the key teachings to populate their own responses.<br /> I am making it free during these COVID times and hopefully save colleagues time as this is the final week of term for many.</p>