Let us explain how our public charter schools are prepared to provide your child the high quality education usually offered only at a private school academy.
We begin with a cheerful, orderly, and safe environment
Our campuses are constructed with separate classroom buildings that are small enough to foster personal attention and age-appropriate guidance for all children.
Add a carefully planned curriculum
We know that to accomplish any important goal, there must be a detailed and complete plan, or blueprint, to guide our efforts. The Academies have developed a plan over the last 20 years through our program of instruction and research on early childhood learning. By incorporating the State of Michigan curriculum guidelines, we have a learning blueprint that substantially exceeds state requirements. The plan includes a large series of specific performance objectives for language, reading, mathematics, science, social studies, conduct, health and art. Our curriculum is all of the materials and experiences we arrange to foster the mastery of specific performance objectives.
Double the teaching staff
We provide a certified teacher for each 10 children to make certain that every child is provided constant opportunities for learning guidance. There is ample supervision and assistance available for each child, whether to foster accelerated learning or guarantee that any child needing extra help â has that help when necessary.
Coordinate learning at school with parent guidance at home
Parents receive a Weekly Student Progress Report, detailing the performance objectives introduced and practiced that week. This allows parents to know always what skills are developing so they can support this learning with their child at home.
Assure quality instruction
A key feature of our program is a set of management practices that help guarantee that each child is receiving appropriate and effective guidance. We employ an independent learning performance assessment staff. These monitors check the progress of every student continuously throughout the year to make certain that 1) each child is making expected progress, 2) the childâs teacher is accurately tracking progress, and 3) any child requiring special assistance for accelerated or remedial guidance is recognized. In this way, we can prevent âslipping behindâ or âboredomâ for every child. At the beginning and end of the school year, nationally validated achievement tests are administered. This information lets our staff and our parents know how our school, each grade, and each classroom is progressing-as compared with other schools throughout Michigan and across the United States.
Take our parentsâ opinions seriously
Each parent receives a detailed questionnaire several times each year. Their responses provide essential communication helping to assure that everyone works together and stays on track. Our parents have been universally enthusiastic and supportive in their replies this year.
If you would like to join our growing group of families who care, especially for their childrenâs education, we would be pleased to have you join us.


Enhance your purchase of the 'Magnets' Story Sack with the book and supporting materials. These resources will help develop and stimulate language activities and make reading a memorable and enjoyable experience for all children. This is the perfect resource to develop activities within a school environment, an excellent tool in which to build children's imaginative and role-play skills, and would also make the perfect present for any child!
Story Sack Bundle Includes
'Magnets' Draw String Story Sack
MATERIAL: 5oz Cotton
SIZE: 17" x 20"
Magnets: Pulling Together, Pushing Apart:Amazing Science (Paperback) - Compasses and magnetite, magnetic poles and motors - learn about how magnets affect our lives.
Magnetic Electricity! The Power of Magnets and Their Role in Electricity - Science for Kids - Children's Energy Books (Paperback) - Those little magnets that you play with, those are actually more than just toys. There are magnets that very powerful, theyâre used for electricity, too. The purpose of this educational book is to open your childâs eyes to the world of magnets. With the combination of texts and images, this learning resource will make one mean childrenâs book!
What Makes a Magnet? Let's-Read-and-Find-Out Science 2 (Paperback) - Why does a magnet pick up a paper clip but not a leaf or a penny? How can the whole world be a magnet? Follow the step-by-step instructions about how to make your own magnet, and then find out for yourself what makes a magnet!
What Magnets Can Do: Rookie Read-About Science (Paperback) - The natural world comes alive for young readers with Rookie Read-About "RM" Science! With striking, full-color photos and just the right amount of text, this series immediately involves young readers as they discover intriguing facts about the fascinating world around them.
Magnet Max (Paperback) - Magnet Max loves experimenting with magnets. He knows all about how they work and loves using them to attract new types of things. But when he shows them to his friend Nick, the other boy is baffled. Will magnets stick to a paperclip? A refrigerator? A horse? How do they work, anyway? It must be magic! Join Max and Nick as they explore the science behind the magic.
Magnets and more 24 piece set - With Deluxe Magnet Set, you can discover the fun of magnets. This 24-piece set has a variety of 23 magnets and paper clips for pick-up play. Recommended for ages 7+
Magnetic Match Rings - Magnetic match rings are the fun way to learn about magnetism, help develop visual matching skills, and improve eye-hand coordination. When you stack the rings they either snap together or repel the next ring and cause it to float. Select one of 40 pattern matching challenges and stack the magnetic rings so they match the colors and pattern as shown.
Magnet Science Kit - Teach children about the invisible power of magnetism with the 4M Magnet Science Kit. The Magnet Science Kit teaches young scientists about the effects of magnetism through a combination of fun science experiments and games. The kit contains materials to make interactive magnetic objects like the Super Power Horseshoe Magnet and the Magnet Wand. Construct Super Magnet Racer, a Yacht Compass, or a Mysterious Dangler. Activities like the Fishing Game provide hours of fun and provide hands-on learning about the effects of magnetism. Recommended for ages 8+
126 Piece Magnetic Building Blocks - 126-piece mini magnetic building blocks in 5 different shapes. Durable construction block toys for endless building games. Ameliorate motor skills, creativity, construction and stacking skills. Stimulate educational learning parent-child fun gaming. No gravity problems, no balance required. Mini size magnet blocks for easy handling.
PLEASE NOTE... SOME ITEMS IN THIS STORY SACK ARE FOR AGES 7+
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I saw this a few days ago in an inclusive classroom, and I thought I should share.
Dear teachers in Nigeria,
A visual schedule like this is a good way to manage the behaviour of a child with autism in your classroom. It shows the sequence of events in the classroom, helping a child to be organized and to know what to expect in his/her day.
A visual schedule has many benefits for children on the autism spectrum. Let me share a few here:
1. It helps for easy transition from one activity to another in the class.
2. It reduces anxiety, as the child knows what to expect.
3. It reduces the need for adult prompts, thereby helping the child to be more independent.
4. It helps with literacy development, as the child gets used to the words, especially if it comes with pictures as well
5. It helps to teach sequence, and the child can reference what he/she did during the day.
6. Children can learn to plan and follow instructions. This will help them in completing tasks, preparing for the work place as adults, and in doing activities for daily living.
7. It benefits the neurotypical children in your class too.
Another benefit is that a child can also learn to be responsible. You can make it a fun experience for a child, if you give the child or all the children an opportunity to arrange the visual schedule.
I must say here that it is important to put in perspective the needs and the ability of the child with autism in your class. For more functional children, your visual schedule may have words only, while another teacher may need to have pictures on the visual schedule.
For some children, it will be good to arrange just a few activities at a time. For example, for a younger child, you may just put up two activities at the same time, saying âNowâ and âNextâ or âFirstâ and âThenâ. You can have three activities, and add to it as the day progresses.
|You can post your own picture on it (photo credit: Pintrest)|
A visual schedule is a step in the right direction for an inclusive classroom, as it shows that you are putting things in place to accommodate the needs of a child with autism that can be in your class.
I hope you consider putting one in your class today.
Have you been following my #ThrowbackThursday #AutismAwareness with Adelola on Twitter? Join @adelolaonautism on Twitter for todayâs throwback


JM - The Jolly Music Programme
Teaching Music Skills to infants.
Includes FREE 144 page Manual & 6 CDs by post containing all 524 performance tracks.
A step by step music programme for infants, doing for music what Jolly Phonics has done for reading!
This self-paced online course contains detailed information, instructional sequences and teaching suggestions for working within our music curriculum, touching on listening, responding, performing and composing.
In summary, we set out to explore:
- Successful approaches to early years music teaching
- Musical skills and how to teach them
- Features of a high-quality music curriculum and teaching practice
- Basic principles and techniques of the KodÃ¡ly approach to teaching music and the tools the KodÃ¡ly approach uses to achieve its goals
- Approaches to teaching the lessons of the Jolly Music programme specifically
- Teaching of performance skills using practical material from Jolly Music showing the progression of the teaching across several months, with the skills being taught simultaneously, not consecutively
- Teaching of abstract skills such as composition and improvisation
Teachers will discretely & systematically engage with the school self-evaluation processes & instruments with a view to later formulating and implementing a self improvement plan.
The on-line format of this course enables you to study at a time and place that best suits your own needs.
You can access your course anytime until February 28th 2019.
Within this highly interactive web based course, a dynamic learning experience awaits, where you can interact with your fellow course participants through the in-course chat forums and communication tools provided by the CPD College learning system.
Our friendly and knowledgeable tutors actively support each course, providing expert interaction, guidance and feedback for all participants on chat questions and assignments which call for critical reflection, self-analysis and a reasoned response.
On successful completion of your course, you can download and print off your CPD record and certificate of completion.
We look forward to welcoming you to your course.
This course aims to:
- Appraise and evaluate the important place that Music should rightly occupy within our primary school curriculum.
- Identify and outline the range of music skills and plan routines to develop them.
- Understand the tools the KodÃ¡ly approach uses to achieve its goals.
- Detail and sequence a range of performance skills for further development and progression.
- Teach abstract skills such as composition and improvisation.
- Analyse and assess the structured lessons of the Jolly Music programme.
- Prepare teachers to confidently deliver the programme and to choose music material from beyond the Jolly Music programme itself.
- Exploit the many literacy/mathematics activities that can be effectively supported while engaged in music listening/making or appreciation.
- Look at, review and score oneâs own âTeacher Practice in Musicâ as part of the SSE process.
|01 - Contexts for primary music teaching. Teachers will be able to identify the successful approaches to early years music teaching along with acquiring an understanding of the value of a solid music curriculum.|
|02 - Musical skills and how to teach. Teachers will become familiar with the range of music skills and how to teach them.|
|03 - Teaching fundamental skills. Teachers will evaluate the teaching of performance skills using practical material from the Jolly Music programme.|
|04 - Teaching advanced skills. Teachers will explore and assess approaches within a series of lessons for teaching abstract skills such as composition & improvisation.|
|05 - Beyond the lesson plans. Teachers will be able to rate and select a range of songs to incorporate into their scheme for class singing based on certain selection criteria. Teachers will engage with the processes and tools of school self evaluation with a view to putting in place a self improvement plan.|
"I can't recommend this course enough! I gained so much knowledge and confidence from it as well as lots of new ideas to take with me to the classroom. The videos were fantastic, the beginners level book and CD's that come with the course are a great resource. I am full of ideas and can't wait to get started teaching music in September!" Cora, 2018


Online degree programs in elementary education are ideal for professionals who want to be influential in childrenâs lives at a critical stage. Elementary educators work with children before they reach intermediate and high school. They often teach multiple subjects, depending on the grade level. Some might think that elementary education is simpler than secondary education. However, elementary education is a complex field that requires dedicated, well-educated teachers. For many future educators, online degree programs in elementary education provide the training they need to do the job well.
Online Associate Degree Programs for Elementary Education
An associate degree in elementary education is a two-year program that includes many core courses in the elementary education curriculum. An associate degree does not meet the minimum education requirement to apply for teacher certification or to teach in an elementary school setting. As a result, associate degree holders must transfer to a four-year degree-granting institution to complete their bachelorâs degree in elementary education. Some aspiring teachers pursue an associate degree in elementary education to save on tuition costs before transferring to a larger university. Others want to explore the field before committing to a four-year degree.
Online Bachelorâs Degree Programs for Elementary Education
A bachelorâs degree in elementary education is the minimum degree level required to become an elementary teacher. Most schools require a four-year degree, a state-granted teacher certification, and supervised teaching experience for new teachers. Most online degree programs for elementary education combine subject courses with courses in psychology, sociology, and child development. Courses in teaching methods, curriculum design, and instruction will also be required. A bachelorâs degree program will generally include courses in writing and composition, social sciences, and foreign language as well. Courses discussing English as a Second Language (ESL) instruction may also be included.
Online Masterâs Degree Programs for Elementary Education
Online degree programs in elementary education are widely available at the masterâs degree level. A masterâs degree in elementary education can significantly broaden career opportunities. Educators with masterâs degrees in elementary education may be more competitive in the marketplace and might also be eligible to teach community college courses in elementary education. A masterâs curriculum will focus almost entirely on elementary education topics. Students will also have the opportunity to choose an area of specialization in most online degree programs in elementary education. Some masterâs programs will require a thesis. However, many online degree programs in elementary education offer a non-thesis option.
Online Doctoral Degree Programs for Elementary Education
Online degree programs in elementary education are less common at the doctoral degree level. However, some universities offer individual doctoral courses or an online option. A doctoral degree in elementary education focuses on research and the development of proficient research and analysis techniques. After a few semesters of course work, students embark on a lengthy research process in which they explore an issue or research interest within the field of elementary education. They present their work in a doctoral thesis or dissertation, which is much more in-depth than a masterâs thesis. Pending their completion and the departmentâs approval of their dissertation, students are awarded the doctoral degree. Please note, many online degree programs in elementary education have a residency requirement that brings doctoral students to campus for a short time.
Online Degree Programs in Elementary Education in the Work Place
Graduates with degrees in elementary education often become elementary school teachers. According to the U.S. Bureau of Labor Statistics, elementary school teachers can earn approximately $51,000 per year on average. However, salaries for teachers at all levels can vary significantly from one state to the next. The cost of living in the schoolâs state or area is one of the biggest factors affecting salary, as well as the candidateâs individual experience and qualifications. The U.S. Bureau of Labor Statistics predicts that openings for elementary school teachers will grow by approximately 17% in the coming years, which is about as fast as average. However, job availability will vary, depending on the individual.


Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom.
Year 2 English Plans
Hamilton's Y2 English plans cover all of the statutory objectives of the National Curriculum for England for Year 2. The Coverage Chart shows you where. Medium and Long Term Plans summarise books used and grammar taught.
Children read and discuss some wonderful Anthony Browne books looking at the features that make them distinctive. They use skills of inference to interpret the stories and create characters for an illustrated story book of their own, based on The Night Shimmy. Books also used in this plan by Anthony Browne are Gorilla, Willy the Wimp and Silly Billy.
Children read a range of quest stories, exploring structure and language choice. They explore 4 types of sentence and experiment with tense. Children write their own extended stories, concluding by performing their writing to a younger child. This plan uses the books Lost and Found and The Way Back Home, both by Oliver Jeffers and We're Going on a Bear Hunt by Michael Rosen. It also uses Hamilton Group Reader The Quest.
Children learn about the different dinosaurs in Harry and the Bucketful of Dinosaurs. They explore the features of information texts using Hamilton Group Reader, Nana, what's an information text?, and write a fact file about a dinosaur. They write questions, design a quiz and use past and present verb tenses.
Children learn about the structure and vocabulary of recounts first by listening to, reading and writing fictional recounts. Then they plan and write a recount from their own experience using conjunctions to write longer sentences. Hamilton Group Reader, Boris and Sid go camping, is used is used to prompt discussions about a trip or outing.
Children listen to and read a range of poems of different types. They choose their favourite of each type and write it out in their best handwriting. Discuss punctuation used in poetry and the features of good handwriting. Children recite their favourite poem from home.
Children use their imagination to write a class poem about where they would go if they could fly like a bird. They look at eagles and swans and find exciting vocabulary. Then they write short poems based on haiku about birds that interest them.


Citation: Ingalls Vanada, D. (2016). An equitable balance: Designing quality thinking systems in art education. International Journal of Education & the Arts, 17(11). Retrieved from http://www.ijea.org/v17n11/.
Dynamic learning environments in the arts that nurture all studentsâ capacities for deep meaning, synthesis and connection-making have the best chance of standing in the gap toward educational justice. New paradigms for teaching and learning are needed that elevate all studentsâ capacitiesânot just the select few who excel in narrow subsets of intelligence. This article argues for a more socially just and equitable education that can be realized through and within cultures of thinking that develop studentsâ balanced intelligence.
A mixed model, research study conducted in visual art classrooms is highlighted, reporting the positive effect of balanced, learner-centered pedagogy and environments on the development of studentsâ quality thinking and dispositions. More learner-centered classrooms also positively affected studentsâ self-beliefs. This study resulted in new assessments for measuring studentsâ balanced thinking skills and dispositions, as well as an emerging theory of âQuality Thinking Systemsâ (Ingalls Vanada, 2011).


8th-Grade Math Achievement Tied To Focus on Algebra, Geometry
Eighth graders' achievement in mathematics may be linked to how much teachers emphasize algebra and geometry in their classrooms, an analysis of results from the National Assessment of Educational Progress suggests.
The study, prepared by the Council of Chief State School Officers, is scheduled for release this month. It uses state-by-state data from the NAEP math tests given in 1990 to look for patterns linking 8th graders' performance to other conditions in the classroom, such as the kind of instruction students had received or the training of their teachers.
As part of the NAEP examination, students' teachers were asked to indicate whether they had given heavy, moderate, or little or no emphasis to particular aspects of mathematics in their classrooms. Those aspects were: numbers and operations, measurement, data analysis and statistics, geometry, and algebra and functions.
In states such as Alabama, Hawaii, and North Carolina, where larger percentages of teachers said they had maintained a traditional focus on numbers, operations, and measurement in the classroom, students tended to score low on the NAEP exam. In contrast, students from states in which more teachers said they emphasized algebra and geometry fared better on the assessment.
For example, in the nine states whose students scored in the top fifth on the test--North Dakota, Montana, Iowa, Nebraska, Minnesota, Wisconsin, New Hampshire, Wyoming, and Idaho--an average of 37 percent of teachers surveyed said they had focused heavily on algebra and geometry. This compares with an average of 31 percent of teachers in those states whose students ranked lowest on the tests.
Moreover, in most of the high-performing states, teachers also said they had placed little emphasis on more basic mathematics.
Researchers said the correlations were significant.
"If teachers are addressing more ambitious, complex math, there seems to be a clear relationship with kids doing better,'' said Ramsay Selden, the director of the council's state education-assessment center, which conducted the analysis.
"This is going to be really important for the states.'' he added. "We're beginning to get to a point where all of this hangs together.''
'On the Track'
The results also appear to provide some statistical backing for the kind of teaching advocated by the National Council of Teachers of Mathematics. In 1989, the council published national standards for mathematics instruction that favor reducing the traditional emphasis on teaching students how to add, subtract, multiply, and divide. Rather than spending year after year on such basic mathematical functions, the standards suggest, students should be introduced early on to so-called "higher mathematics,'' such as algebra and geometry.
Although the standards have been widely praised, they have also become the focus of controversy in recent years. Some educators and parents have begun to express concerns that in the new emphasis on more complex mathematics, students may fail to learn basic calculation skills.
But the council's study suggests that "we're on the track,'' said Mary Lindquist, the president of the N.C.T.M.
"The standards didn't come out of the blue,'' she said. "They reflect good practice in a balanced curriculum that was there all along.''
She also pointed out that, by 1990, the NAEP exam had just begun to reflect the kind of mathematics curriculum suggested by the standards.
In a similar vein, the researchers found that allowing students to use calculators in class and on tests did not hurt their performance on the NAEP exam. Students from states where calculator use is allowed tended to score higher on the exam than their counterparts in states that prohibited the practice. Students were not allowed to use calculators on more than 60 percent of the examination.
The study also found that:
- Even though 41 states had incorporated the N.C.T.M. standards into state-level curricular guidelines, the dominant approach to teaching math in most states in 1990 was still the traditional emphasis on numbers, operations, and measurement.
- Students taught by teachers certified in mathematics tended to be more proficient on the tests than those whose teachers were certified only in elementary education.
- Students scored higher in states where more teachers reported having had two or more days of in-service training in mathematics over the past year.
- States with more teachers who said they lacked the resources and materials for teaching math had lower overall math proficiency as assessed by NAEP.
Copies of the report are available for $12.50 each from the Council of Chief State School Officers, State Education Assessment Center, One Massachusetts Ave., N.W., Suite 700, Washington, D.C. 20001-1431.
Vol. 12, Issue 40


Mathematics is a key indicator of intelligence for educators and schools as well as employers when recruiting. Good maths skills will help in every subject studied and are required in almost every profession.
Benefits of Maths Tuition
At Think Smart Tuition numeracy and mathematics are key subjects. We teach students to enjoy the challenge of maths and help them build the confidence to think clearly and tackle maths questions.
Numeracy and mathematics is widely used throughout the school curriculum including subjects such as Science, Humanities and Technology. The core numeracy and maths skills taught at the Ipswich Tuition Centre build academic confidence that will have benefits in all subjects.
We communicate and show parents how to support students at home, including homework tasks written especially for each individual child.
Whether your child needs help with their times tables or help to gain a high GCSE pass our maths tutors can help students develop the skills required. Importantly we will build up their confidence so they can improve their maths skills.
Our Maths tutoring services are available now for all students. Enquire to improve maths and numeracy skills from Key Stage 2 up to A Level.
Call us today on 020 3034 5010.


Jazz has long been known as the first all-American art form. It is, in many ways, both a metaphor for and an example of the blending of culture and knowledge that has taken place in the United States over the course of its history.
Jazz was born out of African-American communities in the South who combined traditional spiritual music and syncopation with European instrumentation to make something truly innovative. The style was so impactful that nearly all popular music of today can be traced in some way back to early jazz.
Unfortunately, jazz often does not receive its due attention in the world of music education. Much of the material seems inaccessible to younger learners, relegating jazz education to later years after students have already developed their musical tastes. With jazz being such an integral part of American music history, introducing young musicians to it earlier helps to build a depth of musical understanding that many students lack. But how do we introduce jazz to students at a younger age?
That is the question that the Jazz for Young People series seeks to answer. Jazz legend Wynton Marsalis, renowned music teacher and clinician Sharon Burch, and Jazz at Lincoln Center Vice President of Education Todd Stoll have teamed up to produce the definitive work on introducing young musicians to jazz music. Jazz for Young People is a resource that provides teachers with lesson slides, audio recordings, and classroom activities that are perfect for even the youngest musicians. Pepper had the pleasure of speaking with Burch and Stoll about the new series. You can watch the full video on our YouTube channel.
Authenticity is important in teaching anything, which is why Jazz for Young People focuses on the contributions of well-known artists like Louis Armstrong, Jelly Roll Morton and more. These forefathers of jazz give students an authentic look at what the real world of jazz was all about. In addition, through studying these founders of jazz and their successors, students can see the progression of American music up to the current day. By learning the full progression of American music from its roots to modern times, students can better connect to all the things jazz music has to offer.
Jazz for Young People seeks to bring jazz music to the next generation, a mission that all musicians can support. If you are teaching young musicians, consider introducing them to the wide world of music using this excellent new resource.


Morgridge College of Education faculty member, Dr. Douglas Clements, sat down with NPR Morning Edition to discuss Why Math Might be the Secret to School Success. Across the country, enhancing the education of young children has been a major area of focus from academia to politics. This podcast focuses on Building Blocks, a math curriculum developed by Dr. Clements and Dr. Julie Sarama.Currently, in New York City, a $25 million study is collecting evidence on ways to effectively raise educational outcomes for children in poverty. Building Blocks is one math curriculum being tested in the study. Dr. Clements and Dr. Sarama believe that math may be key to increasing educational outcomes.
The NPR Morning Edition podcast was released a day prior to the December 10, 2014, White House Summit on Early Childhood Education. Morgridge faculty are at the forefront of the conversation of early childhood learning. Their work is pushing the envelope on how teachers engage and promote educational outcomes for future generations.


PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
States Of Matter and their Properties:
The purpose this whole unit is to make students aware about basic states of matter such as solids, liquids and gases and their properties with change of states of matter.
This unit in the form of pdf file is prepared on 'STATES OF MATTER'. My units have been made to be both informative and visually stimulating for all students. It will be a great addition to your States of Matter curriculum and will add discovery and excitement to your Science class!
It includes engaging, colorful, informative, visually stimulating and eye-catching photos and diagrams as per the topic need that will greatly enhance your explanation to your students.
It also provides basic information about various STATES OF MATTER, their properties, change of their states with numerous worksheets and activities to hands on practice and review of knowledge for the students.
Please view the Preview File to obtain a sense of my style, see how my unit is structured and evaluate my work.
At the end of the unit, different worksheets and activities are provided to evaluate the understanding of the students in the classroom. Hope students will love it while answering and will have the fun.
The following points are covered :
Matter and its classification
Characteristics of S-L-G-P-BEC
Overview of kinetic molecular theory
Interchange in states of matter
Physical change of matter
â¢Melting, freezing, boiling, condensation, sublimation, deposition, ionization, deionization, BEC.
Effect of change in temperature/pressure on states of matter
Latent heat and its types
Properties of solid, liquid and gases
Chemical changes Versus physical changes of matter
*1- Reading comprehension
Don't forget to give your valuable comments and ratings after downloading this unit.
NOTE: While I always strive for accuracy, I am human and can make editing mistakes. If you find anything that needs correcting, please send me a message immediately in Q/A section. I would be happy to correct and upload a new file before you rate it! :) Thank you in advance.
Please note: these units are for the use of one educator.
If you would like to share my lesson plans with a co-worker, your team, your school, or your district, please purchase multiple licenses which are offered at half price.
When you click âadd to cartâ, please also click on â buy licenses to shareâ and then enter the quantity of half-price licenses. Thank you so much!!
Sue from Science for Kids :)
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By: CECILIA SANDELL, World Literacy Foundationâs UK Office Coordinator
âLiteracy and Skills Developmentâ for improved lives.
International Literacy Day is celebrated on September 8, whilst there are much excitement and celebration, this date also serves as a stark reminder of some realities of literacy in the world. At least 750 million people still lack basic literacy skills, two-thirds of the people concerned are women and 102 millions of them are youth aged 15 to 24. At the same time, many of the 192 million unemployed worldwide are unable to find a decent livelihood due to the lack of foundational skills, including literacy, and failing to meet the skill demands of the rapidly changing labor market.
This year, World Literacy Foundation joined celebrations at the UNESCO Headquarters in Paris, where Delegates, activists, teachers, NGOs and volunteers from around the globe met to discuss present challenges and celebrate achievements in the world of literacy. The 2018 conferenceÂ´s theme was âLiteracy and Skills DevelopmentÂ´, and it sought to identify effective and combined approaches to literacy learning and skills development, in order to help the most vulnerable populations accessing to decent work opportunities and improved lives.
One of the most remarkable conference sessions was Â´Exploring Implications of Digital Technology for Integrated ApproachesÂ´. With speakers such as Ms. Luisa Gockel of Pearson, and Mr. Mark West of UNESCO, who highlighted how billions of new technology users are confronted with new challenges regarding gender, language, and education in the internet age.
As we all know, literacy and education play an essential role in a globalized and digitalized world. Therefore, UNESCO and Pearson for digital literacy launched its âGuidelines for Designing Inclusive Digital Solutions and Developing Digital Skillsâ. These guidelines target to prevent marginalization not only in the physical world but in digital area as well.
All the ideas and issues aroused in the conference are significant to World Literacy Foundation projects. Especially they are important to our Sun Books Initiative, where we tackle the combined issue of increasing literacy whilst providing the innovative technological means by which to do so. Our aim is to supply tablets powered by sustainable resources to the worldâs poorest children in order to further their education. We believe every child should be able to get a quality education and poverty does not have to define their future.


robin fenlon victoria azarenka dating - Against teen dating
Therapy and time has helped her move past the digital abuse she endured.
One afternoon, she offered some advice on what teens should do if they are victims of digital dating violence.
Abusive teens may also exert their control by preventing their partners from using technology, experts say.
About 10 percent of teens interviewed say a romantic partner stopped them from using a computer or cell phone.
The study examined 4,400 responses from 11- to 18-year-old students in one school district in the southern U. The study's authors say this is one of the first attempts to quantify how often digital dating abuse is occurring among teens.
"It may be checking her text and pictures to make sure she's not texting with any other boys," explains Sameer Hinduja, co-founder of the Cyberbullying Research Center and associate professor of criminology at Florida Atlantic University.
Teens can call in for help at the hot line and web site "Love is Respect.." Allyson Pereira also continues raising awareness about digital dating abuse.
She recently graduated from community college with a degree in elementary education.
The abuse online and through cell phones can sometimes turn into physical violence, she warned.
Since digital abuse does not leave physical marks on their children, parents may be clueless about the abuse.
She never expected the image would be spread like wildfire. "Someone actually came to me and said 'You're Ally. A new study released this week finds more youths are using their tech gadgets and social media to abuse each other in romantic relationships.
One in 10 teens reported they received a threatening cell phone message from their romantic partner, according to new results from the Cyberbullying Research Center, a research group dedicated to tracking bullying behaviors online among youth.
Kids are also afraid to report the abuse to their parents because they may believe the abuse is not that big a deal, or they fear losing cell phone and laptop privileges, experts say.Tags: Adult Dating, affair dating, sex dating


ABOUT THE KODÃLY PHILOSOPHY OF MUSIC EDUCATION
ZoltÃ¡n KodÃ¡ly (1882-1967) was a visionary teacher, composer and philosopher whose work has influenced musicians and music educators around the world. Following his folk song collecting trips with BÃ©la BartÃ³k in Hungary in the early 1900s, KodÃ¡ly conceived of a monumental idea: that music could be taught artistically using the traditional folk songs of a culture. Gathering talented, creative teachers around him, KodÃ¡ly developed a philosophy of music education based on the radical idea of universal music literacy.
Singing is âthe essenceâ of the concept. The voice is the universal instrument, free and accessible to all; it can be considered our own instrument. As KodÃ¡ly said, âIf we ourselves sing often, this provides a deep experience of happiness in music. Through our own musical activities, we learn to know the pulsation, rhythm, and shape of melody. The enjoyment given encourages the study of instruments and the listening to other pieces of music as well.â KodÃ¡ly-inspired teachers believe that all childrenâbarring rare physical limitationsâcan match pitch; tone deafness is simply a myth.
Experiencing music cannot begin too early. Music is the birthright of every child. The childâs first connection to music comes through the voices of the parents. Once, when KodÃ¡ly was asked when music education should begin, he replied, âNine months before the birth of the mother.â
Traditional folk music provides the best and most natural material for becoming a literate musician. Everyone has a mother tongueâthe language spoken at home. The traditional folk music of that language provides the source from which the basic elements of music literacy can be drawn. Following the study of authentic folk songs of the native culture(s), we can then explore of the music of other cultures and connect traditional music with all styles of composed music.
Music literacy is like language literacy. KodÃ¡ly once said, âWe should read music in the same way that an educated adult will read a book: in silence, but imagining the sound.â He believed that musical literacy, like language literacy, is the right of every human being.
Using a sequential approach. KodÃ¡ly-inspired teachers consider the culture and age of the student when developing a sequential curriculum, teaching easier melodic and rhythmic concepts and skills first, and building on their musical knowledge. We use developmentally appropriate literature, foster to their learning styles (physical, visual, and aural), and allow students experience music extensively before introducing notation and musical terms.
Quality music is the best material for teaching. KodÃ¡ly believed that only the best music by the greatest composers and the most beautiful and representative folk music of the culture should be used. He said, âLet us take our children seriously! Everything else follows from thisâ¦only the best is good enough for a child.â


History of Reading RecoveryÂ®
Reading Recovery was developed in the mid â 70âs by Dr. Marie Clay, a New Zealand educator and child psychologist. In 1984, The Ohio State University initiated Reading Recovery in the USA. Today, Reading Recovery is implemented in 49 states and has served over 2 million children.
Dr. Marie Clay, a New Zealand developmental psychologist and founder of the Reading Recovery intervention, dedicated her career to identifying and helping struggling readers. Her work profoundly influenced early intervention. In this picture, Dr. Clay discusses implementation issues with South Carolina Teacher Leaders in Savannah, Georgia.
Clemson University was the second university training center established in the USA (1989). Betty Boseman, Director of Elementary Education in Dorchester District #2, is credited with bringing Reading Recovery to South Carolina. Dr. Boseman, along with John Kelley from Oconee County School District, formed the State Advisory Council that brought together leaders from Clemson University, the State Department of Education, and various school district administrators. Dr. Joe Yukish, who trained at OSU as a Reading Recovery specialist, became the first Reading Recovery Trainer. Under his leadership, the Teacher Leader training program was developed and the training of Reading Recovery teachers in school districts expanded. Dr. Yukish served as Trainer until 2002.
While the search was conducted for Dr. Yukishâs replacement, Dr. Kathy Headley served as Site Coordinator of the University Training Center (UTC) and directed the centerâs responsibilities of providing off-site graduate courses for the Reading Recovery teacher training courses. She worked with the SC Reading Recovery Advisory Council and State Department of Education to recruit Dr. Susan King â Fullerton to the university as the next Trainer.
Dr. Fullerton joined the faculty at Clemson in 2004. Dr. Fullerton trained two classes of Teacher Leaders and provided professional development to all the Teacher Leaders. In an effort to strengthen the quality of Reading Recovery implementations, she developed and hosted Summer Institutes for trained Reading Recovery teachers. With support from the State Department of Education, she increased the staff at the UTC to include a Teacher Leader in residence and a second Trainer, Georgia Nemeth. In addition to her work as Director of the Clemson University RR Training Center, Dr. Fullerton is a practitioner and researcher of literacy for the deaf. She stepped down as the Director in 2007 and is now a Clemson University Reading faculty member. In the interim, Clemson University in cooperation with the North American Trainers Group, appointed Dr. Floretta Thornton-Reid of Georgia State University to serve the Teacher Leaders in South Carolina as well as train a class of Teacher Leaders for South Carolina and Tennessee. Dr. Thornton-Reid brought together Teacher Leaders from the GSU and Clemson sites for professional development.
With the assistance of Dr. Bill Fisk, Clemson University conducted a search for a new trainer. During the 2009-2010 Academic Year, Dr. C.C. Bates attended The Ohio State University where she completed a year of post-doctoral study to prepare for the Reading Recovery Trainer position. Dr. Bates has research interests in primary classroom practices, early intervention, and use of technology in professional development. During her tenure at Clemson University, Dr. Bates has trained over twenty Teacher Leaders. Dr. Bates was integral in helping secure Clemsonâs subaward for an i3 Federal Grant for Reading Recovery. The Ohio State University in partnership with 17 other Reading Recovery University Training Centers was one of four recipients (2010-2015) for this scale-up grant, which required the most evidence of effectiveness. The grant provided for the initial training of Reading Recovery teachers, and brought $2.4 million to the Clemson University Training Center.


The employment outlook for special education teachers is expected to remain favorable over the next decade. Job openings will be available for qualified individuals with a passion for helping youth cope with learning, emotional, physical, or mental disabilities.
Special education teachers are licensed educators who adapt general curriculum to accommodate the unique needs of students with mild to severe disabilities. They help students with autism, blindness, deafness, ADHD, dyslexia, Down syndrome, cerebral palsy, epilepsy, etc. turn their disabilities into abilities.
Special education teachers play a pivotal role in developing Individualized Education Programs (IEPs) for students to maximize their learning potential. Special education is a rewarding career filled with PreK-12 employment opportunities for aspiring teachers who are patient, compassionate, and flexible.
Employment Outlook for Special Education Teachers
According to the U.S. Census, 2.8 million school-aged children with disabilities across the United States qualify for special education services. Thatâs approximately 5.2 percent of Americaâs youth aged 5 to 18. Increased awareness of various disabilities has caused higher enrollment in elementary and secondary special education programs. As more children are properly diagnosed, the number of special education teachers will grow. The BLS predicts that employment of special education teachers will grow as fast as average by six percent through 2024. This will open roughly 31,000 new jobs nationwide in special education. Special education is a demanding job, so job turnover and retirement will cause the need for new hires.
Best Job Prospects in Special Education
Job growth will likely vary by state depending on the amount of available government funding for public education. The highest need for special education teachers will be in the South and West. Special education teachers willing to work in inner-city urban or underserved rural schools will have a promising outlook. Employment prospects are better in certain special education specialties also. Teachers trained to work with children with multiple disabilities, severe disabilities, speech/language impairments, or autism spectrum disorders are in high demand. An increased focus on early childhood intervention has spiked job creation too. Special education teachers can even find jobs outside PreK-12 schools in daycare centers, residential programs, hospitals, and studentsâ homes.
Steps to Become a Special Education Teacher
Taking advantage of the positive job outlook for special education teachers will require that you obtain at least a bachelorâs degree. Universities typically offer a Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) in Special Education. If not, consider majoring in elementary education or a content area while minoring in special education. Youâll have to successfully complete a student teaching semester working with disabled youth. Certification requirements vary by state, but most mandate that you pass the Praxis exams and a background check. States like New York will require a masterâs degree to maintain licensing. Earning a Master of Education (M.Ed.) in any special education specialty area can unlock more career options.
Special education teachers equip their students with the tools to progress beyond their limitations and achieve success. Although the average yearly salary of special education teachers is decent at $56,460, the intrinsic rewards are very lucrative. Not only do special educators teach math and English, but they also give students the life skills to live independently. If youâre interested in this profession, youâll be happy to learn that the employment outlook for special education teachers is bright.


Here's a chance for students to turn detective and apply their mathematical knowledge to solve some murder mysteries. Each of the 16 activities is intended to be a consolidation exercise covering topics such as arithmetic, algebra, shapes and simple graphs and charts. For teachersApart from the obvious use as homework activities, the activities can play a great role in generating mathematical discussion too. Students often work well in pairs on this sort of activity as they are able to discuss their methods and combine forces when coordinating several features of a problem. Some of the tasks require a reasonable level of logical thinking and students need to understand mathematical terms such as product, factor, prime etc. The benefits to the students will be greatly improved if their knowledge of such mathematical language has been reinforced before attempting these murder mysteries. Success through this type of activity can increase student's confidence and make them eager to progress. Some of the tasks included here reflect wider topics met in the primary school curriculum and there is an element of general knowledge evident. Further investigative work could be generated from these, for example, in Water - can you find a river whose length would fit between the Severn and the Thames ? In Romans - can you find an emperor who reigned for less than 10 years ? For parentsThese murder mysteries use mathematical skills learnt at school but will both reinforce knowledge and stretch students who crave a challenge. It is important to check that students have covered and understand the topic before using them. The exercises are intended to be entertaining, as children love using their mathematical skills to find out whodunnit. Contents1.Mixed Arithmetic 12.Mixed Arithmetic 23.Number and Algebra 14.Number and Algebra 25.Number and Angle Mix6.Money7.Coordinates8.Shape9.Charts10.Family11.Sports 12.Music13.Europe14.The Romans15.Water16.Missing Pieces
We all like to think we can solve a murder given the right clues. Here's a chance to use mathematics skills to identify whodunit for ages 12-14. The students are given the data or a diagram to solve a problem - which of four characters is a murderer. To find out, the student must solve all or most of the questions on the sheet to identify wrong answers as well as correct ones. Problems are staged, so there is an element of suspense for the individual...and racing between students to solve the mystery. The topics covered in this book are all included in the year 7 & 8 schemes of work in mathematics. The tasks have been used successfully with older pupils too as a reminder of topics covered previously. They would also be suitable for younger pupils who have met the appropriate language and content. They are likely to take about 40 minutes but this will depend on the ability of the class to coordinate the different aspects of each task. For ages 13-15 see the sister titles More Mini Mathematical Murder Mysteries. The book is for both teachers and parents. TEACHERSThis is a set of consolidation resources rather than a teaching tool. They have worked well with a variety of classes, often putting the students in pairs to enable them to talk about the methods they're using while they solve the murder. The author has found that their cooperative skills have improved as has their ability to plan and delegate in a bid to win. PARENTSMuch more fun than having endless mathematics exercises to trawl through! Children will engage with the mathematics here presented in an entertaining way. Ideal for use in review or other consolidation exercises. They are also great fun for after school clubs such as mathematics clubs, seeking to run short activities. Mathematics days or mathematics weeks will be greatly enhanced by their inclusion.
Check out the latest activities in our KidsZone.


A Program Paced for Success on the Florida Standards AssessmentsÂ®
The Florida Standards Assessments require students to learn âreal worldâ complex mathematical concepts.
MATH: Rehearse â¢ Master â¢ Excel prepares students for the rigors on the Florida Standards Assessments by building specific strategies to master these standards. Using the method of direct instruction, review, and test simulation, students learn a Step-by-Step Math Problem-Solving Plan to reinforce their understanding and deepen learning.
SKILL SPECIFIC INSTRUCTION
INSTRUCTION, REVIEW & REINFORCEMENT
RehearsalÂ® MATCHES the FSA Administer Test 1 to establish baseline. Approx. 2-4 class sessions.
Teach the math standards. Approx. 33 class sessions.
Instruction - Review - Practice of the standards. Approx. 30 class sessions.
Test-based instruction - Teach the instructional sections in MAFS RehearsalÂ®. Approx. 4-5 class sessions.
RehearsalÂ® MATCHES the FSA - Administer Test 2 to measure progress.Approx. 2-3 class sessions.
Instructional Review - Go over Tests 1 and 2 to explain answers. Approx. 2 class sessions.


The history of Leblanc dates back to 1750 when Ets. D. Noblet was established in France making instruments for the court of Louis XV. Noblet would help establish France as the center of woodwind manufacturing. In 1904, Noblet found himself with no heir to the family business, and it was sold to Georges Leblanc.
The Leblanc family was known for using scientific acoustic research in the development of clarinets. Georgesâ son Leon was an outstanding clarinetist and won the top prize from the Conservatoire de Paris. As an accomplished player, he believed heavily in the scientific principles of manufacturing and brought a high level of consistency and playability to their hand-made instruments.
In 1921, Leblanc began distribution in the US with Gretsch & Brenner in New York. However, the Leblanc family became unhappy with the amount of work involved in making adjustments to the instruments after months of travel at sea from France. In 1946, Vito Pascucci, a repairman for the Glenn Miller band, founded Leblanc USA in Kenosha, Wisconsin and took over the distribution of Leblanc France products in the US. Vito opened a small store front and began building his own student level instrument, leaving Leblanc to focus on the full range of professional instruments.
In 1950, Vito hired his first educator to help develop a focus on programs and materials specific to the area of music education. Leblanc continued its focus into establishing a stable base of school music focused dealers that would later found the organization National Association of School Music Dealers (NASMD).
In 1960, the brand Vito was created with a complete line of composite student clarinets. In 1961, the Positive Radial Alignment Guide (P.R.A.G.) which is still used today, was patented to help beginning clarinet students properly assemble the top and bottom joints of their instruments.
In 1964, Leblanc would acquire the Frank Holton Company and in 1971, the Martin Band Instrument Company. The focus on a full line offering of brass and woodwind instruments provided significant growth and in 1989, Vito purchased 65% of the Leblanc France Company. As Leblanc France was considered a National Treasure by the French government, it was difficult to process an entire purchase agreement with an American company. It wasnât until 1993, that the remaining 35% was acquired by Vito.
In 2004, Leblanc was acquired by Conn-Selmer and a new era of manufacturing began. In 2009, Leblanc released the Bliss line of clarinets in partnership with namesake, Julian Bliss. The Bliss clarinets offered unique features and playability not typically found in affordable student instruments. With all clarinet production for Leblanc Vito and Bliss clarinets moved to Elkhart, Indiana, a new level of craftsmanship and innovation emerged.


A high quality education system is the cornerstone of a progressive society and plays a vital role in preparing children and young people for the future.
Years of flawed management by successive Ministers has resulted in a fragmented and disjointed education system which fails too many of our young people. While a minority leave school with better qualifications than counterparts elsewhere on these islands, many leave school illiterate and lacking numeracy skills.
An investment in educating children is an investment in our economy and in our ability to compete globally. Equipping our pupils with cutting edge skills will create a sustainable, vibrant economy able to generate modern jobs in the future. Put simply, it means young people can enjoy prosperity and employment throughout their lives.
We recognise the value of faith based education and the initiative of various churches in this regard. The SDLP is committed to parental choice and access for pupils to faith based, integrated, Irish medium and state education. We want to see local schools based within and supported by local communities.


The Victorian Age was the period of Queen Victoriaâs reign and it was the longest reign in British history, a period of growing in economy thanks to the development of industry and transports and period of political expansion: the British Empire took enormous proportions.
Victorian age was also the age of social reforms for example there were Factory acts: this act improved the condition of workers in factories and the elementary education Acts: elementary school became free and compulsory
This period is also named Puritan age because sex became a taboo, families was strictly patriarchal and so women were under the authority of their fathers or husbands, even if, during the Victorian Age, women began to fight for freedom and emancipation with the suffragetteâs movement
If in the one hand Victorian Age was a period of developing, in the other hand it was a period of social problems: this is the Victorian compromise. The Victorians made a compromise between these two aspects and hide them behind optimism and hypocrisy.
The ideal Victorian woman was an âangel in the houseâ, her place was in the house, she was pious, respectable and busy wife, mother and daughter
Victorian women did not have the same rights as men, they had limited education and, therefore, limited employment opportunities


INDIA'S GROWTH THROUGH ADVANCEMENT IN EDUCATION SECTOR
*Research scholar,sri Venkateshwara university,gajraula
**Supervisor, Maharaja agarsen college,Delhi university.
Education in India today is nothing like it was in Pre-Independence and Post-Independence Era. Education System in India today went through a lot of changes before it emerged in its present form. Present education system in India is also guided by different objectives and goals as compared to earlier time. Present system of education in India, however is based around the policies of yesteryears. After independence, it was on 29th August 1947, that a Department of Education under the Ministry of Human Resource Development was set up. At that time the mission was the quantitative spread of education facilities. After, 1960âs the efforts were more focussed to provide qualitative education facilities. The present research focus on steps through which our indian education system had gone through. The basic moto of this research is to show that india has done serious efforts in education nd has shotremendous development but it is still lacking in comparison with developed nations. This study is an effort to suggest some measures for its improvement.
Education in every sense is one of the fundamental factors of development. No country can achieve growth without substantial investment in human capital. Education improves the quality of their lives and lead to broad social benefits to individuals and society. Education including formal education, public awareness and training should be recognized as a process by which human beings and societies can reach their fullest potential.
The pre british indian Education system comprised of three types
Although Higher education is seen as the producer of elite class in society which largely contribute in the system of governance. The dawn of independence saw the significance of higher education in its reach and coverage. At the time of independence, there was bleak situation of higher education in India as the three important indicator:the number of Educational institutions, the number of teachers and the students enrollment in Education.
OBJECTIVE OF THE STUDY
First objective of the research is to get a understanding of various Educational changes that have taken place in India from pre Independence era.
To study various Act launched for Education growth.
To Find current scenario of Education sector in India
To suggest some meaningful meausures to improve our Education sector.
The study is based upon secondary data. Data has been collected from various sources like www.world bank.in,UNESCO,UNTDA.Statistical figures are main vehicle to achieve objective. It has studied internet research as well as policy papers and other official documents.
CHANGES IN EDUCATION
The changes which we are watching today due to education are may be because of various policy of government .Few of them are following:
The National policy on Education 1986 had underscored the constitutional resolve to provide quality Education to all.under this policy government decided to review the growth and development of higher Education through five year plan which paid rich dividend in promoting education in India
The Eighty sixth constitutional amendment act in December 2002,made elementary Education a fundamental right for all children in the age group of 6-14.
The Government initiated the scheme of area intensive program for Educationally backward minority and scheme of financial assistance of madrasa Education as part of its revised programme of action(1992).
Taking into consideration the need for technical Education so that skill is acquired, the Government took steps to open industrial training Institute, medical colleges,polytechnics. At present...
References: Ministry of Human Resource Development. (2001). Selected Educational Statistics 2001-2002, Government of India, New Delhi.
Ministry of Human Resource Development. (2001). Annual Report, 2003-2004, MHRD, Government of India, New Delhi.
Shukla, Snehlatha, et.al (1998).Attainment of Primary School Children in India, NCERT.Strides in Education in India,
Ministry of Human Resource Development, Government of India
Registrar General and Census Commissioner. (2001).Census of India 2001.
Provisional Population Totals Paper-I of 2001, Controller of Publications, New Delhi.
Ministry of Human Resource Development, Analysis of Budgeted Expenditure on Education 2000-01 to 2002-03, Government of India,New Delhi.
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Date of Award
College of Fine Arts
Type of Degree
Susan C. Power
This study focuses on the dialog between Henri Matisse and Pablo Picasso and lays a unique groundwork for instructors in Discipline-Based art education (DBAE). Using two artists, rather than one, it reveals the importance of the basic art elements in a comparative analysis and stylistic variation of both. The art of Matisse and Picasso was intertwined even before their first meeting as it continued to be even after Matisseâs death. It is popular belief that Matisse and his work influenced Picassoâs career, but surprisingly little attention has focused on the influence of Picasso on Matisseâs work or, more specifically, on the way in which they communicated these eloquent visual conversations. To show the extent of the communication between Matisse and Picasso, ten still life and portrait groups are analyzed and connected through their brilliant exchange of the elements of art. The emergence of the Picassian and Matissian styles will also be discussed as the language of art seems to merge what began as two distinct styles, into a wonderful and complex mix.
The art elements have been used universally as communication between the artist and the work of art, and this language of visual signs speaks to us from all of the known civilizations. Matisse and Picasso took this artistic language a step further in communicating not only of themselves, but also to each other in a back and forth artistic interchange that lasted nearly fifty years. The conversation in this study is between the language of the artistsâ works, rather than a verbal exchange between the two. Instead of literal words to create a dialog, it is a conversation between two different personalities by use of the universally used art elements. With differing backgrounds, their impressions, thus their art varied greatly, even within similar themes.
Matisse and Picasso provide an astonishing artistic interaction that would certainly provide a classroom teacher with motivational dialog and stimulating subject in teaching all four areas of Discipline-Based art education. By helping the students understand the connection between two artists, they can know more about and better understand the importance of each.
Matisse, Henri, 1869-1954 - Criticism and interpretation.
Picasso, Pablo, 1881-1973 - Criticism and interpretation.
Art - Study and teaching.
Hooser, Marisa Jones, "The Language of Art: A Conversation Between Henri Matisse and Pablo Picasso" (2001). Theses, Dissertations and Capstones. 649.


What is GCSE Mathematics?
Mathematics can best be described, at this stage, as the formulation and application of numerical and abstract concepts. Students build on their basic numeracy skills to learn more advanced mathematical procedures and how to apply them. During the course they develop a feel for numbers, learn to carry out calculations and understand the significance of the results obtained. From a practical point of view Mathematics is a vital tool in vocations such as Accountancy, Architecture, Engineering, Economics and Finance as well as being one of the key qualifications for access to Further or Higher Education courses. Employers also hold this qualification in high esteem.
EDEXCEL Mathematics B 2MB01 - The scheme of assessment consists of two tiers: Foundation Tier and Higher Tier. Foundation Tier assesses grades G to C and Higher tier assesses grades D to A* (E allowed).
|5MB1H Statistics and probability||75 min exam||30%|
|5MB2H Number, algebra, geometry 1||75 min exam||30%|
|5MB3H Number, algebra, geometry 2||105 min (H) 75 min (F) exam||40%|
The course will vary in breadth and complexity according to the tier being examined and will cover:
Using and applying mathematics: problem solving; communicating; reasoning
Number and Algebra: numbers and the number system; calculations; solving numerical problems; equations, formulae and identities; sequences, functions and graphs
Shape, space and measures: geometrical reasoning; transformation and coordinates; measures and construction
Handling data: specifying the problem and planning; collecting data; processing and representing data; interpreting and discussing results
|Edexcel GCSE Mathematics - Higher||Heinemann|


Usually a first or second-class Honours diploma in a associated subject or professional expertise within the space of examine. Platoâs writings include some of the following concepts: Elementary education can be confined to the guardian class till the age of 18, adopted by two years of compulsory military training and then by increased training for many who certified.
This final critic asserted that academic analysis ought to move toward a Nietzschean form of âunnatural scienceâ that leads to higher health by fostering ways of figuring out that escape normativityâ (Lather 2004, p. 27)âa suggestion that evokes the response mentioned in Section 1.three above, namely, one of incomprehension on the a part of most researchers and people philosophers of education who work within a distinct tradition the place a means of realizingâ, with the intention to be a method of realizing, should inevitably be normative.
Nonetheless, some works on this style are among the many classics of academic thoughtââa more felicitous label than philosophy of trainingâ; circumstances in point can be the essays, pamphlets and letters of Thomas Arnold (headmaster of Rugby school), John Wesley (the founding father of Methodism), J.H. (Cardinal) Newman, T.H. Huxley, and the writings on progressive education by A.S. Neill (of Summerhill college).
Waldorf education (also referred to as Steiner or Steiner-Waldorf schooling) is a humanistic approach to pedagogy primarily based upon the academic philosophy of the Austrian thinker Rudolf Steiner, the founding father of anthroposophy Studying is interdisciplinary, integrating practical, creative, and conceptual parts.
It emerges that in pluralistic societies such as the Western democracies there are some teams that do not wholeheartedly support the development of autonomous people, for such folk can weaken a gaggle from within by considering for themselves and difficult communal norms and beliefs; from the point of view of groups whose survival is thus threatened, formal, state-supplied training is not essentially a great thing.


Last modified: 25 May 2018 11:16
This course covers key concepts in physical chemistry which underpin our understanding and ability to control chemical and biological processes. The principal points include thermodynamics (enthalpy, entropy and free energies), chemical kinetics (zero, 1st and 2nd order reactions, rate laws and half-lives and the relationship of rate laws to reaction mechanisms), and basic principles of electrochemistry (redox chemistry and the Nernst equation). A strong emphasis on calculations helps students get to grips with the course material and develops numeracy skills. Laboratory experiments support and complement the taught material.
|Session||First Sub Session||Credit Points||15 credits (7.5 ECTS credits)|
This course provides a grounding in basic physical chemistry. The principal points include:
This is the total time spent in lectures, tutorials and other class teaching.
1st Attempt: 1 two-hour written examination (60%), laboratory assessment (25%), continuous assessment (15%).
Resit: 1 two-hour written examination (100%).


Elementary students have music for one forty-five minute period each week. While in music, students participate in movement activities, learn a variety of songs, and play percussion instruments. Lessons address the Common Core State Standards of Music Education. Seasonal activities are also incorporated into the curriculum. For example, songs at the beginning of the school year may be about returning to school, apple picking, or other fall activities.
All elementary students also have the opportunity to perform in the school concerts. To accommodate everyone, students in second grade perform in the winter concert, while students in third grade perform in the spring. Detailed information is sent home well in advance of the concert dates.


Please forward this error screen to sharedip-1071809830. Remote preschool education help improve it or discuss these issues on the talk page.
This article needs to be updated. Please update this article to reflect recent events or newly available information. This article needs additional citations for verification. This article may require cleanup to meet Wikipediaâs quality standards. The specific problem is: Article needs to be rewritten from scratch. Education in Thailand is provided mainly by the Thai government through the Ministry of Education from pre-school to senior high school. A free basic education of twelve years is guaranteed by the constitution, and a minimum of nine yearsâ school attendance is mandatory.
Formal education consists of at least twelve years of basic education, and higher education. Basic education is divided into six years of elementary education and six years of secondary education, the latter being further divided into three years of lower- and upper-secondary levels. 3 years depending on the locale, and are variably provided. Non-formal education is also supported by the state. Administration and control of public and private universities are carried out by the Office of Higher Education Commission, a department of the Ministry of Education. Basic education in Thailand is free.
It is divided into three levels: pre-primary, primary, and secondary. Pre-primary education was introduced in 2004 and made free in 2009. Participation in pre-primary education is ânearly universalâ. At the age of six, compulsory education begins. Upper secondary education, grades 4-6, is not compulsory. It is divided into general and vocational tracks.
Ninety-nine percent of students complete primary education. Only 85 percent complete lower secondary. For every 100 students in primary schools, 85. 6 students will continue studies in M1, 79. 6 students will continue until M3, and only 54.


Focusing on the Learner
A pluriliteracies approach aims at building learnersâ meaning making potential in order to help them move along the knowledge path into a subject. This process focuses on enabling individuals to become independent thinkers and autonomous learners within subject communities.
According to our model, learner progress can be measured by how well learners can link the conceptual continuum and the communicating continuum, or, in other words, how well they can demonstrate their understanding of subject knowledge.
From that point of view, the question of
"How do I know you know
until I hear what you say,
read what you write or
see what you show me
in an appropriate way?â
becomes fundamental to literacy teaching and learning and that puts the learner, a learnerâs individual needs and talents, and learner development at the core of a pluriliteracies approach.
Rushing through content just in order to satisfy the demands of a curriculum will not create opportunities for deep learning and will not lead to literacy development. Content that has not been processed or conceptualized by the learners is meaningless to them and will soon be forgotten.
Providing students with more opportunities to engage in communicative activities may lead to greater fluency over time but will not automatically increase the quality of the studentsâ output in terms of complexity or task appropriateness of the language used. Neither will such activities guarantee a deeper understanding of the respective content.
We believe that a purely content oriented approach to learning will fail just as likely as a purely communicative one when it comes to deep learning (defined as internalization of conceptual knowledge and mastery/automatization of target skills).
Learning will not reach its full potential until we take a closer look at studentsâ actual task performance in terms of the conceptual understanding expressed in appropriate language. In other words, we need to make sure the quality of the learner output is appropriate to the task demands, the purpose of the communication and that it reflects the desired level of content processing and understanding.
So instead of saying âI taught the Solar Eclipse todayâ teachers will facilitate learning and create opportunities for knowledge construction and meaning making and not move on to another topic until they can be sure that a full understanding of the underlying concepts has been actively demonstrated at the appropriate level by their students.


US Department of Education
The US Department of Education has its own search site that allows you to search the department, any of its agency web sites (NCES, for example), or a Cross-Site index page that can access some 150 DOE-connected sites. It also maintains a searchable set of research summaries of ERIC Digests from 1992 to the present. Typing in the word "standards" turns up documents about such topics as social studies, the public perception of standards, and standardized tests.
National Education Goals Panel
The National Education Goals Panel was set up to monitor progress towards Goals 2000 and to "assess and report state and national progress toward achieving the National Education Goals." From this site you can examine the eight national education goals set up by Congress and state governors, review national and state "scorecards" for 1998 and 1999 that provide data for 34 different progress indicators, and compare the results for up to three states at a time. The site also has a publications page with free ordering instructions and download links for quite a few documents. [Thanks to Kirk Winters of the USDOE for keeping people informed about this and other DOE-related programs via his regular mailings.)
National Council for Accreditation of Teacher Education
The National Council for Accreditation of Teacher Education page on standards has links to several key documents. First is its 1997, Standards for Identifying and Supporting Quality Professional Development Schools, along with a second report that specifically relates to technology. Second, anticipated revisions in that document appear in an Adobe Acrobat file called May 2000 Revised Standards. Third are new standards for elementary education programs. Fourth is a set of draft standards for professional development schools. And fifth is a page of links to program guidelines for seventeen specific subject and professional areas, developed in conjunction with related professional organizations. These areas include computing technology education, early childhood education, educational communications, educational leadership, English language arts, elementary education, health education, mathematics education, middle level education, physical education, reading education, school library media specialist, school psychology, science education, social studies education, special education, and technology eduction.
Parent Teacher Association
The PTA has published six National Standards for Parent/Family Involvement Programs and has put the standards, a rationale, research results, quality indicators, sample activites, a model parent/family involvement policy, and a lot more on its web site.


At last, you are ready to begin writing the rough draft of your research paper. Putting your thinking and research into words is exciting. It can also be challenging. In this section, you will learn strategies for handling the more challenging aspects of writing a research paper, such as integrating material from your sources, citing information correctly, and What you have written is not the finished essay, but a first draft, and you must go over many times to improve it a second draft, a third draft, as many as necessary to do the job right.
Your final draft, edited and proofread, Or, write a very quick, very rough draft of the whole paper without any notes.
Then spend later writing sessions expanding, developing, and clarifying sections within that initial draft. This guide entails how one is to write a research paper in the college environment. The introduction is the first paragraph of the paper. It often begins with a general statement about the topic and ends with a more specific statement of the main idea of your paper.
The purpose of the introduction is to: let the reader know what the topic is inform the reader about your point of Essay# 4: Research& Analysis Rough Draft: Final Draft: In the dialectical journals and class discussions for this unit, we will focus on George Orwells characterization of poverty in Down and Out in Paris and London.
A paper for an elementary education course that discusses the results of an experiment the writer conducted to compare the effectiveness of two different methods of mathematics instruction; For these types of papers, primary research is the main focus. Research Paper First Draft Many Drafts of research papers make the mistake of writing a report, not an argumentative essay, when they write a research paper. Step 10 Research Paper Conclusion; Now that you've completed your outline and have found plenty of scholarly sources to back up the points you intend to make, the time has come to hunker down and crank out the first draft of your essay.
Research Paper: Write a First Draft. Every essay or paper is made up of three parts: introduction body conclusion; The introduction is the first paragraph of the paper.


Kindergarten-Animals in Action 2
1st Grade-Setting the Scene 1
After listening to or reading a familiar fairy tale, the students chose one scene from the story to recreate in ScratchJr. They were responsible for creating the scene with backgrounds, characters, action, and voice recordings.
2nd Grade-Computer Science Explorers 1
The students learned about the encompassing nature of computer science and how it is used in our everyday lives. They read a story and informational piece about computer science and began to work on a program that will keep score as they play a math game.
3rd Grade-Variables Rule 1
4th Grade-Senses Exploration 2
Each part of the brain regulates specific functions in the body. The students learned about how our senses receive input, how our sense receptors are specialized, and the part of the brain responsible for each sense. Rotating through stations, the students watched a short animated video about the sense, labelled a diagram of the body for that sense, and completed an experiment using the sense.
5A & 5B-Inputs/Outputs 2
5C & 5D-Data Collection & Display 2
Using the Tynker iPad app, the students are learning to code their first game by following step-by-step directions. The students learned about x and y axes, how to add characters to the game, and code actions the characters can follow.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Masterâs degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


My grandfather used to say that most of the work a parent puts into the salvation of a soul and the development of the person happens in the first three years. Later, the study of brain growth and anatomy would reveal that the most of a childâs brain is hardwired by the age of three. He simply observed his eleven younger brothers and sisters, nieces and nephews, and his own three children to come to this conclusion. As an early childhood music specialist and homeschooling parent, I have researched this topic extensively. In the end, we can spend a lot of time teaching children many things, but it is the first few years of life that establishes the brain synapses that set up a childâs aptitude for language, music, math, art, physical and psychological achievement.
We also now know that the brain is integral in religious and spiritual experience, with evidence that the frontal lobes are utilized in spiritual exercise. So it is safe to assume that the brain will also respond to spiritual stimulation in its development, allowing a child to develop a proper aptitude toward the eternal. Studies have shown that atheists tend to have heavily developed parietal lobes and less developed frontal lobes, while the deeply spiritual have unusually strong frontal lobes. Keep in mind that the frontal lobes connect intimately with our physical movements and are responsible for much of our personality and identity, so it is vital to introduce the faith to our children as the brain is hardwiring.
With this heavy on my mind, my husband and I spent several years developing the Making Music Praying Twice program, bringing early childhood music practices together with a curriculum that integrates the Catholic faith. We found, as parents, that our parish had programs for children and adults of all ages, but not much for children and their parents in this key time of development. We soon discovered that there were other parishes with the same challenge, unsure of how to reach out to the youngest parents and youngest children. I continually ponder the Biblical metaphor warning us that a proper foundation is vital to the success of a building. We need to invest the foundations of our families, marriage and the earliest years of parenthood and childhood, if we expect to grow strong, healthy Catholics for the future of our Church.
Over the past two years, we have revised and streamlined the Making Music Praying Twice program to an affordable and device-friendly digital edition. We hope to bring the gift of faith-integrated early childhood music education to as many families and parishes as possible. There is a parish kit to help parishes offer a program for littles with a parent or caregiver or for use with playgroups, co-ops, or parish preschool and daycare programs. There is also a version for families to use at home or with friends.
While I encourage families, ministers and teachers to explore what we created, I also challenge you as parents, grandparents, and faithful Catholics to consider how important being a part of Church and a living faith is for children in the very earliest years. I challenge you to consider how you can help increase the culture of faith in the lives of these children in our families and communities.
Please share your ideas or success in this area youâve seen in the Catholic Church so we can all learn from these models and reach out to this important demographic.
Copyright 2017 Kate Daneluk


PSHE and SMSC
Personal Social and Health Education (PSHE) is delivered at key stages 3 and 4 with constant regard to Spiritual, Moral, Social and Cultural (SMSC) content:
- Throughout the subject curriculum
- Through form time
- Through assemblies and liturgies
- Through extra-curricular opportunities
KS3 and KS4 Curriculum
All subject areas contribute to the delivery to PSHE and SMSC. Here are some examples:
- Science â Sex Education and Growing Our Food, Keeping Healthy and Medicine and Drugs
- PE â Health Related Fitness
- Geography â The Working World, Crime, Managing Places in the 21st Century
- RE â Peace and Conflict, Rights and Responsibilities
- History â The Second World War, the Holocaust and the Industrial Revolution
- MFL â Health and Healthy Living, Jobs and Career Plans and Social Issues and Equality
This list is not exclusive. For further details on the curriculum content at key stages 3 and 4, please browse all subjects.
As a Catholic College, we have a daily act of collective worship and a strong emphasis on ethos, values and community. Form time is used productively including activities to develop Literacy and Numeracy skills, discussions on current affairs, support for social and emotional concerns, pupil responsibility and being a citizen in British society.
Assemblies and Liturgies
All year groups have a weekly assembly which is based on a cycle of SMSC themes. The assemblies are based on Gospel values and pay due respect to pupils of all faiths reflected in modern British life. There are liturgies for Christian celebrations such as Advent, Christmas, Lent and Easter.
A wide range of enrichment activities are offered to pupils (please see Enrichment section). There are opportunities to further develop pupil interest in a particular subject such as Science Club, Sports Clubs and Music practices, as well as activities which provide additional interventions for study skills.
There is also a range of opportunities to develop pupil citizenship such as:
- Pupil chaplains
- Student Council
- Year 7 ambassadors
- Paired reading
- Peer mentors
- Charity activities
- Eco champions
Newman College is committed to serving its community. It recognises the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.
It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Newman College is dedicated to preparing students for their adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces British values to all its students.


A 45-year-old Hispanic immigrant undergoes a job-related health screening and is told that his blood pressure is very high. He goes to the local public hospital and is given a prescription for a beta-blocker and diuretic, each to be taken once a day. One week later, he goes to the hospital after experiencing dizziness. His blood pressure is very low, and he says he has been taking the medicine just like it says on the bottle. The case is discussed by multiple practitioners until one who speaks Spanish asks the patient how many pills he took each day. âTwenty-two,â he replies. The provider explains to his colleagues that âonceâ means â11â in Spanish.âHelp Patients Understand, American Medical Association
Defining Health Literacy
- Health Literacy is the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions.âPatient Protection and Affordable Care Act of 2010, Title V
- Health literacy includes reading and writing skills necessary to understand health and medication information. It is also an individualâs ability to complete complex forms, locate available health providers and services, share health history, and negotiate signage at health care facilities.
- Health literacy includes numeracy skills for such things as understanding cholesterol and blood sugar levels, measuring medications, and understanding nutrition labels.
- Health literacy includes effective communication between health care professionals and patients with low literacy skills and/or individuals with limited English.
Why is Health Literacy important?
- Nearly 9 out of 10 adults have difficulty using the everyday health information that is routinely available in our healthcare facilities, retail outlets, media and communities.âCenters for Disease Control and Prevention
- Current data indicates that more than a third of American adultsâsome 89 million peopleâlack sufficient health literacy to effectively undertake and execute needed medical treatments and preventative health care.âAMA Foundation
- Without clear understanding of health literacy information, individuals are more likely to skip necessary medical tests, forgo preventative health measures, and have higher rates of hospitalization and emergency services.âCenters for Disease Control and Prevention
- Persons with limited literacy skills are more likely to have chronic conditions such as high blood pressure, diabetes, or asthma, and are less likely to manage them effectively.âU.S. Department of Health and Human Services
- Poor health literacy is a stronger predictor of a personâs health than his age, socioeconomic status, education, or ethnicity.âAMA Foundation
- Forty-six percent of American adults cannot read and follow medical instructions.âAMA Foundation
- One study revealed the following problems experienced by persons with limited health literacy when they interacted with the health care system (AMA Foundation):
â¢ 26% did not understand when their next appointment was scheduled
â¢ 42% did not understand instructions to âtake medication on an empty stomachâ
â¢ 78% misinterpret warnings on prescription labels
â¢ 86% could not understand rights and responsibilities section of a Medicaid application.
- Every day, millions of adults must make decisions and take actions on issues that protect not only their own well-being, but also that of their family members and communities. These actions are not confined to traditional health-care settings such as doctors and dentistsâ offices, hospitals, and clinics. They take place in homes, at work, in schools, and in community forums across the country. Health-related activities are part of the daily life of adults, whether they are sick or well.âAMA Foundation
- Over 300 studies have shown that health information cannot be understood by most of the people for whom it was intended, suggesting that the assumptions regarding the recipientâs level of health literacy made by the creators of this information are often incorrect.âAMA Foundation
- The combination of medical errors, excess hospitalizations, longer hospital stays, more use of emergency departments, and a generally higher level of illnessâall attributed to limited health literacyâis estimated to result in excess costs for the US health care system of between $50 billion and $73 billion per year.âCenter for Health Care Strategies
YouTube video (23 minutes)âAmerican Medical Association Foundation, featuring Toni Cordell, former adult learner from Oklahoma
Health.gov/Communication/about.aspâ Health.gov from Office of Disease Prevention and Health Promotion


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Unusually comprehensive coverage! This highly regarded volume covers the many facets of vocal music education. It is a practical tool for those preparing to be choral conductors and vocal music educators. It is abundant in constructive and insightful information and will remain an important source of many useful ideas and solutions. Special features include: addresses nuts and bolts administrative concerns such as budgets, music, supplies and equipment; offers particular insight to the challenges of junior high vocal music education; presents topics related to conducting, rehearsal technique, style and performance so that students of conducting may be introduced progressively, starting with the basic skills and leading to the finer points of style and performance.
"synopsis" may belong to another edition of this title.
Titles of related interest from Waveland Press: Decker-Kirk, Choral Conducting: Focus on Communication (ISBN 9780881338768); Hoffer, Introduction to Music Education, Second Edition (ISBN 9781577662228); and Robinson-Winold, The Choral Experience: Literature, Materials, and Methods (ISBN 9780881336504).
"About this title" may belong to another edition of this title.
Book Description Waveland Pr Inc, 1994. Condition: New. book. Seller Inventory # M0881338079
Book Description Waveland Pr Inc, 1994. Paperback. Condition: New. Never used!. Seller Inventory # P110881338079
Book Description Waveland Pr Inc. PAPERBACK. Condition: New. 0881338079 New Condition. Seller Inventory # NEW99.1539190


PROFESSOR CHRIS ORR CBE RA
PRINTMAKING IN SCHOOLS
YOUNG ART 2019 | Capture âTHE MOMENTâ
Making prints can be both enjoyable and valuable and can play a significant part in Art Education. It is rewardingbecause making prints involves learning practical skills towards expressing ideas and feelings. It is problem solving allied to emotional content. Many of the greatest artists have made prints from Hokusai through Rembrandt to David Hockney. The list is very extensive in all cultures. Printmaking is important in India, South America and of course China and Japan.
Some schools are lucky enough to have sophisticated printmaking facilities up to professional standards, but the essence of original printmaking is equally found in simple methods. Paper shapes, wood cutting, stencil, frottage and dry point on plastic can yield fabulous results and there are many ways to print as yet to be developed! Simplicity can be a virtue, and no School should say that they donât have the resources.