A highly infectious and incurable virus spreads worldwide. Seventeen-year-old Kerryl Shaw and her family live on a remote farm and think they will be safe, but the plague advances. Despite deaths around them, the Shaws survive. However, this changes when a stranger arrives, and it soon becomes apparent he has brought the infection to their door. One by one the family succumbs, leaving Kerryl alone. Kerryl is sure it’s only a matter of time before she, too, dies. She decides to record what she thinks will be her final days in a diary. She realises that it will never be read, so she imagines a reader and calls him Adam. As loneliness and isolation affect the balance of her mind, Adam ceases to be an imaginary character and becomes real to her. Communications break down and services fail. Unexplained events build fear and menace: Kerryl hears her name called in the night; she’s attacked by stray animals; she’s molested when she visits the town; she sees a stranger outside her house, who vanishes when she tries to make contact; objects appear and disappear. The climax comes when she finds a text message on her phone. Who is texting her? How? She thinks it can only be Adam, because by now there is no one else left. Another text invites her to a rendezvous at the Bride Stones, a beauty spot popular with lovers, and she leaves for what she is sure will be a meeting with Adam...
A surprise invitation to a dream holiday takes 5 young people on an extraordinary journey of self discovery, forcing them to consider whether what they thought was real actually is.
Why is it that, when children play, some behave like butterflies, flitting around among the flowers of the activities on offer, landing for a moment before moving on to the next attractive flower (activity) while others behave with the single minded concentration of bees? As children grow and learn, they acquire skills through play and practical activities. This recently acquired learning is tenuous and is secured through practice, repeating the skills in different contexts, with different people. Only then will learning be 'hard wired' for life. It is now evident that where children are able to select resources, play companions and activities for themselves, they can practise emerging skills and concepts by selecting the resources they need and using them in ways which are unique to them. This book, written by a group of experts in early years practice, explores the place and purpose of child-intitiated learning in high quality early years practice. Child-initiated learning is a key feature of the new Early Years Foundation Stage which will be implemented in September 2008.
Messy play is at the heart of the early years curriculum, supporting creativity and imagination, and giving children opportunities to experiment with tactile materials. This book will offer 50 ideas working with natural resources, simple household items and recycled resources for low cost inspiration. Practitioners and teachers in the early years are always looking for new ideas for messy and 'hands-on' play, and this book will give children many opportunities for exploration and investigation through sensory play.
The plague is over and it's time to rebuild. Different ideas about how to do this risk destroying the little that's left. In the end all that matters is love.
The 50 Fantastic Things series is a no nonsense, ideas bank ...no frills, just 50 examples of great ideas already in practice! Ideal for the busy practitioner they offer a 'dip in' approach to accessing ideas that they may not have thought of. Simple inspiring ideas is just what they need to reignite their enthusiasm.
Children love constructing models and other objects, and working with found and recycled materials has a firm and continuing place in the early years, encouraging children to be imaginative and creative as they practice their skills in joining, wrapping, bending and cutting. These materials that are often free or low cost, are available everywhere, waiting for imaginative practitioners to find and use them. This book gives you 50 ideas for using free, cheap and recycled materials in your setting, both for creative and independent play and for specific projects. The resources suggested are all easily available, and the ideas are only starters for the continuing interest children have in this sort of work.
Why is it that, when children play, some behave like butterflies, flitting around among the flowers of the activities on offer, landing for a moment before moving on to the next attractive flower (activity) while others behave with the single minded concentration of bees? As children grow and learn, they acquire skills through play and practical activities. This recently acquired learning is tenuous and is secured through practice, repeating the skills in different contexts, with different people. Only then will learning be 'hard wired' for life. It is now evident that where children are able to select resources, play companions and activities for themselves, they can practise emerging skills and concepts by selecting the resources they need and using them in ways which are unique to them. This book, written by a group of experts in early years practice, explores the place and purpose of child-intitiated learning in high quality early years practice. Child-initiated learning is a key feature of the new Early Years Foundation Stage which will be implemented in September 2008.
A highly infectious and incurable virus spreads worldwide. Seventeen-year-old Kerryl Shaw and her family live on a remote farm and think they will be safe, but the plague advances. Despite deaths around them, the Shaws survive. However, this changes when a stranger arrives, and it soon becomes apparent he has brought the infection to their door. One by one the family succumbs, leaving Kerryl alone. Kerryl is sure it’s only a matter of time before she, too, dies. She decides to record what she thinks will be her final days in a diary. She realises that it will never be read, so she imagines a reader and calls him Adam. As loneliness and isolation affect the balance of her mind, Adam ceases to be an imaginary character and becomes real to her. Communications break down and services fail. Unexplained events build fear and menace: Kerryl hears her name called in the night; she’s attacked by stray animals; she’s molested when she visits the town; she sees a stranger outside her house, who vanishes when she tries to make contact; objects appear and disappear. The climax comes when she finds a text message on her phone. Who is texting her? How? She thinks it can only be Adam, because by now there is no one else left. Another text invites her to a rendezvous at the Bride Stones, a beauty spot popular with lovers, and she leaves for what she is sure will be a meeting with Adam...
This book has been developed to provide practitioners with knowledge to underpin the first years of the Early Years Foundation Stage. Birth to Three Really Matters provides a framework for understanding what are identified as the four key aspectsin the development of a young child: A strong child; A skilful communicator; A competent learner; A healthy child. Children's experiences in their early years are very closely related to the quality of care they receive and these experiences influence them as they grow and develop. The guidance offered here is based on a practical framework that recognises the importance of warm and positive relationships and the need for safe and healthy environments where children explore, experience, enjoy and learn. This wonderfully detailed guidance, developed by Redcar & Cleveland Local Authority, deals with planning, providing and observing across a range of areas.
Features 4000 common words based on framework requirements in A-Z order - phonemes, blends, CVCs, compounds, prefixes, suffixes, and more. This book is useful for planning, spelling lists, vocabulary building, and word games.
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