We visit a village called Bagru in India where fabrics are made by an ancient method called block printing. Ajeet is a garment exporter who takes his daughter to show her the process by which her favourite dress is made. She is inquisitive and he explains the process to her step by step, from the carving of the wooden blocks through to the final dyeing and drying. Finally she sees the fabric from which her dress is made, finished and drying in the sun. Duration: 03:50
Joanna Gilbert uses images to explore community cohesion with her gifted and talented pupils, and records her findings on her own video.
Joanna and her pupils at Brough Primary School in Yorkshire start by focussing on their own identity. Then they look at images and video footage brought back from India, and discuss what community means when the extremes of rich and poor live side by side.
They ask what makes a successful community and what happens when communities don't work, using images from India and from the UK media.
In this Key Stage 2 literacy ‘Lesson Starters’, suitable for Years 3-6, each of the five short video clips provides a stimulus for pupils to employ a range of persuasive writing techniques. The first clip takes animals as a starting point - three children show us their pets, telling us why they are wonderful and giving one or two disadvantages or problems in looking after them. The remaining clips focus on the local neighbourhood, pros and cons of wearing school uniform and a campaign about smoking.
This programme reveals how the use of multi-sensory teaching can help dyslexic children become independent learners and boost their self esteem.
It is crucial that children with dyslexia are encouraged to believe in themselves and to become independent learners from an early age.
Kate Bodle, a specialist in teaching dyslexic children, works at Ewelme Church of England School in Oxfordshire.
She uses a multi-sensory approach. Kate explains and demonstrates the approach in this programme.
The importance of teaching continuous cursive handwriting and the need to 'overlearn' is also covered.
In Great Lesson Ideas, teachers at Eleanor Palmer School, London, demonstrate fun primary maths games.
Headteacher, Kate Frood, and her enthusiastic staff use games to inspire their pupils, and share three of their best ideas - maths learning cleverly interwoven with some traditional fun and games.
A Year 3 class plays a multiplication game using die and a Year 6 class try to establish the value of the word ‘table’, having been given the numeric value of some of the letters.
Year 1 practise their 'counting on' skills in a simple dice game they call 'Bird Race'.
Three teachers share Great Lesson Ideas to boost pupils' writing skills - and all the resources you need to use these ideas.
The Super Sentence is a good regular KS2 activity which promotes understanding of different ways that sentences can be changed and improved. Next is The Wordscape, which stimulates students in the preparation of writing a description of a setting.
Then Spelling Games shows a variety of simple, fun activities, suitable for Key Stages 1 and 2, to help make spelling lessons more engaging and stimulating.
Powerpoint showing several photos of Roman shields that I made leading into an activity where children design their own Roman shield based on certain criteria.
The children went on to design their own Roman Shields and then made then with cardboard and painted them.
Perfect for giving them ideas!
This is a key stage 3 project I created during my teacher training year. The project transforms recycled socks into sock creature - Sockies! A very cost effective yet rewarding project. The project has been thoroughly enjoyed by my year 8 pupils, each teaching rotation generating completely different and innovative ideas. The project has no boundaries and can be easily adapted to suit. I have attached a comprehensive scheme of work with lesson by lesson objectives and lesson plans, supported by an interactive PPT Have fun :-)
List of art techniques for students to try within their work.
When I used this I got the students to select which techniques they wanted to try and which ones they could self study. I then planned skills workshops with smaller groups based on their choices.