Prince George’s First Royal Tour
Prince George’s First Royal Tour
found this gem in the 1996 Cornell Women’s Handbook. it’s what to say when a guy tries to get out of using a condom
#WeNeedDiverseBooks because kids who never see themselves in a book will eventually become kids we never see with a book.By David Lubar
Do you allow students to answer a question with the response “I don’t know” in the classroom? Perhaps you should consider no longer allowing that phrase and instead offering up these five other ways that might get students thinking a bit more.
Hey, so a couple of people in #education have asked me what I teach and how I teach it, so I thought I’d give you a flavour of the lesson plans and schemes of work that I am working on at the moment.
Religious Education in Scotland is a compulsory subject, although children can be withdrawn by their parents. It has recently gone through a makeover with the new Scottish curriculum and has become a subject that is taken more seriously. It is far from religious intruction and religious observance. Instead it is a pluralistic look at all faiths and none. It is a supportive environment where pupils can explore their developing beliefs and values about themselves, morality, and the world around them.
Here are the official aims of RME:
Learning through religious and moral education enables me to:
• recognise religion as an important expression of human experience.
• learn about and from the beliefs, values, practices and traditions of Christianity and the world religions selected for study, other traditions and viewpoints independent of religious belief
• explore and develop knowledge and understanding of religions, recognising the place of Christianity in the Scottish context.
• investigate and understand the responses which religious and non-religious views can offer to questions about the nature and meaning of life.
• recognise and understand religious diversity and the importance of religion in society.
• develop respect for others and an understanding of beliefs and practices which are different from my own.
• explore and establish values such as wisdom, justice, compassion and integrity and engage in the development of and reflection upon my own moral values.
• develop my beliefs, attitudes, values and practices through reflection, discovery and critical evaluation.
• develop the skills of reflection, discernment, critical thinking and deciding how to act when making moral decisions.
• make a positive difference to the world by putting my beliefs and values into action.
• establish a firm foundation for lifelong learning, further learning and adult life.
I’ll give you some examples of the curriculum statements which I plan my lessons around:
Having reflected upon Christian sources, I can explain some key Christian beliefs about God, Jesus, the human condition and the natural world, and how these beliefs lead to actions for Christians.
I can explain a range of beliefs which followers of world religions hold about ‘ultimate questions’ and participate in debates about these.
I can explain how the different beliefs that people have, including beliefs which are independent of religion,relate to their moral viewpoints and how this leads them to respond to moral issues.
What am I aiming to teach?
Right now, I’m working on various schemes of work, hoping to have all of them finished for this time next year when I’ll be beginning my first full teaching year.
S1 - Ages 11-12
1. Where can I find God? Through a series of twelve lessons I am going to be examining different conceptions of God. First, pupils will look at monotheism through Islam. Secondly, they will look at the many aspects of Brahman in Hinduism, and then they will go onto look at morality and beliefs without God in Humanism, all while examining their own beliefs.
2. Religion in Glasgow: Pupils will examine the presence of the six world religions in Glasgow, and then go onto look at the presence of Humanism within Glasgow. We will reflect on what these different traditions contribute to society.
S2 Ages 12-13
1. Islam: This is an all-round introduction to the beliefs and practises of Islam. Pupils will look at conceptions of Allah and Muhammad, the importance of prayer and the five pillars and then will go onto look at more controversial issues such as Jihad and veiling.
2. Life After Death: Pupils will reflect on the meaning and purpose of life while examining different traditions approach to life, death and funeral practises. They will also look at death customs through Dia de los muertos.
S3 - Ages 13-14
1. Buddhism: This is an all-round look at Buddhism, the belief in no-soul, impermanence etc. Pupils will reflect on meditation, the noble eightfold path and the example the Buddha left for the world.
2. Sex, Gender, and Relationships: A cross-curricular approach with personal and social education, pupils will look at different expressions of gender and sexuality, as well as learning how to stay safe in relationships.
S4 - Ages 14-16
1. Christianity in Scotland: Pupils will learn about a history of Scotland and what changes took place following the introduction of organised religion, they will then go on to look at Christianity in Scotland today and how the religion and country has evolved. They will also reflect on what it means to be Scottish.
2. Freewill and Determinism: Pupils will examine whether human beings really have free will, we will look at predestination, and watch a movie looking at issues surrounding freewill - likely minority report. We will also look at issues of responsibility and choice.
3. Rwanda Project: Pupils will explore the moral issues behind the genocide in Rwanda. This will be a literary project where we will read extracts from various books and produce a finished product at the end examining what we have learned - maybe a podcast, a PowerPoint, or a book.
I still can’t get over how incredibly beautiful she is in this video.
"Imagine all the ways to cope
I close my eyes, that gives me hope
It cures the silence”
so damn gorgeous
I just bought myself a food diary, and I’m back into the swing of things with Insanity. I feel like I need a food diary for the routine, because I get a bit forgetful with my eating, and today in work I had a lot of chocolate. I know I need to treat myself, but it’s just taking it too far sometimes. I’m really not enjoying Insanity lately, I can’t wait till it’s over - 27 days. Then I’ll be back to lifting and training for that half marathon, should keep the pounds off - and of course pole dancing. I am so close to my ideal body that it’s annoying me.
N asked me for lunch today, over facebook. It didn’t make any sense since we see each other every day. Also she’s been so dry these past few days, I was beginning to imagine that I’d imagined all of the niceness about her.
I’m going to go to zumba tonight at the gym, have dinner, have a bath and then relax in bed and watch the Hours.
I’m trying hard to live by Cat Principles.
1- I am glorious above all things
2- Eat when hungry, sleep when sleepy, play when bored
3- Affection is given and received on my terms and only mine
4- Show displeasure clearly.
6- Demand the things you want. If they aren’t given, demand them again, but louder this time.
7- If you are touched when you don’t want to be, say so. If they continue to touch you, make them bleed.
The hills are alive with the sound of punk rock
Latest positive news out of Ferguson. Community coming together.