Creative Teaching & Learning

Weather Literacy Project Plans

A series of Literacy project plans to support the teaching of the Weather topic. Projects include: Weather Comprehension and Weather forecasts.

weatherliteracyprojectplans.pdf

Download

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

Comments Cancel reply

You must be logged in to post a comment.

array(8) {
  ["distinct_key"]=>
  string(10) "post#40782"
  ["title"]=>
  string(36) "The Weather Cross Curriculum Project"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(63) "https://www.teachingtimes.com/theweathercrosscurriculumproject/"
  ["post_date_timestamp"]=>
  int(1375747201)
  ["objectID"]=>
  string(12) "post-40782-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(170) "A series of cross curriculum project plans to support the creative teaching of the weather for Foundation Stage and Key Stages 1, 2 and beyond."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(467) "... Resources, download all Project Plans and activities from the links below.Weather Literacy Project Plans:Literacy Project 1: Weather comprehension (Key Stages 1 and 2)Literacy Project 2: Describing the weather (Key Stages 1 and 2)Literacy Project 3: Poetic weather (Key Stages 1 and 2)Literacy Project 4: A ..."
      ["matchLevel"]=>
      string(4) "full"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(54) "The Weather Cross Curriculum Project"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(7) "weather"
        [1]=>
        string(7) "project"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(170) "A series of cross curriculum project plans to support the creative teaching of the weather for Foundation Stage and Key Stages 1, 2 and beyond."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(7) "weather"
        [1]=>
        string(7) "project"
        [2]=>
        string(5) "plans"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(3355) "days with only 30 per cent normal rainfall, a ‘dry spell’ is reclassified as a drought. During a drought more and more moisture is taken from the air as water literally ‘dries up’. If the drought lasts a long time, and plants begin to die tings get even worse. As the plants die and soil dries, large areas of land can turn to dust. The opposite of a drought (sort of) is a flood. When water falls onto or covers the land in the form of rain, or there are high tides or rising levels in rivers, some is absorbed into the land and some evaporates into the air. Any water that is not absorbed or evaporated is left on the land. This water is called surface run-off and, when there is a lot of surface run-off and nowhere for it to go, floods can be caused.Did you know?A tornado’s spinning speed can reach up to 300 miles per hour.The biggest snowflake on record measured 8 inches in width.The biggest hailstone recorded weighed 2¼ pounds.A bolt of lightning can strike the Earth with a force of 100 million volts.Poplar trees flip up their leaves when air pressure is low and rain is imminent.Some scientists believe moisture (impending rain) makes your nose more sensitive – so some people can smell rain coming!Why are storm clouds dark? Because they have high ice crystal content, light has trouble passing through them, making the clouds appear dark.Existing subscribers to Project-Based Learning Resources, download all Project Plans and activities from the links below.Weather Literacy Project Plans:Literacy Project 1: Weather comprehension (Key Stages 1 and 2)Literacy Project 2: Describing the weather (Key Stages 1 and 2)Literacy Project 3: Poetic weather (Key Stages 1 and 2)Literacy Project 4: A cloudy word search (Key Stage 2)Literacy Project 5: Words and pictures (Key Stages 1 and 2)Literacy Project 6: Weather forecasts (Key Stages 1 and 2)Weather Numeracy Project Plans:Numeracy Project 1: Rainy maths games (Key Stage1)Numeracy Project 2: Weather problems (Key Stage 2)Numeracy Project 3: Numbers in words (Key Stage 1) Numeracy Project 4: Tempting temperatures (Key Stage 2)Numeracy Project 5: Probability (Key Stage 2)Numeracy Project 6: Thermometers (Key Stages 1 and 2)Weather Science Project Plans:Science Project 1: Extraterrestrial weather (Key Stage 2)Science Project 2: Sensational seasons (Key Stage 2+)Science Project 3: Plants and the weather (Key Stages 1 and 2)Science Project 4: The water cycle (Key Stage 2)Science Project 5: Atmospheric science (Key Stage 2)Science Project 6: Lightning strikes (Key Stages 1 and 2)Non-subscribers:Click here to subscribe to the Creative Teaching and Learning service and gain access to these resource packs.Purchase the above project plans by subject for £15.00 each (incl. VAT – simply follow the links above), or alternatively,purchase the entire packfor a one-off fee of £42.00.Related Articles/OrganisationsMet Office EducationNational Geographic"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(7) "weather"
        [1]=>
        string(8) "literacy"
        [2]=>
        string(7) "project"
        [3]=>
        string(5) "plans"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

The Weather Cross Curriculum Project

6 Aug 2013

array(8) {
  ["distinct_key"]=>
  string(10) "post#39927"
  ["title"]=>
  string(35) "Pole to Pole Literacy Project Plans"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(60) "https://www.teachingtimes.com/poletopoleliteracyprojectplan/"
  ["post_date_timestamp"]=>
  int(1343307764)
  ["objectID"]=>
  string(12) "post-39927-5"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(198) "A series of Literacy project plans to support the teaching of the Pole to Pole topic. Projects include: Letter writing; Exciting explorers; Polar poetry and Daring diaries"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(305) "... to 89˚. Dogs frequently on trot. Some giganticrafters but not in our path.4 AprilHit the trail again before midnight after a short sleep. If weather holds good shall be ableto make get in the extra march. The day a duplicate of day before yesterday as to weather& going. The ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(62) "Pole to Pole Literacy Project Plans"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(8) "literacy"
        [1]=>
        string(7) "project"
        [2]=>
        string(5) "plans"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(198) "A series of Literacy project plans to support the teaching of the Pole to Pole topic. Projects include: Letter writing; Exciting explorers; Polar poetry and Daring diaries"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(8) "literacy"
        [1]=>
        string(7) "project"
        [2]=>
        string(5) "plans"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(3179) "yesterday and the day before. In anyevent, we are now beyond the 88th parallel, and I am a tired and satisfied man.3 AprilGot on the trail 3 hours earlier this morning after a small sleep. Am going to try andwork in an extra march. Am training down. Took up another hole in my belt thismorning. Weather fine, clear & calm. Ice as yesterday except at beginning of march it wasrougher requiring use of pickaxes. This & a brief delay at a narrow lead cut down ourdistance some. Ten hours. (20 m.) half way to 89˚. Dogs frequently on trot. Some giganticrafters but not in our path.4 AprilHit the trail again before midnight after a short sleep. If weather holds good shall be ableto make get in the extra march. The day a duplicate of day before yesterday as to weather& going. The latter even better. The surface is as even (except for the pressure ridges) asthe glacial fringe from Hecla to Columbia, & harder. Something over 10 hours on a directcourse, 25 dogs often on the trot, occasionally on the run. 25 miles. Near end of marchcrossed a hundred yard lead on thin young ice. As I ran ahead to guide the dogs obligedto slide my feet & travel wide, bear style. One runner of one sledge cut through for somedistance but the sledge kept up. The men let sledges & dogs come on by themselves andcame gliding across where they could. The last two came over on all fours. Sledge ran overside of my right foot as result of my stumbling while running but think it will give me notrouble. Am tired but satisfied with our progress. We are in sight of 89 .̊  Give me three daysmore of this weather.Information sheet: Peary DiaryRobert Edwin Peary was an American explorer who claimed to have been the first person, on 6 April1909, to reach the geographic North Pole. However, there is much controversy as to whether (or not)he was the first person to reach the geographic North Pole.Ernest Shackleton’s Discovery DiaryNov 1902/Jan 1903Boxing Day.Similar weather but we only did five miles today, Billy’s right eye being so badthat we camped in the afternoon. The poor chap suffered agonies all theafternoon, in spite on temporary relief by cocaine. He bore it very well though. Itwas pitiful that he should have to lie there, shaking with pain, while we coulddo nothing for him.I killed Brownie tonight to feed the other dogs; he had no trouble, I luckily got hisheart first dig.There is a huge mountain to the South of us which I suppose will be namedMount Longstaff.28 DecemberWeather fine and clear all day; I am still leading, Billy going blindfolded.30 DecemberThick fog all day, but we did four miles to the South. Started to blow at6 pm from the South. Very hungry.31 DecemberLast day of the old year. We turned back. Had a very blowy night. Dogs utterlyuseless, not pulling at all. Clarence died this morning.Went into the land on ski at 2pm, leaving camp. Found the place full ofcrevasses; roped together and tried to cross, spending three hours and crossingsnow bridges and chasms. Brought up by sheer over hanging ice cliff, aboutseventy feet high. It is a great pity we cannot get geological specimens."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(7) "weather"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Pole to Pole Literacy Project Plans

26 Jul 2012

array(8) {
  ["distinct_key"]=>
  string(10) "post#35821"
  ["title"]=>
  string(56) "POLE TO POLE - Creatively teaching across the curriculum"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(85) "https://www.teachingtimes.com/pole-to-pole-creatively-teaching-across-the-curriculum/"
  ["post_date_timestamp"]=>
  int(1172848822)
  ["objectID"]=>
  string(12) "post-35821-3"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(157) "These project plans are designed to be used in association with the Pole to Pole CD-ROM located on the inside front cover of this magazine."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(394) "... a great pity we cannot get geological specimens.40NUMERACY PROJECT PLANS ■ POLE TO POLEteaching & learning  ■  december 2006/january 2007Numeracy Project PlansPOLE TO POLEThese project plans are designed to be used in association with yourPole to Pole CD-ROM, located inside the front cover of this magazine.Numeracy Project ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(56) "POLE TO POLE - Creatively teaching across the curriculum"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(157) "These project plans are designed to be used in association with the Pole to Pole CD-ROM located on the inside front cover of this magazine."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(7) "project"
        [1]=>
        string(5) "plans"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5746) "pupils to compare the geographyof the two poles. How are they similar? How are theydifferent?Next, ask the pupils how difficult they think itwould be to get to one of the poles. Brainstorm howexplorers could travel there, and what supplies theywould need to survive in the extreme polarenvironment. Review with the pupils the historicpolar expeditions of the early 1900s, when fourexplorers set out on perilous journeys to a pole, allcompeting to be the first to reach their destination.Make sure students understand that Admiral RobertPeary and Dr Frederic Cook were in a race to reach theNorth Pole, while Captain Robert Falcon Scott andRoald Amundsen were in a race to reach the SouthPole. Ask the pupils to recall specific examples ofhardships and obstacles the explorers and their crewsfaced.Whilst they are at the pole, they are going to keepa diary. Ask the pupils to think about what they wouldwrite in their diary.■ Would they note any animals and plants seen onthe journey?■ Would they note the weather conditions?■ Would they note how they felt and what it is liketo deal with such extreme cold?■ Would they note what they ate and drank duringthe journey?Once the class has brainstormed diary writing andthe North and South Poles, ask them to write theirown diaries.Other ideas: The page opposite shows arepresentation of  Ernest Shackleton’s Discovery diary.This is a very famous expedition diary and lots ofother extracts can be found on the Internet. A copy ofthis page can be found in the Literacy Project 5folder on the accompanying CD. The folder alsoincludes some extracts from Robert Edwin Peary’sdiary of his controversial journey to the geographicNorth Pole on 6 April 1909.The Internet offers many more examples of realdiaries written by real explorers. Modern-dayexplorers also offer website-based ‘live’ diaries. Theselive diaries allow pupils to read the accounts ofexplorers first-hand. Some of the websites also have‘live’ camera feeds so the pupils can see theenvironment for themselves.STARRESOURCESVisit the Scott PolarResearch Institute websiteat www.spri.cam.ac.uk  for fantastic diaryand letter resources.Ernest Shackleton’s Discovery DiaryNov 1902/Jan 1903Boxing Day.Similar weather but we only did five miles today, Billy’s right eye being so badthat we camped in the afternoon. The poor chap suffered agonies all theafternoon, in spite on temporary relief by cocaine. He bore it very well though. Itwas pitiful that he should have to lie there, shaking with pain, while we coulddo nothing for him.I killed Brownie tonight to feed the other dogs; he had no trouble, I luckily got hisheart first dig.There is a huge mountain to the South of us which I suppose will be namedMount Longstaff.28 DecemberWeather fine and clear all day; I am still leading, Billy going blindfolded.30 DecemberThick fog all day, but we did four miles to the South. Started to blow at6 pm from the South. Very hungry.31 DecemberLast day of the old year. We turned back. Had a very blowy night. Dogs utterlyuseless, not pulling at all. Clarence died this morning.Went into the land on ski at 2pm, leaving camp. Found the place full ofcrevasses; roped together and tried to cross, spending three hours and crossingsnow bridges and chasms. Brought up by sheer over hanging ice cliff, aboutseventy feet high. It is a great pity we cannot get geological specimens.40NUMERACY PROJECT PLANS ■ POLE TO POLEteaching & learning  ■  december 2006/january 2007Numeracy Project PlansPOLE TO POLEThese project plans are designed to be used in association with yourPole to Pole CD-ROM, located inside the front cover of this magazine.Numeracy Project 1: Freezing maths (Key Stage 2/3)Numeracy Project 2: Miraculous measurements (Key Stage 2+)■ Linked to theNumeracy Projectfolder 1 on theaccompanying CD.Folder includes a raftof data tables,graphs andinformation sheetson the Arctic andAntarctic. The folderalso includes somebasic maps of theAntarctic and theArctic areas.■ Linked toNumeracy Project 2folder on theaccompanying CD.Folder includes anInformation Sheetoffering some basicmeasurements onAntarctica and amap of thecontinent.CD RESOURCECD RESOURCEAims of the lesson: To develop basic numeracy skills(handling data) through investigating polartemperatures.Activity: Antarctica is the coldest, windiest and driestcontinent on Earth.Its harsh weather kept human travellers awayuntil the 19th century and even today no human cansurvive long there without a sturdy, warm shelter and‘extreme cold weather’ clothing.The Antarctic is colder than the Arctic, wherehumans have lived since prehistoric times.Antarctica’s harsh weather defines the continent thatthose who work there call ‘The Ice’. The Arctic, eventhough it receives no more sunlight during thecourse of the year than Antarctica, is warmer.For this activity, explain to the pupils that they aregoing to use some polar data (for the Arctic andAntarctic) to create different data charts (bar graphs,scatter graphs etc). The Numeracy Project 1 folderon the accompanying CD includes some informationon polar climates (Information Sheet: Arctic vAntarctic) and some data tables. The Internet offers avast range of data on polar temperatures etc and thepupils could find their own data before presenting itin a mathematical format. The folder also includes acopy of the map of Antarctica, shown opposite. Thismap shows three weather stations, marked with ‘X’.Data for these stations can be found atwww.coolantarctica.com – but for your ease ofreference data on these stations can also be"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(7) "weather"
        [1]=>
        string(8) "literacy"
        [2]=>
        string(7) "project"
        [3]=>
        string(5) "plans"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

POLE TO POLE - Creatively teaching across the curriculum

2 Mar 2007

array(8) {
  ["distinct_key"]=>
  string(10) "post#39714"
  ["title"]=>
  string(36) "Building a global learning community"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(68) "https://www.teachingtimes.com/ctl31p0713buildingaglobalcommunityweb/"
  ["post_date_timestamp"]=>
  int(1335536624)
  ["objectID"]=>
  string(12) "post-39714-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(208) "After travelling on a journey to international acclaim and educational enrichment, Colette Cotton, shares her school’s far-reaching best practice and tells of the rewards to be reaped from global education."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(388) "... aboriginal masks, writing poetry using similes linked to animals. Theinternational dimension gave the children wider cultural and sociologicalexperiences than they would otherwise have had.Lesson plans were exchanged between the teachers in both schools– one of the many beauties of the international project is the insightful andenriching feedback from native ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(36) "Building a global learning community"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(208) "After travelling on a journey to international acclaim and educational enrichment, Colette Cotton, shares her school’s far-reaching best practice and tells of the rewards to be reaped from global education."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5642) "aboutcreating large colourful collages, depicting different aspects of Oceania, fromkangaroos, wombats, koala bears and scorpions to aboriginal style paintings.As the creativity flowed so did the ideas – creating miniature ‘minawee’books, aboriginal masks, writing poetry using similes linked to animals. Theinternational dimension gave the children wider cultural and sociologicalexperiences than they would otherwise have had.Lesson plans were exchanged between the teachers in both schools– one of the many beauties of the international project is the insightful andenriching feedback from native schools, for example on traditional Aboriginalart, culture and customs. Our New Zealand school also sent informationabout the Maoris, their language and their customs. SuperClubsPLUS wasthe online hub for publishing children’s work and provided a portal to new,http://www.2simple.com/2investigatehttp://www.rm.com/_RMVirtual/Media/Downloads/StartingGraph_outer_Final.pdfhttp://www.scplus.com/d/index.phpFocuson: Global education10Volume3.1nCreativeTeaching&Learningotherwise inaccessible friends on the other side of the world. The pupilswere able to extend their learning outside of the classroom and half wayacross the world.To celebrate International Week, we watched a DVD of the teachers workingwith children in the Nigerian school, which prompted a class discussion aboutthe similarities and differences between the two schools/countries. Duringtheir visit the English teachers were able to demonstrate active learningand use of the outdoor classroom to their Nigerian friends, who were usedto traditional teaching methods. The African project illustrates what can beachieved with a school without any ICT facilities besides the local InternetCafé, a mobile phone and a solar generator.In Literacy children studied stories from Nigeria and looked at the strawbaskets, wooden masks, beads and clothes made in the village of Ebe, whichteachers had brought back to share with the class. With creativity in full flow,pupils went on to make and decorate their own beads made from clay anda build a model Nigerian village. This enriched their artistic repertoire andgeographical and sociological knowledge.The links arranged with schools in Australia and New Zealand didn’t cometo fruition until the fourth term, as the Australian children didn’t return fromtheir summer holidays until the middle of February – when we were startingour winter half-term break! This provided an excellent learning point aboutthe different seasons in the northern and southern hemispheres for thechildren and teachers in both parts of the world.Geographical informationThe pupils greatly increased their understanding of the names and location ofdiverse countries and different peoples on the planet. For example by usingi-gotU hand held devices for GPS positioning and Bee-Bots (a programmablefloor robot) programmed to go to the correct country on a world floor map.Communications skillsLinks were established through the British Council’s websites resulting infunding from Connecting Classrooms for a teacher visit to CS Ebe Schoolin Nigeria, with whom the school had several established projects, somebeing shown on BBC ‘Schools World Class’. When the children from Nigeriawrote to their English pen pals, the poverty experienced by the pupils wasobvious but their handwriting was beautifully formed and their mannerswere impeccable. This gave the English children an opportunity to considerwhether they were making the most of the chances given to them.2Connect, a concept mapping and planning tool designed to help childrenorganise their thoughts individually or collaboratively on a network, can beused for mind-mapping which is always a great way to start any internationalproject. The technique provides opportunities to think laterally and gain anoverview of a problem – an excellent skill for later in life. The web is abundantin free mind-mapping software.Planning and keeping in contact via a personal email is most important inmaintaining relationships and supporting international schools that all needto feel unique and all have their own idiosyncrasies – a joint mail shot is oftenignored. Teachers who want to be involved in such projects need to send thesame email tailored in many different ways to suit each individual school. Itis also important to be persistent and try different slants when approachingschools abroad. Once a project has been set up, teachers need to use emailto keep in regular, direct contact with their partner schools.LiteracyThe Nigerian children wrote poems about the weather, which the Englishchildren decorated and sent back. The pupils were surprised at the Nigerianhttp://www.i-gotu.com/http://www.britishcouncil.org/learning-connecting-classrooms.htmhttp://www.bbc.co.uk/worldclasshttp://www.2simple.com/2connect11Volume3.1nCreativeTeaching&LearningFocuson: Global educationchildren’s standard of English – the clarity of the writing enabled them to drawand design for a specific purpose. Also St Mary’s students were surprised bythe fact that there were mainly just primary schools in Nigeria, few childrenattend secondary school. Some just stayed behind in primary and helpedthose who had difficulties.Year 6 created a short film for their pen-friends, introducing themselvesand their school using flip cameras. Each group had to decide on whichaspects of the school to describe, preparing written and spoken materialfor a specific audience. The children used Audacity, Lame and Easi-Speakhand-held microphones to"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(7) "weather"
        [1]=>
        string(8) "literacy"
        [2]=>
        string(7) "project"
        [3]=>
        string(5) "plans"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Building a global learning community

27 Apr 2012