I hope you are well. Today is National Numeracy Day so I have shared below a link from Mrs Blair (CL Maths) and our staff numeracy working group. The link is also on the remote learning page. This is an optional and extra suggestion for any students interested in exploring the activities on the link.
National Numeracy Day
Check out the Virtual festival of activities throughout the day! The programme is attached!
Below are some faculty examples of excellent S1 work from science provided by Mrs Stevens (CL Science/Biology). These tasks are also a great way of developing literacy skills across the curriculum.
Science teachers have been very impressed at some of the home learning that S1-3 students have completed in science so far. Here are some brilliant examples of work from S1:
- Some of our S1 Science students were asked to imagine they were a red blood cell and describe their journey around the body.
- This S1 student chose to write a story about catching bubonic plague for his ‘Medicine through Time’ excellence award.
The Bubonic Plague
This is a fictional story about a teenager today contracting the Bubonic Plague (that targets your immune system) from a tick bite and left it for days without being treated. This led to Septicemic Plague (that targets your blood). If untreated, the Bubonic Plague can lead to Pneumonic Plague. This would be bad. Pneumonic Plague is the most fatal and it can lead to an epidemic if people breath the same air as you.
“He felt weak. The flea bite was swollen, along with the lymph glands in his neck. His mouth was dry. He struggled to swallow. He picked up his phone, but his muscles were so weak and cramped he dropped it instantly. Suddenly everything went black. He was vaguely aware of falling out of bed and hitting the floor. His body was twitching and jerking like he was attached to a huge battery that was pumping electricity through his sore body. He woke up hours later, lying in a pool of blood. His nose was broken and there was a tennis ball sized lump on his head. His head was throbbing, not from the fall, but from the Plague. He dragged himself to the door and tried to stand up. His legs were so weak that they buckled under his weight. He had had these symptoms for a few days, but they weren’t nearly as bad. He also didn’t want to trouble the NHS in this time of national crisis. His nose was still bleeding. The blood was watery. He put his hand up to his nose and gasped as he saw the blackening of the fingers. He looked in the mirror and saw his enlarged pupils and blueish lips. Salty water suddenly flooded his mouth, giving him about five seconds to prepare himself before vomiting up the small amount of food he could eat. His skin was cold and clammy. The vomiting and retching had brought on a stabbing pain in his abdomen. His breathing was as fast as a that of a runner in the middle of a marathon. His heart rate was 125 beats per minute. His vascular cavity acting like a microphone, pounding his already painful head with the sound of his heart. His parents didn’t get home until 6 o’clock. His vision was blurring. The black mist playing with his vision. He woke in a hospital bed with tubes running from his wrist to large bags of fluid to the side of the bed. He had a mask on, supplying his lungs with oxygen. He was safe at last.”
Well done to the S1s who completed these very topical tasks!
We continue to refine the timetable shift, the same as would happen when we are in school. Of course this would usually all be happening in the background unseen during the exam leave. Once the timetable shift settles and requested changes are made, we will issue another brief parent and carer survey next week to ask for further feedback. This is new territory to us and we will really benefit from your input and support.
This afternoon, our DHT updates will be emailed once again, with further suggestions for Wellbeing Wednesday.