The Big Bang Theory Resource Portfolio - Cheetahs - Group A
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Resource Portfolio
The Big Bang
Theory
Cheetahs - Group A
Acheson, M.
Brunelli, B.
McCann-Wood, S.
Rafraf, B.
Contents
1. Summary ...................................................................................1
Brunelli, B.
2. Reviews
2.1. Textbooks .......................................................................2
Brunelli, B.
2.2. Worksheets .....................................................................4
Rafraf, B.
2.3. ICT .................................................................................6
Acheson, M.
2.4. Videos ............................................................................8
McCann-Wood, S.
3. Appendix
3.1. Worksheets ....................................................................10
3.2. Review Criteria ...............................................................14
3.3. Record of meetings and discussions ...................................15
1. Summary
The Big Bang theory is a fascinating branch of physics which is sometimes
undervalued because it is taken for granted and not given enough significance. Even
though the Big Bang theory is approached only in Key Stage 4 in the new National
Curriculum (Physics - Space Physics – History of the Universe), we chose to critically
evaluate a range of resources suitable also for Key Stage 3. In particular, we decided
to consider the use of textbooks, worksheets, ICT and videos. We decided to exclude
practical activities, because the few we found were not relevant to our criteria (see
Appendix).
By using the set of resources we analysed, we aim to show the different models
regarding the history of the Universe, in order to achieve not only a scientific
understanding of the topic, but also to promote creative and critical thinking in our
audience. As trainee science teachers, we would like to give scientific points of view,
but also religious, philosophical and contrasting ideas, in order to discuss and argue
who we are and what our purpose is in the Universe. The Big Bang theory is a
fantastic source of discussions and ideas, and it could easily boost enthusiasm in a
large range of students due to its potential overlap into many other subject areas.
Our aim is to teach the Big Bang theory using a mixture of resources that cover as
many styles of learning as possible. Textbooks could be used autonomously at home
(as homework) or in the classroom with the support of the teacher, in order to
develop literacy skills. The textbooks we have chosen offer good support, and could
be strengthened by using selected worksheets alongside them.
By using these resources, we can identify and address misconceptions in a
pedagogical way. When we think about teaching science to students born in the 21st
century, we must adapt our resources to their preferences on how to learn. For this
reason, videos and ICT could potentially be the most engaging resources, delivered by
experts within the field of physics. However, our textbooks and worksheets support a
visual-spatial learning too, in addition to a linguistic approach. Our resources could
stimulate whole-class or group discussions, so that the students are able to discuss
issues between themselves and learn from one another.
We now understand that, in order to inspire a broad understanding of science, we
could use different resources in different parts of the lesson. We could choose to use a
video as a starter to create intrigue and interest, a worksheet as a plenary to give
opportunities to assess learning, and ICT resources as a main classroom activity. By
using our resources, we aim to promote an independent and active learning, which
can give students the tools to argue and analyse not only the Big Bang theory, but
also other school-related or real-world issues.
12. Reviews
2.1. TEXTBOOKS
Brunelli, B.
Introduction
Textbooks are a firm point of reference for students and teachers. Science textbooks,
in particular, are fundamental for the development of scientific literacy skills, a
scientific language and scientific method. Teachers may use textbooks to improve
their knowledge and to find inspiration and ideas; students may use textbooks not
only during science lessons, for reading and doing exercises, but also at home for
individual study. Even if a textbook is not as interactive as a video or a practical
activity, it could be engaging thanks to the use of different colours, highlighted
keywords, diagrams and concept maps. I have decided to choose two books in
particular, “Physics for You” and “Advanced physics”. I chose them based on their
approachability, engagement and accuracy of knowledge. Despite the different level
(GCSE and A), in both textbooks the scientific language is supported with examples,
glossary, and visual intelligence is promoted with diagrams, drawings and pictures.
Textbooks
“Physics for You – Revised national curriculum for GCSE” by Keith Johnson (first
published in 1978) has an attractive cover and an appealing title, as it refers directly
to the reader. The Big Bang theory (page 166) is explained with the use of drawings,
along with a diagram of the spectrum of light and the possible futures for the
Universe. A balloon model with a clear figure of two men blowing up the balloons is
used to explain the movement of the galaxies, which is practical and straightforward.
The textbook’s appearance is enjoyable, with an extended and creative use of colours,
diagrams and graphs. The vocabulary used is approachable, simple and concise, with
stressed keywords. However, some ideas are too simplified and not explained in
sufficient detail (e.g., “The red shift is like the pitch of a police-car siren going lower
as it races past”). “Physics for You” certainly appeals to middle sets and support-level
GCSE, but it may not be challenging enough for the top ones.
In page 167 there is a paragraph called “The search for life in the Universe”, a topic
which could create interest in students, and the diagram which follows (“Your place in
the Universe”) gives the students a global idea and an external point of view of our
purpose in the Universe. This is particularly engaging in science as, when analysing a
particular science topic, we often lose perspective within the broader interpretation of
nature. Other ideas of the origin of the Universe are also given, for example the
Steady State theory (page 369), which make it clear we only have theories rather
than certain, defined knowledge on the origin of the Universe.
This textbook could be used independently by students in a classroom for the
development of reading skills because DART activities could be easily used. In the
textbook we also find a section on careers in which physics is considered essential or
an advantage (page 388). Also, pictures of men and women of many cultures are
shown in the next page, promoting equal opportunity and inclusion (which is
2surprising, as this textbook is relatively old). Students may be motivated by the fact
that they can easily see the role of physics in many interesting jobs. On the other
hand, students should be stimulated by the idea of the importance of science as a
subject that shapes and forms the citizen, rather than just use science as a tool to get
an interesting job.
The textbooks offer great support: we find exam-like questions and revision checklists
offered throughout the textbook, alongside hints and tips. However, the questions at
the end of the Big Bang theory chapter (page 173) are in a “conservative” style and
do not promote students’ creativity. I personally would be interested in questions like
“Do you believe in the Big Bang Theory?”, or “Do you have any other ideas about how
the Universe could have been created?”
“Advanced physics” by Steve Adams and Jonathan Allday is an AS and A level book
for the main examination boards (AQA, OCR, Edexcel, WJEC, and CCEA). First
published in 2000, it is a more recent book than “Physics for you”. The textbook is
well organized, with a neat contents list at the beginning, an index at the end,
objectives at the beginning of every chapter, bold keywords and diagrams alongside
each paragraph.
In chapter one (page 12) there is an explanation of how physics can explain
everything: in the paragraph What?, the first line says: “If you ask what something is,
a physicist will explain it in terms of something else, for example […]”. As this goes
on, the book pleasantly refers to the teacher as a “she”, which is a very pleasant
message to start a book with: “Ladies, this book is for you too!” In the following page
there is a diagram showing the unification of physics, with all the branches connected,
and with hypotheses for new theories, which gives the idea of physics as a “science in
progress”, rather than something we have to passively understand.
The Big Bang theory comes up many times throughout the textbook, but the main
chapter is number 12, called “The physics of space”. In “The expanding Universe”
chapter (page 549) I have found paragraphs starting with engaging questions:
“Before the Big Bang?”, “Open or closed Universe?”. In the sub chapter 12.23, the
objectives are specifically related to the Big Bang (Cosmology and particle physics,
the Big Bang, background radiation); however, because the Big Bang theory is being
mentioned many times before, the reader has already had a smattering of ideas on
the topic. In the sub-chapter 12.24, called “Particle physics and cosmology”, the Big
Bang theory is analysed in depth, with detailed steps, calculations and temperatures
(the textbook also supports numeracy skills). The exercises are still exam-like
questions and useful because of a wide variety of different questions for each
examination board, but again not much space is given to students’ own ideas about
the Universe.
I think “Advanced physics” is a valid wide-ranging textbook, useful not only for A level
students, but also for teachers who teach physics to a GCSE audience; it is then up to
the teacher to adapt the advanced language into a more simple one.
32.2. WORKSHEETS
Rafraf, B.
Introduction
The Big Bang Theory can be a very conceptually challenging topic. The topic is
however broader than just the 'one theory' as people might think. There are several
different subtopics and pieces of evidence, each conceptually different to each other.
Understanding of the theory is accessible at several different levels. Some
complicated ideas such as, the wave-particle nature of light, the Doppler Effect,
cosmological length and time scales are discussed in schools in relation to the Big
Bang theory. These subtopics build on each other conceptually. In this situation
assessment for learning is vitally important.
Worksheets are commonly used in an assessment for learning purpose. A circulating
teacher can view the responses of their pupils and, with questions written down,
pupils have a clear idea of what they are learning about and what they should know.
Worksheets are a useful method of pupil-teacher communication. They allow the
pupils to be individually engaged while the teacher addresses individual pupils.
Worksheets however are very fixed in their method of communication and don't offer
the dialogue which is required in the classroom. This fixed nature is inconvenient
when dealing with such a conceptual topic as the Big Bang theory as pupils'
understanding could be misguided in a manner of ways and fixed questions may not
get to the root of a misconception.
The topic is often approached with an historical focus and told as a story. Teaching
this topic in this way is a good way to show an example of 'how science works'.
Theories may be compared according to evidence that is observed. This is also a great
example of a paradigm shift in the scientific world, however the risk of telling it as a
story in this way is that it remains superficial as a story. By not daring to approach
the actual change in thinking, one is doing a disservice to the story, masking the
excitement which is the new way of seeing the Universe.
Worksheets
I have chosen the Worksheet 1 (Big Bang Poster Questions by Damian McGinn) as it
tries to address the misconceptions one by one. The concept cartoon approach is
certainly warranted in a topic such as this, however allowing pupils to make their own
cartoons would give the teacher much more information of the pupil's level of
understanding. This full concept cartoon treatment would take significant lesson time,
this choice of cartoon activity is more time efficient. This worksheet would be used
towards the end of a lesson to consolidate and assess learning, as opposed to a
creative concept cartoon which is more suited to assessing the prior knowledge of
pupils.
The accuracy of knowledge is refreshingly accurate, though this is more conceptually
difficult. The target audience for this worksheet is key stage 4, and while the pitch is
conceptually difficult, it exposes the pupils to the paradigm shift in thinking. The sheet
addresses the notion of space expanding, rather than the simplified, misconception
reinforcing 'Universe expanding'. Because of the unintuitive nature of the topic it will
4challenge all pupils' previous conceptions, the cartoon approach is vital.
I think this is a very good resource as it, as well as coving the historical story,
supports pupils in a very challenging conceptual conflict. It is these conceptual
conflicts which are at the crux of modern physics and indeed one of the purposes of
school education is to train future physicists.
Worksheet 2, imaginatively named 'Big Bang Worksheet' is entirely different in its
approach. The worksheet lists a series of questions summarising the evidence for the
Big Bang theory. The target audience of this worksheet is key stage 4. This worksheet
is pitched at an easier level than the previous one. It will be accessible to most pupils
as it is possible to simply recall the answers. It does not test conceptual
understanding, only the knowledge of facts. This worksheet is suited to very quick
progression through the curriculum, where learning outcomes are facts to be learned.
This worksheet would best be used as an end of topic recap of key ideas, it is better
suited to revision rather than learning. This worksheet is suited for use as a tool of
assessment.
Worksheet 3 is my final resource, which focusses on the social, moral, spiritual and
cultural (SMSC) aspects of the Big Bang theory. The theory is contentious as it
proposes an alternative to religious teachings of intelligent design. The worksheet (Big
Bang Theory by J Bennet) poses questions related to the Big Bang theory and its
relationship with the idea of an intelligent creator. It poses different viewpoints on
what the theory implies and shows the room for different beliefs within the bounds of
scientific evidence. This worksheet may be accessible to pupils of a religious
disposition. The worksheet is actually found classed under religious studies, however I
feel that the religious aspect of the Big Bang Theory could and should be mentioned in
teaching the topic in science. It gives pupils otherwise disengaged a forum for
discussion, This worksheet does exactly that as it promotes thinking about the issue
and debating with peers, this is a great example of the development of non-science
specific skills in teaching the subject of science. The worksheet shows a mild bias
towards religious conclusions by the wording of the cartoon, but this could be alluded
to in class as a further discussion point.
In conclusion, the worksheets I would most likely use in teaching this subject are the
first and third, because I feel it is important that pupils be exposed to the unintuitive
paradigm-shifting view of space which this topic can bring, as well as the SMSC
aspects of the topic. These two worksheets require the pupils to think, both in
different ways. They achieve much more than a simpler assessment driven worksheet.
52.3. ICT
Acheson, M.
First Resource: “The Big Bang”. Content by Angela Taylor of the Mullard Radio
Astronomy Observatory. Animated by Damian McGinn on Prezi. Link:
http://prezi.com/q3lvq7aclqvy/the-big-bang/
This resource is an animated presentation consisting of a large “poster”, with sections
within it that the user can zoom in on for greater detail. The author of the content is
Angela Taylor of the Mullard Radio Astronomy Observatory, a well-respected research
institution. Thus, there can be little doubt as to the accuracy of the information
provided, as the author was a researcher in astrophysics at the time of writing.
However, there is no content within it regarding the philosophical or religious
controversies of the Big Bang theory – this limits its usefulness in the “super-diverse”
classrooms that exist in the UK today, where inclusive discussion is beneficial for all.
In terms of quality of content, the information given is accurate and well laid-out, but
has simple spelling typos within it which should be corrected before use. There is also
an animated demonstration of cosmological red shift - what happens to
electromagnetic waves within the context of an expanding Universe. This is
particularly useful as it gives a clear visualisation of what happens to the light that is
emitted by galaxies as space expands in all directions, a potentially confusing idea
which is integral to the Big Bang theory. The interactive nature of it also means pupils
could move back and forth between sections at will if they wanted to re-read parts of
the resource.
The presentation is publically available on the Prezi website, which means it is easily
accessible by all pupils, at home or in school. It is also not technologically demanding,
lowering any potential barrier to entry for both pupils and teachers. Due to this, it
would be possible to get pupils to go through the presentation as a homework prior to
the main lesson on the Big Bang theory. It could also potentially be used as a basis
for an entire lesson on the topic, but care would be required to prevent the lesson
turning into a lecture-style presentation by the teacher, with little room for pupil
discussion.
In conclusion, I believe this is a good IT resource, but one that would require some
editing and the addition of religious and philosophical arguments to be universally
useful. It would be most suited to independent study rather than a basis for a lesson
due to its interactivity.
Second Resource: “The Big Bang Time Machine” by the Association for Science
Education. Link: http://resources.schoolscience.co.uk/PPARC/bang/bang.htm
This resource is an interactive, animated timeline of the history of our Universe, based
on the Big Bang theory. It is modelled as a time machine that the user can pilot to
move forward or back in time to see what occurred at various times in the history of
6the Universe. Due to its interactivity and animation, it would likely engage the pupils
more if they were able to explore it themselves on a computer, rather than just being
shown it on a projector.
As the resource is freely available online, and only requires an internet browser to
work, it is easily accessible by anyone with a basic computer and internet connection.
However, the animation looks and feels quite dated, which may put off pupils who are
likely used to higher-quality media and 3D effects.
The content is presented factually and neglects any scientific, philosophical or
religious debate on the matter, similar to the first resource. As a result, the resource
would be more suitable as a pre-lesson homework to give the pupils a good grounding
in the details of what our Universe was like in the past, according to the Big Bang
theory. However, it does not give any history, reasoning or evidence of how the actual
theory behind the Big Bang can account for this sequence of events, nor does it make
any mention of the observations made by scientists which resulted in the formulation
of the theory. Thus it is limited in scope, detail and evidence, and therefore limited in
its utility as an aid to teach about the Big Bang theory.
Third Resource: “Evolution” by John Kyrk and Dr Uzay Sezen of the University of
Georgia. Link: http://www.johnkyrk.com/evolution.html
This resource is an animated, interactive timeline in which the user is free to move to
any point in the history of the Universe to see information on what was occurring at
that point in time, according to the Big Bang theory. It has interactive links embedded
throughout the timeline, which bring the user to external sources of additional
information on a particular topic. These links expand the scope of the resource to
include historical, religious and philosophical aspects of the Big Bang and, as they are
optional, it allows the user to access as much or as little information on each topic as
they desire.
The breadth of information within the resource is very wide, and may overwhelm
younger pupils. For older pupils, however, it would likely engage them strongly as the
information is presented in a very entertaining, accessible and elegant way. It could
be used as a basis for a lesson if the teacher was restrained in how much of the
timeline was covered within the lesson due to the sheer volume of information
contained within it. However, a better use of this resource would be as the basis of a
short project for pupils, where they could explore the resource independently and
then choose aspects of it to write about, then present the findings to the class.
The accuracy of the information within this resource is excellent, and gives a great
over-arching view of the Big Bang theory and how it can account for the Universe as it
is today. Also, due to the breadth of content, it would allow for significant overlapping
and linking of the Big Bang theory into many other aspects of the science curriculum,
from creation of the elements of the periodic table up to evolution and beyond.
72.4. VIDEOS
McCann-Wood, S.
Introduction
“Where has the Universe come from?” This is one of the biggest questions that
humans have ever asked themselves. I think that with this in mind it is very
important that while teaching the Big Bang theory we attempt to not only pass on the
most current scientific information but also the enormity of the question and the
amazement surrounding it. With something as complex as the Big Bang I think that it
is very important to highlight that the theory we have at present is not the end, that
there is more we don’t know. Students should be given information as to how
observations allowed the theory to be developed and we should teach our students to
continue to be curious and critical of what we believe we know so far. Imagination is a
crucial part of understanding science (Driver, 1983) and I think that, especially with a
concept as enormous as the Big Bang, video can be a very useful aid in helping pupils
to visualise the ideas involved and therefore understand it better. I will critically
analyse three different video resources (referenced below) that could be used in class
to help teach the Big Bang and give some ideas of how they could be used.
Video 1 – “Wonders of the Universe”
This video is aesthetically pleasing, clearly presented with accurate and up-to-date
subject knowledge. It is not particularly fast paced or dramatic, but I believe that the
way the information is presented is thought provoking and easily understandable. This
makes it engaging and accessible. The resource gives a very balanced view and isn’t
biased. It doesn’t criticise any religious views, it merely states the observations
scientists have made and what can be deduced from these. The video clearly states
that the Big Bang theory is “the best scientific theory” that we have and explains the
scientific observations and evidence that have led us to the theory. The video is quite
zoomed in on one particular aspect of the Big Bang (red shift as evidence for the big
bang). Understanding this aspect is crucial for understanding the theory and so this is
a very useful resource. However, the video doesn’t have much of a visualisation of the
Big Bang “explosion” itself, and I think that this would be useful for enabling a class to
visualise the process. Therefore, if I were using this video I would use it alongside
another video that provides this. The level is suitable for KS4 and is in keeping with
the national curriculum which includes the topic of red-shift and expansion of the
Universe. The video is quite short which is good as hopefully pupils’ attention wouldn’t
be lost, but whilst watching the video I would ask students to do a task so as to
maintain concentration. I would ask them to write down a list of the facts and
observations that have allowed us to formulate the Big Bang theory.
Video 2 – “History of our Universe”
I have mixed feelings about my second video. It is not from an official source and so I
debated whether to use it. However, I did some research into the person who created
the video (a former science journalist) and also the information he provides and
deemed it reliable. I really like the way this video shows the history behind the
8development of the theory. This gives the video an interesting real life feel and would
make it more accessible to students. They would be able to see how individual people
have made observations, developed their ideas and added to the ideas of others. It
also highlights that there is more to find out which I think may encourage students to
feel involved and think about their own ideas. The video discusses the feeling of
wonder that pushed and still pushes people to try to discover more about the
Universe and I think this would help stimulate students’ interest. Disadvantages of the
video are that it is visually quite simple. It is not really a video but more a series of
images. The delivery of information is also a little dry which may not keep some
students engaged despite the interesting content. There is also quite a lot of
information to take in. I am unhappy with a very small section from the beginning and
the end in which the speaker makes a rather unnecessary and slightly derisory
comment about people trying to guess how the Universe was created rather than
using real observations. I think some religious people could feel offended by this
comment and therefore I would probably miss these parts out. Whilst watching I
would ask students to focus on the historical aspect and make notes on the different
stages of discovery that took place.
Video 3 – “Stephen Hawking - The Big Bang”
I chose this video because it shows a very good visualisation of the Big Bang
happening. I think that this is very important to include as it helps students to
imagine the Big Bang which is crucial to understanding the theory. The video
discusses some of the mind-blowing concepts such as before the Big Bang there was
no time, light or space which is a thought that really helps to give that feeling of
wonder so important to getting excited about science. The video does begin to get a
little bit complex for a KS4 class towards the end. Therefore, I would decide whether
or not to play the whole clip based on my assessment of the class’s ability. I believe
that the source is reliable as the clip comes from a series by Professor Stephen
Hawking. The video makes a point to be as accurate as possible, explaining to viewers
that although the video shows an “explosion” in reality you wouldn’t have seen this as
light didn’t exist yet. The video appears un-biased, up-to-date and there is nothing in
it that any religious groups could reasonably take offence to. While watching the video
I would ask students to note down one new thing that they have learnt or one thing
that surprised them.
References
Driver, R. (1983) The Pupil as Scientist? Milton Keynes: The Open University Press.
Video 1: BBC (2011) Wonders of the Universe (class clips) [Online]. Available at:
http://www.bbc.co.uk/learningzone/clips/the-big-bang/12236.html
Video 2: Peter Hadfield (uploaded 2009) History of Our Universe Part 1 (for schools)
[Online]. Available at:
http://www.youtube.com/watch?v=uihNu9Icaeo&list=FLHN_E5MmNZmz_ZvtjEXNA7Q
Video 3: (uploaded 2011) Stephen Hawking - The Big Bang [Online]. Available at:
http://www.youtube.com/watch?v=gs-yWMuBNr4
93. Appendix
3.1 Worksheets
Worksheet 1
1011
Worksheet 2
The Big Bang Theory
1) State 2 facts about the present state of the Universe.
2) How does an expanding Universe provide evidence for the Big bang theory?
3) What is the Cosmic Microwave Background radiation?
4) What other evidence is there for the Big Bang theory?
5) What could you say about the future of the Universe if the galaxies were slowing down?
6) Galaxy X has a larger red-shift than galaxy Y.
a) Which galaxy, X or Y, is nearer to us?
b) Which is moving away faster?
c) The light from the Andromeda galaxy is not red-shifted. What does this tell you about
Andromeda?
12Worksheet 3
The Big Bang Theory
It is possible to use the Big Bang Theory to support the design argument and also
to attempt to prove that God doesn’t exist.
I believe that God was I do not believe there
the original cause of the was an original cause
universe. He was the one to the universe. I
who started it all off. I believe that the Big
believe he did this
Bang came about on its
through the Big Bang.
own without the need
for a cause.
1. How might someone use the Big Bang theory to
support the design argument?
2. How might someone use the Big Bang theory to argue that God does not exist?
3. Copy and complete these sentences in your book.
The design argument is……..
The design argument is also known as………
Many theists believe in the Big Bang theory because………
133.2. Review Criteria
1. General aspects:
1.1. Accuracy of knowledge: Is the knowledge presented in a correct way? May
the resource lead to misconception? If not exact but very engaging, is it worth
the risk?
1.2. Bias: Is it a reliable resource? Is it influenced by society, politics or culture?
1.3. Age: How recent is the specific resource? Which are the consequences of
this?
1.4. Relevance: In which ways is the resource relevant?
1.5. Religious inclusivity: Are there contrasting religion beliefs?
2. Approachability:
2.1. Pedagogy: Is the resource using an accessible vocabulary?
2.2. Level of content: Is the content suitable, too sophisticated (discouraging,
too challenging) or too elementary (boring, unexciting)?
3. Practicality:
3.1. Timing: How much of a lesson would the resource take?
3.2. Logistic: Would the school have the features to perform it?
4. Engagement:
4.1. Interactivity: How much interest is stimulated? Is the material thought-
provoking? How can students interact with it?
4.2. Appeal: How is the resource presented? In which ways does it engage the
students?
4.3. Thinking: Is it possible to use the resource to promote peers discussions?
5. Relevance to the National Curriculum:
5.1. Learning outcome: What will the students be able to take away from using
the resource? Is the learning outcome useful in terms of government demand?
143.3. Record of meetings and discussion
Our group had its first meeting on Monday 21 st October afternoon. Following meetings
then took place every Monday since, for about an hour after King’s College sessions,
after we decided it was better to share ideas by discussing them directly. The
meetings had been arranged mainly privately, by communicating through Facebook
(in our group Cheetahs Group A – Resource Portfolio), or via mobile phone.
First meeting arrangement and notes (extracted from Keat’s):
Resources Portfolio - Cheetahs - Group A (The Big Bang Theory)
by Bianca Brunelli - Saturday, 19 October 2013, 5:17 PM
Dear Shona, Mark and Bijan,
We are meeting on Monday 21st October after the seminar to discuss how to develop
each topic (textbook, ICT, practical, worksheet).
Re: by Shona Mccann-Wood - Sunday, 20 October 2013, 11:33 PM
Hi Bianca, Monday is good for me, see you then.
Re: by Bianca Brunelli - Wednesday, 23 October 2013, 11:07 AM
Dear All,
Here's our "outcome". We started from a good set of drafts and we ended up with a
more organized list of criteria. Pictures and file to follow.
Have a nice week at school!
Bianca
Re: by Shona Mccann-Wood - Sunday, 10 November 2013, 4:24 PM
Great, thanks for uploading Bianca.
Shona
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