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1. Coverage of Assessment Objectives (AOs) AO1: Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives Questions 1–5 (Text One) and equivalent questions for Text Two focus on identifying and interpreting information , selecting ideas , and drawing from specific lines , which aligns well with AO1. The comparison question (Text One & Two) also directly targets AO1 by requiring students to compare perspectives and presentation , which is a standard Spec B question type. ✅ AO2: Understand and analyse how writers use linguistic and structural devices to achieve their effects The long-answer question (“Explain how the writer presents her ideas…”) requires analysis of language and structure , supported by brief quotations. The mark scheme you created mimics the Edexcel style, rewarding identification of devices (rhetorical questions, repetition, metaphor) and their effects on the reader . ✅ AO3 (contextual understanding)...

http://www.thesundayleader.lk/2017/12/05/queen-to-honour-sri-lankan-dedicated-to-changing-lives/ The Queen’s Young Leaders programme revealed that Bhagya Wijayawardane from Sri Lanka has been chosen as one of the final ever Queen’s Young Leaders Award winners in recognition of the lead she is taking in her community to change lives. The prestigious Awards programme, now in its fourth and final year, celebrates exceptional young people aged 18 to 29 from across the Commonwealth and the work they are undertaking to improve lives across a diverse range of issues, from supporting people living with mental health problems, helping children to receive a quality education, to promoting gender equality. Bhagya will now join the Queen’s Young Leaders network of 240 Award winners, a unique community of influential change-makers, who represent all 52 Commonwealth countries. The winners announced today will receive their Award from Her Majesty The Queen at a special ceremony at Buckingham P...

https://lankareporter.com/blog/bhagya-wijayawardane-receive-queens-young-leaders-award-prince-harry-congratulates-winners/ The Queen’s Young Leaders programme announced that Bhagya Wijayawardane from Sri Lanka has been chosen as one of the final ever Queen’s Young Leaders Award winners in recognition of the lead she is taking in her community to change lives. The prestigious Awards programme, now in its fourth and final year, celebrates exceptional young people aged 18 to 29 from across the Commonwealth and the work they are undertaking to improve lives across a diverse range of issues, from supporting people living with mental health problems, helping children to receive a quality education, to promoting gender equality. Bhagya will now join the Queen’s Young Leaders network of 240 Award winners, a unique community of influential change-makers, who represent all 52 Commonwealth countries. The winners announced today will receive their Award from Her Majesty The Queen at a ...

http://colombogazette.com/2017/12/05/queen-to-honour-sri-lankan-dedicated-to-changing-lives/ Queen to honour Sri Lankan dedicated to changing lives The Queen’s Young Leaders programme revealed that Bhagya Wijayawardane from Sri Lanka has been chosen as one of the final ever Queen’s Young Leaders Award winners in recognition of the lead she is taking in her community to change lives. The prestigious Awards programme, now in its fourth and final year, celebrates exceptional young people aged 18 to 29 from across the Commonwealth and the work they are undertaking to improve lives across a diverse range of issues, from supporting people living with mental health problems, helping children to receive a quality education, to promoting gender equality. Bhagya will now join the Queen’s Young Leaders network of 240 Award winners, a unique community of influential change-makers, who represent all 52 Commonwealth countries. The winners announced today will receive their Award from Her ...

When I came across this tag-line in a beach I visited  some time ago (Abu Dhabi) , I was attracted towards it, so I decided to to use it an interesting way to organize ourselves when we engage in our community work. And here is why?  I am me and you are you, but what makes me, me and you, you? The question still remains unanswered, what makes you, you? Just by uttering these words doesn’t give a proper answer. It’s just stating a fact without giving any reason. Although, it looks more of a philosophical question, it is very interesting to ponder upon. So, what do you think of this? Let’s see.  It is a though provoking way to revisit our identities and of others that has a great impact on us. We all have an awareness of who we are and no matter what language we speak, where we come from, the color of our skin, what we eat, how we dress, we still have different words that help us differentiate ourselves from one another. The concept of ‘individual...

A simple exercise to practice the importance of appreciating diversity. Suitable for a low-resource classroom.  This is a folk tale from India. You can rehearse the story several times and tell it or have students act it out rather than reading it aloud or having students read it alone. Before you present the story to the class, ask students to give their interpretations of the word "see." You may randomly pick or get students to volunteer to answer this question.  Objectives Students will describe different perspectives and how those perspectives impact an individual's point of view. Students will articulate their own perspectives and how those perspectives may impact their perceptions of others and situations. Activity  Before reading, reinforce the idea that "seeing" can mean perceiving something visually   or   understanding an idea after listening to the answers given by student. Ask students to listen  to the story for e...

This is a simple exercise to practice active listening and non-violent communication.  Find a partner. One person will speak about a personal problem for ten minutes, while the other person listens. Listen in total silence or with questioning comments that reflect the meaning back to the person speaking. For example, if you’d like to verify a place that the other person mentioned, you may do it. But avoid, your feelings as you listen such as , Oh! You must have felt embarrassed by that! Use the steps outlined below. Switch roles and debrief. Guidelines  • Always agree to work the problem out.  • Use “I” statements to give your perception of the situation. • Always say: “I need” rather than “You” as in “You are…” or “You make me…” • State the observations that are leading you to feel the need to say something. These are observable facts providing a common ground for communication. • State the feeling that the observation is triggering...

Nonviolent Communication with Listening Skill happens to be one of the greatest challenges to peace building. This is simple because of the difficulty of communicating in a way that brings people together, even when they are in conflict. People often do not like to listen when they are faced with a problem as they have a tendency to feel that they are right and their actions are justified. Nonviolent Communication (NVC), developed over the last twenty years by Marshall Rosenburg and his trainees, strengthens our ability to respond compassionately to others and to ourselves. Thus, we use many tools present in NVC in the healing process and activities we do at ESHKOL. Through its emphasis on deep listening–to ourselves as well as others–NVC fosters respect, empathy, and a mutual desire to give from the heart. These skills, which we try to establish in the social circles we create our center, we emphasize personal responsibility for our actions and the choices we make when we resp...

Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs.  It's interesting to note that when  parents/ guardians and school communities take efforts to nurture a child’s sense of compassion and commitment toward their community, unknowingly they build a better world for the present and for the future. While engaging in important community work, service-minded families are growing children and teenagers who are more likely to become civically engaged, thoughtful, caring, and generous adults for the society they live in. Based on the need to build the community just as the investment we do in young people and children to become active agents in the society- the future of a nations, it is essential to invest in the older generations too to support the process. This understanding of linking both generations gave birth to the ESHKOL community...