By Jane Shoup
At nineteen, Ammey McKeaf is a golden-haired attractiveness that's liked and guarded, not just through her father, the main respected normal in Azulland, but in addition via 5 elder brothers, all champions of the video games which are held within the medieval island kingdom. Her brothers have informed and challenged her all of her lifestyles, specially at swordsmanship, in order to serve her well.
Trouble stirs while Marko Corin, the bold chief of Bellux-Abry, seeks to realize regulate of the rustic. His small bands of hugely expert infantrymen, often called ‘wolf packs,’ roam the rustic, reaping destruction and loss of life. while a pack moves with regards to the Forge, domestic to the McKeafs, Ammey is escorted to sanctuary -- yet sanctuary is something of the past.
As violence reigns, Ammey is rescued and brought into the paranormal Vihlae wooded area, the place she discovers power she didn't recognize she possessed, and learns the artwork of survival from one in all her rescuers, sparking an indisputable ardour. As Ammey travels from one finish of Azulland to the opposite, struggling with to outlive and defend these round her, she is going to be attempted and verified past whatever she may have imagined, yet will her efforts be adequate to avoid wasting herself and people she loves?
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Additional resources for Ammey McKeaf (The Chronicles of Azulland, Book 1)
What might capture a Year 7 student’s imagination? Are there any peculiarities or distinctive elements that you could use to engage them early on in their studies with you? Capturing and maintaining a student’s interest is a prerequisite for effective teaching and learning. We believe that the majority of children are naturally curious about new things and you should seek to build on this in your teaching. Additionally, do not fall into the trap of thinking that the only learning a student will do within your subject is within your classroom sessions.
QCA, 2005) The QCA promotes the use of technology as a force for change in developing a curriculum fit for the twenty-first century. It is clear from recent QCA statements that such ‘joined-up curriculum thinking’ should be a priority as teachers not only seek to develop teaching skills but also the more general development of students’ creativity, thinking skills, ability to communicate and ability to collaborate. We will return to this work in Chapter 5 when we consider how ICT can help us teach creatively and teach for creativity.
Both of these concerns may be legitimate, but try and resist this kind of pressure. Teaching creativity must acknowledge that creativity itself is not limited to specific subject domains. In learning to teach creatively you will have to make connections across the curriculum in such a way that empowers you as a teacher to teach your subject in a new way, perhaps even in ways that you were not taught yourself! Incidentally, this will also create a more inclusive curriculum and educational environment for students, as we will consider in Chapter 6.