FOR SALE! Complete handbook for this blog and its resources

I have recently compiled an Adobe pdf version of this entire Blog site plus some additional materials. The book is 580 pages in length and approx 7.5 Mb in file transfer size. The book spans 2008 - 2012 and covers various aspects of teaching ESL and EFL classes as well as mainstream English. It includes lesson plans, resource links, work sheets, student examples, Exam links (IGSE / IB etc).  I a presently taking pre-orders at € 10 each. The book is printable therefore the resources and examples can be used in your classes. It covers age groups Key Stage 3 -5 / US Grades 8 - 12 as well as college and University under graduate levels. This is a valuable resource for teachers and student teachers.

For more information and how to order your copy please write to me at the below link Thank you

ORDER HERE / More Information

Shakespeare Study Guides – (Cummings)

For everyone who is interested in excellent Shakespeare guides and materials I really recommend Cummings Study Guides. We have recommended these materials in the past and are pleased to pass along that there have been many major updates and expansions to the original materials.

In their own words……

Plays, Sonnets, Poems

Play Summaries and Analysis: Plot summaries of all the plays, including those of doubtful or joint authorship, such as Edward III, The Two Noble Kinsmen, Sir Thomas More (partly written by Shakespeare), and Cardenio (probably partly written by Shakespeare). Criticism, sources, settings, dates, themes, and other information. 
Sonnet Summaries and Analysis: Definition, origin, and development of the sonnet form. Comparison of the Shakespearean sonnet with the Petrarchan sonnet. Analysis of the rhyme scheme of the Shakespearean sonnet. Common sonnet themes. Discussion of the "young man," "the dark lady," and the "rival poet" referred to in the sonnets. Sonnets and sexuality. 
Narrative and Complaint Poems: Background information, themes, style, and summaries of Shakespeare's long narrative poems—Venus and Adonis and The Rape of Lucrece—and the complaint poem, A Lover's Complaint (with an annotated text). Analysis of The Phoenix and the Turtle.

This is a

A Free Resource Posted by Michael J. Cummings (mcum.mings@mail.com)
Recommended as a Shakespeare Resource by The New York Times

Do you have an iPhone? Then look here ..

EducationApps of London is a fantastic resources for those with iPhones and some other Smart phones.

George Burgess has created a series of applications to help students revise and prepare for their different exams. From the UK 11+ through to AS Level and beyond. EducationApps is a fast growing company with new offerings appearing every month.

Visit EducationApps web site and discover the resources available and I strongly recommend that you book mark it as a favourite on your internet browser.

For more details contact EducationApps or George directly.

Who is ‘AskEric’?

This is one of the best resources for anyone associated with education. I strongly recommend this as a great place to start your research.

About the ERIC Collection

ERIC provides unlimited access to more than 1.3 million bibliographic records of journal articles and other education-related materials, with hundreds of new records added multiple times per week. If available, links to full text are included.

Within the ERIC Collection, you will find records for:

• journal articles
• books
• research syntheses
• conference papers
• technical reports
• policy papers
• other education-related materials

You may also search special collections from the What Works Clearinghouse and the Regional Educational Laboratories.

Who Uses ERIC

ERIC users include education researchers, teachers, librarians, administrators, education policymakers, instructors and students in teacher-preparation programs, parents, the media and business communities, and the general public. The user community conducts more than eight million searches each month through the ERIC Web site and commercial and non-commercial sites.

What's in ERIC

Journals in ERIC

ERIC indexes education journals, the majority of which are peer-reviewed. Most of these journals are indexed comprehensively - that is, a record for every article in each issue is included in ERIC. Some journals are indexed selectively - that is, only those articles that are education-related are selected for indexing.

Journal records typically include bibliographic data (author, title, date, journal citation, publisher) and an abstract, or short description of the work. A small number of journal publishers also make the full text of an article available at no cost directly through this Web site. The majority of journal articles need to be obtained through library print and electronic holdings or directly from the publisher. To aid in the finding process, ERIC includes Find in a Library and/or Publisher's Web site links at the end of every record with an ISSN number.

• View Sample ERIC Journal Record

Other Materials in ERIC

In addition to the journal literature, ERIC indexes education-related materials from a variety of sources, including scholarly organizations, professional associations, research centers, policy organizations, university presses, the U.S. Department of Education and other federal agencies, and state and local agencies. Individual contributors submit conference papers, research papers, dissertations, and theses.

Records for these materials typically include bibliographic data (author, title, date, source), an abstract, or short description of the work, and a link to the full text in PDF format. ERIC appreciates the individuals and publishers who have given ERIC permission to display the full text at no charge. For most materials from 2004 forward, if full text is not available in ERIC, links to the publishers' Web sites and to libraries that may have the full text are provided.

• View Sample ERIC Document Record

Identifying and providing full-text access to this "grey literature" or "fugitive literature" is one of ERIC's signature strengths. Grey literature provides searchers with a wide variety of important information about education. Diverse in format, it ranges from informational materials to very substantive, rigorously researched and reviewed documents, including research syntheses, conference papers, and policy reports. All materials are reviewed and selected in accordance with the ERIC Selection Policy .

Getting Started with ERIC

The ERIC Web site allows you to search education-related bibliographic records any time at no charge. A growing number of full-text materials are becoming available in the ERIC Collection as PDF documents in ERIC or via links to library holdings and publishers' Web sites.

• Use the ERIC Web site's Basic Search or Advanced Search tools to search the ERIC Collection.
• Use the Thesaurus to identify appropriate words and phrases from ERIC's controlled vocabulary for precision searching.
• Use My ERIC to manage your search criteria and search results, save searches, and track your online submissions.

William Shakespeare Plays

 

William Shakespeare - the Complete Works

Shakespeare Site Map
Shakespeare Biography
Bubonic Plague
Shakespeare Sonnets

First Folio
Shakespearean Insults!
Pictures of Shakespeare
Shakespeare Poems

Shakespeare Facts
Shakespeare Dictionary
Globe Theater
Identity Problem

Shakespeare Quotes
Shakespeare Quiz!
Elizabethan Theater
Shakespeare Forum

The Plays of William Shakespeare  
The plays written by the great Bard are listed below by category and alphabetical order. The section relating to the Chronology of Plays provides a list of when plays were written and published. This section provides access to the plot summary of each play, pictures, key dates, characters, history and the full script of every one of William Shakespeare's plays.

History themed Plays
Click a link below to access full scripts and information about Shakespeare's Plays

• King Henry IV Part 1 - play by William Shakespeare
• King Henry IV Part 2 - a Shakespearean play
• King Henry V - play by William Shakespeare
• King Henry VI Part 1 - play by William Shakespeare
• King Henry VI Part 2 - a Shakespearean play
• King Henry VI Part 3 - a Shakespearean play
• King Henry VIII - play by William Shakespeare
• King John - play by William Shakespeare
• Richard II - play by William Shakespeare
• Richard III - play by William Shakespeare

Tragedy themed Plays
Click a link below to access full scripts and information about Shakespeare's Plays

• Antony and Cleopatra - play by William Shakespeare
• Coriolanus - a Shakespearean play
• Hamlet - play by William Shakespeare
• Julius Caesar - play by William Shakespeare
• King Lear - play by William Shakespeare
• Macbeth - play by William Shakespeare
• Othello - play by William Shakespeare
• Romeo and Juliet - play by William Shakespeare
• Timon of Athens - a Shakespearean play
• Titus Andronicus - a Shakespearean play

Comedy themed Plays
Click a link below to access full scripts and information about Shakespeare's Plays

• Alls Well That Ends Well - play by William Shakespeare
• As You Like It - play by William Shakespeare
• Comedy of Errors - play by William Shakespeare
• Cymbeline - a Shakespearean play
• Love's Labour's Lost - a Shakespearean play
• Measure for Measure - play by William Shakespeare
• Merchant of Venice - play by William Shakespeare
• Merry Wives of Windsor - play by William Shakespeare
• Midsummer Nights Dream - play by William Shakespeare
• Much Ado About Nothing - play by William Shakespeare
• Pericles, Prince of Tyre - a Shakespearean play
• Taming of the Shrew - play by William Shakespeare
• The Tempest - play by William Shakespeare
• Troilus and Cressida - a Shakespearean play
• Twelfth Night - play by William Shakespeare
• Two Gentlemen of Verona - a Shakespearean play
• Winter's Tale - a Shakespearean play

Registration of Plays

Plays were required to be registered prior to publication. It was important that plays were regulated as  playwrights used the stage as a forum to express their own views on religion and politics. Registration provided an opportunity to invoke a form of censorship and the means to suppress too much freedom of thought and criticism of the crown and public affairs.

Information provided about the plays

The Bard never published any of his plays and therefore none of the original manuscripts have survived. Eighteen unauthorised versions of his plays were, however, published during his lifetime in quarto editions by unscrupulous publishers (there were no copyright laws protecting Shake-speare and his works during the Elizabethan era). A collection of his works did not appear until 1623 (a full seven years after Shakespeare's death on April 23, 1616) when two of his fellow actors, John Hemminges and Henry Condell, posthumously recorded his work and published 36 of William’s plays in the First Folio. Some dates are therefore approximate other dates are substantiated by historical events, records of performances and the dates plays appeared in print.

The Characters and Scripts
These enduring works  feature many famous and well loved characters. The text and scripts convey vivid impressions. The language used today is, in many ways, different to that used in the 16th century Elizabethan era and this is often reflected in the script and text used in the plays. It is therefore not surprising that we have no experience or  understanding of some of the words contained in the text / script of the various works. We have therefore included a Shakespearean Dictionary for most of the more obscure words used in the script of his plays, some of which are obsolete in modern language or Dictionaries. Make a note of any unusual words that you encounter whilst reading the scripts and check their definition in the Dictionary by clicking Dictionary at the top of the page to access Elizabethan Dictionary - Guide to language and words used in the Elizabethan era.

Chronology of Plays
The section relating to the Chronology of Plays provides a list of when plays were written and published. This section provides access to the plot summary of each of the plays, pictures, key dates, characters, history and the full script of every one of William Shake-speare's plays. 

Chronology of Plays - First performance and publications

Editions of Plays
This selection of Collections of Shake-speare conveys the number of different editions of the Plays of the Bard that have been published. Editions may vary in content and variations are generally detailed and explained in the modern forewords.1623 The First Folio (F1) 
1632 The Second Folio (F2) 
1663 The Third Folio (F3) Second issue of the F3 in the following year includes Pericles. 
1685 The Fourth Folio (F4)
1709 Nicholas Rowe's edition
1723-25 Alexander Pope's edition. 
1733 Lewis Theobald's edition. 
1734-5 Robert Walker's small-format editions of the individual plays
1734-6 Jacob Tonson
1743-4 Thomas Hanmer's edition.
1747 William Warburton's edition. 
1765 Samuel Johnson's edition. 
1767-8 Edward Capell's edition.
1773 George Stevens's revision of Samuel Johnson's edition. 
1773-4 John Bell's edition - Based on the prompt books then being used in the London theatres. 
1778 Isaac Reed's revision of Stevens's Johnson edition. 
1790 Edmond Malone's edition.
1791-1802 J. & J. Boydell's edition.
1795 First American edition published at Philadelphia. 
1807 Francis Douce's edition
1821 A revised edition of Malone, prepared by James Boswell.
1822-23 Pickering edition.
1838-43 Charles Knight's edition.
1859-60 Mary Cowden Clarke's edition.
1863-6 Clark, Wright and Glover Cambridge University Press edition.
1870-1911 William J. Rolfe edition 
1899-1931 W. J. Craig and R. H. Case's 'The Arden Shakespeare'.
1921-66 John Dover Wilson and Arthur Quiller-Couch's 'New Cambridge Shakespeare'.
1937-59 George B. Harrison's 'Penguin Shakespeare'.
1951 Peter Alexander's edition.
1956-67 Alfred Harbage's 'Pelican Shakespeare'. 
1974 G. Blakemore Evans's 'Riverside Shakes-peare'.The edition most widely used among US colleges  
1986 Stanley Wells and Gary Taylor's 'Oxford Shakespeare'.
1995- Richard Proudfoot, Ann Thompson and David Scott Kastan's revision of the Arden (now known as 'Arden 3').

First Folio - Description of William Shakespeare Quarto Texts and first published plays as Comedies, Histories and Tragedies

Plays and the Globe Theatre
Plays were big!! There was money to be made!! There was a constant demand for new material!! Rivalry between the Theatres Playhouses was enormous!! As soon as plays were written they was immediately produced - printing followed productions! So the actors initially used 'foul papers' or prompts. Rival theater companies would send their members to attend plays to produce unauthorised copies of plays - notes were made and copied as quickly as possible. In Shakespeare’s time copyright did not exist. Alternative versions of Shakespearean plays were produced! These unauthorised and inferior text copies of Shakespeare's plays are called Quarto Texts.

The success of the Elizabethan theaters, including that of the Globe, was such that other  forms of Elizabethan entertainment were being seriously affected. In 1591 the growing popularity of theatres led to a law closing all theaters on Thursdays so that the bull and bear bating industries would not be neglected! Many of the plays of the Great Playwright were first featured in the Globe Theatre of London.

Comedies, Histories and Tragedies

William Shakespeare Plays

Lord of the Flies Chapter 11

The next morning, Ralph and his few companions try to light the fire in the cold air, but the attempt is hopeless without Piggy’s glasses. Piggy, squinting and barely able to see, suggests that Ralph hold a meeting to discuss their options. Ralph blows the conch shell, and the boys who have not gone to join Jack’s tribe assemble on the beach. They decide that their only choice is to travel to the Castle Rock to make Jack and his followers see reason.

Ralph decides to take the conch shell to the Castle Rock, hoping that it will remind Jack’s followers of his former authority. Once at Jack’s camp, however, Ralph’s group encounters armed guards. Ralph blows the conch shell, but the guards tell them to leave and throw stones at them, aiming to miss. Suddenly, Jack and a group of hunters emerge from the forest, dragging a dead pig. Jack and Ralph immediately face off. Jack commands Ralph to leave his camp, and Ralph demands that Jack return Piggy’s glasses. Jack attacks Ralph, and they fight. Ralph struggles to make Jack understand the importance of the signal fire to any hope the boys might have of ever being rescued, but Jack orders his hunters to capture Sam and Eric and tie them up. This sends Ralph into a fury, and he lunges at Jack.

Ralph and Jack fight for a second time. Piggy cries out shrilly, struggling to make himself heard over the brawl. As Piggy tries to speak, hoping to remind the group of the importance of rules and rescue, Roger shoves a massive rock down the mountainside. Ralph, who hears the rock falling, dives and dodges it. But the boulder strikes Piggy, shatters the conch shell he is holding, and knocks him off the mountainside to his death on the rocks below. Jack throws his spear at Ralph, and the other boys quickly join in. Ralph escapes into the jungle, and Roger and Jack begin to torture Sam and Eric, forcing them to submit to Jack’s authority and join his tribe.

Analysis

In the chaos that ensues when Ralph’s and Jack’s camps come into direct conflict, two important symbols in the novel—the conch shell and the Lord of the Flies—are destroyed. Roger, the character least able to understand the civilizing impulse, crushes the conch shell as he looses the boulder and kills Piggy, the character least able to understand the savage impulse. As we see in the next chapter, Ralph, the boy most closely associated with civilization and order, destroys the Lord of the Flies, the governing totem of the dark impulses within each individual. With Piggy’s death and Sam and Eric’s forced conversion to Jack’s tribe, Ralph is left alone on the island, doomed to defeat by the forces of bloodlust and primal chaos.

Appropriately, Ralph’s defeat comes in the form of the hunt, which has been closely associated with the savage instinct throughout Lord of the Flies. Ironically, although hunting is necessary to the survival of the group—there is little other food on the island aside from fruit, which has made many of the boys sick—it is also what drives them into deadly barbarism. From the beginning of the novel, the hunters have been the ones who have pioneered the way into the realm of savagery and violence. Furthermore, the conflict between Ralph and Jack has often manifested itself as the conflict between the interests of the hunters and the interests of the rest of the group. In Chapter 3, for instance, the boys argue over whether Jack’s followers should be allowed to hunt or forced to build huts with Ralph and Simon. Now that Jack and the forces of savagery have risen to unchallenged prominence on the island, the hunt has thoroughly won out over the more peaceful civilizing instinct. Rather than successfully mitigate the power of the hunt with the rules and structures of civilization, Ralph becomes a victim of the savage forces the hunt represents—he has literally become the prey.

Geography Resources for IGCSE

Topic	Name	Summary
1	BBC GCSE Bitesize - Geography	Useful revision website covering a range of Geography topics.
	S-cool Geography	Geography GCSE revision website.
2	Cimacan River depth measurements - 2009
	Cimacan River velocity measurements - 2009
	Cimacan River bedload measurements - 2009
	Cimacan River gradient measurements - 2009
	What to Include in your Introduction and Aims Section	Help sheet - What to Include in your Introduction and Aims Section.
	Powerpoint Presentation - What to Include in your Introduction and Aims Section	Powerpoint Presentation - What to Include in your Introduction and Aims Section
	What to Include in your Data Collection Section	Work Sheet - What to Include in your Data Collection Section.
	Power's Scale of Roundness	Power's Scale of Roundness
	Sketch Map of the River Cimacan Fieldwork Sites	Sketch Map of the River Cimacan Fieldwork Sites
	What to Include in your Data Presentation Section	Help Sheet - What to Include in your Data Presentation Section.
	What to Include in your Analysis and Conclusion Section	What to Include in your Analysis and Conclusion Section
	Data Analysis and Conclusions Section	Data Analysis and Conclusions Section
	Data Analysis and Conclusions Mark Scheme	Data Analysis and Conclusions Mark Scheme from the IGCSE syllabus.
	Planning and Organisation Mark Scheme	Planning and Organisation Mark Scheme from the IGCSE Geography syllabus.
3	Geography at the Movies - Fun video footage based on rivers and water processes	.
	Grade or No Grade? - Rivers Review Quiz	Grade or No Grade? - Rivers Review Quiz
	Diagram of a River Drainage Basin - GCSE Bitesize	Drainage Basin Diagram
	Erosional Processes - GCSE Bitesize	Animation to show the four main processes of erosion.
	Depositional Processes - GCSE Bitesize	Animation to show the four main processes of deposition.
	The Water Cycle - GCSE Bitesize	The Water Cycle
	Walter Droplet Explains the Water Cycle - Interactive Guide	Walter Droplet Explains the Water Cycle - Interactive Guide
	A Case Study of Flooding in an LEDC - The 1998 Bangladesh Floods	A Case Study of Flooding in an LEDC - The 1998 Bangladesh Floods
	The Causes and Effects of Flooding in Bangladesh	The Causes and Effects of Flooding in Bangladesh
	In Pictures - Three Gorges Dam	In Pictures - Three Gorges Dam
	In Pictures - Three Gorges Waters Rise	In Pictures - Three Gorges Waters Rise
	Three Gorges Dam's Social Impacts	Three Gorges Dam's Social Impacts
	Water scarcity: A looming crisis?	An excellent summary of the main issues to do with water demand and supply.
	Water Usage Calculator
4	Mexico - USA migration case study notes
	BBC - US Illegal Immigrants: Facts and Figures	BBC - US Illegal Immigrants: Facts and Figures
	Student Room - Mexico to the USA Migration Article	Student Room - Mexico to the USA Migration Article
	BBC - What is the difference between an asylum seeker and a refugee?	BBC - What is the difference between an asylum seeker and a refugee?
5	BBC - Animated Guide to Hurricanes	BBC - Animated Guide to Hurricanes
	Wikipedia - 'Tropical cyclones'	.
	National Hurricane Cente (Miami, USA)	.
	National Hurricane Centre - frequently asked questions	.
	Wikipedia - 'Hurricane Andrew, USA, 1992'	.
	Wikipedia - 'Bangladesh cyclone, 1991'	.
	BBC - Animated Guide to Volcanoes	BBC - Animated Guide to Volcanoes
	Volcanoes Revision Game - Fling the Teacher!!!	Volcanoes Revision Game - Fling the Teacher!!!
	Mt Pinatubo eruption case study notes	.
	BBC - Animated Guide to Earthquakes	BBC - Animated Guide to Earthquakes
	Kobe earthquake case study notes	.
6	Urban Land Use in Jakarta	Urban Land Use in Jakarta
	Jakarta case study notes	.
	Wider World Textbook - Traditional Land Use in Suburbia and the Rural - Urban Fringe	Wider World Textbook - Traditional Land Use in Suburbia and the Rural - Urban Fringe
	London Docklands redevelopment notes	.
	London case study notes	.
7	Desertification - Causes, Consequences and Solutions	Desertification - Causes, Consequences and Solutions
	Deforestation in the Amazon Rainforest, Brazil	Deforestation in the Amazon Rainforest, Brazil
	BBC Science and Nature - Summary of Causes of Deforestation	BBC Science and Nature - Summary of Causes of Deforestation
	BBC Science and Nature - Summary of the Impacts of Deforestation	BBC Science and Nature - Summary of the Impacts of Deforestation
	HOW CAN RAINFORESTS BE MANAGED IN A SUSTAINABLE WAY?	HOW CAN RAINFORESTS BE MANAGED IN A SUSTAINABLE WAY?
	BBC Animated Guide - How the Green House Effect Works (for higher level)	BBC - Animated Guide to How the Green House Effect Works (for higher level)
	BBC Guide to Climate Change - Evidence, Impacts, Adaptation and Policies	BBC Guide to Climate Change
	BBC Animated Guide - The Impact of Global Warming on World Temperatures	BBC Animated Guide - The Impact of Global Warming on World Temperatures
8	Development Powerpoint - Some key information for revision	Development Powerpoint - Some key information for revision

Continuation of this Blog

Time has passed since our last postings. I am now on the other side of the world as director of an international school and it seems a lifetime ago since we used this blog. I hope to have it revitalized and reenergized within the next month and look forward to your continued interest and communications.

I hope that we can become more interactive and perhaps also focus on the International Baccalaureate Diploma which we have not done so far. Thanks again for all the information and emails.

You can also follow us on Twitter if you click the button in the left sidebar.

Thank you.

What is the International Baccalaureate Exam?

International Baccalaureate (IB) and Languages

The International Baccalaureate (IB) offers programmes of international education to schools around the world. It comprises three programmes for students aged 3 to 19 help develop the intellectual, personal, emotional and social skills to live, learn and work in an international world. There are more than 539,000 IB students at 2,051 schools in 125 countries. Its main web page includes a search facility to find out if a school near you teaches it.
http://www.ibo.org/

The 3 programmes are: Primary Years (3-12) , Middle Years (11-16) and Diploma (16-19).

Last summer, after the usual debate about the drop in standards at A Levels, the IB received favourable reviews as an alternative post-16 course for able students to be appropriately prepared for University. In addition, the programme includes the compulsory study of a foreign language as a way to develop students communication skills, which raised issues with students moving on to the programme post-16 in the light of the decline of language-teaching in secondary schools.

The IB Learning profile describes the attributes of the type of learner the IB hopes to develop through its programmes. I felt some of those could certainly be presented as qualities and attributes naturally developed through the study of a foreign language.
http://www.ibo.org/programmes/documents/learner_profile_en.pdf

The IB programmes promote the education of the whole person, with a special emphasis on intellectual, personal, emotional and social development through a wide range of areas of knowledge. The IB combines knowledge, skills, independent critical and creative thought and international awareness in order to put into practice the principle of educating the whole person to make them active and responsible citizens as well as lifelong learners.

Key qualities and attributes to developed by IB learners are:

An inquiring mind: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoylearning and this love of learning will be sustained throughout their lives.

Knowledge: They explore concepts, ideas and issues that have local and global significance.In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinking skills: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communication skills: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Moral principles: They act with integrity and honesty, with a strong sense of fairness, justice andrespect for the dignity of the individual, groups and communities. They takeresponsibility for their own actions and the consequences that accompany them.

An open mind: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals andcommunities. They are accustomed to seeking and evaluating a range of pointsof view, and are willing to grow from the experience.

Caring: They show empathy, compassion and respect towards the needs and feelings ofothers. They have a personal commitment to service, and act to make a positivedifference to the lives of others and to the environment.

Willing to take risks: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order tosupport their learning and personal development.

A full description of the middle year programme can be viewed at http://www.ibo.org/myp/index.cfm

IB world magazine showcases how is the programme implemented around the world http://www.ibo.org/ibworld/index.cfm

Powerpoint presentations to present the different programmes and the philosophy of the IB can be downloaded at http://www.ibo.org/general/presentations.cfm