How people in Cambodia and China are tackling global warming
Teachers TV Created: Thu Feb 04 10:22:27 GMT 2010
Assessment focuses
AF1, AF2, AF3, AF5, AF6
Context
The teacher gave pupils data about a woman in Tanzania who travelled a considerable distance every day to collect water for her family. The pupils tried to represent the data on their own. The teacher then taught them how to make distance–time graphs, using graphing calculators, motion sensors and data-logging, and pupils used their new skills to represent the data. They also researched water usage in the UK and compared it with…
http://www.directoryofchoice.co.uk/ Last update: 2011
Young scientists from across Europe show off their inventions
Teachers TV Created: Wed Feb 06 12:10:04 GMT 2008
This exemplar Assessing Pupils' Progress (APP) science standards file shows a Year 5 pupil working at secure level 3. The illustrated example of the pupil's work covers and investigation into what happens to water when a sample is heated.
http://www.directoryofchoice.co.uk/ Last update: 2011
The Story Spinner Year 4 ‘Grandad and the Laundry Basket’.
http://www.directoryofchoice.co.uk/ Last update: 2011
A look at the economic impact of honeybees and shea trees
Teachers TV Created: Tue Mar 23 05:49:52 GMT 2010
Pupil B's comments on his planning, to provide exemplification for Assessing Pupils’ Progress (APP) of a pupil working at low level 6.
http://www.directoryofchoice.co.uk/ Last update: 2011
A look at sustainable, and money saving energy across the globe
Teachers TV Created: Thu Feb 04 10:02:34 GMT 2010
Description of the control systems Pupil B created, including pupil quotes and an illustration, to provide exemplification for Assessing Pupils' Progress (APP) of a pupil working at low level 6.
http://www.directoryofchoice.co.uk/ Last update: 2011
Encourage the child to experience different materials and textures. Where the child is reluctant to try ‘messy’ activities, try to link these to any special interests, for example making a dinosaur swamp from coloured water and cornflour.
Model imaginative and role-play and link this to the child's interests, for example pretending to be a train driver.
Show the child that objects can be used to represent other things, for example that a pan full of building bricks can represent dinner.
http://www.directoryofchoice.co.uk/ Last update: 2011
