Integrating Early Childhood Learning in domestic activities
Having a pre-schooler in the house can be exhausting but also a source of great pleasure and fun. The zeal for life, the curiosity and the pure enthusiasm for everything around them makes pre-schoolers extremely engaging. Children at that stage discover the world around them, and seem to soak up everything they come across.
At the same time, the unending stream of questions and constant claims for attention can also be very demanding on parents…
A positive way of negotiating this stage is to involve children in household chores by creating early childhood learning activities from whatever you are doing. This reinforces learning at school and gives your child the advantage of picking up additional skills and vocabulary.
Early childhood learning typically includes:
- identifying colours
- identifying shapes
- categorising, sorting, selecting
- expanding vocabulary
Here are some ideas:
1. Cutlery is handled at every meal and needs to be washed up and packed afterwards. A young child can assist in picking the number of spoons/forks needed for a meal, and practice counting by doing so. Conversation can be around questions like:
- How many people are going to eat? So how many spoons do we need?
- If we add/remove one spoon, how many will they be?
- Are all the spoons the same size? Which one is bigger/smaller?
2. Laundry occurs in every home, whether it is washed there or outside. A young child can help in sorting items by colour, sorting by type (shirts, socks) sorting by ownership. Hanging laundry on the dry-line and removing it also offers great opportunities for engaging a pre-schooler:
- Can you hand me two pegs?
- What is the colour of this peg?
- How many socks are here?
- Look for all the handkerchiefs; how many are they?
3. Shoes and slippers are in many homes kept outside the door and when there are more people in the house there can be quite a number of them scattered around. You can task your pre-schooler to:
- arrange them in a row along the wall;
- arrange them from biggest to smallest;
- arrange them by type (boot, slipper, sandal, kamboo)
4. Preparing food can be stressful, especially after a day at work. An attention-demanding child is not always convenient in the kitchen, but sometimes there’s no escape. You can take some level of control by engaging your child in what you do:
- What is the name of this vegetable?
- Where do you see onions/any other item?
- What is the first sound of …? For example: carrot = /kuh/, ginger = /djuh/
- Fire is hot; what else is hot? What is cold?
- Which is bigger/smaller, cabbage or tomato?
- What is the colour of…? What else has the same colour?
- What is the shape of a plate? What else is round? Can you see something that is square?
5. In families that own a car, a regular chore may be the washing and maintaining of the vehicle. Engage your pre-schooler in this, for example by asking:
- how many wheels does the car have?
- where is the front of the car, where is the back?
- what is the shape of the steering wheel?
- what are the colours of the flag on the number plate?
- any familiar letters or numbers on the number plate
Any topic you like us to add to this series? Suggest it here:
The Parents' Guide is a joint initiative by:


Thank you for viewing the National Alliance of Artists from Historical Black Colleges and Universities’ traveling exhibition from HBCU’s. The organization was founded in 1999 to bring Art and Art Education to the forefront, provide expressive dialogue, opportunities to exhibit and educate the populous through the visual arts. The organization has approximately 90 members representing over 50 black colleges and universities. All artists in the exhibit “negritude” are professional artists and educators who were/or are affiliated with Historical Black Colleges and Universities in the USA.
The exhibition you are viewing includes works from the Harlem Renaissance (1918- to mid 1930s) and the black movements (1950-1960s). All artists represented are in private collections, galleries and museums in the USA.
The legendary artists depicted in the exhibition are from private and institutional collections. These artists are: Alma Woodsey Thomas (1891- 1978), recognized as a major US American painter of the 20th century; Elizabeth Catlett (1915-2012), an American Mexican printmaker, muralist, painter and sculptor; who studied under the famous American artist Grant Woods, her works focuses on mostly black women and their experiences; Claude Clark (1915-2001), painter and printmaker, emphasizes the diaspora of the black American culture, including dances, landscapes, religious and political satire images; Al Hollingsworth (1928- 2000), illustrator and painter was one of the first black artist illustrators in comic books; Jacob Lawrence (1917 – 2000), painter and printmaker works focus on black American historical subjects and contemporary life. Lawrence is considered the most widely acclaimed black American artist of the century, and one of few in standard survey books on American art; Benny Andrews, (1930-2006), painter, printmaker, related his art to the black culture experience; Varnetta Honeywood (1950-2010), painter and printmaker known for her use of color, pattern and texture; and Louis J. Delsarte (1944 – 2020) painter, printmaker, and muralist, is known for his “illusionistic” style.
In general members of the National Alliance of Artists are noted artists who have been taught by recognized post Harlem Renaissance artists and/or have received many honors and rewards for their art, examples of a few represented in the exhibit are: Lee Ransaw, painter and muralist, founder of the National Alliance of Artists, he is included in the Georgia’s History Makers, a recognized published collection of noted African Americans; Dennis Winston, renowned printmaker specializing in woodblock prints; received 2020 Award of Distinction for Printmaking for his woodcut print “Royal Gold” in the 2020 Virginia Artist Annual Exhibition, Hampton, Virginia. The Wilton House Museum in 2021 commissioned Winston to illustrate “Wilton Uncovered: How Archeology Illuminates an Enslaved Community”; renowned Kevin Cole, sculptor and mix media painter, is the recipient of the Georgia Museum of Art “Larry D. and Brenda A. Thompson Award for 2020; Cole and Peggy Blood trained under John Howard who received tutelage under Harlem Renaissance artist Hale Woodruff. Blood was selected as the 2020 artist of the year for the Destig Magazine, and Bryan Wilson is the 2020 recipient of the Elizabeth Greenshields Foundation. It’s Wilson’s second award from the Foundation.
Many NAAHBCU artists have roots in the South and feel strongly about issues that affect everyone such as racial justice, law & order, social welfare, education and Civil Rights. These are dominant issues in the Black community. The National Alliance of Artists from Historical Black colleges are delighted to share visually their expressive deep feelings on these issues.
– Peggy Blood
Fine Arts Humanities and Wellness
Savannah State University


The Mathematics department has very high expectations for all of our students. We have created an environment encouraging positive achievement, where students can develop to their full potential.
We ensure the work they do in Mathematics relates to all areas of the curriculum and provides pupils with excellent numeracy skills that will give them the tools needed for the world today.
We are also part of the Year 7 Specialist Schools Curriculum, and run a module called ‘How and Why?’ as part of the School of Discovery.
Without mathematics, there's nothing you can do. Everything around you is mathematics. Everything around you is numbers.
EVENTS - SEE CALENDAR FOR DETAILS
Chess club - lunchtimes
Peer mentoring breakfast club
Why Study this Subject?
Mathematics is the tool and language of commerce, engineering and other sciences. It helps us recognise patterns and to understand the world around us. Mathematics plays a vital role in many aspects of modern life, e.g. space travel; safeguarding credit card details on the internet; modelling the spread of epidemics; predicting stock market prices; business decision making.
As society becomes more technically dependent, there will be an increasing requirement for people with a high level of mathematical training. Analytical and quantitative skills are sought by a wide range of employers. A qualification in mathematics provides students with a broad range of skills in problem solving, logical reasoning and flexible thinking. This leads to careers that are exciting, challenging and diverse in nature.
Topics of Study and Assignments
Years 7 and 8 - Students will work on number, algebra, geometry, statistics and probability; becoming proficient at problem solving and prepared for their GCSE.
Years 9, 10 and 11 - Students continue to work in all of the above areas, developing and enhancing their skills ready for their GCSE examination.
Years 10 and 11 option – Additional Mathematics - for those pupils who are thinking of studying Mathematics at A-Level or have a strong ability in the subject, Additional Mathematics provides the stepping stones for college.
Nicola Raven is the Head of the Department, has been teaching Mathematics for 7 years and has a degree in Mathematics education.
Kieran Colverd is a Teacher of Mathematics.
Nigel Copp has been teaching Mathematics for 4 years and has a degree in Business Studies. Prior to teaching, he worked for a plastic manufacturing company as a buyer and production planner.
Noel German is a Teacher of Mathematics.
Oshi Madders has been working with students for the last 12 years and now focuses specifically on teaching Mathematics. She has a BA in Education, a PGCE in Mathematics and a MSc in Psychology.
Daniel Thomas, Mathematics Teacher (Intervention Lead) has been teaching at Varndean for four years and has a Degree in Mathematics Education. Prior to teaching he worked in the construction industry and did youth work in the local area.
Enrique Varea Calvo is a Mathematics Teacher. He is qualified with a Bachelor degree in Architecture and Buildings. He has lived in three different countries and his professional interest is developing Mathematics in young students showing them its value in the real world.
Francis Wheeley, Deputy Head of Mathematics, Years 9-11 Additional Mathematics, has been teaching for 3 years and has a degree in Chemical Engineering.
Events and Activities
Inter-school Mathematics competitions from September 2015 for all years.
Students can study Additional Mathematics and Statistics as an option from Year 9.
Year 11 peer mentoring breakfast club.
#sharingiscaring VS Teaching & Learning is back in the game! https://t.co/p4XortkNs8
Had an uplifting FGB meeting tonight @BrackenburyPri ALL staff have worked SO hard to redesign the school and it has made such a difference to the already generous learning environment. The community is so lucky to have such an amazing school on their doorstep. #brackenburybest https://t.co/HBxQHgUOnp


Literacy and Numeracy Workshop
Students need literacy in order to engage with the written word in all aspects of life. The presentation outlines the importance of literacy in the whole school curriculum as well as the wider world. It explains the strategies used in school to support literacy development for all students and offers a broad range of suggestions to parents on how you can contribute to the development of your child’s literacy skills.
Numeracy is also important for students so that they can develop thinking and reasoning strategies in their everyday activities.The Numeracy segment of the video will discuss what numeracy is and why it’s important before explaining KS3 Maths homework routines and how you can support your child at home with their Maths homework.
Should you require any further assistance regarding the content please contact:
Literacy – Miss Wybrow firstname.lastname@example.org
Numeracy – Miss Wright email@example.com


Research and References
There is a wealth of research in the field of early childhood development and music.
As a teacher, I value the role of research in shaping and advancing our education system and have incorporated research in the design and content of The Bubble Box program.
Here is a list of early childhood research references if you are interested in delving deeper into some of the research that has informed and inspired the development of The Bubble Box philosophy and in turn our baby’s music program.
Carlton E.B. (2000), Learning Through Music: The support of brain research. Child Care Exchange 133 (May/June): 53-56
Gerry D., Unrau A. & Trainor L.J. (2012) Active music classes in infancy enhance musical, communicative and social development. Developmental Science, 15 (3): 398
Goddard Blythe S. (2011) The Genius of Natural Childhood: Secrets of Thriving Children, Hawthorn Press, Early Years Series.
Harrison C. and Pound L. (1996). Talking music: empowering children as musical communicators. British Journal of Music Education, 13: 233-242.
Hodges D.A. (2000) Implications of Music and Brain Research. Music Educators Journal , 87 ( 2) Special Focus: Music and the Brain: 17-22
Ilari B. & Polka, L. (2006). Music cognition in early infancy: Infants’ preferences and long-term memory for Ravel. International Journal of Music Education 24 (1): 7–20
Ilari B. & Young S. (2016) Children’s Home Musical Experience Across the World, Indiana University Press
Geist K., Geist, E. A., & Kuznik, K. (2012). The Patterns of Music. Young Children, 2, 75. White paper published by National Association for The Education of Young Children
Kraus N. & Chandrasekara B. (2010) Music training for the development of auditory skills. Nature Reviews Neuroscience, 11: 599-605
Parlakian R. & Lerner C. (2010). Beyond Twinkle, Twinkle – Using music with infants and toddlers. White paper published by National Association for the Education of Young Children
Creative arts – General research
Edwards, L. (2002). The creative arts: a process approach for teachers and young children. Merrill Prentice Hall, Upper Saddle River, New Jersey
Meiners, J & Schiller, W (2008). Young children, the arts and culture. The International Journal of Diversity in Organisations, Communities and Nations, Vol 8. Melbourne, Australia: Common Ground
Fraser Mustard, J. (2008). Investing in the early years: Closing the gap between what we know and what we do. Crown – South Australia
Meiners, J. & National Advocates for Arts Education (NAAE). (2008). The arts in the early years learning framework. Originally published by NAAE. Republished by Ausdance.
Wright S. (2003) Children, meaning-making and the arts, Pearson Education Australia
Join my 8 session program of 100+ music activities for you and bub for only $5/month.
I sing and demonstrate the actions. You’ll soon be singing along, sharing smiles and giggles with baby and feeling great for playing an active role in your baby’s development.


Daily Summer Learning for 3K - 2nd Grade on WNET - PBS
Starting Monday, July 13th at 12 pm summer episodes of #LetsLearnNYC will air on Thirteen WNET New York. Lessons will be for students aged 3 - 8 and will air every weekday. If you miss an episode or don't get WNET, you can catch the episodes after they air at: thirteen.org/programs/lets-learn-nyc. Episodes include a mix of foundational reading skills, literacy, math, social studies, and science. Each episode also has supplemental learning materials.
Literacy lessons will focus on foundational skills such as phonics and fluency, reading vocabulary and comprehension, and writing. Each episode will include a “story time” that helps students connect the literacy instruction to important facets of their lives and experience the power and pleasure that literacy offers. Other lessons will focus on having fun with numbers, discovering science, and finding out about the world around us.
The broadcast will also include “Parenting Minutes,” short videos produced by The WNET Group with information on social-emotional and early childhood learning for families to use with their children.
The hosts of Let's Learn NYC!are DOE instructional leaders and coaches with expertise in teaching young learners. Public school educators film segments from their homes using their phones, tablets, or laptops, and send them to THIRTEEN to be edited, scheduled and aired.
Let's Learn NYC! is produced by WNET in partnership with the New York City Department of Education.


There are many adults in this country who have low levels of literacy and numeracy skillsyoung and old, in and out of work, with and without childrenwho are trying to live their lives without the skills that many people take for granted. This low level of literacy and numeracy among adults needs to be tackled, not least for those adults who may be trapped in a cycle of either low-skilled jobs or unemployment. A survey carried out by the Organisation for Economic Co-operation and Development (the OECD) in October 2013based on interviews with 166,000 people in 24 countriesfound that England and Northern Ireland was ranked 22nd for literacy and 21st for numeracy. This low level of adult skills inevitably impacts on the success of the economy as a whole.
We heard the experiences of adult learners, and of volunteers and paid professionals who teach adult literacy and numeracy. There are many programmes that help adults to gain better skills, which are set within specific contexts: in the workplace; in prisons; in community centres; in schools; and in homeless charities. Undoubtedly, the earlier the intervention the better, and we urge the Government to invest and promote family learning schemeswhere parents learn, and encourage their children to learn. We are not persuaded that GCSEs are the gold standard by which adults' skills should be measured and assessed, and we urge the Government to take a more flexible approach to the way in which skills in adults are measured.
There are specific environments in which there are high numbers of adults with low literacy and numeracy skills. The Army is one such organisation, and it has a rigorous assessment programme and an effective training scheme which delivers literacy and numeracy skills. In contrast, there is much less rigorous and uniform assessment when adults claim for unemployment benefitdespite the fact that this is an ideal opportunity to help adults to gain essential skills needed to get a job.
What is really important is the need for flexibility, both in the types of programmes on offerby both voluntary and paid organisationsand in the types of funding given by the Government. We know that funding is limited, but we are concerned that funding has been cut to adult learning schemes, including Unionlearn, which have achieved outstanding results at a fraction of the cost of full-time formal education. Such short-sighted financial savings risks the imposition of long-term costs, as such cuts will make it harder for adults with limited literacy and numeracy skills to gain employment and to help their own children.
Adult literacy and numeracy are included in the remit of many Government Departmentsthe Department for Business, Innovation and Skills, the Department for Education, the Department for Work and Pensions, the Department for Communities and Local Government, the Ministry of Justice, the Ministry of Defenceand there should be appropriate cross-Departmental support in developing and implementing adult literacy and numeracy policies and programmes. The Department for Business, Innovation and Skills should take the lead in promoting closer collaboration between the Departments, and a civil servant in each relevant Department should be chosen to act as a champion for adult literacy and numeracy. Should this approach not deliver better collaboration and long-term planning between Departments, the BIS Minister should be given more formal powers to intervene.
The ability to gain literacy and numeracy skills should be considered a fundamental right of all adults. Improved skill levels contribute to the social and economic well-being of individuals and the country as a whole. It is essential that the Government develops clear strategies and guarantees funding for effective initiatives that improve adult literacy and numeracy levels.
Above all, the Government should launch a high-profile national campaign to promote its funding for free training and tuition for any adult wanting to study English and maths up to and including GSCE level. It should also help adults in finding the most appropriate and nearest help, with either voluntary schemes or more formal classes.


Government hosts international conference on importance of basic skills
15 Jan 2015 12:49 PM
International experts gathered to compare how leading economies were supporting their workforces with the skills needed to secure employment.
International experts gathered at the Department for Business, Innovation and Skills (BIS) yesterday (14 January 2015) to compare how leading economies were supporting their workforces with the basic skills needed to secure long term employment.
The conference, ‘Improving basic skills: An international perspective on a UK dilemma’, is part of a government programme of research and coincides with the publication of a report commissioned by BIS to understand more about how England can improve the basic skills of its workforce.
Skills Minister Nick Boles, who attended the conference, said:
Good literacy and numeracy skills are vital if people are to fulfil their potential and to find and sustain employment. Sharing knowledge with other countries on how to improve basic skills levels is very important, and the OECD again demonstrates that a skilled workforce is central to a vibrant economy.
Our long-term economic plan is working and it’s vital that we continue to provide people with the skills they need for work to help secure future growth.
The research looked at basic skills delivery in 4 case study countries (the Netherlands, Norway, Canada and South Korea), to identify lessons for England. The report shows a direct link between the overall performance of leading economies, and the proportion of young people still in education or education and work.
The research findings demonstrate a similar focus in the case-study countries on workplace provision of basic skills, identifying a need for more provision of basic skills development throughout all stages of learning. This had a generational effect, with the level of parents’ education having a particularly strong impact on the skills levels of young people in England.
A 2012 OECD report identified the need for improved education rates among young people in England and since then key government policies have generated significant improvements. For example, last year the number of 16 to 18 year old students taking English GCSE increased by 53% (or 52,000) and maths GCSE by 36% (or 63,000). In the 2013 to 2014 academic year 951,800 adults aged 19 or over participated in government funded English and / or maths courses.
The conference coincides with a week-long visit to England by OECDofficials to assess skills provision and comparisons to other leading economies.
Notes to editors
- OECD’s Survey of Adult Skills, part of its Programme for the Assessment of Adult Competencies (PIAAC), was conducted in 2012.
- The report published yesterday is based on secondary analysis of that survey together with an evidence review of basic skills policy in 8 high-performing or rapidly improving countries according to PIAAC (Japan, the Netherlands, Norway, Estonia, Germany, Canada, Poland and Korea) and in-depth case studies in 4 of these (the Netherlands, Norway, Canada and Korea).
- This research was conducted by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) and Ipsos MORI.
- The case studies included an international literature review and interviews with in-country experts on basic skills policy and practice.
- Achieving grade C GCSE in both maths and English helps students to progress to further study, training and skilled employment. The government’s maths and English condition of funding ensures all 16 to 19 year olds have the best chance of achieving this standard.
- From the 2014 to 2015 academic year all students; starting a new study programme of 150 hours or more, aged 16 to 18, or aged 19 to 25 if they have a Learning Difficulty Assessment or Education and Healthcare Plan, who do not hold a GCSE grade A* to C or equivalent qualification in maths and or in English, are required to be studying these subjects as part of their study programme in each academic year.


Theory lessons are a very important part of our students' musical education. If you wonder why you need to take music theory lessons when you only want to learn to sing or play an instrument, the answer is that music theory lessons will help you to read, understand, analyze, create, and communicate music on a deeper level.
Music theory examines the core aspects of music and its a system that allows musicians to communicate their creativity in music with others. Music theory will teach you how music works.
Music theory lessons will deepen your ability to understand the structure of music including notation, key signatures, time signatures, chord progressions, among other things. This usually leads to a better understanding of music, boosts creativity and expression, communication with other musicians, and the use of professional vocabulary. Music will make more sense to a musician by learning music theory.
Our goal is to match you with one of our talented teachers who will inspire you to learn about the fundamentals in music theory, which in return will guarantee you success in your music education no matter which path in music you decide to take. Whether you want to learn to sing, play an instrument, become a composer, songwriter, music producer or become a music teacher; the options are limitless, but it all starts with learning music theory.
Our highly accredited teachers have received their music education from prestigious institutions such as The University of Toronto, Humber College, York University, Conservatory Berklee College of Music, Glenn Gould Professional School, and McGill University Faculty of Music. They gladly share their great wealth of knowledge and experience for the benefit of their students.
Our music school offers a cutting-edge curriculum developed in collaboration with the Royal Conservatory of Music which gives our students access to a nationally accredited program. Our music teachers will prepare you for the requirements of every level of your Royal Conservatory of Music examinations (RCM exams for all levels). To complete higher-level practical RCM Examinations, every music student needs to complete written theory exams in order to obtain the full certificate from grade 5 and up. Our teachers will help you achieve high scores on these exams. This will also help you be successful in being accepted at any music program at a college or a university of your choice.
We offer beginner and advanced theory classes for children and adults. Sometimes, especially for beginner students, music theory may seem like a complex subject. This is one of the reasons why having the right music teacher plays a vital role in getting your or your child’s music education on the right track. Learning music theory will not be difficult with the help of the right teacher. Our teaching methods are tailored to suit the needs and goals of every individual student.
Some of the building blocks in the core of music theory include harmony, melody, and rhythm. Learning about these basic elements of music theory will help you get a better understanding of music.
Other core concepts in music theory that allow a musician to read, write, sing or play music include:
Example of Counterpoint:
These are only a few things that are taught in our music theory lessons. Learning music theory is your stepping stone to becoming a great musician. It may seem overwhelming at first but with some perseverance and with help from your music teacher you will find learning music theory easier and very rewarding. Don’t delay your growth as a musician. Sign up for your music theory lessons at the Mississauga Fine Art Academy.
Along with music theory lessons our music academy provides many other different types of private lessons. To accommodate your busy schedules and lesson preferences we provide private in class music lessons in Mississauga, Ontario (Peel Region) and also online music lessons, including:
Our current lesson rate is $33.00 per 30-minute private music lesson.
Lessons are scheduled once a week and available seven days a week. There is a one-time registration fee of $25.00.
Come and join our music family, you will not be disappointed. Here at the Mississauga Fine Arts Academy music is what drives us to succeed and we would love the opportunity to share our love for music with you.


Time and again, The New Century School finds itself in the vanguard among schools using evidence-based education practices. With each new article that circulates about how best to educate our children, and about what so many schools are getting completely wrong, TNCS gets added validation—we’re doing it right. And that’s no accident.
Many of the posts in this blog focus specifically on a new finding and how it has been implemented into practice at TNCS; with this post, we announce publication of a “clearinghouse” for all of the many education topics we have covered—we’re rolling out a new Resources and Links page that we hope readers will find helpful, and maybe even enjoyable.
We call on you, families and friends, to help us keep this page current and meaningful. Please share any content you come across that relates to the importance of learning foreign languages; to preschool, kindergarten, and elementary education best practices; or to anything else you deem pertinent. We hope this page will become a forum to engage with and expand our community.
Happy reading! Resources and Links


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Covid-19 case studies: Wanda Mpisi
Wanda Mpisi, Principal, Nogqaza Primary School, Mevana Township, Howick, South Africa.
Wanda leads a school with 780 learners through the years of compulsory education to the age of about 15. The majority of learners come from families with low incomes, often headed by older siblings or elderly grandparents, where regular meals are scarce. Learners rely on the national school nutrition programme, which is often their only regular meal.
The challenge and response
With the Covid 19 pandemic, the economic and social hardships faced by the community have been exacerbated as people lose their livelihoods and children are no longer fed at schools. The challenge has been to continue education, protect learners, teachers and staff from exposure to risk of infection and ensure that learners from poor household backgrounds receive some form of nutrition while at home, now that the government’s national feeding scheme for learners has ceased as a result of the lockdown.
As Wanda Mpisi explains, “In order to meet the need for continued education at this time and given that learners had little access to online learning, we identified Grades 1 and 7 as two grades that needed urgent intervention especially in Mathematics and Languages of learning and teaching (English in grade 7 and IsiZulu in grade 1). Grade 1 learners had just started school and were still grappling with basic foundational skills necessary for their academic development in subsequent grades. Grade 7 learners, this being their last year at primary school, were on the verge of starting their secondary school education with very little opportunity for content and skills gap remediation in subsequent grades.”
Wanda tasked his grade 1 and grade 7 language and maths teachers to develop worksheets for home learning. These were sent to learners via parents and others. Teachers communicated with learners/parents through WhatsApp and local community Facebook group chats, as well as making direct phone calls to parents to collect work from school. To meet learners’ need for food supplies during lockdown, Wanda explains, “Our school responded by preparing hot meals and communicating through community structures to have parents collect food from school every day. In addition to this, the school has a partnership with an organisation, Lodester Foundation. In terms of this partnership, Lodester Foundation supplies instant breakfast porridge for serving to our learners daily. During the lockdown period, the school worked with community structures to distribute packets of breakfast porridge to learners in their own communities.”
Being a principal for Wanda means the development of a culture of concern in his school. The teachers at his school are excited to be making a difference to the lives of children even while at home. As he says: ‘’For many years the teacher has been at the centre of the education of the child. The outbreak of Covid-19 which forced us into remote teaching and learning, may have ushered the role of a parent from peripheral role to a more central role in supporting the child in the future with the school playing a facilitator role. This project has revealed that while the majority of our learners come from impoverished backgrounds, a large majority of households have at least access to one mobile telephone which can support learning. … This project has presented me with an opportunity to assist our teachers in authentic professional development at a very challenging time.’’
(Wanda Mpisi, July 2020)
Interview and case study contributed by Dr Jane Pennefather, Mr Wonderboy Mpisi’s Master’s Thesis Supervisor, University of Kwa-Zulu Natal, South Africa


Music not only plays an important role in our students’ lives but also in everyday life at the European School Brussels III.
In agreement with the pedagogical principles of the educational system of the European schools, music lessons are mainly taught in the vehicular languages. Activity-based lessons help students connect with peers with different cultural backgrounds.
Experienced music teachers help our students understand the inner workings of the music they like and the music they are encouraged to learn more about. We try to inspire them to engage with contemporary and historical music, arts, and culture. Only through contrasting historic and contemporary musical perspectives is it possible to understand one’s own musical identity.
Musical activities help our students develop learning strategies and have the power to increase their self-esteem. Combining cognitive and emotional aspects of learning encourages personal expression, reflection, and emotional development.
Music education is a mandatory subject in S1–S3 and is mostly taught in mixed-language groups. It is an optional subject in S4 & S5 (more monolingual), and can be chosen as a BAC-relevant, 4-hour course in S6 & S7.
There are a variety of different settings in which our students can discover their musical talents (in-class rehearsals and performances, solo or group; after school programs, solo or group) and present them to an audience (in class, during the Music Break, in performances for staff members, at the EEB3’s New Year’s Concert, the Gala Concert, the Spring Fest, etc.).
Music theory and music history play an important role in guiding our students to become better performers and composers. Regardless of age, musical experience, or cultural background, students are given opportunities to find ways music can enrich their lives and help them deal with the challenges of school and everyday life.


A New Approach to Spelling Instruction
(Grades K-6) / Flex Course
PDI Course Number: 97T02 / UCSD Course Number: EDUC41492
Are you bored with teaching the same spelling lessons each week? This online course is designed for educators interested in learning a variety of ways to teach essential spelling skills to their students. Spelling is an essential and complex skill and an important component of the overall language arts curriculum. Instead of looking at spelling as a memorization process, spelling should be thought of as a building block of literacy development. In this course, teachers will learn a variety of proven ways to increase students’ spelling skills using interactive, developmental, and fun activities. Strategies such as word families, mnemonics, and self-correction model will all be shared. Teachers will also understand the developmental levels of spelling and how invented spelling fits in. Teachers will also be introduced to a variety of technology resources that can be used to promote spelling and vocabulary development. This course is worth 3 ⅓ semester units/5 quarter units (50 hours of training) from UC San Diego Extension. For detailed information on university credit, click here.
"This is an excellent course! The readings and resources were informative and changed the way I will be teaching spelling in my classroom. I can honestly say that this has been the most effective and informative graduate level course I have ever taken." - Thelma Leister
Only $127 with the discount
Course with Credit from UCSD Extension
Only $323 with the discount
This course is worth 3 ⅓ semester units or 5 quarter units of graduate-level credit from UC San Diego.
You have up to one year from the date you are enrolled to complete a flex course.
Required Resource Book
This course has a modestly-priced required resource book (available in both new and used versions) that can be purchased through Amazon using the following link. Note that you can begin and participate in your course before the book arrives.
Spelling K-8: Planning and Teaching by Diane Snowball and Faye Bolton
If you are registering for multiple courses, use the following link to access the book list for all PDI courses with direct purchase links through Amazon. PDI Course Resource Book List
- Introduction to Spelling Instruction
- The Connection Between Spelling and Literacy
- Spelling Assessments
- Assignment #1: Write an autobiography
- Test #1
- Common Core State Standards for Spelling
- Invented Spelling
- The Stages of Spelling Development
- Assignment #2: Article reflection
- Test #2
- Instructional Spelling Groups
- Simple Spelling Games to Use in the Classroom
- Mnemonics and Other Strategies
- The Connection Between Vocabulary and Spelling
- Assignment #3: Share your expertise
- Test #3
- Word Families
- Technology and Spelling
- Websites that Promote Spelling and Vocabulary Development
- Test #4
- Spelling Self-Correction Model
- Integrating Spelling Instruction with Writing
- Test #5
- Commonly Misspelled Words
- Spelling Principles to Know and Teach
- Spelling Homework
- Assignment #4: Develop two spelling lesson plans
- Assignment #5: Reading/Learning Log (Based on required resource book)
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One of the things I think is impressive is how much technology companies are stepping up to help the world during this COVID-19 pandemic. No two firms are doing the same thing, but collectively they have a significant impact. They are partnering ever more broadly as well, which is increasing this impact significantly.
One of the more interesting examples is HP and what they are doing to help with education. We don’t often realize how big an impact this event has had on education, but, according to HP, 91% of the students in the world have had their education adversely impacted. That is 1.3 billion students, and this impact ranges from reduced learning and loss of grades to having to be held back a year to catch up.
Even before the Coronavirus pandemic, 260 million students all over the world were unable to get even elementary education. HP has decided that this can’t stand and has stepped up. Here are some of the more exciting things they are accomplishing. (This is part of their impressive initiative to impact 100 million people by 2025 positively)
Starting From The Top
Like all good social responsibility programs, HP’s started at the top, and HP’s CEO, Enrique Lores, is all in with this effort. Both his sister and his youngest brother are doctors fighting this pandemic in Spain—one of the most horrific hotspots during this pandemic—making the event even more personal to him.
They have pivoted much of their 3D printing capacity to creating parts for face shields, face masks, respirators, ventilators, and other related projects. They are planning to expand this effort for 3D printed nasal swabs for COVID-19 field tests as well, to assist with the massive requirement to test everyone so we can all get back to work.
But it is the focus on teachers and education that seems to really catch his interest.
HP’s Education Efforts
HP has launched several efforts to make it easier for teachers to connect to students during the Coronavirus pandemic. One of the significant HP initiatives is “Turn To Learn,” which focuses on STEM (science, technology, engineering, math) and environmental courses and provides printed materials to students currently underserved due to a lack of technology in their respective regions. Working with partners like Britannica, NASA, and Time for Kids, HP is working to help bridge the technical divide for those underserved students.
Another broad partnering effort surrounds their <href=”#filters_printables_section=creator-creator_crayola”>Print, Play & Learn initiative, where they provide millions of families without access to technology with the materials they need for remote learning. Partners in this effort include Canva, Crayola, Education.com, KiwiCo, and Time for Kids.
Finally, to address the technology shortfall, they have engaged their HP Refresh program that collects obsolete PCs, fixes and refreshes them. This effort is so that communities can use them to provide the kids who can’t afford PCs with the tools they need to study and advance while working remotely.
HP has one of their best people, <href=”#!”>Michele Malejki HP’s Global Head of Strategic Programs for Sustainability & Social Innovation, working on this, and their education efforts go beyond kids.
HP also has other endeavors that include materials for general business skills (something most of us lack, which speaks to why many startups fail). If you have time on your hands, you should <href=”#courses”>check out some of the courses. They could help give you or your older kids the skills they need to succeed.
It is great to see our technology companies stepping up during this COVID-19 catastrophe. What HP is doing for kids and adults during these times is particularly impressive. Kids are our most important future resource, and if we can assure their education, perhaps they can fix the problems our generation created or failed to fix. To get there, they need resources, and HP has provided them to address the shortages that exist in our troubled world.
During these times, it is just heartwarming to see CEOs like Enrique Lores and executives like Michele Malejki step up and set an example for the rest for us. We desperately need positive models during these hard times as well, because we still have too many negative examples in front of us every day for my piece of mind. Thanks to HP for making a real difference!


Quotes by Kodály:
“Those who cannot see
what they hear and
cannot hear what they see,
are not musicians”
“Brilliant pianists could not
write down a single melody…
after hearing it 15 to 20 times! They are not musicians but
“No other subject can serve the
child’s welfare - physical and
spiritual - as well as music”
“We must look forward to the
time when all people in all
lands are brought together
through singing, and when
there is a universal harmony”
Zoltán Kodály: Up Close and Personal
~ A Student’s Account
April 11, 2015 | National Association for Music Education
(Eastern Division Conference)
My first class
His life - milestones
Kodály as the educator
- Is his work a method?
Kodály as the composer
- Listening to excerpts of Kodály’s symphonic works
- Psalmus Hungaricus brings international fame
History and Development of solfège:
- Creation of solfège syllables -listening to the Hymn where it started
- Tonic Sol-Fa - hand signals
- The Two Systems: Fixed Do vs. Movable Do
Other Great Contributors of the 19th and 20th Centuries
Kodály Music Education in action:
- Audience Participation
Hand-signals, Sight-singing (multiple parts), dictation of rhythm and melody, assigning proper
solfège syllables and more
- A movie clip by Steven Spielberg
February 13, 2015 | Community MusicWorks
Comments from Presentation:
1. What new or compelling ideas did you gain from today’s discussion?
The importance of singing!
Teaching music in a natural progression, bringing people together through singing
That Kodaly’s philosophy was about the value of music for children and society, not just methodology.
That teaching solfege can start not with 7-note scale, but pentatonic.
The idea of using pairs more between students is interesting to me, although I am not sure how to adapt it for very beginning students who have difficulty hearing the basic intervals to begin with.
Fascinating workshop! I found out so many things I didn’t know- about Kodaly, singing history, and teaching. Jorge is a fascinating man! Thank you for your stories, information, and ideas!
Compelling ideas for use in pedagogy.
Information on Kodaly mainly and others (such as Arezzo, Boethius).
2. How might these ideas impact your own practice going forward?
I would love to find more folk songs to integrate into my teaching practice. I also realize my
solfege is a little rusty! Even though I sing with my students often, I can see the value of
using solfege more often.
I will work on pentatonic singing with my violin students.-Knowing how the system was created
using a piece that uses the different pitches inprominent locations gives me some ideas for
how to familiarize students with the pitches andsyllables.
Using more solfege and body motions when teaching music would be something I would
like try more.
I am very interested in discovering more about Kodaly and this solfege method.
I learned fixed do in college, and while singing has always been comfortable for me, I find it challenging to swtich to moveable do very quickly.
We will see! Definitely will use things I learned today.
3. Any other comments or suggestions?
This was helpful and inspiring. Thank you!
I enjoyed your presentation – the variety of history, anecdote, and examples of solfege.
It’s difficult for me to get a sense of how to apply these exercise for beginners based on doing
it with experienced musicians who have already studied ear training. I would love to try
something unfamiliar or go through step by step how to introduce them.
Maybe more information on how to teach this method.
It was amazing! Really, really enjoyed the seminar.


Optical illusion (3D) easy science for kids
To make this all we need is just paper, pencil, and 2 bright markers.
Shape your hand with a pencil. Do not push your pencil to make a hand shape outline hardly seen.
Once you’re done start drawing your lines from the bottom of your paper. Your lines should be straight as much as possible except the fields where the handshape is located. Once you get to the outline of the hand curve you line like a bridge. Then when you get to your next outline continue your straight line.
Optical Illusions can use color, light, and patterns to create images that can be deceptive or misleading to our brains. Optical illusions simply trick our brains into seeing things that may or may not be real.


Our program offers Pre-CLB/Literacy levels 1-3, as well as CLB levels 1-5 in part-time classes to meet the needs of students. Classes are offered as either Reading & Writing, or Listening & Speaking.
Pre-CLB/Literacy levels 1-3
Teach speaking, listening, reading, writing and numeracy skills to adults who have little or no literacy skills, or are semi-literate in their own language, or whose first language uses a non-Roman alphabet. Students learn to give adequate basic responses to questions, communicate basic needs, and engage in routine everyday communication.
CLB levels 1-5
Improve the listening, speaking, reading and writing skills of students and move their performance levels to an initial intermediate stage. Students engage in intelligible and communicatively effective social interactions. At these levels, they demonstrate an ability to function in unpredictable as well as predictable contexts.
Seniors: CLB levels 1-5
The four competency areas of listening, speaking, reading and writing are practiced in these classes in a multi-level setting. Courses focus on topics relevant to seniors and are designed to accommodate their learning needs and styles.
Computer Skills Training
Basic computer training is provided to students to boost their digital literacy, as well as provide them with the technological skills needed to succeed in everyday situations.
Childminding is available for children aged 6 months and up.


It is hard to imagine a life without color. Colors were brought into your life to make your life brighter and more joyful. There are different types of colors and every person somehow resonates with a particular type of color. You can let your mind wander or simply concentrate on your coloring pages. Coloring pages are important educational tools to prepare preschoolers for school. It is also one of the most favorite pastime activities of the kids. It has the capability to relax the fear center of your brain by reducing the thoughts of a restless mind. In addition to its relaxation benefit, it gets those creative juices flowing through color choices that will make your picture come to life. The Importance of coloring is now being realized for all age groups as it takes its place alongside yoga and meditation as an enjoyable way of improving mental and physical well-being. Are you Looking for free coloring pages for kids and adults? On the online coloring page, you’ll find a large collection of free printable coloring pages for all. Here you can explore our extensive collections of coloring pages. They’re all completely free for you to download and print in a high-quality format.
Importance of coloring page for kids:
Better Handwriting: Children need hand strength and dexterity to manipulate a pencil on paper. Working on strength can eliminate the possibility of an incorrect pencil grasp. Activities like children coloring pages and sheets will help them to hold the writing tool the correct way. This will improve your children’s handwriting.
Hand And Eye Coordination: Coordination is yet another important lesson that we can learn from coloring. It takes a lot of hand-eye coordination to color in a coloring page. From the proper way to hold the crayon, to recognizing what color to use, to sharpening crayons, these basic coordination developing skills will last children a lifetime.
Improve Motor Skills: The act of coloring can help to improve motor skills in young children. The actions, motions, and precise grip involved in coloring can aid in the development of the muscles of the fingers, hands, and wrist. Fine motor skill development can help children write more skillfully as well as manipulate small objects. They can then build on these skills to become better typists and more adept in sports and other activities.
Stimulates Creativity: A child’s creativity and imagination are a beautiful wonder and coloring can offer the perfect platform for this to be expressed. Give children the same coloring page and no two will be the same. This free flow of creativity can unlock all kinds of imaginative work that can take your child anywhere as they grow and learn.
Color recognition: Children receive their first exposure to the color wheel with crayons, colored pencils, and markers. Using different colors gives children a chance to explore the different color combinations. It also teaches them about lesser-known colors. Learning the names and hues of colors is a foundational skill for children. Coloring fosters practice and awareness of primary colors. Children learn secondary colors as they mix primary colors.
Importance of coloring page for adults:
Relieves stress and reduces anxiety: Coloring pages has the ability to relax the fear center of your brain, the amygdala. It induces the same state as meditating by reducing the thoughts of a restless mind. This generates mindfulness and quietness, which allows your mind to get some rest after a long day at work.
Spark Creativity: Coloring pages for adults is that they help ignite creativity which adults continue to experience in several other facets of their lives. Adults who color regularly find that they become great at picking colors for their clothes, their interiors, etc. Coloring books and pages also help people become more creative in their jobs, analytical thinking activities, and several other aspects of work and play.
Creative Meditation: while meditating seem to find adult coloring pages to a far simpler way to set the same basic effect. There are claims by many that coloring is a form of meditation. When you meditate, your brain enters a relaxed state by focusing on the present and blocking out the nonstop thinking we all experience. As a result, you reach a state of calm that relieves your brain from the daily stresses of life.
Self-Aware and Mindful: The coloring page is a great place to start if you are looking for the key element in happiness. When you spend time coloring the more complex designs in adult coloring pages, you need to focus and block out the world. Without realizing it, or even trying, you are often practicing mindfulness while coloring. While mindful thinking is about a wider variety of tasks than just coloring, this becomes a great practice to teach you methods to slow down from our hectic world and increase mindfulness.
The online coloring page is a range of difficulty from simple pictures to color into more challenging detailed drawings and a free coloring page for kids and adults. There is a brilliant free resource for teachers and parents to use in class or at home and will save you time and money.


Often, one of the greatest obstacles to learning a new language is fear. With a Ph.D. in Curriculum and Instruction from Kent State University, she specializes in teaching English as a Second Language. As teachers, our goals include guiding students along the journey toward literacy, regardless of the subject we teach. For unit studies, gather a variety of books on the same subject, making sure that the books reflect the range of reading levels in your class. It helps them gain confidence in their academic achievements. National achievement data indicate that the answer is no. You can and should use what you already know to be effective, research-based reading instruction to English language learners (ELLs). For example, classifying and sorting words by spelling patterns helps students develop vocabulary and provides opportunities to transfer spelling concepts from reading to writing. Teaching ELL: Reading and Writing Strategies. TM Â® & Â© 2016 Scholastic Inc. All Rights Reserved. Flash cards, with pictures of objects, are very helpful in developing basic vocabulary. These strategies provide opportunities for all students to read, write, listen, and speak in a variety of contexts. How willing is your organization to walk away from low-margin business? These may include prior schooling experiences (or lack thereof), cultural and social differences, and the similarity or dissimilarity of previously learned languages. Using literature and content material, you can introduce and reinforce … A picture is worth a thousand words: A picture is understandable in any language. Teach vocabulary explicitly. For unit studies, gather a variety of books on the same subject, making sure that the books reflect the range of reading levels in your class. How are influencers and brands treating this holiday season differently? Utilizing Visuals. Build background knowledge. Explicit and effective ELL strategies must be utilized in order for your students to gain a true understanding of the content being taught and the language associated with that content. Generate a list of questions about what you are reading. Encourage children to predict, confirm, and self correct. Results from the National Assessment of Educational Progress show that ELLs consistently score below the proficient level across subject areas. However, ELLs will need additional support in learning how to read, and the strategies here will help you to provide assistance in your everyday teaching, particularly for newcomers (students who have recently arrived in the U.S.). A student once told me: “The hardest part of learning English is in my heart. In 2019, only 10% of ELLs in grade four and four percent of ELLs in grade eight scored at or above NAEP Proficient in reading. For ELLs, reading experiences are filled with unfamiliar vocabulary that is specific to our culture. Brainstorm with the whole class to generate a. What can educators do to bridge these language and achievement gaps? 9â12. The trouble with lies: How to avoid the downside of tribalism, Why quickserves had an edge in the year of off-premises dining, 6 lessons learned from the forced remote workforce. Like this article? Having difficulty speaking, reading, writing, or understanding the English language not only affects their ability to learn successfully in classrooms, but also to participate fully in society. Learning to read and write are among the most important and difficult tasks that students -- both native English speakers and ELLs -- confront in school. According to the National Center for Educational Statistics, 5 million students -- or about 10% of the total student population -- are English language learners. Reading Comprehension Strategies for English Language Learners; Reading 101 for English Language Learners; Classroom Video Library: ELL Instruction; Why reading comprehension skills are particularly important for ELLs.
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Course Ref: SD0221
The FUNdamentally Moving Classroom
Have you ever wondered what difference 5 minutes a day can make for your whole school?
During this course you will gain access to a unique school wide programme on physical literacy which not only benefits your pupils’ physical co-ordination and development but also aids academic achievement, sensorimotor development and creative problem-solving skills.
The course examines background research and knowledge surrounding the importance of physical movement within the context of sensorimotor development and physical education. The programme explores the links between P.E. and STEM, explaining how the body works on a musculoskeletal level, with content relating to the strand units ‘Health and Wellbeing’ and ‘Knowing about my Body’ (‘Myself’ strand of the primary SPHE curriculum).
This course would also be of huge benefit to SNAS who could use the programme with their pupils as part of 'brain breaks' from the classroom setting. Although the programme is based on the primary P.E. curriculum it could potentially be implemented in a second level setting especially with children with movement difficulties.
On completion of the course participants will have:
- a greater understanding of the concept of physical literacy and how it can be taught on a daily basis without compromising other curricular areas
- an awareness of the link between physical activity and academic attainment which will enhance the learning experiences of the pupils and the quality of instruction of the teachers
- an understanding on how to motivate pupils to function independently and use creative problem-solving techniques
- an insight into the physical benefits from doing the programme themselves
- ideas on how to implement a targeted movement programme, on a whole school basis, as part of a school improvement plan within the context of the school self-evaluation process.
- an increased awareness of the needs of pupils with specific movement disorders and a better understanding on how to meet their needs
Module 1: Introduction
1.1 Introduction to the course
1.2 Academic research and background to sensorimotor skills development
1.3 sensorimotor development and academic learning
Module 2: Physical Literacy and the fundamental movement skills
2.1 Physical Literacy
2.2 Fundamental movement skills
Module 3: Equilibrium Movement Programme (EMP) Exercises 1-12 and SSE
3.1 First 12 exercises of the Equilibrium Movement Programme
3.2 Physical literacy -a whole school approach to SSE
Module 4: Equilibrium Movement Programme (EMP) Exercises 13-24 and literacy/numeracy
4.1 Exercises 13-24
4.2 Physical Education and the acquisition of literacy and numeracy skills
Module 5: Equilibrium Movement Programme (EMP) Exercises 25-36 and ICT/musculoskeletal system
5.1 Exercises 25-36
5.2 ICT resources to support physical literacy
5.3 The musculoskeletal system
Feedback from our 2019 & 2020 Course Participants
- 'I found the course to be well presented, accessible to all primary teachers regardless of their own physical literacy and easy to implement.'
- 'I found the equilibrium movement programme very useful and intend implementing it in my classroom.'
- 'I most certainly will complete this programme with both my gross motor and fine motor groups in school as it is a well devised programme '
- 'I will use most elements of this programme. Charts for each exercise, yearly chart will be very useful to me for my planning and assessment.'
- 'I liked the yearly plan and explanations of the exercises in the Equilibrium Movement Programme as they can be used in the classroom. They are simple and I think the children in my class will enjoy them.'
- 'Module one gave an excellent explanation of vestibular and proprioceptive systems. These terms have been included in reports from occupational therapists and I now have a much better understanding of these terms'
- 'I wouldn’t change anything about this course - it was coherent, easy to navigate and informative with lots of useful takeaways for the classroom'
- it was structured and pitched excellently'
This course has been approved by the Department of Education & Skills as part of the 2021 Courses programme for Primary Teachers and will be available to access from 1st July to 20th August 2021
On completion of the course qualifying teachers will receive a CPD Certificate and will qualify for 3 EPV Days.
The course is also open from 1st July to SNAs, Secondary School Teachers, Childcare Workers, Childminders and Parents who feel that they may benefit from the course
Our Support team are on hand to answer all your queries, either by phone or e-mail.
Check your Course Homepage
Click here for a list of Frequently Asked Questions


Middle School (grades 7 – 8)
These years are critical, particularly for students who are joining us for the middle school program. A strong emphasis is placed on preparing students for high school with an intentional focus on social skills and character development. Organization and time management continue to be skills that are reinforced throughout each subject area. Middle school students participate in the 1:1 laptop program and continue to grow their technology skills. Students attend monthly Chapel and monthly one-to-one mentoring with a staff member. Our goal is for our students to be equipped with the skills and confidence they need to be successful learners in private or public high school, and have a variety of choices after high school, including college and beyond.
Language arts classes have an instructional assistant during instruction, allowing teachers to address learning needs in small groups or individually.
Math classes are smaller and students are grouped based on their instructional level. This ensures that foundational skills are acquired and those proficient in these skills can move on to higher levels of learning. These small groups allow for more individualized attention and targeted instruction and intervention.
History, Bible, social skills, and technology are taught by the classroom teacher, differentiating assignments as needed and allowing technology to be integrated throughout all content areas. Social skills classes use research-based curriculum and include many opportunities for role-playing.
Science is taught by a specialized teacher three days each week, focusing on hands-on learning. All middle school students attend Outdoor Science Camp.
Art and Music/Drama instruction is provided to all students by a specialized teacher once each week.
Executive functioning guidance is provided by a specialized teacher.
Digital Media Arts instruction is taught weekly by a specialized teacher and is specifically designed for Pathway middle school students. This course includes basic digital drawing tools, stop motion animation and a variety of other tools for creativity and self-expression.
Physical Education is taught by a specialized teacher four days a week, with a focus on coordination, balance, and skills.


Computer know-how combines the hardware of computers and computer-controlled devices with software—working methods, authoring tools, expert techniques and courseware—to support training expertise. A computer techniques administrator career includes guaranteeing an organization’s computer programs carry out at a high stage and with tight safety, but not exceed a given finances. Moreover, it’s thought that Apple is especially involved in the machine learning algorithms that allow Shazam to determine audio clips, as well as the augmented reality expertise that enables users to find content based mostly upon pictures captured by way of the Shazam app.
Belanja online di Bhinneka juga semakin nyaman dengan metode pembayaran cicilan zero% untuk three, 6, dan 12 bulan, serta tunai di tempat (COD). Network administrators will need to have a bachelor’s degree in community administration , computer science , methods engineering, or a related field. For example, success in digital media, particularly relating to web websites, has been repeatedly described as following an influence-regulation distribution (as talked about in the previous part for the links posted on Twitter).
An IT degree may also provde the foundational skills you could work in software program improvement and other computer science-related professions. Software program companies and product distributors present certification applications. Dengan ini Anda dapat menaruh Apple Watch Anda dengan mudah dan sekaligus mengisi baterai Apple Watch. This neat little gadget gives a lot of insights into your automotive’s efficiency, as well as providing handy phone charging.
Content material of this publication was developed from the 1992 Ph.D. Dissertation of Sheryl Burgstahler titled Computing Companies for Disabled College students in Establishments of Higher Training, University of Washington. When constructing new code, a computer programmer builds and uses computer-assisted software program engineering (CASE) instruments, which automates the writing of some code.
Anda juga dapat menentukan spesifikasi Gadget yang diinginkan seperti warna, ukuran, dan lainnya. This benefit covers unintended harm, theft or loss, but the usual coverage phrases and conditions still apply, so be sure to’re aware of them before you buy. At 17 p.c, ‘Fashion & Beauty’ posted the strongest growth over the previous year, with annual international spend within the class now topping half a trillion US dollars.


January is Kindergarten Registration Month for most schools. Here is a quick checklist of things your child should know how to do when they start Kindergarten.
- Uses a correct and efficient pencil grip for writing
- Stabilizes paper with non‐writing hand while drawing and writing
- Begins to form printed letters and numbers using proper strokes
- Holds scissors properly and can follow a line
- Independently ties shoelaces
- Squeezes wet sponges, a glue bottle or a catsup bottle
- Fastens buttons, zips zippers, fastens fasteners or snaps snaps on clothing
- Uses paintbrushes, scissors, and eating utensils
- blows bubbles through a bubble wand or blows out candles
- Tries to whistle
- Imitates or makes silly faces
- Speaks clearly
If you think your child needs help with some of the above fine motor skills, we will start our 2018 Fine Motor Fitness Class for ages 3-5 on January 24 and will run thru March 14. This class will meet on Wednesdays from 1:30-2:30 pm.
During the preschool years, children begin to build their fine motor skills and their hand strength. Individual children at this age exhibit a wide range of abilities with regard to fine motor skills. However, fine motor activities can be a source of frustration if children are directed to perform tasks (e.g., practicing writing letters and numbers for extended periods) that they are not ready for developmentally. Rather, supporting children’s fine motor skill development during the preschool years should focus on providing children with materials to explore and manipulate during play or through open-ended learning experiences such as sorting or art activities. As children engage in these activities, they build the fine motor skills they will need in kindergarten for handwriting, etc.
Our Fine Motor Fitness class will also focus on:
- Opportunities to boost self-confidence and self-esteem
- Games to work on small motor skills
- Activities to develop appropriate pencil grasp, writing, and scissor skills
- Child multi-sensory approach to learning
We will continue to offer individual Occupational and Speech Therapy services in order for your child to achieve their success in school and play.
Thanks and Happy New Year,


At Castle Hill we teach Music through the Kodaly Music Education. An approach developed by Hungarian composer and educator Zoltán Kodály, which involves the children learning through singing and playing musical games. By singing simple songs, children gradually learn the elements of music, including pulse, rhythm, pitch, dynamics and tempo. Games reinforce the learning and make the lessons fun, building children’s motivation, enthusiasm and confidence and most importantly, laying the foundation for a lifetime of enjoyment.
The Kodály philosophy fulfils the current National Curriculum and so much more. By learning through developmentally appropriate folk songs and games, an inner felt/heard sense of pulse, pitch and rhythm builds on both an unconscious and conscious level. This is the key to musical literacy, exploration, improvisation, composition, listening, appraising and performance, which are present in all Kodály lessons. The Kodály philosophy develops aural, kinaesthetic and visual learning in all pupils, proving a valuable holistic concept for all abilities.
Kodály believed that musicians should be able to hear what they are playing, therefore the approach develops secure listening skills and excellent music reading skills. Musicianship training begins in the early years, before the children have the fine motor skills needed to master an instrument. At Castle Hill the children begin learning the recorder in year 2 when they have developed the foundations of musical understanding. They continue the recorder in year 3, and the ukulele in years 4 and 5. The children in KS2 also have the opportunity to have extra guitar lessons, ukulele lessons and to join the school choir.


Interactive Metronome® (IM) is an evidence-based assessment and training tool proven to improve rhythm and timing, cognition, attention, focus, memory, executive functioning, as well as motor & sensory skills. It combines the concept of a musical metronome with advanced computerized technology to improve the foundational skills necessary for learning and development.
Training phase (Phase 1)
The aim in phase one is to decrease the person’s millisecond scores to about 40 milliseconds. This means that the person can respond to the metronome beat within 40 milliseconds. We complete between 12 to 15 one-hour sessions, depending on the person’s scores and progress.
·This is a rigorous training programme which directly influences neural timing in the brain, which is situated in the temporal area of the brain.
Cognitive loading phase (Phase 2)
·During phase two we complete two 20 minute tasks which require multi-tasking, working memory, sequencing and motor planning. An important principle is integration of skills i.e. clapping to the beat (keeping the rhythm/timing) while performing a higher cognitive task.
·Neuroplasticity is the principle of the programme which means high intensity (amount of repetitions per session) and high frequency (3 to 5 times per week) of repetitions into the neural system.
·IM® is backed by many research studies that are available in the areas of motor, speech and academic improvements.
IM® can be used to treat children and adults with difficulties related to motor planning, sequencing and auditory attention


He Said, She Said, They Said: The Importance of Gender Neutrality in the Music Room
Time & Location
About The Event
Our ultimate goal, as teachers, is to ensure that our students feel safe, respected and a valued member of the class community. Therefore, it’s important to look at various aspects of our classrooms, ensuring that ALL students are seen and respected for who they are as an individual. One prime example of this is gender neutrality. In this session we will explore the importance of gender neutrality in various ways. Participants will hear directly from student, parent and teacher testimonials. The session will have a “hands-on,” or demonstration, approach, focusing on the importance of neutral pronouns and non-gender specific roles in singing games, play parties and other musical repertoire. Attendees will have a chance to explore using gender neutrality within various classroom situations and to discuss how this will make music education more inclusive for all students.
- VIP Ticket$10$100$0
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How can critical thinking help a college student
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The world we live in is changing: Geography allows us to see why and how it is changing. The subject can also enhance communication skills, literacy and numeracy skills, IT literacy, spatial awareness, team working and problem solving skills as well as environmental awareness.
What’s on the course?
Students will study themes including water and carbon cycles, changing places and hazards. They will discover how their own actions can relate to the wider world, be it the local area or a country far away. Students complete an individual investigation which must include data collected from the field. Students need to undertake a minimum of 4 days fieldwork, and write up a 3,000- 4,000 word report.
Course Skills & Benefits
Studying Geography opens up a wide range of careers, including Environmental Management, Business and Marketing, development and global issues.
The A level is awarded on the basis of exams held at the end of the second year which cover the full course.


English for Speakers of Other Languages
The ESOL (English for Speakers of Other Languages) program is designed for international students who are serious about learning English in order to earn an American high school diploma or university degree. Students with varying levels of English language proficiency are accepted into the program. The curriculum includes language development using traditional classroom subjects (science, social studies, and math), oral language practice, and field trips. American homestay is available as needed, and serves as an excellent avenue for language proficiency.
Bible 8-10, ESOL Bible, History, Computer 5-8
MDiv Theology, BA Theology, Ordained
Endorsements: NAD Professional Certificate -- Elementary Education, Computer Applications, English, Religion, and Jr Academy Social Studies


Prefix Meaning Examples-ance state performance-ence quality of independence-er, -or a person who a thing which programmer, operator compiler, accumulator-ist, -yst a person who analyst, typist-ian pertaining to electrician Free prefixes and suffixes worksheets. Suffix and Prefix Exercises with Answers for JSC and HSC. Prefixes and Suffixes Activities to Expand Vocabulary Monday, April 1, 2019 Being an upper elementary school teacher, many of us assume that by the time students get to us, they have been taught plenty of strategies to decode the meaning of unknown words. Grade 6 English Worksheet: Prefixes and Suffixes . Example: the root "bio-" means life. Do the exercise below on prefixes and suffixes and click on the button to check your answers. Complete the text adding suffixes, prefixes or the both with root words given in the parenthesis. ... 36 Stunning Prefix And Suffix Worksheets Ideas Prefixes And . Hey dear students, In this post, you will have a great worksheet on Suffix and Prefix. Test your knowledge of these using the sentences in the quiz below. I simply didn't pay attention (UNDERSTAND) We as soon as we got to the hotel, then we went for a walk (PACK) She was here a minute ago but then she . They are not words in their own right and cannot stand on their own in a sentence. Subject Exercises: Common vs Proper Nouns Exercise 2 Nouns Exercises 1 (plurals) Nouns Exercises 2 (plurals) Countable Uncountable Nouns / 2 Abstract or Concrete Nouns / 2 Noun / Verb / Adjective / Adverb Root / Prefix / Suffix 1 Prefixes and Suffixes Word Formation Exercises 1 Noun Clauses PDF Exercises: Noun Clauses Exercises / Answers Words include untied disagree unable and. Exercises for understanding prefixes, suffixes, and roots of words. Suffix and Prefix Exercises with Answers for JSC and HSC Abdul Ahwal. CCSS 2.RFS.3.d worksheets. The words "biography" (story of life) and "biology" (study of life) are examples of suffixes modifying the roots. Suffixes This suffix type creates nouns from the stems (usually verbs). Grade 6 English Worksheet: Prefixes and Suffixes. Learn about prefixes, suffixes, and root words with these printable worksheets and activities. There are several rules of suffix and prefix. Vocabulary Exercise - Prefixes and Suffixes . suffix and prefix exercises— SSC Board Questions 2015. A brief description of the worksheets is on each of the worksheet widgets. I don't know where she went . grade_6_prefixes_and_suffixes.jpg June 25, 2019 Grammar, Published by: BDclass. CCSS 2.L.4.b worksheets. Prefixes Complete each sentence with a word that has the prefix dis- or un-. Among the rules, this is the step 7 of suffix and prefix rules for doing exercise. Here is a collection of our printable worksheets for topic Prefixes & Suffixes of chapter Phonics and Word Recognition in section Reading: Foundational Skills.. A brief description of the worksheets is on each of the worksheet widgets. Prefixes and suffixes are sets of letters that are added to the beginning or end of another word. All the best! Use prefixes to find the opposite of these verbs: 1- wrap: 2- use: 3- agree : 4- engage: behave: 6- understand: 7- fold: 8- spell: 9- connect : 10- close: Complete the sentences using a negative form of the word in brackets ! Identifying prefixes and suffixes worksheets. Suffixes are similar to Prefixes in that they modify the meaning of words, but they are added to the end of the root words. Prefixes Suffixes Worksheet Prefixes And Suffixes Suffixes . 0.5×10= 5. I'm sorry I her message completely. Click on the images to view, download, or print them. DHAKA BOARD — 2015 Suffixes and Prefixes 2. And root words with these printable worksheets and activities.


Levels 1 & 2: Music and Imagery (MI) for Health and Wellbeing
The Music and Imagery (MI) methods taught are those that have been developed by Lisa Summer over a period of 30 years as part of her Continuum Model of MI and GIM practice (Summer, 2015). These MI methods have been taught in the USA and the far East for many years and have a growing body of research to support their efficacy.
The methods taught are Supportive Music and Imagery (SMI) (Certificate course), which is resource-oriented; and Re-educative Music and Imagery (RMI) (Diploma course), which is issue (or problem) oriented.
These methods are ideal for therapist’s looking to develop new ways of working and who want to be able to offer effective goal-oriented, short-term therapy.
Compared to other forms of GIM, the MI methods taught are simpler and suitable for a wider range of clientele. They can be used in individual and group work, and in work with adults and children. The methods can be helpful for depression and anxiety, relationship difficulties, school or work related stress, bereavement and many other issues.
It is possible to train in SMI alone or in both SMI and RMI.
For those who wish to undertake further training in GIM, the MI training forms the foundation. In practice SMI, RMI and GIM are integrated as part of a safe, flexible and effective approach to meeting client need. This involves different levels and types of work taking place as a client's therapeutic process unfolds.
Entry criteria for MI and GIM training
To be qualified as a music therapist, counsellor, psychotherapist or similar.
To have a minimum of 1 year's post-qualification experience working as a therapist.
To have a sufficiently well-developed relationship with music. A formal music education is desirable but not required.
Paik-Maier, S. (2010) 'Supportive music and imagery method', Voices: A World Forum for Music Therapy,
10(3) [online]. Available at: https://voices.no/index.php/voices/article/view/453
Paik-Maier, S. (2013) 'Music and imagery self-experience in the clinical supervision of trainees in guided imagery and music', in Bruscia, K.E. (ed.) Self-experiences in music therapy education, training, and supervision [e-book]. Gilsum, NH: Barcelona Publishers. E-ISBN : 9781937440435.
Summer, L. (2015). The Journey of GIM Training from Self-Exploration to a Continuum of Clinical Practice. In Grocke, D., & Moe, T. (Eds.). Guided Imagery & Music (GIM) and Music Imagery Methods for Individual and Group Therapy. London: Jessica Kingsley Publishers.
© 2015-2021 Integrative GIM Training Programme. All Rights Reserved.


Born July 1, 1888
Died April 20, 1970 (aged 81)
Movement Concrete art
Awards São Paulo Biennial 1951, second prize
Alberto Magnelli (1 July 1888 – 20 April 1971) was an Italian modern painter who was a significant figure in the post war Concrete art movement.
Magnelli was born in Florence on July 1, 1888. In 1907 he started painting and, despite lacking formal art education, by 1909 he was established enough to be included in the Venice Biennale. His initial works were in a Fauvist style. Magnelli joined the Florentine avant-garde befriending artists including Ardengo Soffici and Gino Severini. He also visited Paris where he met Guillaume Apollinaire and the Cubists including Pablo Picasso, Fernand Léger, and Alexander Archipenko. By 1915 had adopted an abstract style incorporating cubist and futurist elements.
Over the next few years Magnelli returned to figurative work and drifted away from the Italian avant-garde, which was becoming more supportive of Fascism, which he opposed. By 1931 he had returned to abstraction in the form of concrete art featuring geometric shapes and overlapping planes. He moved to Paris, where he joined the Abstraction-Création group and became friends with Wassily Kandinsky, Jean Arp and Sophie Taeuber. Following the invasion of France by the Nazis, Magnelli and his future wife, Susi Gerson, went to live in Grasse with several other artists including the Arps. Some of the group, including Gerson, were Jewish so they were forced to hide. Despite this, the group was able to produce a number of collaborative works.
Following the Second World War, Magnelli returned to Paris which was to be his home for the rest of his life. He became a major figure in the post war concrete art movement and influenced artists such as Victor Vasarely, Nicolas de Staël as well as the concrete artists in South America such as Hélio Oiticica. He again exhibited at the Venice Biennale, this time with a whole room. Major galleries organised retrospectives of his work.
Magnelli died on April 20, 1971 at his home in Meudon, Paris.
* Venice Biennale (1909)
* Galleria Materassi, Florence (1921) (his first solo exhibition)
* Pesaro Gallery, Milan (1929)
* Galerie Pierre, Paris (1934) (his first major exhibition in Paris)
* Nierendorf Gallery, New York (1937) (his first solo exhibition in the USA)
* René Drouin Gallery (1947)
* Venice Biennale (1950)
* São Paulo Biennial (1951) (awarded second prize)
* Palace of Fine Arts, Brussels (1954) (his first full retrospective exhibition)
* Documenta II, Kassel [1955)
* Kunsthaus, Zürich (1963) (major retrospective celebrating his 75th birthday)
* Museum of Modern Art, Paris (1968)


All activities are designed to allow children to explore, play, inquire, discover and learn at their own pace. This is done to nurture their curiosity and creativity, two important abilities that are crucial for formal learning in the future. We provide a safe and non-judgemental environment for children. It is our philosophy to treat each child as an individual and encourage learning through developmentally appropriate, child centered activities.
- Qualified, trained, well-organized and friendly staff
- Age appropriate activities to engage children and stimulate their thinking
- Active parental involvement
- Safe and friendly environment for learning through play
- Create an environment in classroom that generates curiosity in child and encourages her to ask questions
- Trained teachers to help children think logically by giving logical answers to their queries, and leading them to the right answers through hints and ways to find answers themselves
Exploring the world around makes learning fun and a continuous part of life
Themed units that encourage your child’s curiosity, increase confidence, and support self-directed activities. Hands-on experiences designed to boost problem solving and scientific thinking skills. Daily small and whole-group activities. Observation-based assessments that track your child’s progress toward developmental milestones and school readiness. Portfolios that document growth and development through your child’s work. Regular teacher-parent communication.
Activities and lessons that help prepare your child for kindergarten and school success. Small-group lessons focused on mathematics, english and literacy. Whole-group activities that help your child build an awareness of others and a sense of community. Hands-on experiences that encourage independent, creative learning. Classroom activities and design features that help your child build literacy and numeracy skills. Regular teacher-parent communication.
Individual attention in a small-class setting. Educational field trips and school presentations that build on classroom learning. Regular teacher-family communication, including daily updates to keep you informed. Comprehensive reporting on individual child achievement through standardized tests and parent-teacher meetings.
Enabling children to express themsleves through creative and performing arts
Dance/Fine Arts (Add-on) Activity
While we understand the importance of academics and are devoted to provide the best education, we strongly believe that involving children in creative and performing arts teaches them life skills such as articulating a vision, building self-confidence and self-discipline, developing an informed perception, accepting responsibility to complete tasks from start to finish, developing the ability to imagine what might be, and learning to solve problems and make decisions.
This add-on (referred as Extended Play school) includes providing lunch to participating students around 12:15 PM (once the play school is finished) and then involving them to an hour long activity (dance\fine arts) class every day from 1 PM to 2 PM.


If the Congress, state and local municipalities get their way and cut funding to art and music programs, there will be no need for paintbrushes, fingerpaints, or musical instruments in the 2010-11 school year.
Changes, and cuts in funding for extracurricular and co-curricular activities, including music and arts programs, mean the death of our children’s music and arts educations, and it is happening right now across the country. The smaller municipalities are the first to make such cuts, according to the Leader Herald of Gloversville/Johnstown, New York, a region in the impoverished Mohawk Valley, “in the short-term, several districts are considering reducing full-day kindergarten to half-day programs. Elementary art and music instruction is on the chopping block in many districts, including Gloversville, Amsterdam and Fonda-Fultonville.”
According http://www.alltheartsforallthekids.org/, studies demonstrate that participating in arts programs can help children read and write better, be more focused in class, raise test scores, develop higher self-esteem, and solve problems more creatively.
ezinearticles.Com states, it’s no secret that art and music programs are under attack at most schools because of the recent cutbacks due to the economy. However a recent report has concluded that learning the arts nurtures the development of social, personal, and cognitive skills. As most of us already know these three skills are the foundations of our survival. Programs which are based around the arts are shown to improve academic achievement and decrease the tendency towards delinquent activities.
Art programs involve communication, interpretation and understanding of complex symbols similar to mathematics and foreign languages. Learning these skills helps to develop high order analytical skills as well as skills of evaluation and synthesis. Many art programs make the child regularly use different skills in turn making them very dynamic and versatile. This helps children form positive attitudes about themselves and others while building self-esteem.
Art programs also offer some extra perks like development of imagination, judgment and philosophy. As opposed to the 45 minute duration of typical classroom settings at school, the extra time allotted in after school activities gives your child more time to get involved. This gives the latent capabilities of your child more time to shine. This in turn allows your child to learn to set higher standards of achievement. They begin to understand how to focus for longer periods of time which results in the road to excellence.
If your child seems to be a little withdrawn, theater, speech or drama lessons are an excellent outlet for hidden emotions. This helps your child to verbalize emotions and express thoughts and feelings that they normally might suppress. This is one of the major reasons why so many art based are such a popular activity. Let Federal, state and local officials know we value art and music education in our schools.