Health & Care
Nursery nurses look after children aged 0 to 5. Do you love the idea of caring for babies and young children? If so, working as a nursery nurse or nursery worker may be an ideal career for you.
Nursery nurses, sometimes called nursery workers, are responsible for the care, education and development of babies and young children up to the age of 5. This is known as the Early Years Foundation stage.
Most nurseries are open from 8 am to 6pm week-days only, and staff work shifts to cover those hours.
Duties may vary according to the workplace and to the qualification achieved by the nursery nurse. A nursery nurse may expect:
- To supervise the care, safety and welfare of the babies and children in their care
- To plan activities that allow babies and children to develop language and numeracy skills
- To organise activities that stimulate the children's imagination and encourage them to learn about the world around them
- To encourage children's emotional development
- To supervise meal-times to ensure babies and children are well-nourished
- To maintain a hygienic environment for the protection of babies and children
- To change nappies and to supervise toilet training
- To organise outings
- Liaising with colleagues
- To be aware of legal duties, including child protection procedures
- To keep records on each child and report issues and discuss achievements with parents and carers.
Personal Qualities and Skills
Key skills for nursery nurses
- You need to be kind and patient
- You need good communication skills
- You need to be able to forge good relationships with children and their parents or carers
- You need to be able to accept responsibility
- You should be interested in how children learn and develop.
Pay And Opportunities
- Nursery chains
- Independent nurseries
- Montessori nurseries
- Private households (nannies)
- Large employer crèches
- Holiday resort crèches
- Children's centres
- Reception classes in primary schools
- Self-employment as a child-minder.
Qualifications and training required
You can obtain relevant qualifications in more than one way. Qualifications from CACHE are well-established.
A nursery assistant is likely to have, or be working towards qualifications at Level 1 or Level 2, for example CACHE Level 2 Certificate for the Children's and Young People's Workforce.
A supervisor is likely to have qualifications at level 3 and be over 18.
Managers of nurseries may have qualifications at level 4 or 5 eg CACHE Level 4 Certificate for the Early Years Advanced Practitioner or a Foundation degree in Early Years.
Montessori nurseries and schools place emphasis on children learning rather than being taught. Montessori runs courses to pass on its methods to would be educators.
It is likely that you will need evidence that you are of good character, so you will probably be asked for personal references and a certificate from the Disclosure and Barring Service (DBS certificate), stating that there is no evidence that you have committed a crime that would make it inappropriate for you to work with children.
It may be helpful to speak or write Welsh if you wish to work in Wales.
Apprenticeships are available in childcare at Levels 2 and 3.
Traineeships are available in childcare for unemployed people aged 16 to 24 with qualifications below level 3 standard.


Celery has been cultivated for thousands of years and was probably first grown in the Mediterranean. In Greece, people made garlands from celery leaves to place on the dead. Archeologists discovered celery leaves in King Tut’s tomb.
- Celery is low in calories but high in fiber. Dieters sometimes eat it because it is filling, but low-calorie and low-fat.
- Celery can be eaten raw. It is most often used as a seasoning ingredient in soups, stews, and casseroles.
- Celery leaves are very flavorful. They’re often added to dishes or dried for seasoning.
- Celery seeds are also used as a seasoning.
- Celery allergies are uncommon in America, but many people in Europe are allergic to celery. Allergic reactions can be very serious, similar to a peanut allergy.
- Celery was originally used for medicinal purposes long before it was used as food.
- Cultivate: to intentionally grow a plant
- Garland: a wreath
- Archaeologist: someone who studies ancient artifacts and ruins
Questions and Answers
Question: Why don’t home gardeners grow celery more?
Answer: Celery needs very rich, very moist soil. Also, many commercial growers blanch – or cover – celery. New varieties don’t need to be blanched, but people tend to think of celery as a fussy plant to grow.
Visit a celery farm to learn how it’s grown.
Learn new recipes for celery.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Celery Facts for Kids ." Easy Science for Kids, May 2020. Web. 26 May 2020. < https://easyscienceforkids.com/celery/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Celery Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/celery/
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Institution at a Glance
The city of Dawn, Udaipur is a lovely land around the azure water lakes, hemmed in by the lush hills of the Aravalis. A vision in white drenched in romance and beauty, Udaipur is a fascinating blend of sights, sounds and experiences - an inspiration for the imagination of the poets, painters and writers. Its kaleidoscope of fairy-tale palaces, lakes, temples, gardens an narrow lanes strewn with stalls, carry the flavour of heroic past, epitomising valour and chivalry...
The Concept of DIET : Background
The Radhakrishnan Commission 1949, Mudaliar Commission in 1952, Kothari commission1964-66and the National Education Policy 1986;to achieve the goal of universalization of primary education the‘District Teachers Training Institutes’ (DIETs) were conceptualized at district level. In order to implement theProgram of action 1992; DIETs were established throughout the country in a phased manner.
District Education and Training Institutions (DIETs) are stated as ' Light House' in the field of education by the Ministry of Human Resource Development, Government of India.
Which means teaching-learning resources, interactive research-based learning methodology, need-based programs, to facilitate the teachers to use new innovative methods in teaching, inclusion of educational technology in teaching, modern methods evaluation and to build the frugal teaching aids for training system as well display all materials prepared by teachers, publication and dissemination has been the responsibility of the district Education and Training Institute (DIET).
The uniformity in the operation of Diet as well as autonomy could be persist so the MHRD, Government of India in November, 1989 published a Pink book which has been recognized as a guidebook.On the basis of‘Pink- Book’ the pre-service and in-service teacher trainings are organizing and planning frame work is determined in India.
The Aims of DIET:
• To serve as an educational reference organization for the district.
• To organize and conduct in-service teachers and pre-service teacher training programs ensuring good quality at district level.
• To extend monitoring for universalization of qualitative elementary education by providing the necessary academic and reference services.
• To coordinate all the agencies related to primary education at district level.
• Bearing in mind the social and geographical diversity required at District level, ensuring active participation in the education system.
• To conduct various action research as per field interaction to solve educational problems in the educational sector.
• To plan and organize the programms regarding guidance - content development, evaluation, feedback, follow up etc.at the primary level.
• To promote Child-centered teaching, activity-based learning, joyful learning, creative learning and cooperative learning at primary and upper primary level.
• In order to ensure effective teaching; developing frugal(cost- effective) teaching aids and audio- visual contents as well as providing training how to make effective use of this material.
The DIET have been set to meet the above objectives as follows:
PRE-SERVICE TRAINING: to prepare teachers for the school system.
IN-SERVICE TRAINING:to improve capacity of existing school teachers.
The provisions for teaching staff for the two structures (pre-service and in-service teachers)has been assigned as per norms by the ‘Ministry of Human Resource Development’,(MHRD) The Government of India and the ‘National Council for Teacher Education’ (NCTE). In accordance, the provisions for teaching staff are prescribed which includes principal, vice-principal, senior lecturers and lecturers as well as the non-teaching staff in the DIET’s at present functioning in the state.


Traditional ensemble music education has historically been dominated by “the big three:” band, orchestra, and choir. Demographic shifts in student populations as well as long-time calls for expanded curricular offerings have led to the creation of alternative instrumental ensembles in schools. This review of literature will address the following questions: 1) What is an alternative instrumental ensemble? 2) What role(s) do alternative ensembles play in the larger school music program? and 3) What types of alternative ensembles exist currently? Alternative drum and percussion, guitar, marching band, mariachi, steel pan, string, and technology ensembles have been profiled in the literature. Further research is needed to determine how school demographic factors influence the inclusion of alternative ensembles, the role of teacher education, how the ensembles are formed, if regional trends exist, and what funding models are in place for the ensembles moving forward.
Alternative Instrumental Ensembles in the United States
Thompson, David R (2015). Band, Orchestra, and… What?: Alternative Instrumental Ensembles in the United States. Excellence in Performing Arts Research Vol. 3 doi: 10.21038/epar.2016.0304. Retrieved from https://oaks.kent.edu/epar/vol3/iss1/band-orchestra-and-what-alternative-instrumental-ensembles-united-states
This paper was presented at the Colloquium Series event on December 8, 2015.


Universal skills in the visual arts include mastery of composition, form rendering, tone values and colour schemes. Control of materials and techniques. Insight into expressive values. All of this at the service of the intrinsic and distinctive meaning of visual art.
Good art is based on mastery of all these ‘skills’.
For a variety of reasons, these skills have been relegated to the background or even lost in large parts of the world. But moved by the wave of time, artists are now motivated to recapture this mastery: ‘skill-based art’ is independent of style directions but is the basis of visual quality.
There are major cultural differences worldwide in the use of these skills. In order to gain insight into this, the Classical Art Center maintains a worldwide database of visual artists
Development of skills
In order to promote the development of skills, the Classical Art Center follows two paths: its member, the International League of Fine Art Schools www.ilfas.org wants to promote digital collaboration and interaction between art schools all over the world. The Classical Art Center itself offers an online art course: the Classical Art College.
Developments can be supported by the exchange of knowledge, by the worldwide bundling of initiatives and know-how and by bringing artists together.
This can be done through the following initiatives:
– International exchange of exhibitions
– International exchange of art education
– International exchange of contacts and ideas


Welome to the Literacy And Deafness Development Research Lab (The LADDER Lab)!
The LADDER Lab is made up of a group of researchers based at the Deafness, Cognition and Language Research Centre (DCAL) at UCL and City, University of London. We are interested in understanding how literacy and language skills are acquired, and investigating the underlying cognitive processes involved in literacy development.
Our studies work with a range of groups of children, including typically-developing children, deaf children, and children with dyslexia and struggling readers.
Our research programme has three common
problems in literacy and language
the cognitive and language processes that underpin reading and spelling
effective interventions to remediate reading difficulties.
We conduct internationally–renowned
research into deaf and hearing children’s language and reading development and difficulties. Some hearing children and many deaf children have
language delays and find reading challenging. It is important to understand how,
and when, the language and reading processes can break down in order to devise effective
interventions to remediate difficulties. As part of this work to identify difficulties,
we have developed a range of assessments to measure language skills. We work with
practitioners and other key stakeholders to translate research findings
into potential practice implications.
Click on “Our Research” tab to find out more about our research projects. Click on the “Taking part in our research” tab if you are a parent or professional wanting to find out more.
The Ladder Lab at the 3rd International Conference on Teaching Deaf Learners, 6th-8th November 2019
Members of the Ladder Lab team are over in Haarlem this week presenting our latest research findings at the 3rd International Conference on TEACHING DEAF LEARNERS. Dr Fiona Kyle is presenting a poster giving the results from the first year of our longitudinal preschool language and literacy project. Here is a PDF copy of the poster:
Prof Ros Herman will be giving an invited keynote about literacy interventions for deaf and hard of hearing children. She will present the findings from our integrated phonics and language reading intervention study. Check back here for more details of our results soon!
“Talking about reading” FREE Ladder Lab event at Finsbury Library
Do you remember how you learned to read? Reading is something we learn in childhood, and is an important aspect of our lives. While many people enjoy reading a good book, for others reading remains a struggle. Come along to this event and learn more about the psychological processes behind learning to read, and the skills that deaf and hearing children need to read fluently. The event combines talks, activities and interactive displays, and will be of interest to anyone interested in learning how we learn to read, and ways to support children’s reading. Parents and professionals, as well as children and young people are especially welcome.
Date: Tuesday, 5th November 2019
Time: 5:00PM – 6.30PM
Location: Finsbury Library, 245 St John Street, London, EC1V4NB Map
BSL/English interpreters will be present to ensure full inclusion for all those attending.
The event is free, but please register and book your ticket through Eventbrite here
Recruitment is completed for our preschool language and literacy study
We have now finished recruitment for our preschool language and literacy study with 3-4 year olds. Thank you very much to all of the nurseries and families who are taking part. Watch this space for updates on our findings and the latest developments with the project!
Now recruiting! Deaf and hearing children aged 3-4
How is preschool language related to later reading ability? As part of a new research project called “Preschool language and literacy” we are looking for nurseries and children to take part and help us answer this important question.
Some hearing children and many deaf children find learning to read challanging. It is therefore important to identify children who may struggle with reading BEFORE they start learning to read. Early identification will help ensure that children who need it have appropriate support as they begin learning to read.
We are looking for deaf and hearing children who are 3-4 years old, use spoken language, and have no significant additional educational needs.
If you are a parent, teacher, or other professional who would like their child or nursery to take part, or if you are looking for more information about the project, please contact us, or download our project flyer here:


Critical Cosmopolitan Citizenship. Transforming Education in the 21st Century
Globalization has reshaped the social fabric of the world increasing racial, ethnic, cultural and language diversity, and often creating problems between the self-proclaimed natives and the newcomers. Critical cosmopolitan citizenship (CCC) is a transformational education approach in the 21st century. Research has shown that when students learn through the CCC approach they become allegiant to the whole world and work toward building a better place for all. When critical pedagogy and cosmopolitan citizenship constitute the methodology of learning and teaching, educators and students are encouraged to learn about global, national and local problems, and to become empowered to take action and transform the world. A brief overview of two Ontario Curriculum documents that address citizenship education in elementary and secondary school, and the English as a Second Language (ESL) and English Literacy Development (ELD) that educates newcomers, unveiled the absence of education for activism and empowerment, two practices that lead to action and change. This Action Research will inquire how Canadian students born in Canada and abroad, will approach cultural, social, economic and environmental issues, as they learn through a critical cosmopolitan education approach.
Published in: Canada International Conference on Education, 2018
- Date of Conference: 25-28 June, 2018
- DOI: 10.2053/CICE.2018.0053
- Electronic ISBN: 978-1-908320-90-2
- Conference Location: University of Toronto Mississauga, Canada


‘The Creative Continuum: Helping the Artistically Gifted Child‘ presents the curriculum of an art and music school. The book discusses new ideas for a creative, holistic, brainsmart and systemliterate art and music education of children.
The curriculum is tailored to the way the human brain is structured as a passive learning matrix and based on the memorization of entire patterns instead of single elements of knowledge—as neuroscience tells us is the natural way our human brain learns and memorizes.
The curriculum emphasizes the natural integrity and wholeness of the child, who is by nature a systems thinker, and postulates that talented children need to be raised in a multivectorial learning environment that fosters systemic thinking capabilities, so that children become systemliterate at a young age and begin to think with their whole brain, with both brain hemispheres working in sync.
The program also emphasizes the need for teaching emotional awareness to teachers and presents techniques to be applied in the vocational training that teach how to avoid projections, foster truthful dialogue, and properly engage the trustbuilding process both between teachers and students and between parents and teachers.


By Teachers, For Teachers
Studies have shown that once students enter middle school, they become less engaged in academics. Research suggests that this may occur because "tweens" developmental needs do not coincide with what educators are teaching them in school. Middle school students are in need of increased academic independence and crave freedom, but unfortunately, middle schools tend to fall short on this front. Here are a few ways educators can increase academic independence in middle school students.
Offer Social Support
According to research, middle school students need two things: Independence and a need for meaningful interactions with adults other than their parents or guardian.
Unfortunately, studies show that they are not getting it. Once students enter into middle school, teachers are actually less supportive than they were in elementary school. With the demands of puberty and the transition from child to tween, middle school students tend to need that teacher support more than ever. What teachers can do is offer their students social support. At this age, students are becoming distracted by their friends and romantic interests. Teachers can offer students more interesting topics to help keep them engaged. They can also offer some hands-on guidance. Ask them questions, such as "What information do you need?" or "What did you try that did not work?" By offering your support, students are getting the meaningful adult interaction they crave.
Teach Time-Management Skills
One of the keys to academic independence for middle school students is being on time. Unlike elementary school, students in middle school change classes and are expected to be on time for each class. Plus, they are expected to complete assignments on their own, on time. This is where time management becomes vital for students.
As teachers, we can help students become successful at their time management skills by offering them a few tips. Middle-school students only have about two to three minutes in between classes and are expected to make it to class on time. Teach students to keep an eye on the clock or purchase a watch. This will help them become independent and be on time for class.
Encourage students to keep a day planner and write down assignments for each class daily. Also have students keep a calendar where they mark down future project assignments. Teach them to break long assignments up into smaller manageable tasks. This will help them feel less overwhelmed, and more in control. Time management is a learned skill; this will take time, but it is vital for academic independence and success.
Organization is the Key to Success
Sixth-grade students are far from being organized individuals. To expect these children to start middle school and be capable of organizing themselves without any help from an adult is impossible. What teachers can do is encourage students to purchase a planner with a calendar in it. Some school districts have the money to supply these to each student, which is very helpful. The schools that cannot supply them should encourage students to purchase them to write down important dates, assignments, tests, and project due dates.
Train students to develop an organizational system to keep track of their papers (planner, calendar, binder with tabs) and to make sure that they load their own backpack each evening. Encourage students to check their calendar daily to ensure they did not miss any important due dates or assignments.
Middle school requires students to be independent, something they crave at this age. As they shuffle from one class to another, they will eventually learn the ropes of academic independence. With a little support from their teachers, students can succeed.
Do you have any tips to increase academic independence in middle school students? Please share in the comment section below.
Janelle Cox is an education writer who draws on her 15 years of professional experience in the education system. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Guide to Elementary Education for About.com, where she provides educational information and lesson plans for teachers across the United States.


Do your students love the demi-god Māui? Learn more about him and his peers with our differentiated Māori Myths and Legends reading passages and questions. You’re welcome! This pack includes four Year Five and Six (Grade Four and Five) narrative/myth or Pūrākau passages with six pages of engaging text-dependent questions and higher-order thinking tasks.
These worksheets are great for your reading programs, as part of a reliever/substitute teacher pack, or as homework tasks. Suitable as an entry point to Polynesian history or a study on myths and legends from around the world.
Are you looking for a paperless, digital version of this resource? Click
These link directly to the New Zealand Curriculum, Level Three, Listening, Reading and Viewing, the USA Common Core State Standards CCSS and Blooms Taxonomy (see the Activity Information pages for more details on the exact skills found in each activity). This resource would also be suitable for Year Seven and Eight learners as the higher order thinking activities will keep them challenged and engaged!
This resource features BOTH British and US spelling and paper sizes.
What this resource is all about:
The purpose of this resource is to provide ready-to-go Maori Myth and Legend texts and engaging higher order thinking questions.
This resource is jam-packed with exciting, thought-provoking activities to grab your students’ attention AND hold it. The activities begin at the lower levels of Blooms Taxonomy (Remember, Understand, Apply) and move through to the higher levels (Analyse, Evaluate, Create).
In this Māori Myths and Legends pack you will receive:
1. Four texts – all with an extended and scaffold version:
- Māui and the Sun
- Hatupatu and the Bird-Woman
- Māui and the Giant Fish
- Paikea and the Whale
2. SIX corresponding NO PREP Higher Order Thinking Activities based on Blooms Taxonomy
Reading Comprehension Strategies included:
- Making Connections
- Find Facts and Details
- Make Inferences
- Identify the main idea
- Ask and Answer Questions
- Compare and Contrast
- Make Predictions
3. Four Graphic Organiser Examples
- Character Map
- Story Map
- Story Plot Mountain
- Flow Diagram
4. Teacher Answer Key for applicable questions
5. Two ‘Tips For Use’ pages with ways to use this resource in your classroom.
6. Close Reading Bookmarks
Our resources are available as INSTANT DIGITAL DOWNLOADS, no physical resources will be shipped! This file is in A4 PDF format.


Dr. Kessler provides diagnostic evaluations for individuals of any age concerned about a possible autism spectrum disorder (ASD). Parents are initially interviewed regarding their child's early developmental history, the history of the problem, and current concerns. The child is then administered a developmental or IQ test, depending on their age, and the Autism Diagnostic Observation Schedule (ADOS). In some cases, a school observation is also recommended. Dr. Kessler then meets with parents to discuss the results of the evaluation and make recommendations for how to proceed.
We provide social skills training.
One of the hallmarks of Autism Spectrum Disorders is difficulty with language and communication, negatively affecting the child's social functioning. Our intervention primarily targets social speech in naturalistic settings: entertaining games, activities, and play. For toddlers and preschoolers, play is the most important teaching tool when targeting social speech. Improving the right play skills increases social attention, also known as joint attention, the building block for social reciprocity. For school age children, goals may include explicitly teaching social rules, e.g. conversation starters and killers, reading non-verbal communication, e.g. what does it mean when someone frowns and crosses their arms, teaching what others may be thinking, providing skills to deal with classmates etc., and ideally practicing these social skills in small groups. We also work with siblings and transferring goals from therapy into your home.
Cognitive Behavioral Therapy, also known as CBT, is often helpful to individuals with ASD who are struggling with their social behavior and emotions. Individuals who have trouble knowing how to behave or managing their behavior in social situations can benefit from CBT, as can individuals who have difficulty managing intense emotions. CBT typically relies on parent involvement to allow the child to generalize what they learn in therapy to their everyday life.
Individuals with Autism Spectrum Disorders often have difficulty with sensory processing, self regulation, motor planning, and fine/visual motor skills. Occupational therapy intervention primarily focuses on assessing the child's individual sensory processing skills in relation to everyday functional living skills. Assessment also involves assessing all other areas of occupational therapy s domain, including activities of daily living, play skills, social skills, and motor skills. For toddlers and preschoolers, intervention would include parent education, home programs, sensory diets if necessary, and targeting the individual needs of each child to develop foundational skills needed for the child's everyday functioning whether that be in a sensory gym setting or in the home. For school age children, goals may include social skills, functional writing skills, or activities of daily living as it relates to school, home, and community performance. Individual occupational therapy sessions are also provided in a sensory gym for families who are interested in having access to specialized therapeutic equipment to target sensory processing skills. Consultation is also provided to families who currently are receiving services and would like strategies to be integrated in the home and community.
Individuals with ASD who are having behavioral, social, or academic issues may benefit from a school consultation. Consultation involves a school observation, meetings with school staff (including teachers and any related services staff), and a summary report of recommendations.
Parent Consultation involves meeting with parents to help them manage their child's behavior. Parent Consultation may be warranted if a child has difficulty managing their behavior or emotions, or if a parent needs assistance helping their child learn new skills. These skills often include independence skills, such as potty training, getting dressed, leisure skills, etc.


Resources › For Educators Guidance Counselor Career Share Flipboard Email Print BURGER / Getty Images For Educators Teaching School Administration An Introduction to Teaching Tips & Strategies Policies & Discipline Community Involvement Technology in the Classroom Teaching Adult Learners Issues In Education Teaching Resources Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Melissa Kelly Education Expert M.Ed., Curriculum and Instruction, University of Florida B.A., History, University of Florida Melissa Kelly, M.Ed., is a secondary school teacher, instructional designer, and the author of "The Everything New Teacher Book: A Survival Guide for the First Year and Beyond." our editorial process Melissa Kelly Updated August 12, 2018 Guidance counselors wear many hats. Their responsibilities can range from helping students sign up for their classes to helping them deal with personal issues. Major responsibilities that school counselors will have on a regular basis: Helping students set up their class schedules each school year.Helping students chart their educational or vocational path after high school.Assisting students as they fill out college applications.Arranging college visits and fairs for students and parents.Advising students and parents on college selection and entry requirements.Delivering character education or other guidance related educational programs.Helping the student body deal with school-wide tragedies like deaths or acts of violence.Providing students with counseling support for personal issues on a limited basis.Informing the authorities of dangerous situations for students as required by law.Ensuring that students meet the necessary requirements for graduation.Helping with and sometimes leading the delivery of standardized tests to students. Required Education Generally, guidance counselors are required to hold Masters or higher degrees in counseling along with specific hours dedicated to supervised counseling hours. If the counseling degree is not specifically focused on education, then additional classes with an education focus might be required. Following are three examples of state requirements for Guidance Counselor certification: In Florida there are two paths to certification as an educational guidance counselor. Plan One. Individuals are required to hold a master's or higher degree with a graduate major in guidance and counseling or counselor education. They must also have three semester hours in a supervised counseling practicum at an elementary or secondary school.Plan Two. Individuals must have a master's or higher degree with thirty semester hours of graduate credit in guidance and counseling including specific requirements in education such as administration and interpretation of standardized tests and legal and ethical concerns of school counselors. Three of those semester hours must be completed participating in a supervised counseling practicum at an elementary or secondary school. In California, counselors must meet the following requirements: They must have completed a post baccalaureate degree study which includes a minimum of forty-eight semester hours in an accredited program that specializes in school counseling. This must include a practicum in an elementary or secondary school.Individuals must also pass the California Basic Educational Skills Test (CBEST) with a score of at least 123. Texas adds an additional requirement of requiring individuals to have taught for two years before becoming a counselor. Here are the requirements: Individuals must hold a master's degree from an accredited university.They must have completed an approved educator preparation program for counseling.They must have a minimum score of 240 on School Counselor Exam (TExES #152).They must have taught for two years in a public or accredited private school. Characteristics of Guidance Counselors Successful guidance counselors typically exhibit some or all of the following characteristics: Detail oriented.Discreet and trustworthy.Problem solver.Compassionate.Great manager of time.Great communication skills in order to talk to students, parents, and administrators.Tolerant and understanding of student situations.Motivational and enthusiastic for student success.Belief in the ability of all students to succeed.


Beautify Earth Education
If you happen to grow up in the states, and like the majority of Americans received a public education, then you won’t be surprised to find out the same people who build prisons build public schools.
Under the leadership of Board Member Sergio Cuculiza, Beautify Earth is working to integrate painting and art education into K-12 curricula at public and private schools across the United States and beyond. The process of beautifying education includes group class projects that erect murals on once drab exterior walls, (turning what once felt like prison walls into gallery halls) and social strengthening practices inherent therein (cooperation, communication skills, accomplishment leading to enhanced self-efficacy).
According to the American Association of School Administrators (AASA), neuroscience research indicates arts instruction has a significant impact on cognitive, social and emotional development. In this article by educational consultant David Souda, he notes that when students interact with art as part of their core-curriculum, they work more diligently and show a greater emotional investment in their studies, while the parents also show an increased interest.
The antecedents of the educational arm of Beautify Earth really began several years back, like many things in Southern California, on the beach. Beautify brought out a series of artists of all different professions, graphic design, web design, shoe design, fashion, illustration, and animation, to demonstrate to a selection of local kids that art is not only therapeutic, but can also become quite profitable. This program ran as part of the KVBL (Kids Venice Basketball League) successfully for consecutive summers, and like the organization itself continued to spread into other pockets of interest, and new areas of development.
Stutter Middle School in Northridge was the first official location for Beautify Earth’s educational endeavors, where they worked on a series of murals in collaboration with The Child and Family Guidance Center depicting a theme of anti-bullying. “It’s a very cheap and amazing way to transform an environment,” notes Sergio Cuculiza, Beautify’s Educational Director. “You have these drab, dreary environments that students are supposed to be inspired in… If we can teach educators, parents and students that this should be the norm, it will be a much more sustainable and enduring phenomena, than if we have to carry them.”
One of the ways that Beautify has been able to inspire action in schools is to generate contests where students all submit their designs and paintings for murals, and then the most popular actually go into effect. Looking down the line, Cuculiza says, “the end game of our program is to paint entire schools.”
One of the intentions of Beautify Earth is not for the organization itself to paint every wall, but to inspire that every wall will be painted if we all work together.
The effect of this Beautify intention has reached well beyond the United States. One artist in Brazil, whom represents an organization called Spray Vida, has begun painting the favela walls in Sao Paulo, which desperately need the facelift, after seeing the work done by Beautify. Perhaps more organizations like Spray Vida will pop up around the world and leave no wall left behind.
The importance of art education in school curriculum cannot be understated. Organizations like BE are doing their part to champion the arts, and turn “prison” walls into “museum” halls made of the imagination of the very student body that walks them.
Beyond beautifying schools, Beautify murals themselves often connote an educational aspect. Historic educators, authors, athletes and musicians are often ennobled through Beautify murals, including the likes of Mark Twain, Muhammed Ali, David Bowie, Mt. Rushmore in Technicolor, John Lennon and “Abraham Lincoln on Lincoln”, Twain’s mural included this pedagogical quote, “Keep away from people that try to belittle your ambitions. Small people always do that but the really great make you feel that you too can be great.” If one single tenor could be struck for the Beautify mission, it may be that you too can be great.
Special thanks to Joseph Voelbel for writing this post.
Joseph Voelbel is an author living in Los Angeles. He received his BA from NYU with concentrations in English and Dramatic Writing and his Master’s degree in Communications from USC. For more info: josephvoelbel.com.


Guided Reading: Analyze, Grades 3-4
Help students develop foundational reading skills with a high-interest guided reading program for students at various reading levels.
Guided Reading: Analyze for third and fourth grades includes 36 nonfiction readers—six sets of two each for below-, on-, and above-level student readers. The readers in this reading comprehension resource book feature informational text about nocturnal animals, movies, Australia, space, and more.
Ready to Go Guided Reading: Analyze provides everything you need to complete comprehensive guided reading lesson plans including:
- discussion guides
- prompts to encourage students to work with the text
- leveled readers with intriguing topics
- graphic organizers and an observation sheet
Separated into three readability levels, these informational readers capture students’ attention with graphic charts, high-interest topics, colorful photos, and detailed maps. Students are encouraged to apply guided reading strategies to the text and respond to a writing prompt at the end of each reader.
The Ready to Go: Guided Reading series for first to sixth grades includes everything you need for guided reading organization. Each 80-page book is essentially a guided reading set, containing 36 total readers, six discussion guides, and three reproducible pages. Each grade span includes 8 books, focusing on the following reading comprehension strategies:
- Determine Importance
Each nonfiction reader contains short nonfiction texts, vocabulary banks, photographs, charts, and maps.


Junior Explorers: Numbers 1-50 Flash Cards (small format)
|Product Size||130 x 80 x 25 mm|
|Publication Date||1 Jun 20|
This pocket-sized pack of 53 number cards from 1 to 50 will improve numeracy skills and number recognition. The cards feature images of common and familiar items to build numeracy, vocabulary and spelling and assist with memory skills. The parent support card gives parents lots of fun, educationally appropriate ways to consolidate connections between number names and numerals, and practise addition and subtraction.
Junior Explorers: Numbers 1-50 flash cards seamlessly combine game play with literacy and numeracy concepts! The highly portable format enables children to learn while having fun.
• 53 flash cards


Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools
MetadataShow full item record
The study aimed at investigating the nature and prevalence of reading difficulties in the third grade of Lusaka rural and urban schools. A sample comprising 106 pupils selected from Chongwe, Lusaka Boys, Lusaka Girls and Northmead Basic schools participated in this study. A number of instruments were used to measure requisites and correlates of reading skills. Subtests from the screening instrument known as the Basic Skill Assessment Tool (BASAT) provided most of the individual measures of reading skills. Included among these measures were: the alphabetic principle, phonological awareness, working memory, and reading comprehension. Additionally, the serial rapid naming test comprising objects and numbers was used to assess verbal fluency in children. A spelling test consisting of words was also used to measure the children's spelling and writing skills. A passage story adapted from the grade three readers book was used to measure reading comprehension skills while the Panga Munthu Test (PMT) measured non-verbal cognitive abilities. Results suggest that, only a small proportion of children were able to read at a comfortable grade level. Performance was found to be generally poor with no significant difference between the rural and urban schools. As expected, the subtests related to reading skills were significantly correlated. Digit Span, a test of working memory, correlated with letter recognition (r = .30, p < .01), letter-sound knowledge (r = .22, p < .05), word reading (r = .24, p < .05), and serial rapid naming of numbers (r = .33, p < .01). These results were expected given the association between ability to memorize letters, sounds, and words, and strong working memory skills (Pennington, Van Orden, Kirson, and Haith, 1991; Siegel and Ryan, 1988), as well as fluency and working memory skills (Cutting and Denckla, 2001). The Panga Munthu Test was significantly correlated with sound blending (r = .22, p < .05) and spelling ability (r = .25, p < .05). In this case, there is currently no research evidence to suggest the cause of these correlations, and they are therefore considered spurious. It was originally expected that the Panga Munthu Test being a non-verbal cognitive test would be related with reading ability, but that result was not found in this sample. The following recommendations were made to the Ministry of Education in order to help improve the reading standards in primary schools. a. Considering the large proportion of grade three pupils experiencing difficulties at reading, a deliberate policy should be put in place to include in the school curriculum, assessment of reading skills in the first grade. This type of assessment will essentially serve two purposes; to initially identify pupils who appear to be at risk for difficulty in acquiring reading skills, and to regularly monitor the progress of children receiving reading instructions. b. While acknowledging the rich literacy programmes in schools such as the New Break Through to Literacy (NBTL) at grade one level; Step Into English (SITE) at grade two level; and the Read On Course (ROC) at grade three and subsequent grades, it is also important to realize that even with excellent and intensive instructions in place, some children will fail to make satisfactory progress in reading as documented by the current study. These children will therefore need a different instructional approach that will promote skills (such as alphabetic principle, phonological awareness and fluency) that are known to predict future reading achievement. There is also need to provide these children with an , Individualised Educational Programme (IEP) if they are to make progress in reading hence, the need to reduce the teacher- pupil ratio in class. c. Research has also demonstrated that the process of learning to read is a lengthy one that begins early in the child's life (Torgesen, Wagner and Roshotte, 1994). Based on this, it is highly recommended that children be provided with early childhood educational environments that foster language and literacy development. The Ministry of Education should therefore introduce pre-school classes in basic schools. This will help in reducing the number of children entering school with inadequate literacy skills and above all reducing the magnitude of reading problems that schools are currently facing. d. Teachers play a critical role in promoting reading skills in children. Based on this, it is highly recommended that the New Primary Reading Programme (PRP) be introduced at pre-service teachers training college level in order to equip teachers with necessary knowledge and skills to teach emergent reading skills in children.
SponsorshipThe University of Zambia
- Education


- Volume 17 Issue 3
In this thesis, I classified various meanings of fraction into two categories, i.e concept(rate, operator, division) and model(whole-part, measurement, allotment), and surveyed appearances which is shown in Korea elementary mathematics textbook. Based on this results, I derived several implications on learning-teaching of fraction in elementary education. Firstly, we have to pursuit a unified formation of fraction concept through a complementary advantage of various concepts and models Secondly, by clarifying the time which concepts and models of fraction are imported, we have to overcome a ambiguity or tacit usage of that. Thirdly, the present Korea's textbook need to be improved in usage of measurement model. It must be defined more explicitly and must be used in explanation of multiplication and division algorithm of fraction.
Supported by : 공주교육대학교


Transparent Reporting on Government's Progress
Target: The target for the Literacy Index rate is at or above 75 per cent by 2024
The K-12 Literacy Index is trending very slightly upward as we continue to move towards the target.
The K-12 Literacy Index provides a single, over-all measure of student learning progress and outcomes related to literacy at key grades in the K-12 system. The index aggregates data from four different sources (Grade 3/4 Literacy Assessment, Grade 8 Reading Comprehension, Grade 8 Expository Writing, and Grade 12 Language Arts) across three school programs (English, Français, and French Immersion) in public and funded independent schools. The index is weighted by the number of students being assessed, so assessments being completed by more students are weighted more than assessments being completed by fewer students.
2017/18: 63.4 percent
2018/19: 64.0 percent
Literacy skills are essential foundations towards better educational outcomes, economic well-being, and social inclusion. Monitoring this indicator is essential to ensure that government’s educational programs for children are working effectively in improving their foundational skills.
Established in January 2019, the independent K-12 Education Commission will provide recommendations to improve the K-12 education system in Manitoba. The commission’s report is expected to be released publicly in March 2020.
Learn more about how your government is tracking against its priorities.


Seahorses: Mrs Zoe Ellis-Somerville, Mrs Tessa Burbridge (Mrs Boghurst currently on maternity leave)
Puffins: Mrs Hannah Wise
Seahorses: Mrs Dawn Furber & Mrs Jane Corbett
Puffins: Mrs Rachael Hilton
Maths and English
Throughout Year 1 the children will be taught a range of
- Numeracy skills such as simple addition and subtraction, place value, money, repeating patterns, 2D and 3D shapes and measurement linked to our topic.
- English skills including elements of handwriting, phonics, spelling, independent writing, guided reading, individual reading, speaking and listening skills and role play/drama.
- Some activities will be practical while others will be written tasks.
- Phonics is taught through a systemactic scheme called Read Write Ince which is supported by reading material
Over the year we use topics to embed our core and foundation learning. Our topics are:
Autumn Term: Into the woods
This topic is all about stories set in the woods. We retelll thh story of Little Red Riding Hood and the Gruffalo. We then learn about nocturnal animals and their habitats and read ‘Owl Babies’ by Martin Waddell. We share, learn and write our own versions of the story.
We enjoy a visit from some feathery friends! In geography we create maps to help mummy owl find her babies. Our highlight is making clay owls and painting them.
Spring Term: Stomp, Chomp, roar
This is non-fiction based topic, exploring the exciting world of dinosaurs! We learn about Herbivores/Carnivores and Onmivores and make our own fact pages about dinosaurs. We have a fantastic trip to paradise park. In history we study Mary Anning and find out all about fossils. We learn to recite some dinosaur poems and in DT make moving dinosaur pictures.
Summer Term: Trouble at Sea
This topic is based on ‘The Lighthouse Keeper’s Lunch’ by Ronda and David Armitage. We start the topic off by making our own sandwiches and writing a set of instructions. In art we paint lighthouses. In DT we evaluate, design and make a lunchbox for Mr Grinling. we learn about healthy eating and how to stay fit and well.
In geography we find out about physical and human features and find out about continents and oceans. We set off on a voyage around the world, visiting different countries and finding out about different cultures. In Computing we look at different flags and program beebots
To find out more about your child’s curriculum please contact your child’s class teacher or click here


Our Math program is carefully designed to help support your child in study at the “just-right” level for him or her, beginning with a comfortable, confident starting point, to prepare for success in high school, university and beyond.
Each level has 200 worksheets. Practice is provided based on the individual needs of the child, and the number of worksheets used daily is also individualized.
Levels 7A-4A are the Early Learner levels, where students develop basic numeracy skills through 50. For more details about these levels, see here.
Levels 3A-B are the addition and subtraction levels. This is where most Kumon students begin their studies with us, developing a strong foundation of addition and subtraction fact memorization, and the ability to do vertical addition and subtraction with regrouping at a mastery level.
Levels C-D are the multiplication and division levels, providing students with very strong mental calculation skills in short and long multiplication and division, as well as teaching them how to convert improper fractions to mixed numbers and how to reduce fractions.
Levels E-F are the operations with fractions and decimals levels which are so necessary for success with algebra and calculcus. We do the thorough groundwork in fractions most students lack through schoolwork.
Levels G-I are the basic algebra levels, which also cover negative numbers, exponents, and graphing skills, the core concepts of grades 7 through grade 11.
Levels J-O are the advanced algebra and calculus levels.
Levels X are the enrichment modules for high school students studying in levels J-O who wish to delve deeper into topics like vectors, matrices, probability and statistics.


Fun Hawks Quiz – FREE Online Interactive Science Quiz
Enjoy this Easy Science for Kids Hawks Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Hawks. You need to answer all the questions to be able to get your score. You can do this fun Hawks quiz again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the Hawks.
Hawks Quiz & our FREE Easy Science Quizzes
Our easy quiz questions for kids are a free science general knowledge quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Hawks quiz helps your kids learn fun facts about Hawks while enjoying this FREE interactive science quiz for kids.
If your child is home-schooled by you, or is in an after-school enrichment program, then this is a fun science activity, with reading comprehension benefits for grade one to grade five kids. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun online quiz on Hawks.
As a reading comprehension educational activity for kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or you can limit the number of times they can read about the quiz topic, before they do the actual fun science kids quizzes we offer.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other science quiz games for kids, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Hawks quiz answer they think is correct, and at the end you get the quiz score. Your child can try again and again doing the Hawks quiz, till he or she gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Hawks Quiz – FREE Online Interactive Science Quiz - ." Easy Science for Kids, May 2020. Web. 29 May 2020. < https://easyscienceforkids.com/fun-hawks-quiz-free-online-interactive-science-quiz/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Hawks Quiz – FREE Online Interactive Science Quiz -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-hawks-quiz-free-online-interactive-science-quiz/
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Developing Numeracy Skills in Learners with Dyslexia and Dyscalculia (DACPD99)
This unit examines the processes involved in mathematical thinking and how they link to aspects of memory and attention. The difficulties that learners with dyslexia and co-occurring difficulties, particularly dyscalculia, can have with numeracy are explained. The association of ‘number sense’ (numerosity) with dyscalculia is also examined. The unit explores theory, offers some practical ideas and provides the practitioner with the fresh perspective necessary to effectively use structured, cumulative, multi sensory teaching to promote numeracy development in learners where it is stalled or significantly delayed.


Every child will READ PROFICIENTLY by the end of the third grade.
The Teachers College Reading and Writing Project (TCRWP) is the core of the English Language Arts instructional program in every elementary school. This research-based literacy program builds on each child’s strengths as a reader to help them access more interesting texts. Components of our literacy program include one on one and small group guided reading, easily accessible “just right books” read every day in class and sent home every night, robust classroom libraries, and trained UC tutors in the after school program. Leveled book boxes and lists are available to help students and parents find “just right” books. Additional writing and spelling instructional components support reading proficiency.
Teachers assess a student’s reading level regularly and report it three times a year to parents on the report card. Literacy specialists in every elementary school team teach in classrooms, work with small groups of students, and monitor student progress toward grade level proficiency. (These are all components of RTI2 as explained below.) Parent liaisons reach out to families to help support literacy development in the home.


Trading Economics members can view, download and compare data from nearly 200 countries, including more than 20 million economic indicators, exchange rates, government bond yields, stock indexes and commodity prices.
The Trading Economics Application Programming Interface (API) provides direct access to our data. It allows API clients to download millions of rows of historical data, to query our real-time economic calendar, subscribe to updates and receive quotes for currencies, commodities, stocks and bonds.
Please Paste this Code in your Website
Total number of female students enrolled in Grade 2 of lower secondary general education. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.


Indigenous languages are under attack yet again. The federal budget, released on May 13, includes a substantial reduction of A$9.5 million over four years for the Indigenous Languages Support Programme (ILS), which will now be funded at A$11.1 million a year. The ILS assists language-related initiatives across Australia and provides important employment opportunities for Indigenous communities.
The Review of Indigenous Education in the Northern Territory, released the day after the budget, also has as one of its principle recommendations that the primary school curriculum be delivered (only) in English.
That’s despite the many submissions to the review process arguing for the benefits of bilingual education for children whose first language is not English. Research shows clearly that bilingual education, which combines a first language and English, is the best way to teach Indigenous children how to be literate and competent in English – a view also held by indigenous educators.
The most recent blows for Indigenous languages come despite the fact that an enormous body of evidence, as outlined below, highlights the importance of Indigenous languages for the health and wellbeing of Indigenous people.
The 2012 federal government inquiry into language learning in Indigenous communities produced the Our Land, Our Languages report, which has as its first recommendation that:
the Commonwealth government include in the Closing the Gap framework acknowledgement of the fundamental role and importance of Indigenous languages in preserving heritage and improving outcomes for Indigenous people.
This is supported by recent studies showing that Indigenous youth who speak an Indigenous language have substantially better physical and emotional wellbeing, engage far less in risky drug and alcohol use, and have lower rates of suicide.
But if Indigenous languages are so central to improving outcomes for Indigenous people, and can have such significant impacts on health and wellbeing, why are they not supported by government and educational policy?
The answer lies in the monolingual mindset that grips much of mainstream Australia (and, indeed, most of the English-speaking world). This mindset sees monolingualism, in English, as the norm and the ideal.
Comments along these lines are easy to find on any website that talks about Indigenous or minority languages, including the following two, prompted by an excellent buzzfeed post about languages in Australia:
I personally think the world should try to blend eventually to a single language. Wouldn’t everything be so much easier? It makes perfect sense for all of us worldwide to speak together … I don’t understand why people are so against the idea. (Tommy Holland, 18/2/2014)
I don’t find it inherently bad that most people can communicate in English in Australia. Speaking a common language promotes mutual understanding and harmony. (Sage Stone, 18/2/2014)
What this common view misses is that people can communicate in the same language without it being their only language. Speaking multiple languages is a common human condition, and one that the human brain is very well-equipped to handle. Across the world, speaking multiple languages is the norm.
Monolingual English speakers (such as many of us in Australia) are in the overwhelming minority: there are now significantly more people who speak English as a second, third or fourth language, than as a first (and only) language.
The misplaced monolingual bias of mainstream Australia drives a devaluing of Indigenous languages in public policy. It assumes Indigenous people need to make a choice between speaking an Indigenous language and engaging with mainstream Australia.
Speaking an Indigenous language is seen as a deficit; a problem to be fixed, and an impediment to interacting with English-speaking Australians. This then leads policy makers to attribute failings in the education of Indigenous children to the languages they speak, or to treat language-related programs as expendable despite the well-established benefits to the health and wellbeing of Indigenous people.
Putting Indigenous Australians in this position threatens their cultural safety, challenges their sense of identity and belonging, and reinforces a feeling of isolation from mainstream Australian society and culture.
The best way to ensure that speakers of Indigenous languages have the opportunity to participate in mainstream Australia is to support their traditional languages.
English for Indigenous Australians needs to be seen as an addition rather than a replacement. Indigenous Australians don’t need to make a choice between speaking their own languages and engaging with mainstream Australian society: it is possible for them – as with anyone – to do both.
Children who grow up speaking an Indigenous language are more likely to learn English and English literacy in a bilingual educational program than an English-only program. Supporting Indigenous communities to continue to speak their own languages, while also providing opportunities to learn English as an additional language, will ultimately lead to more equitable outcomes for Indigenous Australians.
The first step is to change the monolingual mindset of policy makers and the Australian community. Only then will we be able to truly close the gap.


A love of learning is a lifelong gift from teacher to student at The GVV. Students are given a variety of tools that form the foundation for more advanced study as they grow and are encouraged to make connections across a range of subject areas. They are also encouraged to engage in teams as well as in their independent work.
Emphasis falls upon the children’s natural curiosity and sense of wonder about their world. Music, science, stories and language arts are explored. Explore Academics Daily pre-academic foundational skills for kindergarten students include language arts, math and handwriting.
Middle school academics are based on a classical education model and incorporate traditional learning methods, Harkness-style discussions and multi-modal learning strategies.
High school students delve deeper into class work through Socratic-based discussions. All students develop knowledge of the sciences, history, language arts, math and Spanish. Teachers nurture the learning process so that children are motivated, self-reliant and inquisitive. Beyond the core academic subjects, The GVV School curriculum is enhanced by art, music, community service and countless other activities to captivate the interests and passions of each student.


The exhibition Corresponding With in The National Museum of Modern Art Kyoto traces the tangible connections and commonalities between these three schools as well as the differences in their pedagogical models. When these Asian schools are taken into account, the Bauhaus pedagogy becomes just one position in a series of European and non-European approaches to art education.
Kala Bhavana established by the poet Rabindranath Tagore in 1919 drew on resources from the past as well as to the British Arts and Crafts movement. It looked to ancient Indian forest schools (tapovan), India’s craft traditions, the cave paintings of Ellora, and laterally to other Asian cultures but also to the continental European avant-garde. The display in this exhibition includes instructional postcards by Nandalal Bose the artist who developed the school’s curriculum as well as pedagogic writings outlining the school’s philosophy. In keeping with an ethos which saw the art craft continuum as serving the community, it features rare examples of textiles, ceramics and furniture design as well as of mural painting.


New York State Standards
New York State Next Generation English Language Arts Learning Standards
Reading Anchor Standards
- Key Ideas and Details
- Standard 1: Read closely to determine what the text says explicitly/implicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- Craft and Structure
- Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- Integration of Knowledge and Ideas Standard
- Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Writing Anchor Standards
- Text Types and Purposes
- Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Speaking and Listening
- Comprehension and Collaboration
- Standard 2: Integrate and evaluate information presented in diverse media and formats (including visual, quantitative, and oral).
- Standard 3: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.
- Presentation of Knowledge and Ideas
- Standard 4: Present information, findings, and supporting evidence so that listeners can follow the line of reasoning. Ensure that the organization, development, and style are appropriate to task, purpose, and audience.
Common Core State Standards
College and Career Readiness Anchor Standards for Reading (K-12)
Reading 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Reading 6: Assess how point of view or purpose shapes the content and style of a text.
Reading 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Reading 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
College and Career Readiness Anchor Standards for Writing (K-12)
Writing 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Writing 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Writing 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
College and Career Readiness Anchor Standards for Speaking and Listening (K-12)
Speaking and Listening 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Speaking and Listening 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Speaking and Listening 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
National Core Arts Standards
- Anchor Standard #7-Perceive and analyze artistic work.
- Anchor Standard #8-Interpret intent and meaning in artistic work.
- Anchor Standard #9– Apply criteria to evaluate artistic work.
- Anchor Standard #10-Synthesize and relate knowledge and personal experiences to make art.
- Anchor Standards#11-Relate artistic ideas and work with societal, cultural and historical context to deepen understanding.
National Curriculum Standards for Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 2: Time, Continuity, and Change
- Theme 4: Individual Development and Identity
- Theme 5: Individuals, Groups, and Institutions
National Standards for Music Education – National Association for Music Education (NAfME)
Core Music Standard: Responding
- Analyze: Analyze how the structure and context of varied musical works inform the response.
- Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
- Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Core Music Standard: Connecting
- Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.


Although good handwriting may seem like a minor issue, research shows that handwriting instruction and handwriting skill impact students’ overall literacy development, and early fine motor writing skills predict later academic achievement. Zaner-Bloser Handwriting is a complete program that can be taught in as little as 15 minutes a day.
- It uses academic language and modeling with fewer, more specific stroke descriptions than other programs.
- Zaner-Bloser Handwriting teaches a vertical manuscript alphabet that approximates the letterforms most widely used in environmental print, unlike other programs’ alphabets, to better promote literacy development.
- Zaner-Bloser Handwriting meets the needs of all students by teaching in the correct developmental sequence and allowing for differentiation, based on learning style, language acquisition, and motor development.
The Zaner-Bloser Handwriting: Grade 3 offers:
- Easy step-by-step instruction
- Meaningful practice and application
- Colorful, fun activities
- Letter models with arrows to show stroke sequence
- Green starting dots that show students where initial strokes begin
- Space to practice writing letters, words, and sentences directly beneath models that both left- and right-handed students can easily see
- Stop-and-check signs to remind students to self-evaluate their letters
- Stroke descriptions to guide letter formation at home
The Review page in each section gives students another opportunity to practice, review, and develop automaticity. The Application page at the end of every section provides writing practice that connects to other curricular areas.


Arkansas Curriculum Frameworks
AR.RF.K. Kindergarten Reading Standards for Foundational Skills
RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2.D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
Phonics and Word Recognition
RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.B. Associate the long and short sounds with the five major vowel graphemes (a,e,i,o,u), using open and closed syllable types ( e.g., open-go, closed-got).
AR.L.K. Kindergarten Language Standards
Conventions of Standard English
L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Kindergarten when writing.
L.K.2.B. Recognize and name end punctuation.
L.K.2.D. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.D.1. Spell consonant-vowel-consonant (CVC) words correctly.
L.K.2.D.2. Spell words phonetically, drawing on knowledge of sound-letter relationships.


Peaches are a favorite fruit in late summer and early fall. Since peaches are a fragile fruit, they’re often picked unripe when shipped to faraway places. They taste best, though, when they’re picked after they’re ripe. The most delicious peaches you’ll eat are those grown close to where you live.
Visit farmers’ markets or look for orchards in your area. Eat peaches fresh or add them to smoothies, granola, or ice cream. Make them into jam or grill them with a little cinnamon.
- Peaches are related to nectarines, apricots, and plums. They’re in the rose family and they’re considered a stone fruit.
- There are over 2,000 varieties of peaches. Peaches grow best in places with mild winters and springs. Georgia is the peach capital of the U.S. Many peaches grow in California too.
- Peaches are a good source of vitamin C and A. These nutrients help fight disease and help build healthy eyes and bones.
- Peaches are ripe when they smell sweet and yield slightly when you touch them. The color has more to do with the peach variety than its ripeness. A peach that is beautifully red and orange isn’t necessarily ripe.
- Peaches and nectarines are closely related. The only difference between the two is that nectarines don’t have a fuzzy skin.
- Peaches come in many varieties. Some have white flesh, most have yellow or orange flesh. Some are shaped like a donut.
- The first peach orchard in the U.S. was in Florida.
- The city of Gaffney, South Carolina has a water tower shaped like a peach – the largest peach in the world.
- Some people believe eating peaches can reduce stress.
- Peach pits have a lot of flavor. Throw a couple in the pot when you’re making peach jam. Peach pits are also ground up and added to facial cleansers.
Questions and Answers
Question: Where do peaches come from?
Answer: Peaches probably originated in China, where they’re still considered a symbol of good luck and prosperity.
Watch workers harvesting peaches at a peach orchard.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Peach Facts for Kids ." Easy Science for Kids, May 2020. Web. 25 May 2020. < https://easyscienceforkids.com/peach/ >.
APA Style Citation
Tobin, Declan. (2020). Peach Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/peach/
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The education system in the Netherlands consists of the following levels:
Government Site Education
- Nursery School (not compulsory)
- Primary Education / Elementary Education (basis school)
- Secondary Education (VMBO, HAVO, VWO)
- Tertiary Education:
Senior Secondary Vocational Education (Middelbaar Beroepsonderwijs – MBO and company schools)
Higher Vocational Education (Hoger Beroepsonderwijs – HBO)
University (Universiteit, Wetenschappelijk Onderwijs – WO)
Primary education begins at the age of 4 (and is mandatory from 5). Schools are divided In public and special education. (religious: Protestant, Catholic, Muslim, Reformed etc.)
Note: there are primary schools in the area Zeeuws Vlaanderen/Zeeland where English classes are in place (or a trial to be put into place).
More information for the region Zeeuws-Vlaanderen you can find here: kindinzeeuwsvlaanderen
Secondary education (voortgezet onderwijs) starts after completion of primary education, usually at age 12 and generally continues to the age of 18. Children are obliged to go to school until the school year in which they become 16. In the final year of primary school (group 8), the most appropriate type of secondary school is selected. Parents, children, and teachers decide this together, with the help of standardized national tests (CITO-toets).
There are 3 levels determined by the outcome:
- VMBO is a preparation to a practical internship followed by work or a preparation to a vocational education. This generally takes 4 years, depending on the subjects chosen.
- HAVO takes 5 years and prepares for Universities of Applied Sciences or colleges.
- VWO takes 6 years and is the admission level for Research Universities.
Note: there are several secondary schools in the area Zeeuws Vlaanderen/Zeeland where teaching takes place in English (TTO classes)
In the area Zeeuws Vlaanderen & Zuid Beverland, there are the following schools:
MBO: Secondary vocational education (various schools)
HBO : HZ University of Applied Sciences Vlissingen
University: University College Roosevelt, Middelburg
International School Breda - International School Breda
(International school in Breda, covering Zeeland and West Brabant)
Antwerp International School – Antwerp International School
(International School in Belgium)


In the first year, the Core Curriculum is taught in four workshops spread across the year, matching the developmental trajectory of children’s growing skills.
The first workshop is two sequential days with a focus on Tools’ theory and practice that typically takes place before the school year begins. Each of the remaining three workshops is a one-day session. The second workshop takes place in the fall, the third in the winter, and the fourth and final workshop takes place in the spring. Each workshop builds on the one before it, and teachers attend all of the workshops as part of their Year 1 Core training.
In addition to the Year One Core content, our four-workshop series is supplemented by Technical Assistance support, and a school year long subscription to our innovative app based learning system for teachers, iScaffold. Teachers have ongoing support and a range of ways to learn with Tools of the Mind.
What will teachers learn?
- Cutting-edge research and the underlying Vygotskian theory that will unify and guide their teaching practice and help teachers meet the needs of all learners
- How to embed self-regulated learning into all activities
- Research-based core curriculum content aligned with state standards as well as with commonly used observation and assessment tools (e.g. ECERS, CLASS, or Teaching Strategies Gold)
- How to plan instruction using make-believe play themes to build background knowledge, self-regulation development and incorporate authentic math and literacy learning experiences
- Classroom management techniques to maximize time, facilitate productive interactions and increase and maintain student engagement
Who can register?
This workshop series is designed for preschool teachers, paraprofessionals and related support staff in programs seeking a research-based, innovative approach to curriculum that impacts children’s self-regulation development at the same time as it builds foundational literacy and numeracy skills.
We encourage programs to send lead and assistant teaching teams to our workshops together. Programs that wish to add additional specialists providing support in Tools’ classrooms can be added for an additional cost.
The cost is $3,750 per classroom which includes:
- 5 days of in-person professional development––this includes the lead teacher and one assistant or support teacher
- Technical Assistance from a Tools of the Mind Partnership Development Manager or Specialist assigned to your program
- Curriculum manuals–– 1 print manual set per registered classroom; additional print manual sets can be ordered, and each registered participant has access to our electronic manual edition via their iScaffold subscription
- PreK Year 1 Core Binder with workshop activities and resources for each participant
- School year long iScaffold and eTools subscriptions for each participant
Additional TA may also be purchased. Individualized Technical Assistance helps coaches, administrators, and teachers build a deeper understanding of the Tools of the Mind approach. In TA sessions, Tools of the Mind partners with sites to reflect on children’s engagement in Tools’ activities and provides feedback on next steps using Tools’ tactics to support children’s development.
Are you registering 2 or more classrooms? If so, you can receive a free seat at our professional development workshops for your program administrator or coach, and they will receive a free school year long iScaffold subscription.


Twenty lessons to introduce Gregorian chant to children’s choirs: music educator Wilko Brouwers has put together this program based on a lifetime of learning and reflection on the past century of music education. The result is nothing short of brilliant. The program is simple, short, and focused, leading children to sing chant one step at a time.
Words with Wings is a gigantic breakthrough for the future of Catholic children’s choirs. At last now, the parish will have a place to begin, a method for getting started, a goal in mind, and materials that pull all of this together. This is more than a work of cultural reconstruction, though it is that. This is about the future of art in the liturgy, which is to say, the future of art and faith. It has to begin with the young if it is going to really take root in Catholic life. But the usefulness goes beyond the Catholic parish. Since the ancient world, people have understood that music is an essential part of education. This simple and clear program of 20 lessons allows this wisdom to enjoy a new life within any educational context.
This student workbook is a perfect-bound softcover, 46 pages.
[Note: non-US customers can order this item by contacting us at email@example.com.]


FRIENDSHIP- This workshop will explore the concept of friendship and the importance of making friends for developing a sense of belonging and a sense of self.
Students will be able to:
Discuss their thoughts and opinions on the theme (friendship) with other students
Select and synthesise key information from an aural text
Use the information they have learned to create a text on the theme
Increase their knowledge of diverse cultures
Consider the part they can play in global justice
Consider and strengthen their understanding of global justice and solidarity
1st Year English > Theme: Friendship
Key skill: Working with others
Key skill element: Contributing to making the world a better place
Learning Outcomes: R3, W4
R3: Use a wide range of reading comprehension strategies appropriate to texts, including digital texts: to retrieve information; to link to previous knowledge, follow a process or argument, summarise, link main ideas; to monitor their own understanding; to question, analyse, synthesise and evaluate
W4: Write competently in a range of text forms, for example letter, report, multi-modal text, review, blog, using appropriate vocabulary, tone and a variety of styles to achieve a chosen purpose for different audiences
Watch Natasha's video above. Ask students to think about what Natasha would be like to have as friend.
What qualities does she have that would make her a good friend?
What similarities does she have with yourself or your friends?
What differences might she have to you?
Would those differences have an impact on your relationship?
Students will now watch the video about A Muslim and Jewish girl who are friends (A Muslim and a Jewish Girl’s Bold Slam Poetry). As they listen they will note down the things that are different about the two girls and things that they have in common with each other.
Students will respond to the video by discussing
Does difference or sameness matter in a friendship? why/why not?
Differences can divide people, but it can also bring us together like in the video. What can we do to overcome difference?
How can we support our friends if they are the subject of an injustice?
Why is it important to stand up for others?
How can we do this effectively and safely?
Share with the children the poster on Convention of the Rights of the Child. Ask them to determine which rights are significant to the topic they have been discussing.
Article 15 (Freedom of association) You have the right to choose your own friends and join or set up groups, as long as it isn't harmful to others.
Article 29 (Goals of education): Your education should help you use and develop your talents and abilities to the fullest. It should also help you to respect others, human rights and you own and other cultures. It should also help you learn to live peacefully, protect the environment and respect other people.


By Teachers, For Teachers
How many times have you said, "Take out your notebooks, it's time to take notes!" and all you hear is a collective "ugh" from your students?
You are not alone - many classrooms across the globe are hearing the same collective "ugh" from their classrooms. Note-taking can be a drag, but rest assured, we all know that it is one of the best ways to ensure good grades. But how do we get our students to warm up to the idea that it helps us understand what we read?
Easy: Provide them with note-taking techniques and give them the choice of how they record their information.
If traditional note-taking has not been successful in your classroom, then try a few of these techniques with your students and help them find which method suites their learning style the best.
The Mapping Method
Concept maps, mind maps, webs, whatever you chose to call it, this method of note-taking is the best for students who are visual learners. Students write one word or idea in the middle of the paper and draws lines to connect other words or ideas that relate to one another. For example, a student would write the topic "qualities of a friend" in the center of the paper. Then branch out from that topic and write a few qualities; in my class, pretty, nice, funny, trusting, common interests, etc.
The T-Chart is used to examine or make a comparison to a person, an event, object, or a situation. If students were taking notes on Rosa Parks they could compare what life was like in 1956 to life now. This graphic organizer will help students easily examine two facets of a topic in an efficient way.
The Venn diagram is another graphic organizer. This technique has two interlocking circles which help students visually make comparisons to a person, object, event or topic. This way of note-taking shows students three things: Information about one specific topic on the left, and on the right, as well as what each topic has in common in the center interlocking circle. Students who use this note-taking technique have the opportunity to see what two topics have in common, versus using the T-chart, which only compares two.
The Frayer Model
The Frayer Model is a note-taking technique that uses a graphic organizer to build vocabulary. This four-square model prompts students to define a term, describe its characteristics, provide examples, and non-examples. For example, the topic is "mammals." The definition is a warm-blooded vertebrate animal. The characteristics would be, covered by hair and gives birth to young. Examples would be man and monkey, non- examples would be snake and duck.
Boxes and Bullets
Boxes and bullets is a note-taking technique that many children are very familiar with. This where students write down the main topic or idea in the box, and then provide a variety of supporting details under each bullet. For example, students would write the main idea in the box, then under each bullet would write a supporting detail.
The Outlining Method
This method is pretty much like the traditional method. It requires students to be sharp and very organized. For the outlining method to be effective students must use dashes or indents when writing important key facts they want to remember. There is no need for numbers or letters, all students have to do is skip lines and indent when taking notes.
- - warm blooded animal
- two kinds
The Charting Method
The charting method for note-taking is when you format your paper by drawing columns and labeling headings. As students read or listen they record the information into the appropriate category (heading). This method is great for students when they have to study for a test. All of the information is presented and organized for them. Here is an example of what the charting method looks like.
Person Event Significance
Rosa Parks Montgomery bus boycott Arrested for not leaving bus
Do you have any note-taking techniques you would like to share? Please share with us in the comment section below!
Janelle Cox is an education writer who draws on her 15 years of professional experience in the education system. Janelle holds a master's of science in education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, where she provides educational information and lesson plans for teachers around the globe.


Using coding and gaming in the App hopscotch to engage learners with numeracy, coding, thinking and reflection skills.
Ever wondered what to do with those students who really are quite good at numeracy? What about a bit of an extension project centered around coding for numeracy understanding and growth! I had the pleasure of working with an exceptional colleague, Megan Skinner, who had such a passion for and skill in making numeracy make sense for learners that I could not help but catch her enthusiasm!
Using inbuilt videos the App Hopscotch guides learners through creating simple through to complex coded games that target number time and angle numeracy skills in a highly engaging platform. Linked to this are opportunities for students to set SMART goals based on success criteria and to blog and share their progress.


This meta-analysis examines the effects of phonics instruction on the decoding skills of students with intellectual disability using a random-effects model. Eight single-case experimental studies and six experimental or quasi-experimental group studies met the inclusion criteria, encompassing a total of 297 participants with intellectual disability. The overall effect of phonics instruction on the decoding skills of persons with intellectual disability was large: g = 1.42 (95% CI: 0.75, 2.10). Single-case studies yielded a larger average effect size (g = 1.94, 95% CI: 1.10, 2.78) than group studies (g = 0.41, 95% CI: 0.13, 0.69). Researcher-designed tests also yielded larger effect sizes than standardized tests. The type of interventionist was not a significant moderator. In the majority of the studies, phonics instruction was carried out using a systematic and direct instruction approach and a one-to-one format. Implications for practice and research are presented, and areas that require further investigation are identified.


with a sample word list!
Note: Although this activity is designed for the grade levels above, it can also be used as a remediation or enrichment activity at any grade level with an appropriate word list.
- Foundational Skills
Whether organizing notes in an outline, looking up a word in the index of a book, or finding a document on your laptop, putting letters and words in ABC order is a necessary skill.
In grades 2, 3, 4, and 5, students continue to practice and expand on the alphabetic principle by alphabetizing words by the first, second, and more beginning letters.
How to teach: Teachers often assign weekly alphabetizing tasks using words from their students’ spelling and vocabulary word lists. Alphabetize turns this ordinary spelling and vocabulary assignment into an engaging activity.
When a word is dropped into the wrong spot, the student gets immediate feedback. Students continue to work until they have successfully put all the words in alphabetical order. Students can choose from two different scenes for this game. The younger students may prefer to have Jojo, the monkey holding up their list. The older students can just see the list without Jojo.
For first graders and some second graders, provide an alphabet chart so students can refer to it when alphabetizing a group of words. For students in grades 3-5, place a timer in your literacy center so students can either time themselves or compete with a partner to see how quickly they can alphabetize their assigned words.


Would you give your children time-outs?
I see time-outs as an essential learning tool for emotional intelligence—if it is used right. I introduce it more as a concept of managing my child’s emotional states and a way for them to become more self-aware of their emotions and the need to have a break from outside stimuli, a skill which is invaluable throughout school years and later life.
Some parents introduce time-outs as a threat and remove the child from the space, and often with it, from their presence. To me, a time-out is asking or gently offering the child to get some fresh air when feeling frustrated, diverting attention or simply changing the activity until the child feels better. There are different forms of time-outs, however I believe they ought to be used to help the child, not to threaten or punish them.
If the behaviour is really unacceptable, the way the time-out is introduced might be more stern and affirmative, yet still ride on an undertone of love and care. We are addressing a behaviour that was less than ideal, not the child who is “bad”. Keeping the focus on just the action allows for the child to learn they can choose better actions, rather than feel that they are bad. Keep this in mind, no matter what type of time-out is given.
Some parents use “quiet time” for self-reflection and “time-out” for more inappropriate behaviours. With the children and staff at my early childhood learning centre, I have always used a scale of time-out, depending on the situation. The fundamental has always been to give the child an opportunity to reflect on themselves, their behaviour and to realise that different choices of behaviour get different responses.
Sydney, New South Wales
I believe discipline is about teaching, guiding and supporting a child, which means we should be focusing on time-ins rather than time-outs. Time-out is asking a child to manage their emotions in isolation—something they have shown they were unable to do, which led to the undesirable behaviour in the first place.
If a child hits a younger sibling and was sent to time-out, the parent believes it will teach them not to hit in the future. However, the child is not sitting in time-out thinking, It wasn’t right to hit my sibling, I’m six, I should know better. Instead, they are likely to be planning their revenge on the sibling who got them into time-out.
Parents need to teach, guide and support, which can only be achieved with time-ins. Time-ins is where the parent remains with the child. The parent responds to the child, first by connecting on an emotional level and then following up with logic.
In time-outs, a parent reacts with logic to an emotionally fragile child, which risks sending the child into a higher emotional state or it silences the child through fear of further consequences.
Children need us to be with them to manage their emotions until they can do it on their own. By sending them to time-outs, we risk sending the message, “If you have a problem, you need to deal with it on your own.”
If we are there for them when they are little, they will turn to us when they are older because they will innately know that no problem is too great that they cannot share with you.