Many learners find it difficult to synthesise information collected from different sources. Andrew Shenton and Melanie Wood share a method for helping students develop this important abstract thinking skill.
Getting students involved in STEM initiatives outside of the classroom can be a bit challenging, but Burgess Hill Girls has pushed past the barriers and seen great results. Physics teacher Katren Bishop shares how participation in the International STEM Youth Innovation Competition has captured the girls’ imagination and proved to be a brilliant way to stimulate their interest in STEM subjects and drone technology.
Keep students entertained and engaged with these websites and online resources that connect learning to popular culture. From memes to movies we’ve got you covered.
A new survey shows that the controversial phonics check, a test for five and six year olds is is making children cry and confusing good young readers.
Creativity and happiness are not always the first things students comment on when speaking about learning. However, Marcelo Staricoff believes this is inevitable when students are taught how to use creative learning models.
Activity 2: The Path to War- Students identify events leading to the Great War and determine which causes were the most/least important
Overview-The Great War Project-based Learning Resources
Intoduction to the Titanic Project-based Learning Resource(3.4)
Actiity 8 :This is a research task, focusing on advances in
reconstructive surgery and prosthetic limbs during and soon
after the First World War. Students create a powerpoint to
present their research.
Activity 10: Students investigate the end of the Great War and the
armistice, and its impact on Germany and the rest of Europe,
drawing conclusions and presenting their findings.
Activity 9 : In this activity, students research the link between 11 names,
writing up a brief report of the events surrounding each
person’s demise. The activity culminates with students
drawing and justifying their conclusions as to the justness of
each person’s fate.
Activity 11: Students use the text provided and their own research to
write an argument either for or against pardoning the men
who were executed for cowardice during WW1.
Activity 7B: In this activity, students conduct a P4C enquiry based upon a
question raised by the pupils related to the use of gas in
Activity 12 :Students read and use data from World War I to produce
Activity 7A: This activity is divided into a series of mini-activities. First of
all, students gain a bit of background knowledge about the use
of gas as a weapon during WW1 and the impact on the
soldiers it was used against.
Activity 13: Students create a culturegram (an image bank) about the
lives of people in 1914.
They then examine each others’ culturegrams, making
observations about life during that time period from the
images their classmates have found and noting questions
they think of that can be explored further.
Activity 6: This activity is made up of two parts. In the first, students use
a range of research and resources to write diary entries and
letters home from the trenches.
The second section of this activity has students solving a
number of mathematical problems relating to the trenches.
Activity 5: In this activity, students use research skills to identify the
significance of the sinking of the Lusitania and write a
descriptive account of the disaster.