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Tailored to the new AQA Science syllabus, this "GCSE Higher Level Additional Science Workbook" contains loads of great questions to test their knowledge. There's a wide variety of question types, from short-answer questions to graphs and mini-essays, to give the best possible practice. It's great for use throughout the course or for final exam revision. This book is Higher Level, so it contains practice at all the material needed for a top GCSE grade. All AQA Additional Science units are covered in this book - Life Processes, Enzymes and Homeostasis, Genetics, Bonding and Reactions, Rates of Reaction, Using Ions in Solution, Forces and Motion, Electricity and the Atom. (Answer book available separately.)
The terms historically used to describe them include "bums," "hoboes," "migrants," "street people," "transients," "tramps," and "vagrants." Just as varied as the words we have used to describe them are the reasons many people have found themselves living in the land of opportunity without permanent residence. The book considers homelessness and its distinctive character in three periods of American history: the era of tramps and hoboes in the late 1800s-early 1900s, the era of transients and migrants in the 1930s, and the era of homeless and "street" people in the last 40 years. It clarifies the multiple meanings of the word "homeless" today and demonstrates that homelessness is a symptom of more than one problem, leading to confusion about the issue of homelessness and hampering attempts to reduce its occurrence. Author Neil Larry Shumsky, PhD, also postulates that the treatment of homelessness in England before the colonization of North America laid the foundation of pervasive American attitudes and practices.
"It has made me more aware of the difficulties faced by ESL students on a daily basis across the curriculum." Year 4 teacher, Lynne Cadenhead, Aberdeen
"Lots of ideas that should be encompassed in the whole school plan." Key Stage One Coordinator, Susan Hills, who has taught in Durham, Norfolk and North East Lincolnshire in both Independent & State schools
"It helped me to bridge the gap between two cultures." Teacher, British International School, Beijing, China
There are increasing numbers of children with little or no English entering English speaking mainstream lessons. This often leaves them with unique frustrations due to limited English language proficiency and disorientation. Teachers often feel unable to cater sufficiently for these new arrivals.
Teaching English as an Additional Language Ages 5-11 is designed to support every 5-11 year old child new to the English language who is beginning their education in an English speaking mainstream curriculum. It provides teachers with the tools needed to support young learners' survival language needs and help them achieve a smooth transition into their new learning environment.
Packed full of advice, guidance, resources and support for teachers managing beginners to the English language in the mainstream English speaking school, it also includes:
The text offers expert guidance on:
This flexible and user-friendly resource can be used with the English National Curriculum, International Baccalaureate Primary Years Programme (PYP), the International Primary Curriculum (IPC), and other English speaking curricula. It will be a must-have for all schools looking to support newly arrived children with speaking English as an additional language.
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