Die Lewensvaardighede Leerderboek is ontwikkel volgens die vereistes van die Kurrikulum- en assesseringsbeleidsverklaring (KABV) vir Graad 3. Dit gee geleentheid vir die bekendstelling en inskerping van leerinhoud, met minstens twee bladsye aktiwiteite per week. Die boek bevat 16 temas vir 40 onderrigweke soos "Die ruimte", "Oor my" en "Rampe".

Born as Eric Blair in India in 1903, George Orwell was a sickly child who was sent away to boarding school at age eight. Later he won a scholarship to Eton, where he was not a good student and earned a reputation as a rebel. Following Eton, he returned to Burma as a police officer, deliberately postponing his dream of becoming a writer. Orwell moved to Paris in 1928. He was concerned with the plight of the poor and was determined to find his own literary voice and themes. In the following years, he traveled and lived among the poor and unemployed. Orwell published several books and novels about his experiences, but success and recognition seemed slow in coming. In England, Orwell became known as an angry political writer and crusader for the left. He stood up for his convictions and fought in the Spanish Civil War, despite ill health. After this disillusioning experience, Orwell became an enemy of any form of totalitarianism. He tried to do his part for England under the Nazi siege through his journalism and broadcast scripts. Orwell completed Animal Farm during the war but was unable to find a publisher until the war was over. After the book s enormous success in 1946, Orwell planned another novel set in the future ina totalitarian society. Writing from his house on the island of Jura in the Scottish Hebrides, he created the story of Winston Smith, who lived in a world where Big Brother was always watching. This was his masterpiece, Nineteen Eighty-Four. Orwell died soon after its publication, but not before witnessing its success. In a special epilogue, Ferrell deals with Orwell s impact as a political moralist and the way in which the year 1984 has come to stand as a fearful symbol."

When Aung San Suu Kyi returned to her native Burma to tend to her ailing mother, no one could have known that, within a few months, the quiet woman would become a leader of her people. In 1989, after Suu Kyi had worked only a year in Burma's renewed struggle for democracy, the military government place her under house arrest. The following years, while still confined to her home, Suu Kyi led Burma's National League for Democracy to victory in a national election. The military government refused to recognize the election.
In 1991, still under arrest, Aung San Suu Kyi won the Nobel Peace Prize. Upon her release from house arrest in 1995, thousands flocked to Suu Kyi's home in Rangoon to hear her speak. There she offered hope that democracy may yet blossom in Burma.
Whitney Stewart's biography, based on personal interviews with Aung San Suu Kyi and those around her, illuminates the dangers endured and the triumphs enjoyed by this inspiring woman, who has been put back under house arrest in her homeland.
Additional materials by Burmese authors brings this fascinating biography right up-to-date, including the Saffron Revolution of 2007.

A volume in Education Policy in Practice: Critical Cultural Studies Series Editors Bradley A. U. Levinson, and Margaret Sutton, Indiana University This book explores the diversity of American roles in education for democracy cross-culturally, both within the United States and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of each culture involved and the dynamics among them. Even high-priority, well-funded U.S. government programs are neither monolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by their partners. These partners are sometimes called ""recipients"", a problematic label that gives the misleading impression that partners are relatively passive in the overall process. The authors pay close attention to the cultures, contexts, structures, people, and processes involved in education for democracy. Woven throughout this volume's qualitative studies are the notions that contacts between powers and cultures are complex and situated, that agency matters, and that local meanings play a critical role in the dynamic exchange of peoples and ideas.The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, and the broad horizon of the past that shapes the present: history, anthropology, literacy studies, policy analysis, political science, and journalism. This collection provides a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies of education for democracy are spread, encountered, appropriated, rejected, or embraced around the world. This volume introduces concepts, identifies processes, notes obstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.

Die NUWE ALLES-IN-EEN ​Graad R Werkboek vir Lewensvaardighede pas aan by die suksesvolle NUWE ALLES-IN-EEN-reeks - die voorgeskrewe werkvelle op die CD in die NUWE ALLES-IN-EEN ​Graad R Lewensvaardighede Onderwysersgids is nou in boekvorm om dit vir onderwysers makliker te maak om aan elke leerder uit te deel met nuwe verrykingsaktiwiteite wat by die tema pas vir addisionele assessering van leerder/kind se kennis en vordering.

Hierdie opvoedkundige werkboek is ontwerp om leerders se vaardighede te slyp. Die aktiwiteite in die werkboek is toegespits op multisensoriese ontwikkeling van ruimtelike- en koördinasievaardighede. Die voorgeskrewe werkvelle wat leerders tot aanvulling van die NUWE ALLES-IN-EEN ​Graad R Leerderboek ​doen, is 'n waardevolle assesseringsinstrument en die onderwyser/ouer kan sien watter leerders nie die begrippe verstaan nie en sodoende die verrykingsoefeninge doen op die linkerbladsy.

iPrimary Global Citizenship Workbooks provide structured, yet flexible, support for schools teaching Global Citizenship in the Primary Years. Written specifically to work alongside iPrimary, the Workbooks additionally provide an effective standalone resource for any school or student wanting to explore this fascinating subject. Key features: An introduction to the week's teaching which explains what students will be learning, plus objectives and key vocabulary An activity for every day of the week, designed for students to practice and reinforce their skills and knowledge Written and developed by subject experts Aligned to the iPrimary Global Citizenship curriculum and progression iLowerSecondary Global Citizenship Workbooks provide structured, yet flexible, support for schools teaching Global Citizenship in the Lower Secondary Years. Written specifically to work alongside iLowerSecondary, the Workbooks additionally provide an effective standalone resource for any school or student wanting to explore this fascinating subject.

This is a thorough exploration of the issues in teaching controversial issues in classroom, drawing on international case studies sharing teachers' and pupils' experiences. Paula Cowan and Henry Maitles provide a thorough exploration of current debates and controversies relating to teaching controversial issues in primary and secondary schools. They also investigate the changing nature of this type of learning experience and explore its contribution to the curriculum, particularly history and citizenship education. Topics covered include: What is the 'right' age to discuss controversial issues; The Citizenship Agenda; Discussing Iraq with school students; Teaching the Holocaust in the multicultural classroom; and, Islamophobia. International case studies provide fresh insights and valuable student and teacher feedback into the teaching of what many perceive as sensitive and difficult areas. Reflective questions and activities encourage readers to really engage with the issues and annotated further reading suggestions provide links to useful resources. The supporting companion website provides more detailed additional information along with practical teaching resources for those looking to explore controversial issues in their own classroom. This title is an essential reading for beginning teachers and teachers of citizenship and history, and education studies students exploring the teaching of controversial issues in the classroom.

Fully revised and updated, AQA GCSE (9-1) Sociology will guide your students, topic-by-topic, through the 2017 specification, with features specially designed to be accessible to all students so they can: - ensure they have understood each topic and grasped key points with Content Summaries and Check your understanding questions - consolidate their knowledge with activities and extension opportunities to take them beyond the text - define and use key terms in the specification with confidence - use Research in Action sections to understand the work of key sociologists - prepare for assessments with Practice Questions based on the 2017 specification, together with answer guidance and commentary AQA GCSE (9-1) Sociology has been reviewed by Sociology academics to ensure all content is accurate, sensitive, contextualised and evidence-based.

This book critically explores civic republicanism in light of contemporary republican political theory and the influence of republican models of citizenship in recent developments in civic education across a number of Western nations.