1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
Inclusively and Human rights: Everyone in a class deserves to be challenged. Special creative work should not be given to the bright learners only. Opportunities to extend, to experiment and to discover should be present to everyone in the class. This will encourage learners to try new methods, to learn from their peers and to take risks. Discuss in small groups whether we should be given work to make us think.
Practical experience with halves and quarters is given.
Number concept is extended beyond 200 and counting patterns stressed.
Learners are carefully guided to understand the rounding off of numbers to the nearest multiple.
Bonds of 17, 18 and 20 are introduced.
Number values and place values are taught with diagrams.
The multiplication tables of 10 and 5 are set out.
Learners can create their own patterns, and games for consolidating number facts are included.
Using their imagination they can create animals, using shapes.
Leaner section
Content
Activity: fractions with squares [lo 1.7, lo 1.10, lo 4.1]
Fractions with squares
Take a piece of paper.
Make sure the sides are the same length.
This shape is called a square.
Fold the square in half. Open the square.
Cut along the fold.
There are 2 pieces that are the same size.
One piece is called
a half .
Two halves make 1 whole.
Take another square.
Fold it in half in a different way, e.g.
LO 1.7
Fractions with triangles and rectangles
Take a piece of paper shaped like a triangle.
Fold and cut it in half.
Mark each piece, “one half”.
Two halves make 1 ____________________________
Do the same with a piece of paper shaped like a rectangle.
Fold and cut a rectangle in different ways.
Two halves make 1 ________________________________________
Draw circles around the shapes that have 1 half coloured in.
Bacteria doesn't produce energy they are dependent upon their substrate in case of lack of nutrients they are able to make spores which helps them to sustain in harsh environments
_Adnan
But not all bacteria make spores, l mean Eukaryotic cells have Mitochondria which acts as powerhouse for them, since bacteria don't have it, what is the substitution for it?
Assimilatory nitrate reduction is a process that occurs in some microorganisms, such as bacteria and archaea, in which nitrate (NO3-) is reduced to nitrite (NO2-), and then further reduced to ammonia (NH3).
Elkana
This process is called assimilatory nitrate reduction because the nitrogen that is produced is incorporated in the cells of microorganisms where it can be used in the synthesis of amino acids and other nitrogen products
There are nothing like emergency disease but there are some common medical emergency which can occur simultaneously like Bleeding,heart attack,Breathing difficulties,severe pain heart stock.Hope you will get my point .Have a nice day ❣️
_Adnan
define infection ,prevention and control
Innocent
I think infection prevention and control is the avoidance of all things we do that gives out break of infections and promotion of health practices that promote life
