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NGfLCymru

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NGfL Cymru was a website funded by the Welsh Government. The resources on TES are a legacy of this project. The content or format of these resources may be out of date. You can find free, bilingual teaching resources linked to the Curriculum for Wales on hwb.gov.wales.

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NGfL Cymru was a website funded by the Welsh Government. The resources on TES are a legacy of this project. The content or format of these resources may be out of date. You can find free, bilingual teaching resources linked to the Curriculum for Wales on hwb.gov.wales.
Easter story
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Easter story

(2)
Interactive activities for whiteboard or computer on the Easter story and how Christians celebrate Easter today. Activities are differentiated at various levels. They include an electronic version of the Resurrection story, discussion topics on the meaning of Easter, matching and sequencing activities, multiple choice question games, creating nativity pictures, matching pairs games and jigsaws.
Easter
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Easter

(0)
A collection of resources revolving around Easter. For more materials relating to this resource, please visit the NGfL site, linked below.
Using electricity
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Using electricity

(2)
This inteactive activity is designed to introduce pupils to the idea that some everyday objects need electricity to work. The initial page asks pupils to identify items that use electricity. Subsequent pages ask the pupils to drag electrical items into the room in a house where they might be used. The final page asks pupils to identify objects that need either mains or battery power to work and can be used to initiate discussion on safety (battery being safer than mains).
Waves
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Waves

(0)
An interactivewhite board resource on sound waves.
Food Technology
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Food Technology

(0)
A comprehensive series of multimedia materials to support the teaching of the GCSE Design and Technology Food Technology course. The materials can be downloaded as a complete Moodle course or as individual elements. The bilingual resources include video clips, animations, text and quizzes within Moodle and can be used on an interactive whiteboard for whole class teaching or by students on individual computers. The images included in this work, to the best of our knowledge, are from sources that their use do not breach any copyright rules. Please visit the NGfL site, linked below.
GCSE Maths: Money Competence - Spending Sense
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GCSE Maths: Money Competence - Spending Sense

(4)
A resource on financial capability for learners with additional learning needs. The resource includes one pdf file with over 130 colourful pages that may be printed for use in the classroom. For more materials relating to this resource, please visit the NGfL site, linked below.
French for beginners
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French for beginners

(6)
This course aims at allowing primary school teachers who have little or no French at all to deliver effectively French lessons for year 5/6.
Motor vehicle level 3
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Motor vehicle level 3

(3)
These resources support the delivery of Engineering Studies in the FE sector. This session is aimed at students studying a Level 3 Automotive Engineering course. The students should have previous background knowledge with regards to vehicle braking systems and a basic engineering background. They should have all studied at least to a GCSE level. It can also be used as revision aids for students studying at a higher level, or to anyone with an interest or who are in industry. For more materials relating to this resource, please visit the NGfL site, linked below.
What is a family?
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What is a family?

(1)
Defining the family. Objectives of this powerpoint: After viewing this slide show the student should be aware of: Why the family is important in acquiring culture. How the family may be defined. Is the family universal?
A balanced diet
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A balanced diet

(0)
Learn the composition of a healthy balanced diet and why each component is required to keep the body healthy.
The role of the media and crime
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The role of the media and crime

(12)
Following this Slide Show the student should know: That people have both a fear and fascination about crime which is partly shaped by the media. That the media can sensitise issues and help define crime. That the media can both amplify deviance and create moral panics. That crime as a spectacle is increasingly common in Postmodern society. That the media is selective in who and how it treats victims of crime.