students 1. What are the benefits of getting enough sleep? 2. What can happen if you don't get enough sleep? 3. How long should a primary year 3 student sleep each night? 4. What is the best way to make sure you get to sleep and stay asleep? 5. What is the difference between a dream and a nightmare? 6. What can you do if you have a bad dream? 7. Can you control your dreams? 8. What should you do before bedtime to help you drift off to sleep? 9. Why is having a regular sleep schedule important? 10. What are some tips to help you wake up feeling refreshed in the morning?

Primary Y3 healthy eating should be focused on introducing students to the basics of making healthy food choices, exploring food groups and their health benefits, and teaching them the importance of nutrition and exercise. The following activities can help support healthy eating in primary school: 1. Have discussions and debates about the benefits of healthy eating, and talk about how to incorporate healthy foods into our diets. 2. Practical activities such as making healthy snacks using fruits, vegetables, and other natural ingredients. 3. Role play exercises, such as pretending to be a nutritionist and think up creative meals that contain all the food groups. 4. Group projects researching healthy eating topics, such as planning balanced meals. 5. Support students to explore different recipes and dishes from different cultures and countries. 6. Planting vegetable gardens, keeping and caring for farm animals and building outdoor cooking stations for outdoor meal preparation. 7. Take regular trips to the grocery store to explore the different food products available and learn how to shop for healthy food. 8. Host taste tests of healthy food options and get students to try different foods. 9. Keep a True Fit Journal or Food Diary and discuss what healthy food should be consumed, and how much. 10. Educate students on reading food labels, finding out which foods contain good nutrients, and how to read food labels to ensure proper nutrition.

. 1. Start by making connections with the text: Ask students to make connections with the text from the first time they interact with it. Make use of pictures and illustrations in the text, and ask students to make connections to their own lives or experiences. 2. Model good fluent reading: Encourage students to follow along and engage with the text. Model a fluent, expressive reading and ask students to follow you in speaking without long pauses. A large chart paper and markers can be used to write down interesting words or topics as you read. 3. Involve the whole class: Ask all students to participate by finding out unknown words, making predictions, and discussing opinions. Shared reading is not just about the teacher reading, but about engaging and transforming the text into meaningful interactions. 4. Use props: Use props like cards and objects to help students identify characters or engage in activities that support the text. 5. Ask open-ended questions: Ask open-ended questions as you read in order to create conversations. Asking questions and checking for student understanding can help keep the class interested and engaged. 6. Make it hands-on: Find a way to make shared reading hands-on and interactive. This could be through having students take turns reading passages, or asking the students to draw a picture about the text.

Materials: - Coloured pencils/markers - Paper - Unit Fraction Colouring Sheets (available to print from the internet) Task: 1. Distribute the Unit Fraction Colouring Sheets among the Primary 3 learners. 2. Ask the learners to look carefully at each picture. 3. Explain to them that their task is to colour the shapes and objects on the page that are made up of unit fractions. 4. If a shape has an area of 1/2, for example, they should colour it in half. Similarly, if a shape has an area of 1/3, they should colour it in thirds. 5. For each object, they should also circle the fractions of it which are equal to unit fractions (e.g. 1/2 of a pie, 1/6 of a stick of celery, etc). 6. Encourage the learners to use different colours to make their pages more interesting and help them to identify the fractions they are colouring. 7. When they have completed their colouring tasks, encourage them to share their work with the rest of the group.

Introduction Welcome the students to an engaging learning experience about the English language. Explain to them the importance of learning how to correctly pronounce English words as well as the building blocks of the language, such as phonetics, syllables, and intonation. Remind them that it is important to understand how language works and to learn how to pronounce words correctly. Lesson Outline 1. Overview: Students will begin by reviewing the English alphabet and the basic sounds associated with each letter. Assist the students in exploring how to correctly say those sounds when used together to form words. 2. Interactive Activity: Show the students how combining the correct English pronunciation with the correct intonation can help convey the correct meaning when speaking English. Ask the students to practice forming sentences while expressing the correct intonation of their statements. 3. Assessment: Ask the students to practice different pronunciations of words and sentences and assess their pronunciation. 4. Differentiation: Give individual students extra attention or activities to help them learn and practice the correct pronunciation. 5. Plenary: To finish off the lesson, ask the students to read a passage aloud and practice their pronunciation of certain difficult words or sounds. Questioning Throughout the lesson, ask the students questions to ensure they are understanding the concepts taught. Questions may include: • What are the basic sounds of the English Language? • How do you correctly pronounce words? • How does intonation help you correctly convey the meaning of your statements? • Can you read the passage out loud in a clear and accurate way? Assessment Assess the students’ progress by asking them to read out loud the passage. Pay close attention to their pronunciation and intonation. Differentiation Differentiate the lesson by providing extra activities and support for those who struggle with the lesson. Give them an easier passage to read or a simpler pronunciation exercise they can practice. Plenary To round out the lesson, ask the students to practice reading the passage out loud, paying close attention to their pronunciation of certain words or sounds. Resources • Power Point Presentation: https://www.teacherspayteachers.com/Product/English-Pronunciation-PowerPoint-Presentation-4064715 • Video: https://www.youtube.com/watch?v=VtGPszp71h0 • Worksheet: https://www.eslprintables.com/grammar/pronunciation/Pronunciation_Adjectives_364040/

Class Overview In this class, we'll be exploring how Operant Conditioning and Behaviorism were used as a tool of social control and mind control by the Nazi party during World War II. We’ll examine the research performed by Nazis, as well as discuss the implications of such a methodology of control and how this type of conditioning has been used both in the past, and still today. We’ll also discuss potential ethical, legal and moral implications stemming from this research. Class Agenda 1. Introduction (5 minutes) 2. Overview of Operant Conditioning and Behaviorism (30 minutes) 3. Nazi Research and Their Use of Operant Conditioning and Behaviorism (30 minutes) 4. Discussion on the Ethical, Legal, & Moral Implications (15 minutes) 5. Wrap Up and Final Questions (10 minutes) Class Materials - Printed handouts of research/ study material - Slideshow with relevant images - Copies of book relating to Operant Conditioning and Behaviorism

Complete the gaps in the sentences with the missing relative clauses: 1. The student __who was extremely talented__ got the highest grade in the class. 2. The burger __that we ate__ was delicious. 3. The girl __who was the last one out__ was the winner. 4. The tree __whose branches were bent__ had to be cut down. 5. The man __who was wearing a red hat__ was walking really fast.

Introduction Welcome students! Today we are going to explore the topic of port logistics. We will cover what it entails, the different components of the process, and how it works in the real world. Lesson Outline 1. Definition of port logistics 2. Overview of port logistics process 3. The different components of the port logistics process 4. Port logistics management techniques 5. Challenges associated with port logistics Practical Research To help students understand port logistics, they should conduct some research to gain a better understanding of the process. Have them find out the network of involved parties and the roles they play. They should also research any port authority regulations, the specific services offered by a port, its size, the different types of cargo that it processes, and the transportation systems that move cargo in and out of the port. Simulations Have students put their research to the test by creating their own port logistics simulation. Divide them into small groups and ask them to each create a blueprint of how a port facility would work. Make sure to include the flow of goods, scheduling, and any other components of the process. Questioning Encourage students to ask questions during each step of the process. Ask them what type of cargo the port processes, who is responsible for loading and unloading cargo ships, how port authorities control waste pollution, etc. Assessment To assess student learning, provide a short test that asks questions about the topic. For example, ask them to name the different components of the port logistics process, to explain why ports are important, or to list the challenges associated with port logistics. Differentiation Provide extra support to students who need it by giving them more time to work on their simulations and providing them with additional resources. For example, give them access to websites that provide more information about port logistics, or have them watch a video about the topic. Plenary To conclude the lesson, ask students to summarize what they learned by providing a brief overview of port logistics. Have them compare and contrast the process with other types of logistics, such as air cargo. Resources: Video: https://www.youtube.com/watch?v=TMzyeoKL75E Worksheet: https://ed.ted.com/lessons/what-is-port-logistics-jenifer-owens Image: https://www.bigstockphoto.com/image-188784856/stock-photo-port-logistics-%E2%80%93-shipping-containers-at-the-port-of-hamburg-in-germany

Fred Brownell is known as one of South Africa’s most influential and talented graphic designers. He was chosen to design the current South African flag, which was adopted in 1994. Brownell was inspired by a variety of elements when it came to designing the new flag. He wanted the flag to evoke a feeling of hope, unity and progress in all the people who viewed it. He drew on the country’s history and culture, as well as its constitutional values, to craft an image that represented the nation’s newfound freedom. The flag follows a specific colour pattern, which starts with a diagonal line of green, followed by yellow, white, and ending with red. This colour combination was chosen to symbolize the country’s diverse people, coming together in unity. The ‘Y' shape of the diagonal is meant to represent a convergence of different cultures. The symbolism doesn’t stop there. Inside the ‘Y’ shape is a black, green and blue triangles. This reflects South Africa’s main races, with the blue representing the Afrikaner, black representing the people of the Khoisan Descent, and green representing the people of African descent. African Protea flower, another South African symbol, is printed in the centre of the flag. The flower is the nation’s national flower, representing its beauty and strength. Brownell’s design effectively showcased the various cultures, values and heritages of South Africa. To this day, it stands as an important symbol of unity, progress and a better future.

10. Chapter 8: Retrieval: What did the man say when he saw the rat boy? Inference: What do you think the rat boy's future will be like after the man pays for his schooling? Prediction: How do you think the people in the town will react when they find out the rat boy is attending school? Summarizing: In a sentence, describe what happened when the rat boy was taken to the man's house. 11. Chapter 9: Retrieval: What agreement did Roger and the rat boy make when they first met? Inference: What does the rat boy's transformation from rodent to human show about human kindness? Prediction: How do you think the rat boy will act when he discovers his true identity in the future? Summarizing: In a sentence, describe what happens to the rat boy after he starts attending school. 12. Chapter 10: Retrieval: What did the rat boy's teacher tell him when he asked her to help him write a letter? Inference: What might the rat boy learn about himself and his past as he prepares to go home? Prediction: How do you think the rat boy will feel when he finally reunites with his family? Summarizing: In a sentence, explain how the rat boy's future is changed when his teacher helps him to write a letter.