1. India and Pakistan: Analyze the partition of British India in 1947 and the subsequent tensions between the two countries, particularly in the disputed region of Kashmir. 2. Rwanda and Burundi: Examine the impact of Belgian colonialism on the Hutu and Tutsi ethnic groups and the subsequent genocide in Rwanda in 1994. 3. Israel and Palestine: Investigate the creation of the state of Israel in 1948 and the ongoing conflict with the Palestinian people over land and resources. 4. Sudan and South Sudan: Explore the legacy of British colonialism in Sudan and the subsequent civil war that led to the independence of South Sudan in 2011. 5. Nigeria: Study the effects of British colonialism on the diverse ethnic groups in Nigeria and the challenges faced by the country in maintaining national unity. 6. Bosnia and Herzegovina: Examine the breakup of Yugoslavia and the tensions between the Bosniak, Serb, and Croat populations in Bosnia and Herzegovina. 7. Cyprus: Analyze the division of Cyprus between Greek Cypriots and Turkish Cypriots following British colonial rule and the ongoing conflict over the status of the island. 8. East Timor: Investigate the struggle for independence from Indonesian rule and the challenges faced by the newly independent state of East Timor. 9. Ukraine: Study the tensions between ethnic Ukrainians and Russians in Crimea and eastern Ukraine, and the annexation of Crimea by Russia in 2014. 10. Iraq: Examine the artificial boundaries created by British and French colonial powers in the Middle East and the sectarian violence that has plagued Iraq since the fall of Saddam Hussein.

Lesson Plan: Physical Education, Physical Activity, and Sport Topic: Preparation for Sports Day/Relay Races/Group Activities Curriculum Area: Health and Wellbeing Curriculum Level: First Level Desired Outcome: I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical activities. Lesson Objectives: - To understand and follow rules and procedures in physical activities - To develop personal goals and work towards achieving them - To recognize and adopt different roles in group activities - To prepare for sports day, relay races, and other group activities Resources: - Cones - Stopwatch - Whistles - Relay batons - Space for running activities Introduction (10 minutes): 1. Begin the lesson by discussing the importance of physical activity and sports in maintaining a healthy lifestyle. 2. Explain the objectives of the lesson and how they relate to preparing for sports day, relay races, and group activities. 3. Discuss the rules and procedures that need to be followed during physical activities. Main Activities (30 minutes): 1. Warm-up: Lead the students in a dynamic warm-up routine to prepare their bodies for physical activities. 2. Relay Race Practice: Divide the students into teams and practice relay races. Assign different roles to each student (runner, baton passer, etc.) and emphasize the importance of teamwork and communication. 3. Group Activities: Organize group activities such as tug-of-war, sack races, or obstacle courses. Encourage students to adopt different roles within the group and work together to achieve a common goal. 4. Cool Down: Lead the students in a cool-down routine to help them relax and stretch their muscles after the physical activities. Conclusion (10 minutes): 1. Review the rules and procedures that were followed during the activities. 2. Discuss the personal goals that were set and achieved during the lesson. 3. Encourage students to reflect on the different roles they adopted in the group activities and how they contributed to the team's success. 4. Assign homework to practice for sports day or relay races at home. Assessment: - Observe students' ability to follow rules and procedures during physical activities. - Evaluate students' participation and teamwork in group activities. - Assess students' understanding of different roles in practical activities. Extension Activities: - Organize a mini sports day or relay race event for the students to showcase their skills. - Invite a guest speaker, such as a local athlete or coach, to talk to the students about the importance of physical activity and sports. Overall, this lesson plan aims to help students develop their physical skills, teamwork, and goal-setting abilities in preparation for sports day, relay races, and other group activities. By following and understanding rules and procedures, students will be able to achieve personal goals and adopt different roles in practical activities.

Week 1: Target 1: Encouraging Positive Communication - Provide the child with visual cues or prompts to remind them to use positive language when interacting with others. - Role-play different social situations with the child and practice using polite phrases such as "excuse me" or "thank you". - Praise the child when they successfully communicate in a positive manner. Target 2: Self-Regulation and Body Awareness - Implement a visual schedule or timer to help the child understand and manage their own body movements and personal space. - Practice deep breathing exercises or mindfulness techniques with the child to help them calm down and regulate their emotions in social situations. - Provide positive reinforcement when the child is able to keep their body to themselves and respect others' personal space. Week 2: Target 1: Building Empathy and Understanding Others' Feelings - Use social stories or role-playing activities to help the child understand how their actions can impact others' feelings. - Encourage the child to practice perspective-taking by asking them to consider how others might feel in different situations. - Provide opportunities for the child to express empathy and show kindness towards their peers. Target 2: Developing Problem-Solving Skills - Teach the child strategies for resolving conflicts or disagreements with others in a peaceful and respectful manner. - Encourage the child to use "I" statements to express their feelings and needs during social interactions. - Provide guidance and support as the child practices problem-solving skills in real-life social situations. By focusing on these targets over the next two weeks, the child will have the opportunity to improve their social skills, self-regulation, and empathy towards others. It is important to provide consistent support and positive reinforcement throughout this process to help the child succeed in managing their behavioral challenges in social situations.

A geographical representation of the 13 original colonies of the United States. These colonies, established between the 17th and 18th centuries, are located along the Atlantic East Coast. The map distinguishes between each colony, listing them by name: Virginia, New York, Massachusetts, Maryland, Rhode Island, Connecticut, New Hampshire, Delaware, North Carolina, South Carolina, New Jersey, Pennsylvania, and Georgia. The map is styled in a vintage aesthetic, with natural details like mountains, rivers, and forests appropriate for the period and geographical area.

Lesson Title: The Impact of Geography on the 13 Colonies Learning Intention: Students will understand how the geography of the 13 colonies influenced their way of life. Success Criteria: Students will be able to identify key geographical features of the 13 colonies and explain how these features impacted the economy, culture, and daily life of the colonists. Introduction: Begin the lesson by showing a map of the 13 colonies and asking students to identify key geographical features such as rivers, mountains, and coastlines. Discuss with students how these features may have influenced the development of the colonies. Main Part of the Lesson: 1. Share new knowledge with the children about the geography of the 13 colonies and how it impacted their economy, culture, and daily life. 2. Stimulate discussion points by asking questions such as: - How did the presence of rivers and coastlines impact trade in the colonies? - Why do you think colonists settled in certain regions based on the geography? 3. Set and allow time for students to complete an activity where they create a map showing the key geographical features of the 13 colonies and write a short paragraph explaining how these features influenced the way of life in each region. Plenary: Review the key points discussed in the lesson and ask students to share their maps and explanations with the class. Encourage students to ask questions and provide feedback to their peers. Differentiation: - Provide visual aids such as maps and diagrams for visual learners. - Offer additional support for struggling students by providing guided questions and scaffolding. - Challenge advanced students by asking them to research and present on a specific colony in more depth. Assessment Strategies: - Observe students during the discussion and activity to assess their understanding of the impact of geography on the 13 colonies. - Review students' maps and explanations to evaluate their ability to apply their knowledge to a real-world scenario. Higher Order Thinking Questions: 1. How might the geography of the 13 colonies have influenced their relationships with Native American tribes? (Analyzing) 2. If you were a colonist living in the New England colonies, how would you have adapted to the harsh winters and rocky soil? (Evaluating)

1. I like to read books and watch movies. 2. She is tall and has long hair. 3. The dog barked loudly and ran away. 4. He is smart and funny. 5. The sun is shining and the birds are singing. 6. They went to the park and played on the swings. 7. I am tired and hungry. 8. The cat is black and white. 9. We are going to the beach and swimming in the ocean. 10. The flowers are blooming and the bees are buzzing.

That's great! Conjunctions are important for connecting ideas in sentences. You can start by explaining that "and" is used to add more information or ideas, while "because" is used to show the reason or cause for something. You can give examples and have the students practice using these conjunctions in sentences. It's a fun and interactive way to help them understand how to use these words in their writing.

Visualize an attire designed for extreme cold weather, suitable for the South Pole. The ensemble includes a heavy-duty, insulated parka, perhaps in a vibrant shade of cobalt blue with faux fur-trimmed hood. Paired with it, visualize thermal trousers in charcoal gray for warmth and flexibility. Add snow boots with thick insulation and grip, done in a practical black. Include thermal gloves, a warm beanie to cover the head and ears, and a sturdy backpack to carry necessary supplies. The person wearing this attire is an African woman, showcasing preparedness and resilience in harsh climates.

Lesson Title: Exploring Conjunctions "and" and "because" Learning Intention: To understand how to use the conjunctions "and" and "because" to connect ideas in sentences. Success Criteria: 1. Students will be able to identify the conjunctions "and" and "because" in sentences. 2. Students will be able to use "and" to connect two ideas in a sentence. 3. Students will be able to use "because" to explain the reason for something in a sentence. Introduction: Begin the lesson by discussing with the students what a conjunction is and why they are important in writing. Introduce the conjunctions "and" and "because" and explain their different purposes in connecting ideas in sentences. Main Part of the Lesson: 1. Share examples of sentences using "and" and "because" with the students. 2. Discuss the differences between the two conjunctions and when to use each one. 3. Provide opportunities for students to practice using "and" and "because" in sentences through guided activities. 4. Allow time for students to work independently or in pairs to create their own sentences using the conjunctions. Plenary: Review the lesson by asking students to share some of the sentences they created using "and" and "because." Discuss any challenges they faced and provide feedback on their understanding of the conjunctions. Differentiation: - Provide sentence starters for students who may need extra support. - Offer additional challenges for students who grasp the concept quickly, such as creating more complex sentences using the conjunctions. Assessment Strategies: - Observe students during the independent practice to assess their understanding of using "and" and "because" in sentences. - Review the sentences created by students to assess their ability to apply the new learning. Higher Order Thinking Questions: 1. How can you use "and" to connect two ideas in a sentence to make it more interesting? (Analyzing) 2. Can you explain why you used "because" in a particular sentence? (Evaluating)

1. The story "Lost and Found" is about a boy who finds a penguin. (True) 2. The boy in the story is sad when he finds the penguin. (False) 3. The boy and the penguin go on a journey together. (True) 4. The penguin is lost and looking for his family. (True) 5. The boy and the penguin become best friends. (True)