Cybersoul: Technology, Teaching & Travelling

Game design

2024-03-08T16:12:00.000+11:00

Returning to this post to delete the Flickr album - It was sad when Flickr introduced its limit of 1,000 pics. I have chosen a couple of photos taken during our afternoon of sharing our games with the rest of the class.

Te waihanga kēmu Game design with a bilingual classroom from Ruth Lemon

Nga tohutohu-kemu from Ruth Lemon

Educational games - How can I find the best games without having to wade through everything?

2016-12-22T14:25:00.045+11:00

I'm coming back to this post eight years later, a little saddened by the broken links - but that's okay... Let's see what's still out there.

I've just completed the MITx: 11.127x: Design and Development of Games for Learning through the edx platform and one of the fabulously helpful things that we learnt about was how to quickly go through the best educational games that are available online.

So, here goes. The following list are the sites I would highly recommend to anyone interested in exploring their options around games in the classroom.

The Institute of Play is focused on preparing students for the new global environment through games, game-design and cooperative play. They have developed fantastic games such as GameStar Mechanic (which has free and premium access levels), although all of their projects are here (including things such as print and play games that teach maths and socratic thinking, quest schools and more).
Common sense education is a group that focuses on digital citizenship. This site is free to register. The three main games are: Digital Passport, Digital Compass and Digital Connections. There are also sections exploring teaching strategies, Professional Development and an extensive searchable collection of rated apps, ordered by curriculum area, essential skills and some have lesson plans. There is a clear indication whether they are referring to a free or paid resource. I find it an incredibly useful site - Here's a link to the Educators' section.
Teach with Portals focuses on the game Portal (which is available for free on Steam to educators - http://theportalwiki.com/wiki/Portal_2_-_Educational_Version. The educational version consists of singleplayer mode and the puzzlemaker). There is a range of lesson plans and also a blog that has some very interesting links to webinars and thinking around games in education.
MineCraft EDU is a comprehensive site in terms of preparing you as an educator. It starts from downloading the app, as an educator, admin or student. There is a starter kit, a range of training materials, a collection of lesson plans from primary (elementary) through to secondary level, and a collection of starter worlds for use in the classroom.
Lure of the Labyrinth is no more, but Thinkport has a range of other games that they share here.
Playful Learning was sponsored by The Learning Network and is based in Massachussetts. It is no more =(
Educade is no more that I can see, but here is a review by Edshelf - https://edshelf.com/tool/educade/.

Not bad! Only 3/7 were no longer available. Eight years ago was practically an internet life-time!

Everlasting Darkness by Connie Wing (one of my students from EduKingdom)

2016-02-02T09:16:00.001+11:00

Darkness, infinite darkness

surrounded me.

I took a step forward…

wandering around to see if someone was here,

with me.

I took another step,

and another…

The only sound that filled the area

was my footsteps.

I was strolling in an isolated place…

Alone.

And finally, in front of me.

A Hill.

I saw a fuzzy figure of something…

Or should I say.

‘Someone’?

It was a man,

a strange man.

Tall

really tall.

And he…

he was wearing a bright blue necklace.

Shiny.

And mysterious.

The man

was he

waving at me…?

“I’m here to get you, Elena.”

***

I found myself sitting on the bed, breathing heavily. I touched my face carefully with two fingers.

I tried to be calm and turned my head to the digital-clock beside my bed.

06:44 AM.

Something was wrong…

I shook my head a few times to be sure that I was awake and jumped down from the bed, stepped into the bathroom and washed myself, and finally walked towards the kitchen.

Something was totally wrong…

I quickly made breakfast and sat down in front of the television, switching to the news.

[Hey… Elena… ]

The house echoed the sound of my swallowing and biting.

I put my hand in my pocket

and slowly brought out a thing.

A shiny thing.

The bright blue necklace.

[Elena… Elena….]

It was found in my pocket this morning,

but it wasn’t there last night.

I turned my head

to stare at the calendar.

04/04/4444.

What a miserable day.

*In chinese the number ‘4’ was pronounced as the chinese character of ‘death’.

***

“Yo Elena, what’s up?”

It was Emily, Elena’s best friend and the only person in the world who Elena trusted.

“Hey Elena… Are you okay? You don’t seem alright?”

Emily was very sensitive with people around her, especially Elena.

[Don’t you dare to tell her… Elena….?]

“ELENA!!!!!!”

Elena saw something waving in front of her eyes. It was Emily’s hand.

“Ah… sorry Emily, I… I was thinking about the… the… science fair tomorrow.”

Elena lied. She didn’t want Emily to get worried about her.

[Good for you… Elena.]

“Oh yeah! The science fair! I haven’t started yet!!” Emily shouted, “Ugh, no, no, no… Ms Li is going to kill me!! I don’t even know what I should do for my topic…”

Elena wasn’t listening. She was thinking about the nightmare, the necklace and… the man.

[I can see… confusion appearing in your mind.]

“Sorry Emily!! I think I forgot something!!”

Elena waved at Emily and ran to one of the buildings beside her.

“Eh? But…”

[ … ]

“Stop hiding and come out! I know you’re here!!”

[ … ]

“I’ve got your necklace but I don’t get the point of you giving it to me.”

[ … ]

“Come on…”

[You’ll need some sleep… Elena.]

***

The darkness…

again.

The hill…

again.

The nightmare…

again.

But

where is the man…?

Why

am I wearing the necklace?

Why

am I standing on the hill?

Why

am I waving to a girl?

And why

am I smiling…?

Samsara...

A short story by Winnie Shen (one of my students from Edu-Kingdom College)

2016-02-02T07:30:00.001+11:00

Tick, tack.

A tear dropped across a young girl's face and seeped into the dark soil. She touched the trunk of a tall tree and whimpered: “ Gin, I am missing you again. Don’t leave me alone…I need you. ”

That summer night led to the endless sadness.

This happened 15 years ago, when 7-year-old Mayo was still a primary school student.

The air was filled with humid and congealed warmth. The sooty cicadas were singing and chirping ceaselessly on the sycamore tree. The incandescent sunlight shone through the lavender chiffon curtain onto Mayo’s tender face. She rubbed her drowsy eyes for a while and yawned, stretching her arms with great ease.

It was summer vacation. Every summer Mayo would stay at her grandpa’s cottage far from the bustling city centre. After having a nap, she quickly dressed and put on her tiny sandals without even checking their color. Mayo couldn’t wait to see her special friend—Gin, the fairy fox who lives in the deep forest.

Mayo ran agilely all the way down towards the field with excitement. The little flushing stream of bubbling crystal clear water wet her white dress, leaving the unique summer imprint on her body. The luxuriant foliage tree leaves floated with the wind and sent off a hearty laugh as if they were greeting her. Once again, Mayo stood in front of this forest.

She still remembered clearly the first time when she got lost in the deep forest during her random bush walk. At that time, Mayo was too scared to move even a bit and she could feel some mysterious spirits were coming along upon her. She attempted to cry out and shout but something blocked her throat so that she couldn’t even make any noise. Mayo could feel herself being devoured by the horrible darkness. There was only noisy silence in her world, and gradually, she lost consciousness.

Mayo had a messy and disordered dream, she subtly perceived she was surrounded by a large golden fireball that had a surprisingly comfortable temperature. Now wondering how long the time had flowed on for, she finally woke up. A boy whose face was covered with a smiling fox mask came into her sight. He looked like a human, except that he had a pair of fluffy ears and a silver brushy tail.

“ Ahh…my arm hurts! What happened…and…where am I ? ” Bella had too many questions to ask. She hesitated for a while, and then looked the guy up and down carefully. “ Who are you? ”

The human-like boy did not reply. He kept staring at the sunset patiently. Mayo couldn’t tell what he was thinking about or what kind of facial expression he had, or even, what he looked like. However, she noticed that there was some slightly golden rays illuminating from the two eye holes of the fox mask, feeling so familiar. Mayo stood up. S市he was curious of the hairy tail and tried to grab that big toy.

“ Don’t touch me. ” The boy avoided Mayo’s hand swiftly and jumped aside. His silver hair gently hung down over his shoulder.

“Are you the person who saved me? ”

“ Are you a goblin? ”

“ Where do you live? ”

…….

“ You may consider the person was me. ” He answered softly. “Now, quickly go home and stay with your family. Never come to this forest again. It’s a dangerous place and you humans are not allowed to enter in.”

“ I know it was you! You saved my life. May I come and bring you a gift to thank you? ” Mayo said in a delightful voice.

“ You need to forget about everything including me. I will show you the right way home.” The fox mask smiled at her.

“Wait! You haven’t answered my questions! Please! At least tell me your name! ” Mayo was unable to contain her emotion any longer.

The boy disappeared.

“ My name is, Gin— ” his voice haunted around Mayo’s head, setting off the mere ripples, deeply down to her innermost.

“ Gin, Mr Gin…” For the moment Mayo was still immersed in the conversation and recalling hard her miraculous experience, she discovered herself standing right in front of her Grandpa’s cottage.

“ He must be the spirit of the forest. I wish he could be there next time I visit.” Mayo kept her fingers crossed. “ My lord, let me meet him again. ”

The next day, Mayo went alone to the deep forest. She made some delicious pancakes and wrapped them into a handkerchief. She was eager to meet Gin again and she devoutly hoped Gin would appreciate her handmade desserts. Gin was like magic, strangely attracting to her. There, Gin suddenly came into her sight unprepared, gripping a smooth tree branch.

“ Hold this and follow me. Do not get lost. And be careful not to touch me in any which way. If I made a body contact with a human,” Gin paused，“I would disappear forever. ”

“ Sure! ” Mayo cried out happily. “ Thank you, Gin. Thank you for waiting for me. I thought you would be away and I would never find you again. ”

“ As you wish. I will stay. Come with me, I will show you something.”

The two shadows moved quietly under the emerald and unimaginable world. The unknown creatures were slowly crawling on one side of the road, heading towards nowhere. Gin used the stick as his hand and led Mayo to see the wonders in the magical forest for fun. Mayo was deeply impressed by this place full of impossibility and almost cried out.

“ Aren’t you afraid of me? ” Gin crooned.

“ What do you mean? You are not scary at all.”

This is the beginning of the story between Mayo and Gin, human and spirit. From that time, Mayo couldn’t help but look forward to the summer vacation as well as to think about Gin. As soon as the holiday came, she would first go to the small cottage and tell Gin what had happened at school or in the family, how the teacher treated her, how many friends she had made and so on. She could spend a whole week talking about that trivial stuff. And every time, Gin would watch her quietly and only commented after she had finished her long speech. These days were tranquil and peaceful that later Mayo wished to stay forever in that moment of time.

“I won’t meet you tomorrow… the school is going to start. I will see you next year.” Mayo said regretfully. She sat on the rock and had a big bite of the golden pancake with chocolate and hazelnut jam. The refreshing water continuously washed her pretty feet. She was no longer a child. She understood how to make herself more beautiful and paid attention to the dressing as well.

“I will wait for you. I promise.” A melting and magnetic voice flowed over.

“I wish I could give you a hug. I wish I could always be with you.”

“So do I…but sorry, I can’t.”

“That’s alright, I understand.” Mayo replied with a big smile. “It doesn't matter if I can’t touch or hug you, it only matters whether I can still see you and talk to you. Thank you for accompanying with me this summer, Gin.”

The forest contained the most hidden secrets and preserved the best memories of Mayo’s childhood. Day after day, year after year. Nobody ever knew, nobody ever came. The flowers blossomed and wilted, the trees grew taller, the stream elongated and the new replaced the old. Mayo’s body shape also changed slightly with each passing day. She became a graceful girl.The only thing that didn’t change at all was the cloister that only belonged to Mayo and Gin.

Mayo firmly believed they could maintain the relationship till the end of the world. That was because they knew they were in each other’s hearts long since. But nothing was everlasting. The fate, that of the death of a mermaid, happened to Gin unexpectedly.

Finally when Gin had no choice but to return to the spirit world, he told Mayo it was time to go.

“Thanks Mayo, I enjoyed our time being together. You gave me happiness but I have to leave now and I wish you a nice future. You are not a child any longer. You need to find your own friends, make up your own choices and decide your own future.” Gin told her calmly.

“No…no. You said that you will live in this forest forever! You cannot go like that!” Mayo shouted aloud but she suddenly found that Gin was disappearing. She burst into tears.

“Don’t cry, Mayo. You should have understood that I wasn’t a human. This is my ending and you know, there is a barrier between human and spirit. This is the rule. You can’t break the rule.”

Gin was not surprised to watch the demise of his hands, turning into little epoptic fireflies and slowly disappearing in the summer night. He suddenly grinned, he said towards Mayo excitedly: “Come on Mayo! I can finally give you a hug! Be brave!”

Gin turned into countless pieces, even the last bit of little fireflies vanished from her hand, nothing was left except the fox mask. Mayo’s embracement was palely hollow. She kept that position, for a long, long time……

Although Gin did not exist in the human world, the summer afterwards needed to arrive. Mayo stayed at her Grandpa’s cottage as usual. She carried a basket of pancakes and sat in front of the rocky road of the forest alone, waiting for the boy with silver hair that would never appear again.

Mayo leaned on the tree. She broke into tears but laughed at the same time, feeling relieved. She held the fox mask and recalled the invaluable time spent with Gin. Beside her ear, it seemed to be the last voice of Gin, remaining so true. The wind from the forest blew up her white one piece. She smiled and left.

“And now, I’m just not surprised when people leave. I’m actually more surprised when they stay since everyone is going to leave me eventually, sooner or later. So I have to stay strong, to work hard and to live alone. My life needs to carry on because I know Gin is somewhere in the world watching me and providing me with strength and encouragement. He will stay with me forever, like he promised.”

EDPROFST100 - Hapai Ākonga: Integrating te reo Māori

2015-05-10T22:42:00.001+10:00

I thought I would do a quick search for information about Pakuranga. I used the keywords "iwi Maori and myths Pakuranga" and have only shared links I found on the first page... I came up with the following (books are available from National Library):

The history of Howick and Pakuranga : Whitford, Bucklands and Eastern beaches and surrounding districts / by Alan La Roche (1991)
Grey's folly : a history of Howick, Pakuranga, Bucklands-Eastern Beaches, East Tamaki, Whitford, Beachlands and Maraetai / Alan La Roche (2011)
http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10348535 (Hidden history of Pakuranga - 2005 news article - talking about a Pakuranga Walk/Hīkoi Pakuranga. Gives iwi/marae/people contacts and keywords for side-searches)
http://tetahawai.org.nz/ - Te Tahawai Marae is in Edgewater.
http://www.tetuhi.org.nz/ - Te Tuhi Art Gallery is based in Pakuranga. Although the schools' programme has nothing obvious in there, it could be an avenue. The 'About' page has some information about Ngai Tai and the meaning behind their name.
http://www.parliament.nz/en-nz/mpp/electorates/data/DBHOH_Lib_EP_Pakuranga_People/pakuranga-people - NZ Parliament Statistics for Pakuranga electorate.

I think the most important thing when researching online is to start general and use the information you get from your first search to refine. From here, I would use keywords like "Ngai Tai and Manawatere" to refine my results.

Science Fair Projects

2015-03-24T14:25:00.011+11:00

Science Fair Projects

Returning to this post to delete the Flickr album - It was sad when Flickr introduced its limit of 1,000 pics. I have chosen one picture from our afternoon of electronics experiments and one picture from our forces and motion experiments.

Charades - Whakatinana

2015-01-17T09:35:00.003+11:00

Charades - Whakatinana from Ruth Lemon

I would love feedback on this idea for Charades - Whakatinana. What do you think of layout? Categories? Any strengths? What needs to be improved? One of the firsts would be tohu tō - at the stage I started this draft, it was harder to get tohu tō working properly?

Get in touch with me... I'd love to get this going.

MITx 11.132x Design and Development of Educational Technology. Week 1: Ed Tech Then and Now

2014-11-09T09:20:00.001+11:00

“Stories you read when you're the right age never quite leave you. You may forget who wrote them or what the story was called. Sometimes you'll forget precisely what happened, but if a story touches you it will stay with you, haunting the places in your mind that you rarely ever visit.”
― Neil Gaiman, M Is for Magic

It took a while to select a current and past technology, as there is a range of educational technologies that have excited and engaged me, as a learner. I decided to focus on one of my passions, which is stories. As an educator today, I believe that one of the most challenging processes taught in the classroom is writing and that successful writers have spent much more time reading books than those who struggle with writing, or those that are labelled ‘reluctant writers’.

PART 2: EARLIER TECHNOLOGY

As a child, I vividly remember time spent with vinyl read-alongs, such as Masters of the Universe recorded on a 33 1/3 vinyl record. amazon.com/Masters-Universe-Danger-Castle-Grayskull/dp/B0035N1RC4

When I got a little older, about 5 years old, my mother started ordering a fortnightly installment of the Marshall Cavendish Storyteller collection. I devoured the stories and eagerly awaited the next installment. storytellerwebsite.wordpress.com/

Marshall Cavendish Storyteller is intended for primary aged children to be read alone, followed along when the cassette tapes are played, or read by parents. Each volume contains at least 2 poems, a classic story and 2-3 other stories (that may or may not continue in the next installment). The magazine format is designed to be collated in a binder that holds 15 volumes. The key goal is to share classic stories in an engaging format for children – to expose them to stories and to get them excited about the world of books.

I believe that the technology met its key goal. There is a strong community online today of those who grew up with these stories.

I am unsure if the related goal of interesting children in writing was unintentional or not, but, as a teacher today, I am passionate about stories: reading and writing stories for the joy of telling the story and sharing it with an audience.

PART 1: CURRENT TECHNOLOGY

I started teaching as a young parent, who followed my daughter into the classroom. She learned in a rūmaki reo Māori classroom (an immersion Māori language class) and there were two large challenges in meeting my goal of exciting children about reading and writing:

1. According to Te Taura Whiri (The Māori Language Commission - tetaurawhiri.govt.nz/english/issues_e/reo/), there are about 50,000 fluent speakers of Māori and about 100,000 more people that understand the language, with 10,000 less fluent speakers than 10 years ago and a large base of older speakers, aged 55 and over. With such a niche language, I found it difficult to utilise online technologies successfully for writing. How do you build a community for your writing blog for example, when there are so few potential readers for your blog?

2. There have been historic struggles with regards to the revitalisation of Māori language, but this is before the time of today’s students, most of whom reach the end of their primary school years and are starting to make the choice to speak English. All of the games and stories that these students are passionate about are in English and there is no bait that would make them want to choose Māori as a language they want to speak.

I have used a range of tools to meet these challenges:

- youtube.com/watch?v=k7n7WxBHk7U – I made a video and discussed the magic of stories – emailing the link to colleagues, but, with only 92 views, no dialogue has been started as a result.

- tuhimahorahora.blogspot.co.nz/ - I started a blog for my students (9-12 year olds). Once they moved on, I tried to keep it alive by starting to share some of the translation and some of the writing that I have done over the years, but, again, there has been minimal conversations started.

- In class, we have used a range of tools, from authoring our own animations and stories, like the Story of Kaipara (Paki Kaipara) at youtube.com/watch?v=wuTsuh_8K3s and the Story of the First Woman at youtube.com/watch?v=cp7qWlpMXxo (both done with a mixed-level class of 5-7 year olds).

For the purposes of this assignment, I will focus on the blog.

The goal of this technology is to build a sense of audience, as you are writing for an audience and (hopefully) starting to enter into a dialogue with your readers.

Blogging is not a new technology now, with the first blog (called a personal webpage then) appearing in 1994 at Links.net and the term being coined in 1997 by Jorn Barger (see webdesignerdepot.com/2011/03/a-brief-history-of-blogging/ for more information). But it was one of the key technologies that I identified as being potentially able to address particularly the second of the two challenges I had identified.

The Blogger platform was developed in 1999 and was well established by the time we started using the tool as part of our SSW (Sustained Silent Writing or Tuhi Māhorahora) programme in 2009.

I tried to have a rotation so that everyone in class was blogging at least once a week, preferably 2-3 times weekly. Even with emails to parents and other schools with immersion classes didn’t work – I tried to get us reading each other’s work as part of the SSR (Sustained Silent Reading) component of the day, leaving comments and feedback for our classmates.

Being a blogging platform, the technology is open-ended and the product depends on the individual student. I wanted it to be more than just publishing, so tried to build a sense of drafting and revising, with students re-visiting pieces, or incorporating media such as flipnotes, that was relevant to that child.

I believe that because we were unable to build an audience, that this technology did not meet it’s key goal, that of building a sense of audience for the students using the platform. The blog has started to be used in the last couple of years (the stats for slideshare embedded downloads has shown that, even if there is no dialogue yet, there are people visiting and using the site).

PART 3 - COMPARATIVE ANALYSIS

The technologies are similar, in that they both involve sharing stories and divergent, in that the user of the blog is producing content, while the Storyteller user is consuming content.

I would love to find out from you what experience you have: especially in regards to niche languages and writing in the classroom.

Another example of how shared poems can be used to extend on topic work

2014-09-29T07:13:00.001+10:00

Shared poems - Bicultural Histories nursery rhymes from Ruth Lemon

Shared Poem - a way of extending on topic work

2014-09-29T06:53:00.002+10:00

Although we were focusing on Guy Fawkes as our performance piece for the school concert, I wanted to consolidate and extend knowledge of a range of celebrations around the world, so I chose the context of shared poem to achieve this.

When we explored the idea of Holi, for example, we danced to popular Bollywood music around the theme and we held our own mini Holi festival on the Friday.

Returning to this post to delete the Flickr album - It was sad when Flickr introduced its limit of 1,000 pics. I have chosen a photo from our Holi celebration.

Bicultural Histories - the plan and getting started

2014-05-10T16:25:00.001+10:00

Bicultural Photos

Historic poo - used in conjunction with (and inspired by) http://www.mylearning.org/learning/investigate-archaeology/Historic%20Poo.pdf from Ruth Lemon

Hīnaki and tuna

2014-04-21T12:48:00.014+10:00

Testing our hīnaki at Kōkako Lodge

The Ministry of Education site Tāhūrangi, has a case study write-up on the processes we followed in making our hīnaki

Pāngarau

2014-04-06T19:53:00.001+10:00

Video production with rūmaki students year 4-6: Papa-paki (Storyboards)

2014-03-22T20:10:00.003+11:00

Video production with rūmaki students year 4-6

2014-03-15T21:27:00.003+11:00

These are the first thoughts about this unit... would you like to see some of the video we made??

Drama ideas integrated with reading and writing

2014-03-02T21:30:00.002+11:00

Life-jackets

2014-02-24T19:54:00.002+11:00

Returning to this post to delete the Flickr album - It was sad when Flickr introduced its limit of 1,000 pics. I've included one image of the dry session and three images of the poolside sessions.

Note: Drowning Prevention can provide you with lifejackets for use in your school, free of charge! https://www.dpanz.org.nz/community/life-jacket-programmes/

Planning for a literature circle in a rūmaki reo classroom

2014-02-15T14:17:00.002+11:00

The Outsiders by S.E. Hinton - Te Iwi Maaka.

2014-01-30T19:05:00.000+11:00

Art Exhibitions

2014-01-20T17:45:00.001+11:00

This whole post had depended on embedded Flickr images... so I thought about another angle...

Art exhibitions can be a stressful time of the year (much like the production of calendar art in most school in term 3-4)... so what about some fun ideas?

I've done a lot of different themes over the years, from year ones playing with a range of print-making techniques over the term and then choosing their favourite pieces and making them into a bigger piece.

To getting an Intermediate class to submit group 'installations', including their digital

eel explorations, their fired clay sculptures, and their hīnaki.

Most important, I think, is to have a solid idea, so that you can have fun with your class. We were learning about Tamsin Hanly's Critical Histories and we were going through the British Isles unit. The year one class started off with Celtic charcoal sketches, moved on to indian ink of Anglo-saxons, then water-colour with salt of Viking times. They painted a wet chalk background, composed their artworks, and gave them a title =)

Shared reading plan

2014-01-16T12:13:00.001+11:00

Shared reading plan for the online 'big book' - Taniwha i te kāpata from Ruth Lemon

See Kotahi Mano Kaika Reo Books for the big book that this plan refers to. Written for use in mainstream classes, but easily adaptable.

Whakanuia te rerekētanga - Science Fair Projects and more

2014-01-12T15:23:00.002+11:00

Whakanuia te rerekētanga - Integrated Science plan Year 6-8 from Ruth Lemon

Matariki - a script, some songs and a re-telling or 2

2014-01-11T12:02:00.001+11:00

Whakaaro Whakaari Matariki - A Matariki Script from Ruth Lemon

Matariki at our school is special and has been a major learning experience for us since 1997. We have celebrated at a whole-school level for over 8 years now.

And the 'quiz night' classroom revision that came before... trialled with rūmaki Māori year 5-6 students.

2014-01-11T09:48:00.001+11:00

Inspired by the Quiz Night format =)

2014-01-09T10:41:00.001+11:00

Quiz day 2013 - end of year revision in a fun way from Ruth Lemon