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Live English C1 P1 L6 Teacher Notes (TN folder)

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 Live English C1 P1 L5 Teacher Notes (TN folder)

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Asynchronous English C1 P1 L6 Teacher Notes (TN folder)

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Asynchronous English C1 P1 L5 Teacher Notes (TN folder)

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Asynchronous English C1 P1 L7 Teacher Notes

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Make a copy of this Google Form and then come back to the Padlet.  Scroll to the bottom of the column from which you copied the template and hit the + button, then the link icon, and paste the link to YOUR copy and name it "Students Submit Work Here."  Then delete this copy and drag your new "Student Submit Work Here" form to the top of the column.  Your students will then be able to click on the post, choose "open in new tab" and fill in their copy of the form.

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Make a copy of this Google Form and then come back to the Padlet.  Scroll to the bottom of the column from which you copied the template and hit the + button, then the link icon, and paste the link to YOUR copy and name it "Students Submit Work Here."  Then delete this copy and drag your new "Student Submit Work Here" form to the top of the column.  Your students will then be able to click on the post, choose "open in new tab" and fill in their copy of the form.

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Make a copy of this Google Form and then come back to the Padlet.  Scroll to the bottom of the column from which you copied the template and hit the + button, then the link icon, and paste the link to YOUR copy and name it "Students Submit Work Here."  Then delete this copy and drag your new "Student Submit Work Here" form to the top of the column.  Your students will then be able to click on the post, choose "open in new tab" and fill in their copy of the form.

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 Live English C1 P1 L4  Teacher Notes (TN folder)

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 Asynchronous English C1 P1 L4  Teacher Notes (TN folder)

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From here on out, you do not have links to the Shared Writing Canva template or the Shared Writing Fillable PDF. The only lesson that they are attached to is C1P1L1, so please go back to there to retrieve the original copy.

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Make a copy of this Google Form and then come back to the Padlet.  Scroll to the bottom of the column from which you copied the template and hit the + button, then the link icon, and paste the link to YOUR copy and name it "Students Submit Work Here."  Then delete this copy and drag your new "Student Submit Work Here" form to the top of the column.  Your students will then be able to click on the post, choose "open in new tab" and fill in their copy of the form.

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The ancient Romans had a working democracy for the early part of their history. The Forum in Rome is where political meetings and votes were held. The Forum can still be seen today, but most of its buildings are in ruins.

Nowhere is the word "democracy" mentioned in the Declaration of Independence or the U.S. Constitution. How could that be? Our government is a democracy!

Well, for one, as we'll discuss later, the Founders actually feared democratic rule. James Madison expressed this attitude in Federalist #10: "...instability, injustice, and confusion ...have in truth been the mortal disease under which popular governments everywhere perished..." In the late 18-century, rule by the people was thought to lead to disorder and disruption. Yet a democratically-based government was seen as superior to the monarchies of Europe.

Democracies did not originate with the founding of the United States. The term "democracy" comes from two Greek words: "demos" (the people) and ""kratia" (power or authority). So of course democracy is a form of government that gives power to the people. But how, when, and to which people? The answer to those questions changes through history.

In present-day New England, many small towns hold town meetings in which issues important to the citizens are decided by vote. These meetings are one of the few instances of direct democracy that still operate today. These New Englanders check in at a town meeting.

Democracies are based on "rule of law." The ancient Greeks (particularly Aristotle) valued natural law, the notion that human societies should be governed by ethical principles found in nature. The Greeks are famous for practicing direct democracy , a system in which citizens meet to discuss all policy, and then make decisions by majority rule. However, only free males were considered to be citizens. So their democracy was certainly limited. Today direct democracy is practiced in New England town meetings, where all citizens of voting age meet to decide important political decisions.

But how could direct democracy work in a large, diverse population spread over a geographical distance? Generally, the answer has been that it can't. In its place, the American Founders put "indirect" or "representative" democracy. In this system, representatives are chosen by the people to make decisions for them. The representative body, then, becomes a manageable size for doing the business of government. The Founders preferred the term "republic" to "democracy" because it described a system they generally preferred: the interests of the peopled were represented by more knowledgeable or wealthier citizens who were responsible to those that elected them. Today we tend to use the terms "republic" and "democracy" interchangeably. A widespread criticism of representative democracy is that the representatives become the "elites" that seldom consult ordinary citizens, so even though they are elected, a truly representative government doesn't really exist.

Britain has had a representative democracy since the seventeenth century. Members of the British Parliament are elected from across Britain and represent the interests of their constituents to the government.

Another modern version of democracy is called "democratic centralism," a term made famous by Vladimir Ulyinov Lenin. As the leader of the Russian Revolution in 1917, he established a communist government that allowed no private property to exist. All members of society were theoretically equal. However, Lenin considered a small "vanguard of the revolution" necessary to guide the people and establish order. So a small group of leaders make decisions in the name of the people, based on their perceptions of what the people want and need.

Democracies have come in many shapes and sizes as reflected by the different answers to questions of how, when, and to which people power is given. And although it is not mentioned in the Declaration of Independence nor the Constitution, democracy clearly links to "rule of law" to form a basic principle that profoundly shapes American government.

Plato's Republic
Plato had a lot to do with our definition of democracy. His book The Republic, is a lengthy and sometimes difficult description of the ideal city and government. Plato proposes a division of classes along lines of intelligence, and promotes the idea of a "philosopher-king," the wisest man in a state as the ruler. The Friesian Society makes it all much easier to understand in this summary and explanation of Plato's work.

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Vladimir Lenin - Democracy and Dictatorship
Vladimir Lenin considered democracy the goal of communism, but at the same time thought that until democracy could be reached, a dictatorship in the name of the proletariat (working class) should rule. In this article from the Soviet newspaper Pravda, Lenin justifies his ideas. This article is reprinted online at the Marx Internet Archive.

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The Federalist
The Federalist Papers were written by advocates of a federalized government for the United States. James Madison, John Jay, and Alexander Hamilton warned against the dangers of direct democracy and loose associations among the states.

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The ancient Romans had a working democracy for the early part of their history. The Forum in Rome is where political meetings and votes were held. The Forum can still be seen today, but most of its buildings are in ruins. Nowhere is the word "democracy" mentioned in the Declaration of Independence or the U.S.

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 Live Class English C1 P1 L2 Teacher Notes (TN folder)

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Make a copy of this Google Form and then come back to the Padlet.  Scroll to the bottom of the column from which you copied the template and hit the + button, then the link icon, and paste the link to YOUR copy and name it "Students Submit Work Here."  Then delete this copy and drag your new "Student Submit Work Here" form to the top of the column.  Your students will then be able to click on the post, choose "open in new tab" and fill in their copy of the form.

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Live English C1 P1 L3 Teacher Notes (TN folder)

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Opinions expressed by Entrepreneur contributors are their own.

There is a proven sequence of steps you can follow to guarantee your success when you're starting a small business online. I've seen thousands of people start and grow successful businesses by doing the following:

1. Find a need and fill it.

2. Write copy that sells.

3. Design and build an easy-to-use website.

4. Use search engines to drive traffic to your site.

5. Establish an expert reputation for yourself.

6. Follow up with your customers and subscribers with email.

7. Increase your income through back-end sales and upselling.

Anyone, from newbie to seasoned online entrepreneur, can benefit from this process in learning how to start a business online.
Related: 10 Online Invoicing Services for Small-Business Owners
Step 1: Start a business that fills a need.

Most people who are just starting out make the mistake of looking for a product first, and a market second.

To boost your chances of success, start with a market. The trick is to find a group of people who are searching for a solution to a problem, but not finding many results. The internet makes this kind of market research easy:

Visit online forums to see what questions people ask and what problems they're trying to solve.

Do keyword research to find keywords that a lot of people are searching, but don't have a ton of competition with other sites.

Check out your potential competitors by visiting their sites and taking note of what they're doing to fill the demand. Then you can use what you've learned and create a product for a market that already exists -- and do it better than the competition.

Related: 8 Great Time-Tracking Apps for Freelancers
Step 2: Write copy that sells.

There's a proven sales copy formula that takes visitors through the selling process from the moment they arrive to the moment they make a purchase:

1. Arouse interest with a compelling headline.

2. Describe the problem your product solves.

3. Establish your credibility as a solver of this problem.

4. Add testimonials from people who have used your product.

5. Talk about the product and how it benefits the user.

6. Make an offer.

7. Make a strong guarantee.

8. Create urgency.

9. Ask for the sale.

Throughout your copy, you need to focus on how your product or service is uniquely able to solve people's problems or make their lives better. Think like a customer and ask "What's in it for me?"
Related Book: Write Your Business Plan by The Staff of Entrepreneur Media, Inc.
Step 3: Design and build your website.

Once you've got your market and product, and you've nailed down your selling process, now you're ready for your small-business web design. Remember to keep it simple. You have fewer than five seconds to grab someone's attention -- otherwise, they're gone, never to be seen again. Some important tips to keep in mind:

Choose one or two plain fonts on a white background.

Make your navigation clear and simple, and the same on every page.

Only use graphics, audio or video if they enhance your message.

Include an opt-in offer so you can collect e-mail addresses.

Make it easy to buy -- no more than two clicks between potential customer and checkout.

Your website is your online storefront, so make it customer-friendly.

Related: Top 10 Best Chatbot Platform Tools to Build Chatbots for Your Business
Step 4: Use search engines to drive targeted buyers to your site.

Pay-per-click advertising is the easiest way to get traffic to a brand-new site. It has two advantages over waiting for the traffic to come to you organically. First, PPC ads show up on the search pages immediately, and second, PPC ads allow you to test different keywords, as well as headlines, prices and selling approaches. Not only do you get immediate traffic, but you can also use PPC ads to discover your best, highest-converting keywords. Then you can distribute the keywords throughout your site in your copy and code, which will help your rankings in the organic search results.
Related Book: Ultimate Guide to Pay-Per-Click Advertising by Richard Stokes
Step 5: Establish an expert reputation for yourself.

People use the internet to find information. Provide that information for free to other sites, and you'll see more traffic and better search engine rankings. The secret is to always include a link to your site with each tidbit of information.

Give away free, expert content. Create articles, videos or any other content that people will find useful. Distribute that content through online article directories or social media sites.

Include "send to a friend" links on valuable content on your website.

Become an active expert in industry forums and social networking sites where your target market hangs out.

Related: How to Create a Facebook Messenger Chatbot For Free Without Coding
You'll reach new readers. But even better, every site that posts your content will link back to yours. Search engines love links from relevant sites and will reward you in the rankings.
Related Book: No B.S. Trust-Based Marketing by Dan S. Kennedy and Matt Zagula
Step 6: Use the power of email marketing to turn visitors into buyers.

When you build an opt-in list, you're creating one of the most valuable assets of your online business. Your customers and subscribers have given you permission to send them an email. That means:

You're giving them something they've asked for.

You're developing lifetime relationships with them.

The response is 100 percent measurable.

Email marketing is cheaper and more effective than print, TV or radio because it's highly targeted.

Anyone who visits your site and opts into your list is a very hot lead. And there's no better tool than email for following up with those leads.
Related Offer: Get a 60-day free trial to email marketing platform Constant Contact.
Step 7: Increase your income through back-end sales and upselling.

One of the most important internet marketing strategies is to develop every customer's lifetime value. At least 36 percent of people who have purchased from you once will buy from you again if you follow up with them. Closing that first sale is by far the most difficult part -- not to mention the most expensive. So use back-end selling and upselling to get them to buy again:

Offer products that complement their original purchase.

Send out electronic loyalty coupons they can redeem on their next visit.

Offer related products on your "Thank You" page after they purchase.

Reward your customers for their loyalty and they'll become even more loyal.
Related Book: No B.S. Guide to Maximum Referrals and Customer Retention by Dan S. Kennedy and Shaun Buck
The internet changes so fast that one year online equals about five years in the real world. But the principles of how to start and grow a successful online business haven't changed at all. If you're just starting a small business online, stick to this sequence. If you've been online awhile, do a quick review and see if there's a step you're neglecting, or never got around to doing in the first place. You can't go wrong with the basics.

Entrepreneur Editors' Picks

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Opinions expressed by Entrepreneur contributors are their own. There is a proven sequence of steps you can follow to guarantee your success when you're starting a small business online. I've seen thousands of people start and grow successful businesses by doing the following: Find a need and fill it.

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Adapted from

http://www.oercommons.org/courses/how-language-works-the-cognitive-science-of-linguistics/view

© 2006. Indiana University and Michael Gasser.

Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation.

URL: www.indiana.edu/~hlw/PhonProcess/accents.html

Edition 3.0; 2006-12-31

In this section, we look at various English accents and how they differ from one another. Remember that an accent is the set of pronunciation conventions of some speech community. Where we draw the boundaries between accents is pretty arbitrary; if we call General American a single accent, for example, we'll have to deal with the range of variation that exists among speakers within that large community. And any boundaries we draw will be wrong in another sense because the group of people who have one pronunciation convention may not coincide neatly with the group of people who have the other set of conventions that belong to the accent we're considering. For example, the group of speakers who pronounce the words pin and pen the same includes speakers of Southern US accent but also some speakers of General American, which is a very different accent from Southern US English in many other ways. The point is that conventions of pronunciation tend to cluster together; this is what allows us to talk about "accents" at all.

Another point to keep in mind is that in most countries there is a standard, prestige accent alongside a number of accents associated with particular regions, social classes, or ethnic groups. Each of these non-standard accents can be described in its "broad" form, the form that is most different from the standard in the country where it is spoken, but what many people are speaking much of the time is something in between a particular non-standard accent and the relevant standard. In this section, we concentrate mostly on broad variants of non-standard accents because they illustrate the range of possible differences best.

When comparing two dialects or accents, one possibility is to see one of them as deviating from the other. A biased view of non-standard dialects often starts this way: the speakers of these dialects are seen as just making mistakes with the standard when what they say is non-standard. But of course, this is not what is actually happening. Speakers of non-standard dialects learned the conventions of these dialects by hearing other speakers speak them, just as the speakers of standard dialects learned the conventions of their dialects. They are no more speaking the standard wrong than the speakers of the standard dialect are speaking their dialect wrong.

Before looking at examples of differences between accents, it might help to have a sense of what the major accents are and where they're spoken.

The British Isles

There is no "British" accent. England, Scotland, Ireland, and possibly Wales all have their own unofficial standard accents, and the standards of Scotland and Ireland, in particular, are as different from that of England as American accents are. The standard, or prestige, accent of England is usually referred to as Received Pronunciation (RP). This is what the royal family, all recent Prime Ministers, and most BBC announcers speak. It is probably what most Americans think of as an "English" accent, though it is spoken as a native accent by no more than about 10% of the English population. It differs most noticeably from General American in the pronunciation of a few vowels and in the way [ɹ] is treated following vowels. For example, in RP there would be no [ɹ] sounds at all in the phrase the northern fourth of the park.

Within England, there are many identifiable regional accents, probably more than in the United States in fact. Among these, London accent (sometimes called "Cockney") stands out because it is familiar to many Americans through film and drama characters such as Eliza Dolittle in Pygmalion/My Fair Lady and because it has a number of very characteristic features. Many of the vowels in this accent differ considerably from RP and General American. Other very striking features are the loss of initial [h] (" 'e 'as an 'ard 'eart" = "he has a hard heart") and the frequent glottal stops in place of other stops in other accents (" iʔ'll taʔe a loʔ o' time to seʔle" = "it'll take a lot of time to settle"). Perhaps the other major accent boundary in England separates the accents of the north from those of the south. Americans may be familiar with the English of Northern England through the speech of the Beatles or the characters in films such The Full Monty. These accents can be identified fairly easily because they make no distinction between the vowels [ʌ] and [ʊ]; both are pronounced like [ʊ], so that the words look and luck are homophones.

Scottish and Irish English share one feature with northern England English; the tense vowels [i], [u], [e] and [o] are not pronounced as diphthongs, as they are in RP and General American. In addition, these accents are like General American, and unlike most accents of England, in how they treat [ɹ] after vowels.

The Western Hemisphere

The unofficial standard accent of the United States is usually called General American (GA) or Mainstream US English (MUSE). This is the accent of much of the Midwest and the West and the most frequent accent for US newscasters, though, interestingly, many of the more recent US Presidents have spoken regional varieties rather than GA. As the prestige accent, it has been encroaching on some regional accents, for example, in the northeast, but at the same time, changes within GA are creating what amount to new accents. One striking example of this is Northern Cities accent, spoken in cities such as Chicago, Detroit, Cleveland, and Rochester, and distinct from GA in the pronunciation of lax vowels. So for example, the word socks in the name of the Chicago White Sox is pronounced [saks] in the Northern Cities accent, as compared to [sɑks] in Canadian English.

The Southern US accent is spoken by people mainly in the southeastern part of the country. Like the London accent, this accent has strikingly different vowels from other English accents. African-American Vernacular English (AAVE) is a dialect associated with an ethnic group rather than a region, though of course, you don't have to be African-American to have learned it. The accent associated with this dialect is similar in many ways to Southern US accent, while the phonology, morphology and syntax of this variety have their own characteristic properties.

People from the northeastern US are often easy to identify by their accents; the accent of New York City stands out within this region, again mostly for its vowels. Some other US cities, especially Pittsburgh, are known for particular pronunciation conventions. In Pittsburgh, for example, [a] may be used where GA has [aʊ], so downtown may be [dantan].

Standard Canadian English (except in the province of Newfoundland) is very similar to General American, and it doesn't vary much from place to place. One characteristic of Canadian English is the pronunciation of [aɪ] and [aʊ] in certain contexts, which we'll learn about in Section 4.6.

English is the native language of much of the Caribbean, with some features common to the region and others specific to particular islands. As with other accents, there are characteristic vowels in these accents, and in addition, a tendency in the Caribbean, as there is in some US accents, to make no distinction between [t] and [θ] or between [d] and [ð]. Jamaican English in particular also has quite striking intonation patterns.

The Southern Hemisphere

English is the native language of most Australians and New Zealanders and a sizable minority of South Africans. While the standard English accents of these countries tend to approach RP, the broad accents of most English speakers in all three countries have tense vowels similar to those in the London accent. The lax front vowels of Australian and New Zealand English differ from those in other accents.

Non-native accents

English is spoken as a second language by millions of people, especially in regions that were once colonized by Britain in South Asia and Africa. In some of these regions, there are particular English pronunciation conventions that derive from the phonology of the local languages. For example, in the English of South Asians (Indians, Pakistanis, Bangladeshis, Sri Lankans, Nepalese, Bhutanese, and Maldivians), the alveolar consonants [t], [d], [n], and [l] tend to be replaced by retroflex consonants, which are common in the languages of this region. These non-native conventions are one of the ways that English is becoming even more of an international language.

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Adapted from http://www.oercommons.org/courses/how-language-works-the-cognitive-science-of-linguistics/view © 2006. Indiana University and Michael Gasser. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation.

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Copy this Jamboard and share with students. Let them drop little sticky notes on each page with details they remember from the class discussions. This can be assigned before class if asynchronous or done live if synchronous.

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Asynchronous English C1 P1 L2 Teacher Notes (TN folder)

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Asynchronous English C1 P1 L3 Teacher Notes (TN folder)

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Alternative Check-In for Home Instruction

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Alternative Check-In for Home Instruction

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In case no one goes back to school soon..

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Make a copy of this Google Form and then come back to the Padlet.  Scroll to the bottom of the column from which you copied the template and hit the + button, then the link icon, and paste the link to YOUR copy and name it "Students Submit Work Here."  Then delete this copy and drag your new "Student Submit Work Here" form to the top of the column.  Your students will then be able to click on the post, choose "open in new tab" and fill in their copy of the form.

# data[].attributes.body
Make a copy of this Google Form and then come back to the Padlet.  Scroll to the bottom of the column from which you copied the template and hit the + button, then the link icon, and paste the link to YOUR copy and name it "Students Submit Work Here."  Then delete this copy and drag your new "Student Submit Work Here" form to the top of the column.  Your students will then be able to click on the post, choose "open in new tab" and fill in their copy of the form.

# data[].attributes.body
Make a copy of this Google Form and then come back to the Padlet.  Scroll to the bottom of the column from which you copied the template and hit the + button, then the link icon, and paste the link to YOUR copy and name it "Students Submit Work Here."  Then delete this copy and drag your new "Student Submit Work Here" form to the top of the column.  Your students will then be able to click on the post, choose "open in new tab" and fill in their copy of the form.

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Alternative Check-In for Home Instruction

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Alternative Check-In for Home Instruction

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If no one goes back to school in person...

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Welcome to Let's Go! Australia, one of the most popular Global Migration resources for skilled families and individuals dreaming of a better life. This site contains all of the the information you need to make a successful move to Australia including Eligibility, Visas, Jobs, Timeframe & Cost.

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Australia Immigration & Visas * Lets Go Global

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Welcome to Let's Go! Australia, one of the most popular Global Migration resources for skilled families and individuals dreaming of a better life. This site contains all of the the information you need to make a successful move to Australia including Eligibility, Visas, Jobs, Timeframe & Cost.

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10-Minute No-Equipment Home Workout, Full Body Exercise, Class FitSugar

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Link to an article about the Death of Marat

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Link to an article about the Death of Marat

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If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

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David and The Death of Marat (article) | Khan Academy

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by Dr. Beth Harris and Dr. Steven Zucker

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Sydney, Australia 10-Day Weather Forecast | Weather Underground

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Sydney Weather Forecasts. Weather Underground provides local & long-range weather forecasts, weatherreports, maps & tropical weather conditions for the Sydney area.

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In the previous post, I shared some differences in the yearly school schedules.Today, I want to compare what I’ve experienced schedule wise in the US versus UK on a daily basis.

One of the big differences is that in the US we refer to the school schedule, our daily schedule, students have schedules, etc. We like the word schedule. In the UK, everything is referred to as a timetable. In a sense, they are the same thing. However, a student’s timetable in the UK is much more complex (that’s the case for teachers, too).

US Daily School Schedule

Firstly, I taught for ten years in the US, and we tweaked the daily schedule in major or minor ways every year. There were also some significant differences between middle and high school. In middle school, students took four academic classes (math, science, language arts, and social studies) every day and two connections classes. Our discussion on the middle school schedule included things like length academic classes vs. connections classes, lunch times, who had connections at which time of time (sixth, seventh, and eighth grade students stayed together for connections, and the length of time for homeroom. Ultimately in middle school, students took four academic classes every day along with the two connections. The schedule for a particular student would stay basically the same throughout the year with a rotation of connections classes each nine weeks. Academic teachers would have planning periods while the students were at connections. This meant that all grade level academic teachers had planning at the same time allowing for meetings to take and planning to take place. Most recently for me, academic classes were 70 minutes in length.

The two years I taught at high school were quite different from each other. The first year, we were on a traditional non-block schedule. Students had seven classes each day including four core academic classes and three electives. Classes were 55-minutes each, and there was an hour for lunch. Teachers had one 55-minute planning period per day.

The following year, we switched to an A/B block schedule. Students had eight classes total, attending four classes each day in addition to a 25-minute academy time for project work. Class periods were 85-minutes in length, lunch was 30 minutes, and teachers had one planning period each day. So as a teacher, I taught three longer classes each day. Although I am not there this year (obviously) I did help shape the schedule for this year, which is a tweak of the previous schedule. We still use an A/B block, but Monday students go to all classes for shorter periods of time. Students are back to taking 7 classes instead of 8, and there is a full block of academy time every B day (Wednesdays and Fridays). You can see what the schedule looks like for Mondays, A days, and B days below.

It might look confusing at first glance, but after a week or two, all students and teachers have their own personal schedule memorized. One interesting thing to note is that you see the same classes at the same time each day. This is pretty common in the US. It’s incredibly different in the UK as you’ll see below.

UK Daily School Schedule

The basic schedule at my current school is the same each day. We start with 20 minutes of form/tutor time. This is similar to homeroom in the US. We then have 1st and 2nd periods followed by a 15 minute break. This 15 minute break is awesome. Teachers have duty one day each week, but the other days it is a break for students and teachers alike to grab a snack and a cuppa. (How very British!) We then have 3rd period. Fourth period is longer as it’s the lunch period, and it’s followed by 5th period, the last class of the day. There are review sessions for an hour after that, mainly for students in exam groups. It rotates by content area, and science does ours on Wednesdays. Otherwise, teachers often have meetings during this time period as the majority of students have gone home after 5th period.

Now here is where the big differences come in. Instead of a student’s schedule repeating daily or every other day, at my school now, a student’s schedule repeats every two weeks. It’s the same for the teachers. Students don’t have the same classes at the same time each day. Depending on the grade level, students have a different number of science classes over that two-week period (generally referred to as a fortnight).

Since the schedule only repeats once a fortnight, it is really difficult to remember the schedule. I have mine written down to refer to at all times, and students write their timetable in their planner. If a student loses their planner, they usually need to get a copy of their timetable in order to know where to go when.

One perk to this schedule is that I see a class group at different times of a day throughout the fortnight. It becomes really apparent how time of day affects learning and behavior. I have one class in particular that are really amazing when I have them period 1 or 2 and that are a complete handful period 4 or 5. If I only saw them in the afternoon, I might think they were all just poorly behaved. However, since I also see them in the mornings, I know a lot of it has to do with time of day (not that I’m excusing poor behavior, but I think all factors should be considered).

Here’s a glimpse of my current timetable noting weeks A and weeks B. When I initially received my schedule, I had to color code it in order to help me see what classes I had when.

Since I’ve been teaching in England for less than a year, I’m not sure how a timetable/schedule like this evolved. From what I’ve seen, I believe other schools operate similar schedules. I also don’t yet know what my preference is between the US and UK. The only stand out is planning. I’ll talk about this more in another post, but planning one lesson to teach 4-5 times in the US system is much more efficient use of teacher time (in my opinion) than planning 4-5 different lessons to teach one day with no repeats. It also doesn’t allow for that perfecting of the lesson throughout the day that I used to love. There’s a lot more to share about differences in how lessons works, so I’ll save it for another post.

Finally, you might have noticed there was not a new post on Friday. My initial aim was to post every Monday, Wednesday, and Friday. I may have to rethink this schedule, as I find I’m quite exhausted on a Friday afternoon!

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Day by day: Comparing US and UK school schedules

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In the previous post, I shared some differences in the yearly school schedules.Today, I want to compare what I’ve experienced schedule wise in the US versus UK on a daily basis. One of the bi…

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Make a copy of this Google slideshow and post an editable link for each class here or in a Google Classroom for that class.  You will only have one slideshow for each class, and students will interact with icons throughout the presentation.

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London and Whipsnade Zoos are open and ready for your visit

Advance booking is essential if buying tickets. Members don't need to book at all. Don't forget to read our updated guidance before your visit.

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London and Whipsnade Zoos are open and ready for your visit Advance booking is essential if buying tickets. Members don't need to book at all. Don't forget to read our updated guidance before your visit.

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Speak over the silent video in English or Spanish

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Sydney, Australia 10-Day Weather Forecast | Weather Underground

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Sydney Weather Forecasts. Weather Underground provides local & long-range weather forecasts, weatherreports, maps & tropical weather conditions for the Sydney area.

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Please make a copy of the calendar to save in your drive and use every class period