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The Easter holidays have come early for many families. In the wake of coronavirus, so many of us are self isolating at home, going a little crazy behind closed doors, wondering how to fill the hours and weeks until children go back to school. Here are a few fun and cheap ideas for some TastEd games you could play together as a family (which have the added bonus of encouraging your children to experience and enjoy some new foods).

Before you start any TastEd game, everyone washes their hands. The second thing which is really important is to tell the children that TastEd has two golden rules. 'No one has to try' and 'No one has to like'. These rules may not be the same ones that your family uses at dinnertime. That's fine. But when doing TastEd, these rules are crucial for allowing the children to know that all of the pressure is off and they won't have 'failed' at the game for not liking something or for feeling that they just can't put something in their mouth.
Looking at Vegetables
This is a fantastic game for encouraging reluctant vegetable eaters to engage with new foods in a positive way.

Choose a vegetable that you have in your kitchen. Tomatoes or peppers or broccoli or carrots are all good ones to try. Explain that the game is nothing to do with tasting. It is just about looking at the vegetable and saying what you see.

For example, you might look at a Romano pepper together and the child might say 'it's like a tongue' and you might say 'it's like a wizard hat' or 'it's red like Spiderman' and so on. When you have finished looking at the outside, cut the vegetable open and have a really good look inside. What patterns can you see? Now you can wash the veg and offer some to try reminding them that it's OK to lick or smell the veg if they prefer. Model eating the veg yourself and describe how delicious/crunchy/sweet it is. If you have more than one colour of the same vegetable it can be fun to see whether it tastes the same: e.g. orange and red pepper or yellow and red tomato.

Finally, you could get out paints and paper and do a painting of the veg together.

The point of this game is to give children the chance to get up very close with vegetables without any pressure to eat. It seems to work as reverse psychology and in the total absence of pressure, trying the food actually becomes easier.
Mystery Spices
Before the children come in the room, take an assortment of spices from your cupboard. Some good ones to use are: cinnamon, cardamom, ginger, nutmeg, cloves. But really, use any spices you can find. You could also use: orange or lemon zest, fresh ginger, fresh mint leaves, vanilla essence.

Find some empty jam jars. Put a little of each spice in each jar and cover it with foil so that the spice is hidden from view. Make a couple of small holes in the top using a fork.

Now ask the children in the room. Pass round the jars and describe what you smell and what it reminds you of. It doesn't matter if the children can't name the spice. In a way, the game is more fun if they can't. You want to be asking them to say things like 'it reminds me of Christmas' or 'it reminds me of cooking rice' or 'it reminds me of when I eat porridge'. See if they can use some adjectives. Is it sweet? Is it spicy? Is it peppery?

Now open up the jars and see what's inside! Maybe you could plan a cooking project together using one of the spices.
The Nose Game
What You Need: Carrots and/or apples. Peel the carrots, wash the apples and cut into pieces. Ground cinnamon or ground ginger.

The point of this game is to learn the connection between smell and flavour. Most of what we call flavour is really smell. Ask the child/children: do you know where flavour happens? They will probably say 'mouth'. Say you are going to do an experiment to test if they are right. Take a piece of apple or carrot and dip it in the spice. Try it with your nose pinched. What can you taste? Now try it again with your nose unpinched. There should be a huge difference! This sometimes comes as a surprise to adults as well as children.

There are all kinds of variations of this game. You could try blind tasting - could you tell apple from pear with your eyes closed?

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TastEd Fun and Games for Families at Home - Taste Education

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The Easter holidays have come early for many families. In the wake of coronavirus, so many of us are self isolating at home, going a little crazy behind closed doors, wondering how to fill the hours and weeks until children go back to school. Here are a few fun and cheap ideas for some TastEd [...]

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https://twitter.com/MrsBpriSTEM

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The PLAN primary science assessment resources – www.planassessment.com – have been produced to help schools plan and assess effectively the science National Curriculum (England). Most of the resources are free to download from the PLAN website. Some are currently only available to ASE members. The C…

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The PSTT advises teachers to refer to either the CLEAPSS website or SSERC website for up to date health and safety information when planning practical activities for children.

The PSTT is not liable for the actions or activities of any reader or anyone else who uses the information in these resource pages or the associated classroom materials. The PSTT assumes no liability with regard to injuries or damage to property that may occur as a result of using the information contained in these resources. The PSTT recommends that a full risk assessment is carried out before undertaking in the classroom any of the practical investigations contained in the resources.

All materials are ©Primary Science Teaching Trust (PSTT) and are freely available to download and share for educational purposes. Whilst educators are free to adapt the resources to suit their own needs, acknowledgement of copyright on all original materials must be included. Rights to images included in the resource have been purchased for PSTT use only - as such, these images may only be used as part of this resource and may not copied into or used in other materials.

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Guidance and resources to support teaching and assessment.

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We call ourselves Chemistry with Cabbage because we work with young students doing experiments with household products to get them excited about materials and their properties.

Teachers - we work in schools all the time making materials great fun. We do full day workshops with a class or a show for the whole school. Have a look at what we offer and get in touch.

Children and their parents will find loads of really fun experiments that you can do with everyday materials like cabbage, milk, vinegar. There are tips on making a chemistry set in the Student section.

What a great time we had with Y6 at Sandiway. They asked loads of really intelligent scientific questions and discovered lots about different household materials. I really look forward to coming back here next year.

Some fun science experiments for teachers at Wirral's excellent CPD speed learning event. We looked at lots of ways of showing that gases are really there including stopping a leaky bottle, ping pong ball holding on a milk bottle, carbon dioxide in your breath and... Read more

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We call ourselves Chemistry with Cabbage because we work with young students doing experiments with household products to get them excited about materials and their properties. Teachers - we work in schools all the time making materials great fun. We do full day workshops with a class or a show for the whole school.

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To support parents and carers, our subject experts have put together a selection of activities and materials, which are free for everyone to access.

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You Will Need

Provided Resources Additional resources

Dragons (parent volunteers)

Electrical kits (bulbs, batteries, buzzers, motors, switches, wires)

Planning and Activities

Teaching Activities

1. Plan and carry out a series of simple electrical circuit investigations

2. Identify current electrical knowledge and areas to explore further

3. Create success criteria for their Dragons' Den electrical challenge

Investigation
Investigate a range of simple electric circuit challenges (planning/fair testing/exploring)

Vocabulary
Electricity, electrical circuit, complete circuit, circuit symbol, components, cell, battery, positive/negative, connect/connection, loose connection, wire, crocodile clip, bulb, bright/dim, switch, buzzer, volume, motor, fast(er)/slow(er), voltage, current, conductor, insulator, metal/non metal, enquiry question, investigation, findings

Planning and Activities

Teaching

Set up a series of enquiries that explore electrical circuits and various effects.

Record findings in tables and graphs.

Investigate examples of festive lights, identifying key features.

Develop ideas and circuits that reflect the design success criteria.

Activities

1. Carry out a series of enquiries that explore the effects of voltage on electrical circuit components.

2. Record and present results graphically.

3. Look at examples of festive lights and list key features.

4. Create annotated drawings to represent their design ideas.

Investigation - exploring, fair testing, pattern seeking
Investigate the effects of voltage and number of components on a working circuit.

Vocabulary
Electricity, electrical circuit, complete circuit, circuit diagram, circuit symbol, components, cell, battery, positive/negative, terminal, connect/connection, loose connection, short circuit, wire, crocodile clip, bulb, bright/dim, switch, buzzer, volume, motor, fast(er)/slow(er), voltage, current, resistance, scatter diagram, investigation, causal relationship

You Will Need

Planning and Activities

Teaching

Identify from circuit diagrams those circuits that will or won't work.

Draw an accurate circuit diagram.

Research and explain why electrical components behave as they do in terms of resistance.

Feed back on others' designs.

Use feedback to improve their own design.

Understand how electrical components in their design work to the desired effect.

Activities

1. Draw a circuit diagram with a summary of the brightness, volume and speed of components within it.

2. Annotate their circuit diagram with explanations of the role of resistance in making components work.

3. Feed back on other's designs.

4. Use feedback to improve their design.

Investigation - exploring, analysing secondary sources
Explore resistance through the use of various components.
Draw circuit diagrams.

Vocabulary
Electricity, electrical circuit, circuit diagram, circuit symbol, components, cell, battery, positive/negative, terminal, connect/connection, loose connection, short circuit, wire, crocodile clip, bulb, bright/dim, switch, buzzer, volume, motor, fast(er)/slow(er), conductor, insulator, metal/non metal, voltage, current, resistance

You Will Need

Dimmer switch guidance 1 from www.YouTube.com
Dimmer switch guidance 2 from www.sciencebuddies.org
Dimmer switch guidance 3 from www.bbc.co.uk

Planning and Activities

Teaching

Investigate, design and make a dimmer switch.

Describe how a dimmer switch affects resistance.

Incorporate a dimmer switch into their design.

Identify materials and tools required to make a prototype.

Activities

1. Investigate and develop a dimmer switch.

2. Identify materials and tools for their design.

Investigation - problem solving, exploring
Design and make a dimmer switch.

Vocabulary
Electricity, appliances/device, electrical circuit, complete circuit, components, cell, battery, positive/negative, terminal, connect/connection, loose connection, short circuit, wire, crocodile clip, bulb, bright/dim, switch, buzzer, volume, motor, fast(er)/slow(er), conductor, insulator, metal/non metal, voltage, current, resistance

You Will Need

Provided Resources

General cost details

Presentation prompts

Additional resources

Electrical equipment

Range of materials and tools for design features (see materials request forms from Session 4)

Planning and Activities

Teaching

Build a working circuit.

Explain how components work.

Select appropriate batteries.

Create a prototype of their design.

Use working electrical systems within their prototype.

Use tools and materials effectively in their prototype, adapting as they work.

Activities

1. Create a working electrical prototype and identify possible improvements.

2. Effectively use appropriate materials, tools and equipment.

3. Explain clearly how components work.

4. Explain clearly the effect that different voltages have on components in a circuit.

Investigation - exploring, problem solving
Design and create a light decoration circuit.

Vocabulary
Electricity, appliances/device, electrical circuit, complete circuit, circuit diagram, circuit symbol, components, cell, battery, positive/negative, terminal, connect/connection, loose connection, short circuit, wire, crocodile clip, bulb, bright/dim, switch, buzzer, volume, motor, fast(er)/slow(er), conductor, insulator, metal/non metal, voltage, current, resistance

You Will Need

Planning and Activities

Teaching Activities

1. Demonstrate how their decoration works and to link their circuits to their diagrams.

2. Link findings from previous electrical investigations to their circuits.

3. Outline how their design meets all success criteria.

4. Demonstrate electrical knowledge and skills through presentation.

Vocabulary
Electricity, appliances/device, electrical circuit, complete circuit, circuit diagram, circuit symbol, components, cell, battery, positive/negative, terminal, connect/connection, loose connection, short circuit, wire, crocodile clip, bulb, bright/dim, switch, buzzer, volume, motor, fast(er)/slow(er), conductor, insulator, metal/non metal, voltage, current, resistance

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Provided Resources Additional resources Dragons (parent volunteers) Electrical kits (bulbs, batteries, buzzers, motors, switches, wires) Teaching Activities Plan and carry out a series of simple electrical circuit investigations Identify current electrical knowledge and areas to explore further Create success criteria for their Dragons' Den electrical challenge Investigation Investigate a range

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PSTT advises teachers to refer to either the CLEAPSS website or SSERC website for up to date health and safety information when planning practical activities for children.

PSTT is not liable for the actions or activities of any reader or anyone else who uses the information in these resource pages or the associated classroom materials. PSTT assumes no liability with regard to injuries or damage to property that may occur as a result of using the information contained in these resources. PSTT recommends that a full risk assessment is carried out before undertaking in the classroom any of the practical investigations contained in the resources.

All materials are ©Primary Science Teaching Trust (PSTT) and are freely available to download and share for educational purposes. Whilst educators are free to adapt the resources to suit their own needs, acknowledgement of copyright on all original materials must be included. Rights to images included in the resource have been purchased for PSTT use only - as such, these images may only be used as part of this resource and may not copied into or used in other materials.

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Science Fun at Home - Primary Science Teaching Trust

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Science Fun at Home: Simple and engaging practical science activities using household resources - PSTT Resources

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The ongoing COVID-19 situation has resulted in many families working from home, meaning parents are having to juggle new ways of working while engaging children throughout the day. CREST Awards are a fantastic opportunity to showcase ways your children can be engaged in science-based activities with very few resources.

Everything regarding the CREST Awards scheme remains unchanged, with a wealth of Awards-qualifying activities free and available on the CREST website. Teachers and parents are also still able to apply for CREST certificates online for students who have fulfilled the Awards criteria. You can read more of our response in the CREST Help Centre.

The activities we have selected below are a great opportunity to introduce students to science from the convenience of their homes, and help them work towards CREST Awards.

There are a number of options that use very few resources in our CREST Star Awards section which are perfect for children between the ages of five and seven. The activities include:

Rainbow colour collectors(page 40): This is an opportunity for students to find all the colours of the rainbow in the world around them. This activity is perfect for the home and could lead nicely into an art project.

Be seen be safe(page 8): This activity only requires different materials such as paper and foil to see what reflects light better. A torch and a room or area that can be made dark to test reflections is also handy.

For slightly older children (between 7 and 11), the SuperStar challenges are an opportunity to test upper level primary school children. This is a great opportunity to make the most of the extra time at home. Among the activities are:

A hole in my bucket(page 6): For this activity, allstudents need are plastic cups, blue tac, cellotape, a straw, and other things that can help them solve the problem of a hole in the bucket.

A sticky problem(page 14): Encourage children to design and test their own glue.

Cheesy challenge(page 52): Using just milk and lemon juice, students can make their own cheese. Naturally, we encourage basic food hygiene rules if they intend to eat the cheese afterwards.
CREST Bronze activities
CREST Awards Bronze is the perfect kickstart into longer term activities for students 11 and older. The activities are separated, rather than combined into one, making it easy to find the instructions for each of the projects. Some of the activities the children can get up to at home are:
Devise an experiment into making the perfect cup of tea Investigate different bread recipes before designing the perfect bread rise Learn about energy transfer and the insulation properties within different clothes
There are so many more fun-filled activities for students to learn while at home, so make sure to visit the CREST Bronze Resource Library for more!
Top tips for parents and carers facilitating CREST at home
1. There isn't a 'right answer'- so don't worry about what you do/don't know.

2. Encourage, and model curiosity- be interested in you child's questions and let them try out their ideas (safely!)

3. Go with the flow. If children are tired/hungry/need to run/cry/zone out, stop, and come back to it. There are no time limits on CREST- you could spend a whole day diving into a project, or just do 30 min at a time.

4. Lots of children may be feeling anxious at the moment. Try and find project ideas that either distract them, or give them as sense of control and understanding of the spread of disease. We have a wide variety available, including projects around handwashing and catching sneezes!

5. Take photos/video as the project and idea progresses. It's a great way to look back on the learning, share with teachers and peers and also capture good memories. If students submit for Silver/Gold then they can include these pictures in their uploaded evidence.

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The ongoing COVID-19 situation has resulted in many families working from home, meaning parents are having to juggle new ways of working while engaging children throughout the day. CREST Awards are a fantastic opportunity to showcase ways your children can be engaged in science-based activities with very few resources.

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science royal society research funding charity mathematics "science communication" "science events" scientists technology

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The Royal Society is a Fellowship of the world's most eminent scientists and is the oldest scientific academy in continuous existence. We aim to recognise, promote, and support excellence in science and to encourage the development and use of science for the benefit of humanity.

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Grayson Perry, one of Britain's leading artists, brings the nation together through art, making new works and hosting masterclasses set to unleash our collective creativity during lockdown

Derren Brown visits Art Club. Alex Horne creates a unique response to the theme of Travel. There's artist Chila Kumari Singh Burman. And some special guests return for a series send-off.

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Grayson Perry, one of Britain's leading artists, brings the nation together through art, making new works and hosting masterclasses set to unleash our collective creativity during lockdown Derren Brown visits Art Club. Alex Horne creates a unique response to the theme of Travel. There's artist Chila Kumari Singh Burman.

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To go with our live bedtime story @mitchytitchyoga this evening at 7pm our Friend Helen has drawn a beautiful activity sheet and you can draw Along with her here https://youtu.be/SirYIFfZ0P4

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While your children are at home, let's all get creative together and learn something new! Click on the links below for videos, activities, stories, and resources - I'll be posting new stuff throughout lockdown...

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While your children are at home, let's all get creative together and learn something new! Click on the links below for videos, activities, stories, and resources - I'll be posting new stuff throughout lockdown... Activity Sheets Squirrel Draw-a-Long Scribbly Nest Workshop Twiggy Draw-a-Long Hedgehog Draw-a-Long Scribbly Dog Workshop Chicken Draw-a-Long Scribbly Mouse Workshop MiniBugs...

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AccessArt has many resources suitable for children, teenagers and parents to use at home during self-isolation.

Scroll down and explore the free-to-access resources below. New resources will be added each week

Materials

You don\'t need fancy art materials. Just provide access to as many types of drawing tools as you have in the house (even Biro\'s are fine). Children can draw on opened-out envelopes or the backs of food packages. Be creative and don\'t feel restricted by lack of \"proper\" materials.

Create Space

Obviously a child/teenager needs a physical space to work, but they also need mental space. Once you are sure they understand the activity, try not to hover and watch them. Hang back and give them space. It\'s also important to let them go off on tangents - if something captures their imagination and they follow their own path, then celebrate that. Now isn\'t the time to know them back and try to keep them \"on task\" when actually following their own path at this stage is probably more important.

Feedback

Remember creativity is a very fragile process. Who doesn\'t remember someone telling them they can\'t sing or can\'t draw, and then that person never revisiting that activity as an adult. When a child or teenager has made something, don\'t be too quick to judge or dismiss what they have done. Try asking them to tell you about it (if they are younger), or try the activity yourself to see how the experience was for you, and then have a shared conversation about it. Be positive and open!

Screens

Remember drawings can legitimately be made on tablets and phones using free apps. Explore the animation competition and resources below to use digital technology to create animations.

Use Digital Media to be Creative

3,2,1 Photography Challenge

If you are a parent and teacher and would like more advice please feel able to email us.

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You don\'t need fancy art materials. Just provide access to as many types of drawing tools as you have in the house (even Biro\'s are fine). Children can draw on opened-out envelopes or the backs of food packages. Be creative and don\'t feel restricted by lack of \"proper\" materials.

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Author and Illustrator Mo Willems has been awarded the American Library Association’s Caldecott Honor three times for his picture book illustration. Additionally, he is the recipient of two Theodor Geisel Medals and five Geisel Honors for his Elephant & Piggie early readers. Mo began his career as a writer and animator on Sesame Street, where he garnered six Emmy Awards. His work has been exhibited around the world, including solo retrospectives at the High Museum in Atlanta and the New-York Historical Society. Over the last decade, Mo has written three musical theater works based on his books, two of which were commissioned and toured by the Kennedy Center.

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For budding artists and fans of #SharkinthePark (and quiffs) : my first stab at a self-created drawalong video can be found at https://t.co/ANAMilUX7l via @YouTube. #homeschooling  #unitedbybooks @Booktrust @PuffinBooks

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For budding artists and fans of #SharkinthePark (and quiffs) : my first stab at a self-created drawalong video can be found at https://t.co/ANAMilUX7l via @YouTube. #homeschooling  #unitedbybooks @Booktrust @PuffinBooks

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Don’t miss what’s happening

People on Twitter are the first to know.

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For budding artists and fans of #SharkinthePark (and quiffs) : my first stab at a self-created drawalong video can be found at https://t.co/ANAMilUX7l via @YouTube. #homeschooling #unitedbybooks @Booktrust @PuffinBooks
— Nick Sharratt (@NickSharratt1) March 24, 2020

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For budding artists and fans of #SharkinthePark (and quiffs) : my first stab at a self-created drawalong video can be found at https://t.co/ANAMilUX7l via @YouTube. #homeschooling  #unitedbybooks @Booktrust @PuffinBooks

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For budding artists and fans of #SharkinthePark (and quiffs) : my first stab at a self-created drawalong video can be found at https://t.co/ANAMilUX7l via @YouTube. #homeschooling  #unitedbybooks @Booktrust @PuffinBooks

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For budding artists and fans of #SharkinthePark (and quiffs) : my first stab at a self-created drawalong video can be found at https://t.co/ANAMilUX7l via @YouTube. #homeschooling  #unitedbybooks @Booktrust @PuffinBooks

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A wealth of resources that will help you plan your Design and Technology lessons efficiently. Keeping you current with the National Curriculum

11 Manor Park, Banbury, OX16 3TB
Tel: 01789 470 007 | Email:

Any questions?

Feel free to get in touch if we can help in any way.

Contact Us

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A wealth of resources that will help you plan your Design and Technology lessons efficiently. Keeping you current with the National Curriculum 11 Manor Park, Banbury, OX16 3TB Tel: 01789 470 007 | Email: Feel free to get in touch if we can help in any way. Contact Us

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Paper Aeroplane Engineering

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Day 8, lets go!

Who doesn’t love paper planes? This is a fun #stem activity exploring air resistance.

Equipment: an A4 sheet of paper
Time: 30mins to 1 hour

#remotelearning #homeschool #Homeschooling2020

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Day 8, lets go!

Who doesn’t love paper planes? This is a fun #stem activity exploring air resistance.

Equipment: an A4 sheet of paper
Time: 30mins to 1 hour

#remotelearning #homeschool #Homeschooling2020 https://t.co/gfNejgkt7O

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Don’t miss what’s happening

People on Twitter are the first to know.

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Day 8, lets go!

Who doesn’t love paper planes? This is a fun #stem activity exploring air resistance.

Equipment: an A4 sheet of paper
Time: 30mins to 1 hour#remotelearning #homeschool #Homeschooling2020 pic.twitter.com/gfNejgkt7O
— LittleLessons (@littlelessons20) April 1, 2020

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Day 8, lets go!

Who doesn’t love paper planes? This is a fun #stem activity exploring air resistance.

Equipment: an A4 sheet of paper
Time: 30mins to 1 hour

#remotelearning #homeschool #Homeschooling2020 https://t.co/gfNejgkt7O

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Day 8, lets go!

Who doesn’t love paper planes? This is a fun #stem activity exploring air resistance.

Equipment: an A4 sheet of paper
Time: 30mins to 1 hour

#remotelearning #homeschool #Homeschooling2020 https://t.co/gfNejgkt7O

# data[].attributes.attachment_link.metadata.attachment_props.text
Day 8, lets go!

Who doesn’t love paper planes? This is a fun #stem activity exploring air resistance.

Equipment: an A4 sheet of paper
Time: 30mins to 1 hour

#remotelearning #homeschool #Homeschooling2020

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Take a look at Darrell Wakelam's Art Projects (@DarrellWakelam): https://twitter.com/DarrellWakelam?s=09

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Free primary school music resources - Bring The Noise - BBC Teach

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Free primary school music, songs and resources for teachers, pupils and parents from BBC Bring The Noise.

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BBC Ten Pieces opens up the world of classical music to 7-14 year-olds, introducing them to inspiring music and empowering them to make their own creative responses.

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A club just for kids

It's never too early to begin to learn about-and love-music. As a member of the DSO Kids Club, kids, grades K-6, receive personal emails, puzzles, games, and information about upcoming events.

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A club just for kids It's never too early to begin to learn about-and love-music. As a member of the DSO Kids Club, kids, grades K-6, receive personal emails, puzzles, games, and information about upcoming events.

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The vast majority of Liverpool primary schools are also subscribers to Charanga as part of their Resonate Music Hub SLA and everything on there can be shared with your young learners... with a few clicks you can share the resources with them and print off login letters. The added benefit of this interface is that you can add things remotely yourself too and communicate with your learners adding your own resources too...

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A complete K-5 curriculum

MusicFirst Elementary is the perfect music education tool for young students, providing a complete K-5 curriculum with more than 1000 interactive resources that are tailored to engage and entertain them while they learn. Whether your an experienced music teacher or are new to the profession, MusicFirst Elementary has everything you need to cultivate a lifelong love of music.

Get your free trial

User-friendly & customizable

MusicFirst Elementary has a meticulously crafted curriculum, which includes Key Documents for teachers. Your students will enjoy exporing the exciting world of music with MusicFirst Elementary's interactive tools and resources, which are aligned with the National Core Arts Standards. Additionally, our platform features ready-made and fun lessons, as well as lesson plans with sheet music for a wide variety of instruments.

Find out more

Contact

For more information, contact Paul Fletcher, paulfletcher@charanga.com, +44 (0)1273 823 900.

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MusicFirst Elementary is the perfect music education tool for young students, providing a complete K-5 curriculum with more than 1000 interactive resources that are tailored to engage and entertain them while they learn. Whether your an experienced music teacher or are new to the profession, MusicFirst Elementary has everything you need to cultivate a lifelong love of music.

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https://m.facebook.com/groups/629322417647873/

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A collection of resources from History teachers across the world (Hi Canada and Africa!). These are here to help support during recent events and curriculum development. *Willingly contributed by a range of people, we cannot be held responsible for the original provenance

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Education and Outreach - The National Archives

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history "history channel" documentary footage "great war" "first world war" "world war i (military conflict)" wwi "20th century" "1914 to 1918" "british path...

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The Great War covers the First World War from 1914 to 1923 - in real time. Every other week, Jesse Alexander cover the important events that influenced the world 100 years ago. Form 2014 - 2018, Indiana Neidell followed the main events of what is classically considered as World War 1 on a weekly basis.

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Big History examines our past, explains our present, and imagines our future. It's a story about us. An idea that arose from a desire to go beyond specialized and self-contained fields of study to grasp history as a whole. This growing, multi-disciplinary approach is focused on high school students, yet designed for anyone seeking answers to the big questions about the history of our Universe.

The Big History Project is a joint effort between teachers, scholars, scientists, and their supporters to bring a multi-disciplinary approach to knowledge to lifelong learners around the world.

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Big History examines our past, explains our present, and imagines our future. It's a story about us. An idea that arose from a desire to go beyond specialized and self-contained fields of study to grasp history as a whole.

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Historical Association - the UK national charity for history

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We support the teaching, learning and enjoyment of history. Join us to help inspire future generations and meet others who share an interest in the past.

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It's like Netflix...but all history. We've got hundreds of hours of documentaries, interviews and ad-free podcasts ready to watch on @HistoryHit. Signup today with code 'twitter' and get 30 days free + 1 months access for just £1 👉 https://t.co/9DwVKLnP8G

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It's like Netflix...but all history. We've got hundreds of hours of documentaries, interviews and ad-free podcasts ready to watch on @HistoryHit. Signup today with code 'twitter' and get 30 days free + 1 months access for just £1 👉 https://t.co/9DwVKLnP8G

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Don’t miss what’s happening

People on Twitter are the first to know.

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It's like Netflix...but all history. We've got hundreds of hours of documentaries, interviews and ad-free podcasts ready to watch on @HistoryHit. Signup today with code 'twitter' and get 30 days free + 1 months access for just £1 👉 https://t.co/9DwVKLnP8G
— Dan Snow (@thehistoryguy) March 22, 2020

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It's like Netflix...but all history. We've got hundreds of hours of documentaries, interviews and ad-free podcasts ready to watch on @HistoryHit. Signup today with code 'twitter' and get 30 days free + 1 months access for just £1 👉 https://t.co/9DwVKLnP8G

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It's like Netflix...but all history. We've got hundreds of hours of documentaries, interviews and ad-free podcasts ready to watch on @HistoryHit. Signup today with code 'twitter' and get 30 days free + 1 months access for just £1 👉 https://t.co/9DwVKLnP8G

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It's like Netflix...but all history. We've got hundreds of hours of documentaries, interviews and ad-free podcasts ready to watch on @HistoryHit. Signup today with code 'twitter' and get 30 days free + 1 months access for just £1 👉 https://t.co/9DwVKLnP8G

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Can I take part?

Mission Zero is open to young people aged 14 or younger from ESA Member States, or Slovenia, Canada, Latvia, or Malta. Participants can submit entries either individually or as part of a team of 2-4 young people. Participants must be supervised by a teacher or mentor, who will submit their programs. Check our eligibility criteria for more information.

Entries for Mission Zero 2020/2021 are open from 14 September 2020 to 19 March 2021.

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The European Astro Pi Challenge is an ESA Education project run in collaboration with the Raspberry Pi Foundation. It offers young people the amazing opportunity to conduct scientific investigations in space, by writing computer programs that run on Raspberry Pi computers on board the International Space Station!

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iPad Screenshots

The MINDSTORMS® EV3 LEGO® Education programming app provides middle school students with hands-on opportunities to develop their creative and problem-solving skills. EV3 Programming and the EV3 intelligent brick combine building and coding to help students learn programming principles, engineering, teamwork and persistence.

Designed for touch devices, this learning app communicates with your EV3 robot via Bluetooth to offer a truly interactive experience that students will find intuitive, engaging, and fun.

- Getting a positive reaction from 13 and 14-year-olds is not an easy task, but LEGO Education solutions do it every time. Laura Jackson, Summit Lakes Middle School, Lee's Summit, KS

- I believe that engineers are created in middle school. LEGO Education products inspire creativity, and the by-product is an increase in motivation and self-actualization. David Auerbach, Cardigan Mountain, School, Cardigan, NH

With the EV3 Programming classroom app you can:
- Teach students to code using a best-in-class coding program
- Let your students explore and discover using their EV3 robot
- Control the EV3 robot, motors, and sensors using the intuitive drag-and-drop interface
- Improve your students' problem-solving, critical thinking, teamwork, and communication skills with an invaluable teacher tool
- Download Next Generation Science Standards lesson plans and other teaching resources from LEGOeducation.com/lessons. Lessons are also available in selected languages at LEGOeducation.com/start.

*** IMPORTANT***
This is not a stand-alone teaching application. It is used to program LEGO models built using the LEGO MINDSTORMS Education EV3 Core Set. Please contact your local LEGO Education distributor for further information.

Getting Started: LEGOeducation.com/start
Lesson Plans: LEGOeducation.com/lessons

LEGO, the LEGO logo, the Minifigure, MINDSTORMS and the MINDSTORMS logo are trademarks and/or copyrights of the LEGO Group. © 2018 The LEGO Group. All rights reserved

Version 1.11.2

Online Help Button Created.

This app is awesome!

It goes through step by step instructions on how to set up and build your robot it is easy to use and compatible with so many devices!
This app is perfect for teaching robotics and is extremely fun for kids and they love the LEGO aspect!
I rated this five stars because the work that was put into it deserves that and more!

Good, but...

The students I work with use this app on their school supplied iPads. They love it and it makes it easy to quick program a mission, test it, make changes, and try again. Now the but. Unless they are using the full program on a computer they don't have access to sensors, math and logic blocks, and My Blocks.

I see that this has been a complaint of many reviewers for at least two years. I'm sure there are constraints that Lego is working with. For instance I'm sure they realize it would be hard to sell the program when a fully functional app is free. Oh well. The app works great

The developer, LEGO Education, has not provided details about its privacy practices and handling of data to Apple. For more information, see the developer's privacy policy.

No Details Provided

The developer will be required to provide privacy details when they submit their next app update.

Information

Compatibility

Requires iOS 8.0 or later. Compatible with iPad.

Languages

English, Danish, Dutch, French, German, Italian, Japanese, Korean, Norwegian Bokmål, Portuguese, Russian, Simplified Chinese, Spanish, Swedish

Copyright

© 2018 LEGO® Education

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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iPad Screenshots The MINDSTORMS® EV3 LEGO® Education programming app provides middle school students with hands-on opportunities to develop their creative and problem-solving skills. EV3 Programming and the EV3 intelligent brick combine building and coding to help students learn programming principles, engineering, teamwork and persistence.

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Hello Ruby - Love Letters to Computers 💌

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KS2 (iOS only)

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‎Swift Playgrounds is a revolutionary app that makes it fun to learn and experiment with code. You solve interactive puzzles in the guided "Learn to Code" lessons to master the basics of coding, or experiment with a wide range of challenges that let you explore many unique coding experiences. Swift...

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Teach Your Monster: Free Phonics, Reading and Mathematics Games

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Help children learn with our free, award-winning reading, mathematics and phonics games.

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A site packed with interactive phonics games, phonics planning, assessment ideas and many teaching ideas and resources to help children to learn to hear phonemes, recognise graphemes and develop the blending and segmenting skills that are vital for learning to read and spell.

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School Improvement Liverpool Toxteth Annexe Conference Centre Aigburth Road, Liverpool, L17 7BN 0151 233 3901

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Online 3D simulation of the Solar System and night sky in real time - the Sun, planets, dwarf planets, comets, stars and constellations

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By converting our sims to HTML5, we make them seamlessly available across platforms and devices. Whether you have laptops, iPads, chromebooks, or BYOD, your favorite PhET sims are always right at your fingertips.Become part of our mission today, and transform the learning experiences of students everywhere!

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This online virtual oscilloscope allows you to visualise live sound input and get to grips with how to adjust the display. If you find this useful, our online spectrum analyser may also be of interest to you.

An oscilloscope is a useful tool for anyone working with electrical signals because it provides a visual representation of the signal's shape, or waveform. This allows you to measure properties of the wave, such as amplitude or frequency.

The initial signal above is a 200Hz sine wave, which has an amplitude of 5 volts. The frequency of this wave can be adjusted by using the "Input Wave Frequency" slider. (You can also choose to display a square wave.)

If you are browsing using the latest version of Google Chrome, the input dropdown box allows you to select "live input". This will take data from any microphone connected to your computer and display the live audio data. (Different microphones send different voltages to the computer, so for consistency we have normalised the input so the raw input signal will always be limited to somewhere between -5 and +5 volts.)

Since waveforms come in a wide variety of shapes, amplitudes and frequencies, oscilloscopes need to have a number of controls to adjust the display of the waveform so it can comfortably fit inside the viewport.

Freeze live input
This tickbox freezes the input allowing you to effectively take a snapshot of what is displayed on the oscilloscope at a given instant in time. This is especially useful because you can still adjust the time base and volts per division setting. Try whistling and freezing the input. Adjust the timebase to a convenient scale allows you to calculate the frequency of your whistle by counting the period of one complete waveform.

Oscilloscope gain
This is a number that the incoming signal is multiplied by. A gain of 1 will have no effect, a gain of less than 1 will make the signal smaller and a gain of more than 1 will make it larger.

seconds / div
This control allows you to adjust the length of time that each square of the grid represents. When the oscilloscope is first loaded, this setting is set at 1ms, and shows one complete waveform over 4 squares. This means that the period of the wave is 4ms, or 0.004s, giving a frequency of (1/0.004) = 250Hz. If you change the timebase to 500µs (half of what it started at), you should see the waveform now takes 8 squares to complete one full oscillation. The period (and hence the frequency) remain constant because 8 times 500µs still equals 0.004s.

volts / div
This setting is very similar to the timebase setting described above, but instead of stretching the wave along the x-axis, it involves stretching it along the y-axis. The sine wave has an amplitude of 5V, meaning when volts/div is set to 5, the waveform just reaches the top of the first square. If you were to change the setting to 10 volts/div, the waveform now only reaches up half of a square.

Horizontal and Vertical Offsets
These two sliders allow you to adjust the position of the oscilloscope's trace on the grid. They are particularly useful for lining up parts of the waveform with the gridlines (this can make it easier for you to count the squares when determining wavelength, for example).

If you would like to embed the oscilloscope on your own website, please copy and paste the following html onto your web page.

Please enable JavaScript to view the comments powered by Disqus.

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This online virtual oscilloscope allows you to visualise live sound input and get to grips with how to adjust the display. If you find this useful, our online spectrum analyser may also be of interest to you.

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Scale of the Universe: Discover the vast ranges of our visible and invisible world.

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Scale of Universe is an interactive experience to inspire people to learn about the vast ranges of the visible and invisible world.

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Main Text

Every so often news about a viral outbreak goes viral and catches widespread public attention in the media. Human immunodeficiency virus (HIV), West Nile virus, avian influenza (bird flu), Ebola, Middle East respiratory virus, and Zika virus have each become, in a flurry of headlines and broadcasts and interviews, the focus of the media's spotlight. And then, like other crises, they fade from view leaving the public with a new health concern to worry about but little knowledge of the actual factors involved in the problem. Behind the scenes, however, scientists are continually at work trying to understand and defend against these insidious infectious agents.

Viruses are perfect parasites. It has been known for decades that once a virus gets inside a cell, it hijacks the cellular processes to produce virally encoded protein that will replicate the virus's genetic material. Viral mechanisms are capable of translocating proteins and genetic material from the cell and assembling them into new virus particles. Contemporary research has revealed specific mechanisms viruses use to get inside cells and infect them.

An individual viral particle, called a virion, is a far simpler structure than a bacterium. It has often been questioned whether a virus is alive. It is certainly not living in the everyday sense of the word. Virions consist of genetic material-DNA or RNA enclosed in a protein coating. Many viruses, called enveloped viruses, have an additional outer membrane that encloses the protein coat. This membrane envelope is material co-opted from the cell's own membrane. As the new virion buds out from an infected host cell, it is wrapped by the cell's bilayer membrane and carries with it any protein that happens to be embedded in the membrane at the budding site. Enveloped viruses are then free to begin a new cycle of infection by fusing their cell-derived envelope with the cellular membrane of an uninfected cell.

Some types of enveloped virus fuse directly to the cell's outer (plasma) membrane, whereas others are engulfed whole by endocytosis or similar processes and then fuse their envelope with the membrane of the engulfing internal organelle (e.g., an endosome) to gain access to the interior of the cell. In either case, the genetic material of the virus has invaded the cell through the barrier of its membrane, and infection will inevitably follow (). Infection can be prevented if fusion of the viral envelope with the cell or endosomal membrane can be blocked. Similarly, if a vaccine can be directed against the viral fusion protein, infection can be prevented. Vaccines against the influenza virus, for example, target the fusion proteins of the virus.

Viral genetic material is relatively small, encoding only a few proteins. All enveloped viruses contain fusion proteins, which are the molecules responsible for fusing the envelope to a cellular membrane. These proteins are derived from the virion's genetic sequence. The precise genetic material, the amino acid sequence, and details in structure of a fusion protein are unique for each type of virus. Consequently, broad-spectrum antiviral drugs do not exist, and specific vaccines and drugs typically need to be developed for each virus type. The viral surface of an individual virion contains multiple copies of its fusion protein. Influenza virus, for example, typically contains 500-1000 copies, whereas HIV contains only about a dozen copies ( 1, 2). A virion's machinery is so efficient that each cell infected by even a single virion can produce about a million new virions. Because enveloped viruses use similar mechanisms for delivery of genetic material into cells, there may be ways to prevent infection before viral entry that would be effective for large numbers of different viruses.

The membrane that is the skin of a cell and an enveloped virion, and is the gateway of viral entry, consists of lipids and proteins. Lipids are roughly linear molecules of fat that are attached at one end to a water-soluble headgroup. Lipids provide the cohesion that keeps biological membranes intact. They spontaneously arrange themselves into a lipid bilayer because oily fat does not mix with water. The headgroups of one monolayer face an external aqueous solution, whereas the headgroups of the other monolayer face the interior of the cell. Integral membrane proteins, such as viral fusion proteins, are inserted into the bilayer and project out from the lipid surface into the external solution-like icebergs. Membranes are generally 50% lipids and 50% proteins by weight, but proteins are much heavier than lipids, and so there are about a hundred times more lipids than proteins in a membrane. Membranes are able to fuse to each other because they are fluid ( 3), and the lipids provide fluidity to the membrane.

Viruses initially stick to cell membranes through interactions unrelated to fusion proteins. The virus surfs along the fluid surface of the cell and eventually the viral fusion proteins bind to receptor molecules on the cell membrane ( 4). If only binding occurred, the two membranes would remain distinct. Fusion does not happen spontaneously because bilayers are stable. Fusion proteins do the work of prodding lipids from their initial bilayer configuration. These proteins cause discontinuities in the bilayers that induce the lipids of one membrane (e.g., the viral envelope) to connect with lipids of another (e.g., a cellular membrane), converting two bilayers into one.

Fusion proceeds in two major steps (). First, the two monolayers from opposite membranes that touch each other merge, a process known as "hemifusion." The two unmerged monolayers collapse onto each other to create a single bilayer, known as a hemifusion diaphragm, which continues to prevent the viral genome from entering cytosol. In the second step, the fusion proteins disrupt this single bilayer to create a pore that provides an aqueous pathway between the virus and the cell interior. It is through this fusion pore that the viral genome gains entry into a cell and begins infection.

Hemifusion and pore formation appear to require comparable amounts of work, but the exact amount of energy needed for each step is not yet known ( 5). These energetic details may be important because the more work required to achieve a step, the easier it may be to pharmacologically block that step. These energies are supplied by the viral fusion proteins, which are essentially molecular machines. Some of their parts move long distances during the steps of fusion. Fusion proteins can be thought of as a complex assembly of wrenches, pliers, drills, and other mechanical tools.

Because fusion is not spontaneous, discontinuities must be transiently created within the bilayer that allows water to reach the fatty, oily interior of the membrane. Even a short-lived exposure of a small patch of the fatty interior to water is energetically costly. Similarly, creating a pore in a hemifusion diaphragm requires exposure of the bilayer interior to water ( 6). In contrast, pore enlargement needs no such exposure. Nevertheless, pore enlargement requires the most amount of work in the fusion process.

Energy is also needed because of another fundamental property of bilayer membranes. Though bilayers are fluid, they don't entirely behave like water or oil, in that they do not assume the shape of their container. Biological membranes have shapes that are determined by their precise lipids and the proteins associated with them ( 7). Work is required to force membranes out of their spontaneous shape, which is the shape of lowest energy. The fusion pore that connects the virus and cell is roughly an hourglass shape ( 8). The wall of a fusion pore is a membrane with components that are a mixture of the two original membranes. An hourglass shape deviates significantly from the spontaneous shape of the initial membranes that constitute the pore. The greater the diameter of the pore, the greater is the area of the lining membrane, and so pore expansion is a highly energy consuming process. Viral genetic material, the genome, is rather large, on the order of ∼100 nm. The initial fusion pore is only ∼1 nm, so considerably more membrane must line a pore as it enlarges to a size sufficient to allow passage of a viral genome from a virus to a cell interior. In fact, it appears that more energy is required for pore expansion than for hemifusion or pore formation.

All viral fusion proteins contain a greasy segment of amino acids, referred to as a fusion peptide or fusion loop. Soon after activation of the fusion protein, the fusion peptide inserts into the target membrane (either plasma or endosomal). At this point, two extended segments of amino acids are anchored to the membranes: the fusion peptides in the target membrane and the membrane-spanning domains of the fusion proteins in the viral envelope (). The fusion proteins continue to reconfigure, causing the two membrane-anchored domains to come toward each other. This pulls the viral envelope and cellular membrane closely together ( 9). The fusion proteins exert additional forces, but exactly what these forces are and how they promote fusion remains unknown.

An initial step in a cell's digestive system is to internalize extracellular materials through engulfment by endosomes. A virion engulfed into an endosome is like a Trojan horse, because the cell perceives the virus particle as food. Endosomes become increasingly acidified as they move from the cell surface further into the cell's interior. Fusion of viruses within endosomes depends critically on the acidic environment. By breaking molecular bonds, acid triggers the conformational changes in the fusion protein that lead to the sequential steps of membrane fusion.

The hemifusion diaphragm is a bilayer membrane that is unusual in that each of its lipid monolayers is derived from different membranes, and it does not contain any membrane-spanning proteins ( 10). Several copies of the fusion protein within a virus are required to induce both hemifusion and pore formation. During hemifusion, the proteins form a ring just outside the diaphragm and act cooperatively to create stresses that lead to a local rupture in the diaphragm, thereby creating the initial fusion pore. The universality of this mechanism is remarkable when one considers that the primary amino acid sequences and structures of fusion proteins are quite diverse.

Influenza, HIV, and Ebola are enveloped viruses of significant public health concern. Each virus encodes a unique fusion protein: hemagglutinin (HA) for influenza, envelope glycoproteins for HIV (Env), and glycoprotein for Ebola (GP).

The earliest descriptions of an illness that was likely influenza were written in the 1500s and were called "catarrhal fever" ( 11). The flu pandemic of 1918 resulted in the deaths of some 20 million people and arguably accelerated the end of World War I ( 12). Flu pandemics have continued to occur periodically, as they did in 1947, 1957, 1968, and 2009, but were far less deadly.

Influenza virus is not free to infect other cells upon budding because HA binding to specific sugars, sialic acids, that protrude from cell surfaces prevents a virus from freeing itself from the cell. Another envelope protein, neuraminidase (NA), cleaves sialic acids off the cell, setting the influenza free. Drugs that are NA inhibitors, such as the well-known Tamiflu (oseltamivir), stop further infection within an individual by eliminating the cleavage of sialic acids ( 13).

Research efforts for influenza, HIV, and Ebola virus have focused on targeting their fusion proteins. But particular properties of the viruses and their proteins have hindered the successful development of vaccines that protect against infection.

Standard vaccines against envelope viruses prime the immune system to generate antibodies (Abs) against the envelope proteins. In the case of influenza, Ab binding is mainly to HA, and secondarily to NA. Abs bind to exposed outer portions of envelope proteins and are large, thereby hindering close engagement of the virus with a cell membrane. Some antigenic sites surround an indented pocket within the surface of HA that is responsible for binding sialic acids on cell surfaces. Abs thus block the binding of HA to plasma membranes, eliminating the membrane fusion that leads to infection. HA readily mutates, and although the accumulated individual mutations lead to only small changes in the conformation of HA, these mutations greatly reduce binding of Abs to HA. Hence, a new vaccine must be developed each year ( 14).

Influenza presents another problem: its genome is not one continuous strand of RNA, like most viruses, but is segmented into multiple strands. Segmentation allows the genes for HA and NA to reassort: the RNA strands of different flu viruses-such as genes from an avian flu virus and a mammalian flu virus-combine to make what is essentially a new virus. Reassorted viruses are described in terms of HA and NA types and are termed H1N1, H3N2, H5N1, and so forth. Some reassortments cause periodic influenza pandemics that are characterized by an unusually large number of severe, and sometimes fatal, infections ( 15).

HIV-1 is clinically, to date, the most important retrovirus. Retroviruses transcribe RNA into DNA in a process called reverse transcription, and the viral DNA is incorporated into the genome of the host cell. HIV is a relatively recent emerging virus, appearing in the last 70 years or so. It has independently jumped to humans at least four times, probably due to the bush meat trade of gorillas and chimpanzees, and from chimps kept as pets ( 16). Currently, ∼35 million people are infected, with about two-thirds of them living in Sub-Saharan Africa. Viruses not only cause diseases, but have also been important in evolution. Retroviruses can move large gene segments from one organism to another, and some 100,000 pieces of retroviral DNA make up ∼8% of the human genome ( 17).

The traditional approach of using attenuated or inactivated virus, and by extension, envelope proteins, as vaccines has been ineffective against HIV-1 for a number of reasons. The fidelity of the reverse transcriptase of HIV-1 is low and therefore mutations in the viral protein occur frequently. As a result, HIV-1 Env mutates so rapidly that it quickly evades a static vaccine. Furthermore, Env is highly glycosylated, effectively sugarcoating the exposed portion of the protein, and Abs do not bind well to sugars. There is a small unglycosylated region on the surface of Env, and efforts were directed against this bald spot but did not lead to clinically effective approaches. Many nontraditional vaccine approaches have been developed and tested and these efforts continue, but none have yet been sufficiently successful. Modern biology and public health measures have combined to develop positive methods to prevent and treat the acquired immunodeficiency syndrome.

Antiretroviral therapies have largely eliminated the progression of viral infection to AIDS in individuals for whom these therapies have been available. Relatively soon after HIV-1 was identified, blood supplies were able to be accurately screened for HIV contamination. This was achieved only because prior advancements in the biological sciences allowed the development of new diagnostic methods that were sensitive enough to detect HIV. More recently it has been shown that HIV infection can be eliminated from the body: the Berlin Patient infected with HIV (and suffering from leukemia) received a stem cell transplant and was thereafter free of the virus ( 18).

The recent Ebola outbreak was caused by the deadliest of the three types of Ebola virus strains known to infect humans, with a fatality rate exceeding 50%. It typically takes ∼4-10 days from the time of infection to the appearance of symptoms, but symptoms can manifest in as little as 2 days or as long as 3 weeks. It appears that with Ebola, unlike influenza, infected individuals do not become contagious until they exhibit symptoms. Trial vaccines using virus inactivated by traditional methods have proven unsuccessful, but viruses using recombinant technologies are showing considerable promise. Several other approaches may also be effective, including a cocktail of humanized murine monoclonal Abs, which have been shown to be statistically effective in protecting nonhuman primates.

Acidification of endosomes causes Ebola fusion in an unusual manner. Influenza HA, HIV-1 Env, and Ebola GP are cleaved into two subunits before viral-cell binding. This cleavage confers to HA and Env the full ability to induce fusion. In contrast, Ebola GP must be cleaved at an additional site to cause fusion. This cleavage occurs within endosomes by a protease (cathepsin) that is effective at low pH ( 19). A conformational change ensues, allowing Ebola GP to bind to an endosomal receptor, Niemann-Pick type C1. Binding activates GP, and a merger between the viral and endosomal membranes then proceeds. The identification of Niemann-Pick type C1 as a receptor opens up a new potential target for a small molecule drug to block binding and prevent infection ( 20).

The most reliable way to prevent infection caused by any virus is to eliminate entry in the first place. Intellectual and technological progress has been great, but recurrent viral outbreaks highlight the need for more innovative approaches. In addition to the proteins responsible for viral entry, many other targets are being explored, including genetic variations that increase susceptibility to infection, proteins that bind to viral proteins, and host immunity proteins. Genomic and proteomic analysis of cellular factors and their interactions, manipulation of experimental animals, live cell and molecular imaging, and analysis and integration of protein and gene data sets will identify host factors that viruses exploit in their life cycle. Because viruses make use of cellular machinery-and invariably do so in a streamlined and robust manner-future viral studies will provide new understandings that will apply not only to virally induced diseases but to other diseases as well. Biophysics has been an integral part of understanding viral entry mechanisms, which have brought new insights and discoveries that just a few years ago could not have been imagined.

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Every so often news about a viral outbreak goes viral and catches widespread public attention in the media. Human immunodeficiency virus (HIV), West Nile virus, avian influenza (bird flu), Ebola, Middle East respiratory virus, and Zika virus have each become, in a flurry of headlines and broadcasts and interviews, the focus of the media's spotlight.

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A virus is a microscopic particle that can infect the cells of a biological organism.

Viruses can only replicate themselves by infecting a host cell and therefore cannot reproduce on their own.

At the most basic level, viruses consist of genetic material contained within a protective protein coat called a capsid; the existence of both genetic material and protein distinguishes them from other virus-like particles such as prions and viroids.

They infect a wide variety of organisms: both eukaryotes (animals, fungi and plants) and prokaryotes (bacteria).

A virus that infects bacteria is known as a bacteriophage, often shortened to phage.

The study of viruses is known as virology, and those who study viruses are known as virologists.

It has been argued extensively whether viruses are living organisms.

Most virologists consider them non-living, as they do not meet all the criteria of the generally accepted definition of life.

They are similar to obligate intracellular parasites as they lack the means for self-reproduction outside a host cell, but unlike parasites, viruses are generally not considered to be true living organisms.

A primary reason is that viruses do not possess a cell membrane or metabolise on their own - characteristics of all living organisms.

Examples of common human diseases caused by viruses include the common cold, the flu, chickenpox and cold sores.

Serious diseases such as Ebola, AIDS, bird flu and SARS are all also caused by viruses.

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viruses; cold and flu; infectious diseases; virology; microbes and more; microbiology

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A virus is a microscopic particle that can infect the cells of a biological organism. Viruses can only replicate themselves by infecting a host cell and therefore cannot reproduce on their own.

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Sometimes as we jump from topic to topic it can be easy for students to see science as a series of endless disconnected facts. Each fact on their own is interesting, but together they represent an overwhelming barrage of information that novices must learn. The expert in contrast has managed to organise all this knowledge into fruitful schemata, based on conceptual principles not salient to the novice. As the expert experiences the intellectual satisfaction of making links, the novice is feeling frustrated and about to give up. The expert has constructed a conceptual framework of big ideas, the novice hasn't.

What are big ideas?

Big ideas of Science Education were published by Wynne Harlen and others in 2010. These ideas distil down scientific knowledge into ten guiding principles that we can use to explain a diversity of scientific phenomena. The big ideas are lenses by which we can make sense of the world - an important goal for science education.

How can we help our students construct their own 'lenses' that hopefully will resemble those described by Harlen? Attempts to re-design the science curriculum to better emulate the big ideas is probably not going to work. Firstly, we can't teach big ideas directly as they are a product of understanding many different concepts from different topics. You can see this in the tree diagram I've made, where an understanding of big idea one is reliant on knowledge from many different topics - we must work from the tips of the tree backwards until understanding coalesces at the big idea itself. Secondly, there are some good utilitarian reasons why science is arranged into different disciplines and not big ideas. It allows books, departments and journals to be structured to facilitate retrieval of information. It allows individuals and organisations to achieve expertise and it also helps us organise knowledge into discrete units that can be more easily learnt and understood. Big idea thinking then is the goal, it's just we can't teach it directly, but surely we can help students get there faster?!

How can we encourage big idea thinking?

Use low stakes formative quizzing to help students learn knowledge so that they have more capacity to make connections between different topics.

Encourage students to make links and identify significant aspects when solving problems by creating tasks with clearly defined success criteria that specifically encourage use of big idea thinking.

Let students know what big idea their current topic belongs to.

Use big ideas to recap what prior knowledge students have already before teaching a new topic.

Design a curriculum to ensure concepts from each big idea are revisited regularly and build over time. Don't crowd the curriculum.

Create tasks and assessments that require students to use big idea thinking to explain concepts.

How to teach science with the big ideas in mind?

If you want to explore further how to teach science with big ideas in mind please check out my book - ' Powerful ideas of science and how to teach them '.

The 10 big ideas of science education
1.All matter in the Universe is made of very small particles
Atoms are the building blocks of all matter, living and non-living. The behaviour and arrangement of atoms explains the properties of different materials. In chemical reactions atoms are rearranged to form new substances. Each atom has a nucleus containing neutrons and protons, surrounded by electrons. The opposite electric charges of protons and electrons attract each other, keeping atoms together and accounting for the formation of some compounds.
2. Objects can affect other objects at a distance
All objects have an effect on other objects without being in contact with them. In some cases the effect travels from the source to the receiver in the form of radiation (e.g. visible light). In other cases, action at a distance is explained in terms of the existence of a field of influence between objects, such as a magnetic, electric or gravitational field. Gravity is a universal force of attraction between all objects, however large or small. It keeps the planets in orbit around the sun and causes terrestrial objects to fall towards the centre of the earth.
3. Changing the movement of an object requires a net force to be acting on it
A force acting on an object is not seen directly but is detected by its effect on the object's motion or shape. If an object is not moving, the forces acting on it are equal in size and opposite in direction, balancing each other. Since gravity affects all objects on earth there is always another force opposing gravity when an object is at rest. Unbalanced forces cause a change in movement in the direction of the net force. When opposing forces acting on an object are not in the same line they cause the object to turn or twist. This effect is used in some simple machines.
4. The total amount of energy in the universe is always the same but can be transferred from one energy store to another during an event
Many processes or events involve changes and require an energy source to make them happen. Energy can be transferred from one body or group of bodies to another in various ways. In these processes some energy becomes less easy to use. Energy cannot be created or destroyed. Once energy has been released by burning a fossil fuel with oxygen, some of it is no longer available in a form that is as convenient to use.

5. The composition of the earth and its atmosphere, and the processes occurring within them, shape the earth's surface and its climate

Radiation from the sun heats the earth's surface and causes convection currents in the air and oceans, creating climates. Below the surface, heat from the earth's interior causes movement in the molten rock. This leads to movement of the plates that form the earth's crust, creating volcanoes and earthquakes. The solid surface is constantly changing through the formation and weathering of rock.
6. Our solar system is a very small part of one of billions of galaxies in the universe
The solar system comprises the sun and the eight planets and other smaller objects orbiting it. Day and night and the seasons are explained by the orientation and rotation of the earth as it moves round the sun. The solar system is part of a galaxy of stars, gas and dust, one of many billions in the universe, enormous distances apart. Many stars appear to have planets.
7. Organisms are organised on a cellular basis and have a finite life span
All organisms comprise one or more cells. Multi-cellular organisms have cells that are differentiated according to their function. All the basic functions of life are the result of what happens inside the cells that make up an organism. Growth is the result of multiple cell divisions.

8. Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms

Food provides materials and energy for organisms to carry out the basic functions of life and to grow. Green plants and some bacteria are able to use energy from the sun to generate complex food molecules. Animals obtain energy by breaking down complex food molecules and ultimately depend on green plants as their source of energy source. In any ecosystem there is competition among species for the energy resources and materials they need to live and reproduce.
9. Genetic information is passed down from one generation of organisms to another
Genetic information in a cell is held in the chemical DNA. Genes determine the development and structure of organisms. In asexual reproduction all the genes in the offspring come from one parent. In sexual reproduction half of the genes come from each parent.
10. The diversity of organisms, living and extinct, is the result of evolution
All life is directly descended from a universal common ancestor that was a simple one-celled organism. Over countless generations changes resulting from natural diversity within a species led to the selection of individuals best suited to survive under certain conditions. Species not able to respond sufficiently to changes in their environment become extinct.

Ideas about science

11. Science is about finding the cause or causes of phenomena in the natural world

Science is a search to explain and understand phenomena in the natural world. There is no single scientific method for doing this; the diversity of natural phenomena requires a diversity of methods and instruments to generate and test scientific explanations. Often an explanation derives from the factors that must be present for an event to take place, as shown by evidence from observations and experiments. In other cases, supporting evidence is based on correlations revealed by patterns in systematic observation.

12. Scientific explanations, theories and models are those that best fit the evidence available at a particular time

A scientific theory or model representing relationships between variables of a natural phenomenon must fit the observations available at the time, and lead to predictions that can be tested. Any theory or model is provisional and subject to revision in the light of new data, even though it may have led to predictions that accord with data in the past.

13. The knowledge produced by science is used in engineering and technologies to create products to serve human ends

The use of scientific ideas in engineering and technologies has made considerable changes in many aspects of human activity. Advances in technologies enable further scientific activity; in turn this increases understanding of the natural world. In some areas of human activity, technology is ahead of scientific ideas. In other areas, scientific ideas precede technology.

14. Applications of science often have ethical, social, economic and political implications

The use of scientific knowledge in technologies makes many innovation possible. Whether or not particular applications of science are desirable is a matter that cannot be addressed using scientific knowledge alone. Ethical and moral judgments may be needed, based on such considerations as justice or equity, human safety, and impacts on people and the environment.

Further reading

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Big ideas of science education | the science teacher

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Sometimes as we jump from topic to topic it can be easy for students to see science as a series of endless disconnected facts. Each fact on their own is interesting, but together they represent an overwhelming barrage of information ... Big ideas of science education Read More "

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Principles and Big Ideas of Science Education

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Discussion and conclusions about the essential understanding in science that all students should acquire during the compulsory years of school.

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The best teaching draws on the best evidence.
Despite high-level calls for evidence-based practice in classrooms, science teachers' lives are so busy that it is hard for them to access and effectively implement the best principles emerging from education research.

Best Evidence Science Teaching (BEST) is a major research-informed curriculum development project, which aims to transform science education research into practise by making research-informed, open-access resources freely available to science teachers.

Research evidence-informed progression toolkits for key concepts in secondary school science (age 11-16) provide:

* appropriately-sequenced steps for learning progression

* diagnostic questions that provide evidence of learning and of common misunderstandings

* response activities that challenge misunderstandings, promote metacognition and encourage conceptual progression

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The resources are being developed by the Unviersity of York Science Education Group from the best available research evidence on common misunderstandings in science, effective diagnostic questioning and formative assessment, constructivist approaches to building understanding, and effective sequencing of key concepts.

The Salters' Institute has been proud to fully fund the BEST project since it began in 2016. The Institute of Physics is now a co-funder of BEST, having supported the project since 2021.

Best Evidence Science Teaching (BEST) aims to build a bridge between research in science education and teaching in school science lessons, by developing resources that draw on robust research findings.

The Education Endowment Foundation's 2018 guidance report Improving Secondary Science cites Best Evidence Science Teaching (BEST) as a good source of diagnostic questions and activities that promote metacognitive talk and dialogue.

Downloads:

Updates
Publication of resources
Teaching resources are being developed based on careful consideration of the best available research evidence. All resources for age 11-14 have now been published. Resources for age 14-16 are being published on a topic-by-topic basis throughout 2021 and 2022.

Sign up for BEST email updates or follow @BestEvSciTeach on Twitter to find out when new topics have been made available.
Evidence of impact
Our evaluation of the resources in use in schools suggests that the research summaries and approaches described by the BEST resources act as miniature episodes of self-directed professional development for teachers, which can lead to immediate changes in practice during planning and during lessons.

We have observed teachers using the BEST resources to develop their practices in all seven of the areas identified by the EEF Improving Secondary Science report.

An open-access paper describing our findings was published in the December 2020 issue of School Science Review.

The success and impact of the BEST project was recognised with an invited keynote lecture at the Association for Science Education annual conference in 2020.

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Best Evidence Science Teaching - Education, University of York

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The best teaching draws on the best evidence. Despite high-level calls for evidence-based practice in classrooms, science teachers' lives are so busy that it is hard for them to access and effectively implement the best principles emerging from education research.

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A range of resources for KS3, GCSE and A-Level

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A range of resources for KS3, GCSE and A-Level

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We will be providing online learning links for every day.
See also: 7 sanity-saving tips for homeschooling your teenager!
FOR Y11: Since there are no exams to complete this summer, we will be creating a collection of online course / videos that your teen can use to learn new skills for life.
We can't promise they'll match what your child would have been learning at school, since every school teaches different content at different times, so we're focusing on the core skills.

See below for general sites offering free resources too 👇

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We will be providing online learning links for every day. See also: 7 sanity-saving tips for homeschooling your teenager! FOR Y11: Since there are no exams to complete this summer, we will be creating a collection of online course / videos that your teen can use to learn new skills for life.

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IXL is the world's most popular subscription-based learning site. Used by over 15 million students, IXL provides unlimited practice in more than 6,500 maths and English topics. Interactive questions, awards and certificates keep kids motivated as they master skills.

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Clicking "Accept" will allow us and our partners to use cookies, learn more in our cookie policy or to change your cookie preferences, click "Manage".

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Maths home learning | Home learning | White Rose Maths

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View all of our maths ‘home learning’ lessons and videos for early years through to Year 11. View our Maths resources from White Rose Maths.

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Free EMC resources in case of school shutdown

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We'd like to offer you our support by providing some really brilliant downloadable resources that should keep your students going for weeks. These come in PDF format and can be placed on home learning platforms for all of your students to access.

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Book 1 is part of a series which is designed to give extensive practice in problem- solving for all the key concepts in secondary science. The names and sequence of concepts are based on the 5-year plan, Blueprint.

Each focusses on Key Concepts in different years of the secondary science curriculum towards GCSE.

See when each Practice Book will be published

Book 1 focusses on 25 concepts generally taught in year 7 or at the beginning of a secondary science course.

Chapter 1: Contact forces

Chapter 2: Electric circuits

Chapter 3: Energy transfer

Chapter 4: Gravity

Chapter 5: Changing substances

Chapter 6: Substances & particles

Chapter 7: Cells

Chapter 8: Interdependence

Chapter 9: Reproduction

Chapter 10: Watch out

Misconceptions questions on eachchapter

Many students miss out on the 60% of marks for applying and analysing in new GCSE. They find it difficult to figure out unfamiliar situations. Past papers give practice but don't help students learn the deep structure of problems, nor how to solve problems systematically. The Mastery Practice Book series teaches all students to apply knowledge. Firmly grounded in cognitive science, it uses a 3-step approach to problem-solving explained through worked examples. with carefully guided practice to make students confident with whatever examiners ask.

The first page of each problem is a clear and visually explained worked example. It shows students a 3-step process for successfully solving unfamiliar questions:

The second page is a set of 'your turn' questions to try. The first is similar to the example to check that students can follow the thinking. Further questions are carefully crafted as stepping stones to build their competence and confidence. There are hints to get students unstuck, and answers at the back.

At the end of a chapter, students are ready for the 'mixed up problem' challenge. Like in an examination, several types of problems are mixed together, but now students have learned the skills of recognising which knowledge to use in each situation.

We accept payment by credit card and PayPal, and by invoice if you are a UK school.

A delivery charge will be added in the checkout process:

We deliver to most countries. The shipping/delivery cost will be calculated during the checkout process. Order 50 books and you qualify for our FREE delivery offer.

1 book £5.95, 2 books £8.95, 3 books £10.95, 4 books £12.95, 5-20 books £14.95 21-40 books £19.95, 41-49 books £29.95

North America, Canada & Middle East

1 book £6.95, 2 books £8.95, 3 books £10.95, 4 books £12.95, 5-20 books £19.95 21-40 books £39.95, 41-49 books £59.95

Far East, Australia & New Zealand

1 book £7.45, 2 books £8.95, 3 books £10.95, 4 books £12.95, 5-20 books £19.95 21-40 books £39.95, 41-49 books £59.95

Need our company details? You can download the company details . This includes contact information and bank details. Contact us for further information.

Who is the book aimed at? It was written to help year 7 students learn to transfer the scientific knowledge to unfamiliar situation. It can also be used by students in other years to improve their understanding of the fundamental concepts. Learning to apply is what will give students access to the 60% of marks at GCSE that demand more than recalling content. The book uses a research-based approach to teach students how to solve different types of problems.

What content does the book cover? The Practice Book has a chapter on each unit in the year 7 curriculum, based on a 5-year curriculum and AQA's KS3 Science Syllabus. Download the sample material to see exactly what concepts and types of problems are included.

Is it re-usable or write-on? Both! It's designed to be re-usable for classrooms. There are also write-on sections for students to use the book individually at home.

There is a 30-day guarantee on physical books. We will refund the cost and you only pay the return postage. The books need to be received in their original condition. Please contact us to tell us you are returning your product. The return address is on the page. Unfortunately, we cannot offer a refund for the digital version.

Deliveries to PO Boxes: Because of problems with international PO Boxes, we will only dispatch to these address on condition that you accept responsibility if the book does not arrive.

Deliveries to home: Books are sent in a package. If you are not at home, the Post Office will leave a note to collect the package or re-arrange redelivery. Please note that if the books are returned to us as 'package not collected', we will automatically refund the cost of the book, but are unable to refund the delivery charge.

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Book 1 is part of a series which is designed to give extensive practice in problem- solving for all the key concepts in secondary science. The names and sequence of concepts are based on the 5-year plan, Blueprint. Each focusses on Key Concepts in different years of the secondary science curriculum towards GCSE.

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Yoga Story - Mitchy Titch All Around The World

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Yoga Story - Mitchy Titch All Around The World

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A beautiful story brought to life by Mitchy The Monkey, join him on his travels around the world in yoga poses

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Mitchy Titch - All Around The World - Yoga Story

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Our AMAZING Early Years Team have created these home learning packs.

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In response to the Coronavirus situation- many companies are offering online resources and subscriptions for free to help parents/carers support learning at home when/if schools and settings are closed. This is so helpful and generous. The problem is that many of these links require endless printing. I am sure I'm not the only parent who doesn't have an expensive printer and doesn't always have ink... plus the ink is expensive... costing more than the printer to replenish....

So with this in mind.

Most parents/carers though will have access to the internet through a phone/tablet/pc/laptop or even a gaming console.

The following links provide online activities or suggestions of things to do that don't always require the use of tech.

Note of caution- these resources were not written for this specific situation so mentions of being out and about eg at the library need to be highlighted as not appropriate in this unpresidented situation.

Hope these help! Feel free to share with your parents/carers/friends and colleagues.

Please add further suggestions for non-printing resources in the comments boxes!
Online suggestions/activities for things to do at home together (pdfs) from Surrey County Council (ignore mentions of visits to public places/meeting in groups)
Talk to me (0-5) https://www.surreycc.gov.uk/people-and-community/families/publications/under-fives-communication-leaflets-for-parents

Talking time activities https://www.surreycc.gov.uk/people-and-community/families/publications/talking-time-activity-cards

Read with me (0-5) https://www.surreycc.gov.uk/people-and-community/families/publications/read-with-me-reading-tips-for-parents

Write with me (0-5)
https://www.surreycc.gov.uk/people-and-community/families/publications/write-with-me-writing-tips-for-parents
Count with me (0-5) https://www.surreycc.gov.uk/people-and-community/families/publications/count-with-me-maths-tips-for-parents

Move with me (0-5) https://www.surreycc.gov.uk/people-and-community/families/publications/move-with-me-physical-development-tips-leaflets

Being, belonging, becoming - (Personal, Social and Emotional Development) https://www.surreycc.gov.uk/people-and-community/families/publications/being-belonging-becoming-parent-information-cards

Learning together at home: online resources/games
Some ideas based on a spinner I developed online- (and even being used in Chicago!!!) https://earlymath.erikson.edu/ideas/
Look at some of our favourite Number songs on Jack Hartmanns Youtube channel!
https://www.youtube.com/channel/UCVcQH8A634mauPrGbWs7QlQ
Look at the Cbeebies website for fun activities to do together
https://www.bbc.co.uk/cbeebies/games
Lots of fun number games to play here...
https://www.topmarks.co.uk/maths-games/3-5-years/counting
Phonics play- free online activities (no need to sign up) UPDATE: free membership coming soon)
https://www.phonicsplay.co.uk/InteractiveResources.htm
For Nursery children please use the Phase 1 games

For Reception please use the phase 1, 2 or 3 games

Hungry little minds campaigns for the 0 - 5s...lots of great stuff here too!
https://hungrylittleminds.campaign.gov.uk/#3
Ideas for reading together at home

Nursery:
https://www.oxfordowl.co.uk/for-home/advice-for-parents/fun-ideas-learning-at-home/fun-ideas-ages-3-4/
Reception:
https://www.oxfordowl.co.uk/for-home/advice-for-parents/fun-ideas-learning-at-home/fun-ideas-ages-4-5/
EYFS home: Some great ideas on here! https://www.eyfshome.com/

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Keeping Early Years Unique - NEW: Learning at home together

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In response to the Coronavirus situation- many companies are offering online resources and subscriptions for free to help parents/carers support learning at home when/if schools and settings are closed. This is so helpful and generous. The problem is that many of these links require endless printing.

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Bespoke training & consultancy from our Associates

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A free home learning pack with a range of resources aimed at Early Years children.

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Mapping our World is a whiteboard teaching product for 8 to 14 year olds.

It explores the relationship between maps and globes, and how different projections influence our perception of the world. It challenges the idea that there is one 'correct' version of the world map.

Please choose LESSON 1 to begin. N.B. You may need to download Flash or enable pop-ups (see Help) before starting.

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Mapping our World is a whiteboard teaching product for 8 to 14 year olds. It explores the relationship between maps and globes, and how different projections influence our perception of the world. It challenges the idea that there is one 'correct' version of the world map. Please choose LESSON 1 to begin.

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Now Free

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We are thrilled to announce as of today 
@Digimap4Schools
 is free for any school to access until 31st July 2020.  Please share and retweet.  for more info click here: https://t.co/lGLmuGI7e7  #primaryrocks #maps #homeschooling  @OrdnanceSurvey @RGS_IBG @RGS_IBGschools @The_GA

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We are thrilled to announce as of today 
@Digimap4Schools
 is free for any school to access until 31st July 2020.  Please share and retweet.  for more info click here: https://t.co/lGLmuGI7e7  #primaryrocks #maps #homeschooling  @OrdnanceSurvey @RGS_IBG @RGS_IBGschools @The_GA https://t.co/N3lHdhx2cj

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Don’t miss what’s happening

People on Twitter are the first to know.

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We are thrilled to announce as of today @Digimap4Schools
is free for any school to access until 31st July 2020. Please share and retweet. for more info click here: https://t.co/lGLmuGI7e7 #primaryrocks #maps #homeschooling @OrdnanceSurvey @RGS_IBG @RGS_IBGschools @The_GA pic.twitter.com/N3lHdhx2cj
— Digimap for Schools (@Digimap4Schools) April 2, 2020

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
We are thrilled to announce as of today 
@Digimap4Schools
 is free for any school to access until 31st July 2020.  Please share and retweet.  for more info click here: https://t.co/lGLmuGI7e7  #primaryrocks #maps #homeschooling  @OrdnanceSurvey @RGS_IBG @RGS_IBGschools @The_GA https://t.co/N3lHdhx2cj

# data[].attributes.attachment_link.metadata.attachment_props.original_text
We are thrilled to announce as of today 
@Digimap4Schools
 is free for any school to access until 31st July 2020.  Please share and retweet.  for more info click here: https://t.co/lGLmuGI7e7  #primaryrocks #maps #homeschooling  @OrdnanceSurvey @RGS_IBG @RGS_IBGschools @The_GA https://t.co/N3lHdhx2cj

# data[].attributes.attachment_link.metadata.attachment_props.text
We are thrilled to announce as of today 
@Digimap4Schools
 is free for any school to access until 31st July 2020.  Please share and retweet.  for more info click here: https://t.co/lGLmuGI7e7  #primaryrocks #maps #homeschooling  @OrdnanceSurvey @RGS_IBG @RGS_IBGschools @The_GA

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If you are a student and not sure if your school is a School Member of the Society, please email education@rgs.org with your school name and postcode. If your school is a Member we will email you a login and password to access our resources.

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Browse our catalogue of award-winning resources to enhance geographical learning.

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Design a Stamp Competition: Discovering Antarctica - British Antarctic Territory

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2020 marks 200 years since the discovery of the Antarctic continent. To celebrate, we are running a competition for children aged 4 - 17 years old to design an official postage stamp for the British Antarctic Territory (BAT). The design theme is "Discovering Antarctica". Four lucky winners will have their very own drawings featured on [...]

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When the school closes, some geography work will be set via Firefly but we are mindful of
the fact that the internet's infrastructure is going to be face unprecedented demand with so
many people streaming videos, contacting family and (hopefully) doing work online which
teachers have set, or delivering online lessons. If your router gives up or starts running slow,
here are a few analogue geographical activities you can do instead, which will help develop
your knowledge and skills in geography, and can also be done along with family members.

1. We hope you have an Atlas in your house. Take time to explore a continent and learn
the key countries and how they relate to each other. If all you have access to is a road
atlas, explore the local area, and learn which towns and cities surround you. Talk to your
family about your favourite places, and plan a 'road trip' in the UK for the summer with
some activities and places you can visit.
2. If you have an Ordnance Survey map in your house, take a look at the key and learn
some of the important map symbols close to your house. Practice the 4 and 6 figure grid
references which are so important in identifying where you are. If it's possible, do a walk
in the area close to where you live - if not, plan one which you will do when you can.
3. Practice creating what is called a field sketch. This could be the view out of a window of
your house. Add on any physical or human geography features that you can see; the
materials that things are made of; types of vegetation and infrastructure e.g. aerials,
wires and transport routes.
4. Dig out an old photo album or browse through the photos on your mobile phone.
Choose one picture which shows a landscape (with people or otherwise). Create a new
version of it using any art technique of your choice e.g. collage, pencil crayons or Pro-
markers, pencil sketch. Get the rest of the family involved.
5. Write the letters A-Z on a piece of paper, and try to come up with an example of each of
the following - one for each letter if you can: countries, cities, rivers, mountains.
6. Take a look at the foods you have in your house and record the item and the country
which they are from. Produce a map showing how your food items connect you with the
rest of the world. If you have items which are suitable for a food bank, keep them
separate and drop them off when you are next able to. Feel free to work out food miles
as well.
7. Do the same activity above, but this time with the clothes in your drawers and
wardrobe. Create a couple of graphs too, showing the brands you are supporting as well
as the countries in which they are made. While you are completing this activity, sort out
some clothes you no longer wear or have grown out of to donate to charity when you
are next able to.
8. Watch a film which has a geographical theme and write a review of it.
9. Read a book from your shelves with a geographical theme and write a review of it.
Create a new version of the book cover which captures the main ideas in the book using
an art technique of your choice.
10. Write an article on some area of geography you are particularly interested in. In the
summer term we are hoping to put together a geography magazine based on student
contributions, so we are looking for articles, images and other suitable content.
11. Stay safe. We look forward to seeing you back again as soon as we can return and carry
on exploring the world together.
Mr. Parkinson, March 2020

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When the school closes, some geography work will be set via Firefly but we are mindful ofthe fact that the internet's infrastructure is going to be face unprecedented demand with somany people streaming videos, contacting family and (hopefully) doing work online whichteachers have set, or delivering online lessons.

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Connect with nature!
Whether you are a teacher looking for inspiring and enriching content for your students, or a parent seeking ways to make the most of time at home with your children, we want to help.
We've provided a series of themed content that encourages young people to connect with nature and learn more about our amazing planet. Here you'll be able to access our popular educational materials, find links to insightful webinars with WWF experts, and get creative with our fun 'make-it' activities.

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Whether you are a teacher looking for inspiring and enriching content for your students, or a parent seeking ways to make the most of time at home with your children, we want to help. We've provided a series of themed content that encourages young people to connect with nature and learn more about our amazing planet.