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What to do?
1. Share a digital tool that you have used in MYP /DP teaching to enhance VL@TNS. Make a screen share video or share a YouTube link telling us how it works.
2.Mention the classes/ sections you've used it in. 3.Identify possible benefits, limitations and challenges.
4.Share a model lesson or resources showing how it works.
Thank you TNS. Let's build digital capacity and competence together

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TNS fraternity - Syedda Nosheen Ibrahim
As we all are very well aware of the corona quarantine crises,but sometimes one gets over whelmed . Seeing my students waking up to the new world, doing assignments hiding behind the virtual world gripped my heart. It will never be forgotten how we held on to each other like a crab. The world is changing,so should we.

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Most common Tool - Google Docs - Annotation using Comments.  

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Most common Tool - Google Docs - Annotation using Comments.  

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Class: DP 1
Model: Annotation of an article.
Strengths: In real time students can be asked to annotate an article. Fill tables and write responses in groups.
What you need to do?  Make a folder in Drive for your class. Add all students by copy pasting their addresses from Managebac, Export to Excel feature.  Copy paste them by Sharing doc. Grant permission to Edit.
Challenges: Check- sometimes emails addresses other than beaconite emails can only view but not edit.

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DP LAL CML - Annotating the news article 30.3.2020

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1.Padlet
https://www.youtube.com/watch?v=OPkq5q8nRbM
2. Coggle
https://www.youtube.com/watch?v=iL40u0uNYa8
I have used these digital tools for grade 8 (W,B & O)and grade 9 (W)
Padlet is easy to use. Students are at ease to go with it.
The following link is Padlet wall used by Grade
8O for History:
https://padlet.com/sabahat_77387/rah6iy548dzv
The following is the Padlet stream is used for Grade 8W Geography to display their infographics:
https://padlet.com/sabahat_77387/knh7bsjmpyvu6k9t
The following is the Padlet Grid used by Grade 9W for Geography:
https://padlet.com/rizwi1742/ghxwxyfx3x2y

In Coggle,students need practice.
the following is the link of coggle for group activity done by Grade 8W Geography:
https://coggle.it/diagram/XphNHBqrZDIVC62a/t/the-works-of-rivers-river

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There are a lot of time management apps, but these are some favorites (keep looking until you find the one that is right for you!):

1. Focus Keeper – Time Management Focus Keeper helps you keep your productivity high, avoiding burnout using the timer. Work with time. Not against it! Basic Focus Steps - It’s all about focusing your work efforts in timed 25-minute chunks, with a 5-minute break in between each burst of activity.

2. Trello – Track your projects in a visual way : Trello’s boards, lists, and cards enable you to organize and prioritize your projects in a fun, flexible, and rewarding way.

3. Power Planner: Power Planner is the ultimate homework planner for students, featuring online sync, grade calculation, automatic reminders, and more.

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Fortunately, there are free online resources available from a number of organizations, including the British Council and BBC Bitesize, that offer interactive activities for students of all ages, to keep their brains active while also testing their ability.

For older students, Seneca Learning provides free materials for students taking their GCSEs or A-Levels. Teachers can also utilise Microsoft Forms and Google Forms to create their own quizzes and test students. EdFuturists is sharing useful videos for teachers on its Twitter page on how to create engaging activities for students using Google Apps.

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Google docs for on spot checking of the work assigned
Edmodo: for quizzes and online tests especially for 6 and 7 as these classes are not using assessprep

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Mental wellbeing lesson plans - For Grades 8-12. Lovely PosEd resources from the Institute of Positive Education.  

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Mental wellbeing lesson plans - For Grades 8-12. Lovely PosEd resources from the Institute of Positive Education.  

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1.1 Downloadable Resources

With many schools around the world endeavouring to educate their students remotely, we are seeking to find new ways to help schools place wellbeing at the heart of everything they do.

With this in mind, we have created a series of free Remote Learning Resources to help boost your students' wellbeing. These activities draw on new and existing resources to give your students a wide variety of options, such as:

personal hygiene tips,

solo brain breaks,

creative craft,

indoor exercises,

mood-boosting music,

mindfulness colouring,

gratitude reflections,

wellbeing quotes, and

student-friendly podcasts.

Many of the activities are powered by PEEC, while other activities are drawn from a variety of sources. The PDFs of activities can be printed or used on a device, with clickable links and QR codes to make accessing online content easy.

Our thoughts remain with you as you care for your loved ones and support the ongoing wellbeing of your school communities.

These Remote Wellbeing Resources are Powered by PEEC. For more information about our Positive Education Enhanced Curriculum (PEEC), please explore our reasons to invest, visit our FAQs page, or click here to apply to purchase the curriculum.

For more information about the Institute of Positive Education, or explore our resources and webinars, please visit our website or contact us at institute@ggs.vic.edu.au.

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With many schools around the world endeavouring to educate their students remotely, we are seeking to find new ways to help schools place wellbeing at the heart of everything they do. With this in mind, we have created a series of free Remote Learning Resources to help boost your students' wellbeing.

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Flipgrid - great for facilitating speaking and presenting skills through student  video uploads - colourful and lively :) 

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Flipgrid - great for facilitating speaking and presenting skills through student  video uploads - colourful and lively :) 

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Access through your @tns.edu.pk email ids
Challenges - privacy issues. Not wanting to face the camera.

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Audio + Visual learning - PowerPoint Narration + Screen recording + Youtube used to facilitate staff and student engagement   

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Audio + Visual learning - PowerPoint Narration + Screen recording + Youtube used to facilitate staff and student engagement   

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How to navigate the Rise up and write padlet

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www.kahoot.it  There are many ready made quizzes and you can even make one. The kids need competition and music and fun colourful content.  Try it. :)

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1. Chemistry simulations on PhET

2. ChemCollective

3. Tutorials by the University of Illinois

4. Royal Society of Chemistry learning resources

5. Purdue University general chemistry resources

6. Chemistry in Context interactive library

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Quizizz is a great pre-lesson revision quiz website.Its interactive and consists of several subject integrated topics to use.

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Quizizz is a great pre-lesson revision quiz website.Its interactive and consists of several subject integrated topics to use.

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Polljunkie for quick majority vote. Its free and requires no sign up.

Mindmeister to create user friendly mindmaps

Flipgrid for grade 7:
https://flipgrid.com/76ad657e

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Do you speak the language of Mystery?? - Quiz

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Free gamified quizzes on every subject that students play in class and at home. Pick an existing quiz or create your own for review, formative assessment, and more.

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Online Magazine - Also really good with hosting online  events. It send emails reminders and notifications to members. Lovely and interactive.

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Can be used one question at a time if you want to take polls at intervals and not all in one go. E.g. in an online class/ meeting or event.
https://strawpoll.com/283r8kde

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The change in my daily routine

Concerns about my health/ health of family and friends

Having to socially isolate

Financial concerns (home, school, college etc.)

Academic pressure and uncertainty about the future

This poll is closed, you cannot vote on it anymore.

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What part of the lockdown and quarantine has ... - StrawPoll

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The change in my daily routine Concerns about my health/ health of family and friends Having to socially isolate Financial concerns (home, school, college etc.) Academic pressure and uncertainty about the future This poll is closed, you cannot vote on it anymore.

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1) Padlet used for Grade 6 - 8
2) www.mathspad.co.uk for maths tools
3) Desmos
4) Google Doc for group work and spot checking.
5) kahoot used for quick review quiz for grade 6 and 7.
6) excel - for making the bar graphs and dot plots.
7) Google forms for revision worksheet.

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Canva - great for posters and presentations

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Canva - great for posters and presentations

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Oil Painting for Beginners - Basic Techniques + Step by Step Demonstration

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Oil Painting for Beginners - Basic Techniques + Step by Step Demonstration

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DP-Visual Arts

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Oil Painting for Beginners - Basic Techniques + Step by Step Demonstration

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DP Extended Essay- Excellent Resource for scaffolding students' research 

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DP Extended Essay- Excellent Resource for scaffolding students' research 

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Extended Essay at ISB - On Literature Reviews

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The importance of studying the whole picture, cross referencing, and having an open yet critical mind. This famous metaphor helps students grasp the importance of thorough research and the usefulness of a complete literature review.

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10 Closet Organization Hacks! Closet Organization Tips & Closet Hacks

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10 Closet Organization Hacks! Closet Organization Tips & Closet Hacks

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MYP-Design

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10 Closet Organization Hacks! Closet Organization Tips & Closet Hacks

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Men's Closet Organization - How To Organize Men's Clothes

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Men's Closet Organization - How To Organize Men's Clothes

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MYP-Design

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Men's Closet Organization - How To Organize Men's Clothes

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Equal Opportunity Is Only Fair, and It Makes Sense

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Equal Opportunity Is Only Fair, and It Makes Sense

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MYP-Design

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Equal Opportunity Is Only Fair, and It Makes Sense

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MYP-Design

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Iris van Herpen ～ Biomorphism installation ～ Process film

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Iris van Herpen ～ Biomorphism installation ～ Process film

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MYP-Design

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Iris van Herpen ～ Biomorphism installation ～ Process film

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MYP-Design

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Create a wearable work of art that is revolutionary, extravagant and extrovert, but still stylish and made with skill. Be driven by dreams and fantasies, not commercial reality or the usual restrictions of fashion. A work that could be seen on any global catwalk that challenges the idea of fashion.

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Ivan Shatrov - Alternate Reality Fashion Movie Avantgarde Hair

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Ivan Shatrov - Alternate Reality Fashion Movie Avantgarde Hair

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MYP-Design

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Sebastian Professional Fearless Hair Fashion Show

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Jekaterina Aleksejeva Regina Shaubert Christina Rudzik Anastasia Vilkova

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Ivan Shatrov - Alternate Reality Fashion Movie Avantgarde Hair

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Official Page - http://shatrovstyle.com Official Facebook - https://www.facebook.com/evan.shatrov directed by Ivan Shatrov Dmitri Iershov production/edited by Thenyfrequency music by Vladimir Komarov hair Ivan Shatrov make up Kristina Rozdovan clothing Ivan Shatrov models Jekaterina Aleksejeva Regina Shaubert Christina Rudzik Anastasia Vilkova

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MYP-Design

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Bureau of Educational and Cultural Affairs

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Amber Hammad is a Pakistani artist based in Australia, works with the concept of appropriation and uses digital medium to explore the fairy tales of Disney World. Interesting to see how she makes connections with the art world by including Mona Lisa of Leonardo da Vinci and poses herself to replace these characters.

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# 1: TED-TALKS in DP Language A: Literature

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# 1: TED-TALKS in DP Language A: Literature

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Benefits: Useful to introduce students of Literature to the authors' perspective, works from other cultures, works translated into English from another language, as well as oration/presentation techniques in the spoken word.

Drawbacks: Sometimes abstract and esoteric in conceptual focus, not easy to access for students of limited ability.

Lesson ideas:
- Building upon the context and background of a literary work before studying the text itself.
- TOK links: questions pertaining to culture, race, gender (of the author and reader), politics, justice, art and production to name a few.
- Presentation skills: evaluating Ted talks based upon rubrics, then asking students to use these as models for their own work.
(please see # 2: TED TALKS in DP Language A: Literature).

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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Amber Hammad is a Pakistani artist based in Australia, works with the concept of appropriation and uses digital medium to explore the fairy tales of Disney World. Interesting to see how she makes connections with the art world by including Mona Lisa of Leonardo da Vinci and poses herself to replace these characters.

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Amber Hammad is a Pakistani artist based in Australia, works with the concept of appropriation and uses digital medium to explore the fairy tales of Disney World. Interesting to see how she makes connections with the art world by including Mona Lisa of Leonardo da Vinci and poses herself to replace these characters.

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The Art of Creativity | Taika Waititi | TEDxDoha

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The Art of Creativity | Taika Waititi | TEDxDoha

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DP-Visual Arts

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The Art of Creativity | Taika Waititi | TEDxDoha

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DP-Visual Arts in Extended Essay

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How to paint like Willem de Kooning – with Corey D'Augustine | IN THE STUDIO

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How to paint like Willem de Kooning – with Corey D'Augustine | IN THE STUDIO

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DP-Visual Arts

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How to paint like Willem de Kooning – with Corey D'Augustine | IN THE STUDIO

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A journey through the mind of an artist | Dustin Yellin

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A journey through the mind of an artist | Dustin Yellin

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DP-Visual Arts

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A journey through the mind of an artist | Dustin Yellin

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DP-Visual Arts

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Look for the plus icon next to videos throughout the site to add them here.

Save videos to watch later, or make a selection to play back-to-back using the autoplay feature.

Descriptive audio version available here. The artists in "Friends & Strangers" are connectors, building upon and supporting the existing groups they participate in and searching for ways to create ever more inclusive forms of community. Featuring Linda Goode Bryant, Miranda July, Christine Sun Kim, and Cannupa Hanska Luger, this hour follows the four artists as [...]

Breaking free from admission fees, or paywalls,
Art21 opens the world of art to everyone.
Donate today.

The World Is Yours

The World Is Yours

A playlist featuring artists who engage with environmental concerns to uncover opportunities to see the world through a new lens. From tracking natural phenomena to evaluating the impact of personal consumption, these artists position their work as jumping off points to reflect on our entanglement in these networks and society at large.

The World Is Yours

by Art21 April 22, 2019 12 videos * 1:26:17 total runtime

Art21 is a 501(c)3 non-profit organization; all donations are tax deductible to the fullest extent of the law.

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Art21 is a nonprofit organization dedicated to inspiring a more creative world through the works and words of contemporary artists. In addition to its flagship television series, "Art in the Twenty-First Century," Art21 produces two digital series, "New York Close Up" and "Extended Play."

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# 2: TED-TALKS in DP Language A: Literature

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# 2: TED-TALKS in DP Language A: Literature

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Continued:
One may teach presentation and oral communication skills to students using rubrics to evaluate a TED talk, similar to the one on:

https://www.rcampus.com/rubricshowc.cfm?code=CX6CA97&sp=yes&

OR see the attached file [credit to a K-12 school's resource bank].

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InThinking DP subject-specific pages & resources

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InThinking DP subject-specific pages & resources

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InThinking has a plethora of subject-specific content, guidelines, conceptual frameworks, lesson ideas, even sample work for different assessment components. There is something for almost every popular subject group. Easy to adapt to your own needs and classroom context(s). It really makes my life easier as a DP Literature teacher.

In the following example, a key concept titled 'representation' has been used as a means to connect with different works of literature (and even non-literary viewpoints beyond literature).

I intend to use the resources presented on this website for all 7 key concepts in my subject. This will be a foundational starter pack for my new students in DP-1.

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Representation in Literature

Representation is one of 7 concepts that underpin teaching and learning in the English A: Literature Course. Linking to the 3 areas of exploration, these ideas allow students to make points of connection and comparison between works studied, as well as facilitating narratives that can take us from one work to another. It is important to introduce students to the seven concepts early on in the course so that they become familiar with them and begin the process of exploring, discussing and connecting them in the context of specific texts.

"But when we read a book we like, or even love, we find ourselves in agreement with its portrait of human life. Yes, we say, this is how we are, this is what we do to one another, this is true. That, perhaps, is where literature can help most. We can make people agree, in this time of radical disagreement, on the truths of the great constant, which is human nature."

Rushdie's article is full of intelligent questions and reflections on the purpose and nature of literature, with clear connections to the issues about knowledge and truth rasied in TOK and, as such, is well worth sharing with students and can be read alongside any of your texts. The related concepts on Mimesis and Versimilitude can also be introduced into the discussion: this article from The Guardian, The ancient art of keeping it real, gives a brief overview of the ongoing debate around these concepts and the degree to which they are necessary qualities for good literature.

Representation in Literature - questions to ask

The questions below can be used to interrogate the way any text represents its subject matter. In exploring texts in response to these questions, it is important for students to realise the limitations of the terms 'realistic' and 'realism' in relation to literature; reading Rushdie's article first should allow for consideration of these limitations and an appreciation of how realism does not necessarily correspond to truth.

How does this text represent people, places and events?

How is this text realistic in the way it represents people, places and events? For example: In its representation of human behaviour? In its representation of human psychology? in its representation of the physical world? In its depiction of cause and effect?)

How is the text unrealistic? How else would you describe the way the text represents people, places and events? (e.g. are there elements of fantasy? melodrama? hyperbole? caricature? surrealism? magical-realism?)

What are the most notable authorial choices and stylistic techniques used in these representations?

What effects and meanings are created by the authorial choices used in creating these realistic/unrealistic representations?

Representation in Literature - extracts for exploration

The concept of representation and the questions above can be considered in connection to all texts studied on the course. For further consideration of this concept, and for further practice of responding to unseen texts, the following extracts from novels may also prove useful in considering different approaches authors take in terms of how their writing relates to reality.

Jane Eyre

A new chapter in a novel is something like a new scene in a play; and when I draw up the curtain this time, reader, you must fancy you see a room in the George Inn at Millcote, with such large figured papering on the walls as inn rooms have; such a carpet, such furniture, such ornaments on the mantelpiece, such prints, including a portrait of George the Third, and another of the Prince of Wales, and a representation of the death of Wolfe. All this is visible to you by the light of an oil lamp hanging from the ceiling, and by that of an excellent fire, near which I sit in my cloak and bonnet; my muff and umbrella lie on the table, and I am warming away thenumbness and chill contracted by sixteen hours' exposure to the rawness of an October day: I left Lowton at four o'clock a.m., and the Millcote town clock is now just striking eight.

Reader, though I look comfortably accommodated, I am not very tranquil in my mind. I thought when the coach stopped here there
would be some one to meet me; I looked anxiously round as I descended the wooden steps the "boots" placed for my convenience, expecting to hear my name pronounced, and to see some description of carriage waiting to convey me to Thornfield. Nothing of the sort was visible; and when I asked a waiter if any one had been to inquire after a Miss Eyre, I was answered in the negative: so I had no resource but to request to be shown into a private room: and here I am waiting, while all sorts of doubts and fears are troubling my thoughts.
Charlotte Bronte (1847)

Metamorphosis

One morning, as Gregor Samsa was waking up from anxious dreams, he discovered that in bed he had been changed into a monstrous verminous bug. He lay on his armour-hard back and saw, as he lifted his head up a little, his brown, arched abdomen divided up into rigid bow-like sections. From this height the blanket, just about ready to slide off completely, could hardly stay in place. His numerous legs, pitifully thin in comparison to the rest of his circumference, flickered helplessly before his eyes.

'What's happened to me,' he thought. It was no dream. His room, a proper room for a human being, only somewhat too small, lay quietly between the four well-known walls. Above the table, on which an unpacked collection of sample cloth goods was spread out (Samsa was a traveling salesman) hung the picture which he had cut out of an illustrated magazine a little while ago and set in a pretty gilt frame. It was a picture of a woman with a fur hat and a fur boa. She sat erect there, lifting up in the direction of the viewer a solid fur muff into which her entire forearm disappeared.

Gregor's glance then turned to the window. The dreary weather (the rain drops were falling audibly down on the metal window ledge) made him quite melancholy. 'Why don't I keep sleeping for a little while longer and forget all this foolishness,' he thought. But this was entirely impractical, for he was used to sleeping on his right side, and in his present state he couldn't get himself into this position. No matter how hard he threw himself onto his right side, he always rolled again onto his back. He must have tried it a hundred times, closing his eyes, so that he would not have to see the wriggling legs, and gave up only when he began to feel a light, dull pain in his side which he had never felt before.
Franz Kafka (1915), translated by Ian Johnston

The Passport

THE POT HOLE

Around the war memorial are roses. They form a thicket. So overgrown that they suffocate the grass. Their blooms are white, rolled tight like paper. They rustle. Dawn is breaking. Soon it will be day.

Every morning, as he cycles alone along the road to the mill, Windisch counts the day. In front of the war memorial he counts the years. By the first poplar tree beyond it, where he always hits the same pot hole, he counts the days. And in the evening, when Windisch locks up the mill, he counts the years and the days once again.

He can see the small white roses, the war memorial and the poplar tree from far away. And when it is foggy, the white of the roses and the white of the stone is close in front of him as he rides. Windisch rides on. Windisch's face is damp, and he rides till he's there. Twice the thorns on the rose thicket were bare and the weeds underneath were rusty. Twice the poplar was so bare that its wood almost split. Twice there was snow on the paths.

Windisch counts two years by the war memorial and two hundred and twenty-one days in the pot hole by the poplar.

Every day when Windisch is jolted by the pot hole, he thinks, "The end is here." Since Windisch made the decision to emigrate, he sees the end everywhere in the village. And time standing still for those who want to stay. And Windisch sees that the night watchman will stay beyond the end.

And after Windisch has counted two hundred and twenty-one days and the pot hole has jolted him, he gets off for the first time. He leans the bicycle against the poplar tree. His steps are loud. Wild pigeons flutter out of the churchyard. They are as grey as the light. Only the noise makes them different.

Windisch crosses himself. The door latch is wet. It sticks to Windisch's hand. The church door is locked. Saint Anthony is on the other side of the wall. He is carrying a white lily and a brown book. He is locked in.

Windisch shivers. He looks down the street. Where it ends, the grass beats into the village. A man is walking at the end of the street. The man is a black thread walking into the field. The waves of grass lift him above the ground.
Herta Muller (1986), translated by Martin Chalmers

One Hundred Years of Solitude

Many years later, as he faced the firing squad, Colonel Aureliano Buendía was to remember that distant afternoon when his father took him to discover ice. At that time Macondo was a village of twenty adobe houses, built on the bank of a river of clear water that ran along a bed of polished stones, which were white and enormous, like prehistoric eggs. The world was so recent that many things lacked names, and in order to indicate them it was necessary to point. Every year during the month of March a family of ragged gypsies would set up their tents near the village, and with a great uproar of pipes and kettledrums they would display new inventions. First they brought the magnet. A heavy gypsy with an untamed beard and sparrow hands, who introduced himself as Melquíades, put on a bold public demonstration of what he himself called the eighth wonder of the learned alchemists of Macedonia. He went from house to house dragging two metal ingots and everybody was amazed to see pots, pans, tongs and braziers tumble down from their places and beams creak from the desperation of nails and screws trying to emerge, and even objects that had been lost for a long time appeared from where they had been searched for most and went dragging along in turbulent confusion behind Melquíades' magical irons. 'Things have a life of their own,' the gypsy proclaimed with a harsh accent. 'It's simply a matter of waking up their souls.' José Arcadio Buendía, whose unbridled imagination always went beyond the genius of nature and even beyond miracles and magic, thought that it would be possible to make use of that useless invention to extract gold from the bowels of the earth. Melquíades, who was an honest man, warned him: 'It won't work for that.' But José Arcadio Buendía at that time did not believe in the honesty of gypsies, so he traded his mule and a pair of goats for the two magnetized ingots. Úrsula Iguarán, his wife, who relied on those animals to increase their poor domestic holdings, was unable to dissuade him. 'Very soon we'll have gold enough and more to pave the floors of the house,' her husband replied. For several months he worked hard to demonstrate the truth of his idea. He explored every inch of the region, even the riverbed, dragging the two iron ingots along and reciting Melquíades' incantation aloud. The only thing he succeeded in doing was to unearth a suit of fifteenth-century armour which had all of its pieces soldered together with rust and inside of which there was the hollow resonance of an enormous stone-filled gourd. When José Arcadio Buendía and the four men of his expedition managed to take the armour apart, they found inside a calcified skeleton with a copper locket containing a woman's hair around its neck.
Gabriel Garcia Marquez (1967), translated by Gregory Rabassa

Midaq Alley

Many things combine to show that Midaq Alley is one of the gems of times gone by and that it once shone forth like a flashing star in the history of Cairo. Which Cairo do I mean? That of the Fatimids, the Mamlukes or the Sultans? Only God and the archaeologists know the answer to that, but in any case, the alley is certainly an ancient relic and a precious one. How could it be otherwise with its stone-paved surface leading directly to the historic Sanadiqiya Street. And then there is its coffeeshop known as "Kirsha's". Its walls decorated with multicolored arabesques, now crumbling, give off strong odors from the medicines of olden times, smells which have now become the spices and folk-cures of today and tomorrow ...

Although Midaq Alley lives in almost complete isolation from all surrounding activity, it clamors with a distinctive and personal life of its own. Fundamentally and basically, its roots connect with life as a whole and yet, at the same time, it retains a number of the secrets of a world now past.

The sun began to set and Midaq Alley was veiled in the brown hues of the glow. The darkness was all the greater because it was enclosed like a trap between three walls. It rose unevenly from Sanadiqiya Street. One of its sides consisted of a shop, a café and a bakery, the other of another shop and an office. It ends abruptly, just as its ancient glory did, with two adjoining houses, each of three storeys.

The noises of daytime life had quieted now and those of the evening began to be heard, a whisper here and a whisper there: "Good evening, everyone." "Come on in; it's time for the evening get-together." "Wake up, Uncle Kamil and close your shop!" "Change the water in the hookah, Sanker!" "Put out the oven, Jaada!" "This hashish hurts my chest." "If we've been suffering terrors of blackouts and air-raids for five years it's only due to our own wickedness!"
Naguib Mahfouz (1947), translated by Trevor Le Gassick

Mrs Dalloway

Elizabeth rather wondered whether Miss Kilman could be hungry. It was her way of eating, eating with intensity, then looking, again and again, at a plate of sugared cakes on the table next to them; then, when a lady and a child sat down and the child took the cake, could Miss Kilman really mind it? Yes, Miss Kilman did mind it. She had wanted that cake -- the pink one. The pleasure left her, and then to be baffled even in that!

When people are happy they have a reserve, she had told Elizabeth, upon which to draw, whereas she was like a wheel without a tyre (she was fond of such metaphors), jolted by every pebble -- so she would say, staying on after the lesson, standing by the fire-place with her bag of books, her 'satchel', she called it, on a Tuesday morning, after the lesson was over. And she talked too about the war. After all, there were people who did not think the English invariably right. There were books. There were meetings. There were other points of view. Would Elizabeth like to come with her to So-and-so? (a most extraordinary-looking old man). Then Miss Kilman took her to some church in Kensington and they had tea with a clergyman. She had lent her books. Law, medicine, politics, all professions are open to women of your generation, said Miss Kilman. But for herself, her career was absolutely ruined, and was it her fault? Good gracious, said Elizabeth, no.

And her mother would come calling to say that a hamper had come from Bourton and would Miss Kilman like some flowers? To Miss Kilman she was always very, very nice, but Miss Kilman squashed the flowers all in a bunch, and hadn't any small talk, and what interested Miss Kilman bored her mother, and Miss Kilman and she were terrible together; and Miss Kilman swelled and looked very plain, but Miss Kilman was frightfully clever. Elizabeth had never thought about the poor. They lived with everything they wanted, -- her mother had breakfast in bed every day; Lucy carried it up; and she liked old women because they were Duchesses, and being descended from some Lord. But Miss Kilman said (one of those Tuesday mornings when the lesson was over), 'My grand¬father kept an oil and colour shop in Kensington.' Miss Kilman was quite different from any one she knew; she made one feel so small.

Miss Kilman took another cup of tea. Elizabeth, with her oriental bearing, her inscrutable mystery, sat perfectly upright; no, she did not want anything more. She looked for her gloves -- her white gloves. They were under the table. Ah, but she must go! Miss Kilman could not let her go! this youth that was so beautiful! this girl, whom she genuinely loved! Her large hand opened and shut on the table.
Virginia Woolf (1925)

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Representation is one of 7 concepts that underpin teaching and learning in the English A: Literature Course. Linking to the 3 areas of exploration, these ideas allow students to make points of connection and comparison between works studied, as well as facilitating narratives that can take us from one work to another.

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Some ground rules set with mutual understanding during the virtual learning sessions. These rules did help me out to have a better, well-behaved and active student participation during the virtual learning sessions. Class room management is a challenge in online classes, so a clear and mutually agreed rules might be a key element to achieve the expected learning outcomes during a lesson.

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Digital_Etiquette Virtual learning phase 1

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https://padlet.com/faseeha_khawaja/d3n6dt0by053

https://padlet.com/faseeha_khawaja/uyn9gczi4hud9ar7

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https://padlet.com/faseeha_khawaja/znfr6c7866mpx9f5

https://padlet.com/faseeha_khawaja/hxhn2htlwpr9

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Saadia Z's suggestion. Thanks Saadia  :)

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Saadia Z's suggestion. Thanks Saadia  :)

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Every day, whether we want to or not, most of us contribute to a growing portrait of who we are online - a portrait that is probably more public than we assume.

This portrait helps companies target content at specific markets and consumers, helps employers look into your background, and helps advertisers track your movements across multiple websites. Whatever you do online, you might be leaving digital footprints behind.

This course gives you an understanding of the different trails that you are leaving on the Internet and how this might affect you. While it is not possible to have zero digital footprints, the first steps toward reducing your digital footprint and managing your digital identity are simple.

What are the course objectives?

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Digital Footprints course gives you an understanding of the different trails that you are leaving on the Internet and how this might affect you. While it is not possible to have zero digital footprints, the first steps toward reducing your digital footprint and managing your digital identity are simple.

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For various activities both CAS and English. As well as Management.

https://docs.google.com/presentation/d/131Oa-pvkRx6HLrJZGgXnq-5MF7WCnohT8v7N0wDaNR4/edit?usp=drivesdk

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Youtube Channel for TNS Rise up and write's Events 

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Youtube Channel for TNS Rise up and write's Events 

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Discussion tracker
A very effective strategy to motivate students to participate in class discussions..

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75 digital tools for formative assessments. 

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75 digital tools for formative assessments. 

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75 digital tools and apps teachers can use to support formative assessment in the classroom

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An excellent platform for online learning for Primary Years. Benefits: student friendly! Both students and teachers can easily record audio and video responses. Makes it super effective and easy to mark, annotate to give feedback and highlight strengths and areas of improvement in student work.

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.