27 August 2019
Within the framework of the International Literacy Day, the UNESCO Almaty Cluster Office announces a Visual Storytelling Competition* (collection of stories). Topic of the competition Literacy and multilingualism: value for Kazakhstan and the whole world.* Due to our office location in Almaty, the competition is limited only to students of secondary schools in Almaty.
The competition is held to raise awareness of the importance of cultural diversity and multilingualism among participants and their environment, as well as to:
Preserve and promote cultural and linguistic diversity in the context of global citizenship
Actualize the role of such key skills as communication and language skills for sustainable development, as well as information and media literacy
Support indigenous peoples in preserving their culture, knowledge and rights
The deadline for applications is September 30, 2019. Competition requirements and evaluation criteria can be downloaded here: 20190823 - Literacy day competition-ru-ed.2.pdf .
International Literacy Day
September 8th was proclaimed as International Literacy Day (ILD) at the 14th session of UNESCOfs General Conference on 26 October 1966. Literacy is a human right and underlies at the heart of education for all. In addition to its traditional concept of a set of reading, writing and numeracy skills, literacy is now considered as a means of identification, understanding, interpretation, creation and communication in an increasingly digital, rich in information (the main repository of the information is text) and rapidly changing world.
International Literacy Day in 2019 will be dedicated to the topic "Literacy and multilingualism", as 2019 marks the International Year of Indigenous Languages, led by UNESCO, in order to reaffirm the international community's commitment to supporting indigenous peoples in preserving their culture, knowledge and rights.


Do you love teaching Data Handling? I just ADORE it!!! It is one of my absolute favourite maths topics to explore. It is so much fun and serious cute too!
I always block my data handling and tie it into fun, seasonal themes. I did a graph a week for the month of October on a Halloween Theme. We created Halloween themed graphs about spiders, ghosts and bats.
It’s so much easier to get children buzzed up about data handling when you explore it thematically 🙂 I also feel that children understand more fully the use of graphs and graphing when it is linked to something meaningful in their own lives. Because I am mildly OCD on linking lessons I also try to tie my Data Handling into the story that we were reading for the week e.g. Aaaaargh Spiders and a graph about spiders.
Here are the Representing and Interpreting Data Curriculum Objectives for Junior Infants, Senior Infants and First Class:
- represent and interpret data in two rows or columns using real objects, models and pictures
Below is my ghost themed pictogram freebie :
I simply cut out the title and stuck it to a sheet of poster paper. Pupils stick their ghost under the column that applies to them. My class seem to be particularly brave. Not one of them said that ghosts were creepy!! Mind you, I think that the ghosts above are particularly cute. They are from the Enlightened Elephant.
Data Handling naturally lends itself to making comparisons and naturally creates language rich Maths Talks. We stopped periodically to predict which column would win and why, what the difference was between columns, what difference one more vote would make to each side… Lots and lots of math talk was generated. I also love it when children spontaneously use maths language in their response. “I predict that creepy will win because it has more” or “I predict that cute can’t win now because only 2 children are left to vote and that’s not enough to win”. Talk like that just blows me away!!! Oh yeah, the use of the word “predict” ties in with the Reading Comprehension Strategies we are exploring.
I hope that you like my Ghost Themed Pictogram Freebie and manage to squeeze it in next week. It would make for a great maths lesson on the day of the holidays 😉
Miss Mernagh 🙂
Miss Mernagh 🙂


Part of the series Beleduc Games.
Spiky will actively promote children’s learning through challenging experiences that foster high-level thinking. This is a game designed to promote questioning skills and numeracy skills. For 2-4 players. The aim is to collect the most number of firestones to warm Spiky’s egg and see him hatch. The only way to collect the firestones is to correctly guess the number of spikes on a dragons back purely by feel. Includes: 5 x Dragons, 1 x Dragon Egg, 2 x Dice, 20 x Firestones, 1 x Handy Storage Bag.
|Product Type||Games & Puzzles,|
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This study focuses on teacher practices in publicly funded music schools in Finland. As views on the aims of music education change and broaden, music schools across Europe share the challenge of developing their activities in response. In public and scholarly debate, there have been calls for increased diversity of contents and concepts of teaching. In Finland, the official national curriculum for state-funded music schools builds on the ideal that teaching and learning should create conditions which promote ‘a good relationship to music’. The meaning of this concept has been deliberately left open in order to leave room for dialogue, flexibility, and teacher autonomy. Since what is meant by ‘good’ is not defined in advance, the notion of ‘improving’ practices is also open to discussion. The purpose of the study is to examine these issues from teachers’ point of view by asking what music school teachers aim to accomplish as they develop their practices.
Methodologically, the study introduces a suggestion for building empirical research on Alperson’s ‘robust’ praxial approach to music education, a philosophical theory which is strongly committed to practitioner perspectives and musical diversity. A systematic method for analysing music education practices, interpretive practice analysis, is elaborated with support from interpretive research methods originally used in policy analysis. In addition, the research design shows how reflecting conversations (a collaborative approach well-known in Nordic social work) can be fruitfully applied in interpretive research and combined with teacher inquiry. Data have been generated in a collaborative project involving five experienced music school teachers and the researcher. The empirical material includes transcripts from group conversations, data from teacher inquiry conducted within the project, and transcripts from follow-up interviews.
The teachers’ aspirations can be understood as strivings to reinforce the connection between musical practices and various forms of human flourishing such that music and flourishing can sustain each other. Examples from their practices show how the word ‘good’ receives its meaning in context. Central among the teachers’ concerns is their hope that students develop a free and sustainable interest in music, often described as inspiration. I propose that ‘good relationships to music’ and ‘inspiration’ can be understood as philosophical mediators which support the transition from an indeterminate ‘interest in music’ towards specific ways in which music can become a (co-)constitutive part of living well in each person’s particular circumstances.
Different musical practices emphasise different aspects of what is considered important in music and in human life. Music school teachers consciously balance between a variety of such values. They also make efforts to resist pressure which might threaten the goods they think are most important. Such goods include joy, participation, perseverance, solid musical skills related to specific practices, and a strong sense of vitality. The insights from this study suggest that when teachers are able to create inspiration, they seem to do so by performing complex work which combines musical and educational aims and makes general positive contributions to their students’ lives. Ensuring that teaching and learning in music schools remain as constructive and meaningful as possible for both students and teachers is a demanding task. The study indicates that collaborative, reflective and interdisciplinary work may be helpful as support for development processes on both individual and collective levels of music school teacher practices.
Keywords: music education, music schools, philosophy of music education, teacher practices, collaborative research, teacher inquiry
|Publication status||Published - 2016|
|MoE publication type||G4 Doctoral dissertation (monograph)|
- Music education
- music schools
- philosophy of music education
- teacher practices
- collaborative research
- teacher inquiry
- interpretive practice analysis


“What makes a great book?” is the essential question we ask students as they uncover the many different genres of literature in Fourth Grade reading curriculums. Students read new literature as well as timeless classics as avenues to answer this essential question. Fourth Grade students are able to use their self-confidence to hone their presentation skills in projects that require both writing and speaking about the literature they are reading.
Fourth Graders study the State of Missouri in the Social Studies curriculum that asks questions like, “Are modern civilizations here now more civilized than ancient ones?” and, “Is bartering still a valuable way to obtain goods?” During the process of learning about these cultures and historical periods, as well as modern-day government, students create their own unique classroom city. Making decisions involved in creating a city enables them to discover how specific decisions by government and businesses affect everyone in the community.
The Mathematics curriculum used in Fourth Grade further stimulates problem solving and increases mental math ability. Different algorithms are used to solve multi-digit addition, subtraction, multiplication and division. Geometry is introduced and elementary algebraic concepts are presented on a regular basis using a variety of hands-on activities.
Being a part of the upper school allows Fourth Graders to take on a more advanced leadership role. Students guide their younger buddies in classroom activities and lessons.
Meet Matt Rowe
Fourth Grade Teacher
We are excited to have Mr. Matt Rowe teaching our fourth grade. Matt, native to St. Louis, is no stranger to independent schools as he is an alumnus of both College School and Thomas Jefferson School. Matt graduated from Knox College in Galesburg, Illinois with a Bachelor of Science in Anthropology and Sociology. He then obtained a Bachelor of Science Degree in Elementary Education from the University of Missouri – St. Louis. His love of history, science, math, technology and literature has proven to be a great foundation for our uniquely integrated academic instruction and Project Approach to learning at Rohan Woods.


Full-Day Kindergarten Program
The full-day kindergarten program in the West Chester Area School District is a dynamic, hands-on program that allows children time to play – in both directed and non-directed ways – as a critical part of their school day. With consultation from child development expert and author Dr. Kathy Hirsh-Pasek (author of Einstein Never Used Flashcards), our kindergarten curriculum was built with the knowledge that play is a central component of children’s growth. It helps them make meaning of their world, learn about themselves and how things work, and guides them as they learn how to get along with others and develop the crucial social skills that are necessary for them to flourish. In our kindergarten program, children plan their play scenarios; they take on roles, create story lines, and make props as they engage in dramatic and construction play. Language skills are fostered and children learn to take risks, work in groups, and focus their attention in new ways. We believe that play-based learning forms the foundation for future academic success as our students advance through the grades and face increasing academic rigor.
Sara Missett, Ed.D
Director of Elementary Education and Gifted Education
Dr. Kathy Hirsh-Pasek Presentation at WCASD
Dr. Kathy Hirsh-Pasek, a leader in the field of early childhood and infant development, recently spoke at Peirce Middle School about ways to help children maximize their learning potential. Dr. Hirsh-Pasek helped the West Chester Area School District create its new play-based full-day kindergarten curriculum. Click here to view her presentation.


All KU brochures are available in printable PDF and can be downloaded in English from this page. Content is included below and can be translated using the website translate function in the drop down menu top left of this page.
Play, Discover, Learn
Our play-based learning philosophyPlaying and learning for life
KU strongly values the importance of play-based programs. They provide a wide range of active and
meaningful experiences. Planning by KU professionals is purposeful, building upon children’s strengths
and focusing on individual children’s interests, reflecting the national Early Years Learning Framework.
|Click to download brochure|
The learning that occurs can be informal, gained as children talk, explore and try out different ways of doing things or it can be intentionally planned for.
Intentional teaching is when educators actively promote children’s learning through worthwhile and challenging experiences and interactions that foster high-level thinking skills and knowledge building. Play-based programs also assist children as they make the move to school. It is easy for adults to see what children are doing when they are involved in literacy and numeracy activities such as:
At other times, it may be that children’s learning is not as obvious – for example, when children are thinking, talking with others, observing or doing things they have done before. In play-based programs children are learning all the time.
As well as literacy and numeracy skills, children discover a great deal about themselves as friends and as members of communities. Through play-based programs, children learn “dispositions”, or ways of approaching tasks and activities. These guide their learning well beyond their early childhood years. Without positive dispositions, children may learn a wide range of skills and acquire a great deal of knowledge, but may choose not to apply these. Play-based programs promote many positive dispositions, including:
Our play-based programs provide opportunities for children to revisit learning experiences many times. Successful, repetitive participation in play, particularly with others, encourages children to use a variety of approaches to learning. Using the national Early Years Learning Framework, children are guided in their learning and play to:
Interacting with others is a core feature of our play-based programs. Through their play, children develop relationships with others and learn respect and tolerance towards each other and their environment. To interact effectively, young children need to observe and practice communication, negotiation and compromise. They also learn to identify and adopt different ways of interacting, respecting others’ views, developing relationships and resolving conflict.
Our high quality play-based programs are based on current research and are planned by experienced and qualified early childhood staff. Play-based programs incorporate choice for children, and enable them to experience many of the organisational elements that are important at school. These include developing understandings about:
Through play children learn the skills, knowledge, feelings and dispositions that provide a solid foundation for the transition to school and their life-long learning.
Please ask our staff about your child’s program and for an update on their progress.
Special thanks to Professor Sue Dockett
Murray School of Education
Charles Sturt University, Albury


WEEK 5 FINAL MANIFESTO – ISABELLA LOONG
- What have you learned from the research?
Responding to the research and practices that I’ve learnt from this course alongside my own resources, I aim to adapt many of these effective ideas into my teaching practice. In particular, I will strive to improve my teaching with Humberstone’s ‘pluralist’ approach to music education for students’ intrinsic learning of listening, composing and performing skills with inclusive and innovative technology. More specifically, I agree with Gill’s pioneering ideas of exposing students to a wide range of music repertoire, cultures and genres for maximum engagement and musical inspiration with various creative practices for composition and improvisation. I am also more confident in planning and delivering students’ practical study of contemporary repertoire after developing my understanding of Musical Futures and Green’s pedagogy for teaching Popular music and Price’s ‘open’ and Project Based Learning self-regulated by the students and facilitated by the teacher.
- What skills do you need to help you bring technology meaningfully into your classroom?
The skills I require to help implement technology meaningfully into my classroom include clear communication, collaboration, experimentation, accessibility, modelling and creativity for interactive learning. Similar to Mitra’s use of accessible computers in the classroom, it is essential to engage collaboration and connection for student-directed independent learning of various information, levels and skills in music. With the evolving development of technology and educational research, I will continue to advance my professional development of teaching music technology, informed by my academic and technical training of Sonic Arts with audio production, sound engineering and composition with professional recording studio technology. Self-directed learning and informal learning methods with teachers guiding students’ interactive experimentation with music via technology is at the forefront of my philosophy. In addition, my balanced integration of audiovisual ICT, professional industry equipment and media-rich resources and tools applied to the music curriculum, aims to enhance and achieve inclusion and differentiation accessible for all students’ learning in music education.
- What is most important to you, how can you advocate for it, and how can you bring it to life in your own practice?
Most importantly, I believe that interactive, engaging, inclusive, creative, innovative and accessible integration of audiovisual technology and resources enhances our teaching and learning today. Accordingly, I will advocate for this balanced, professional and justified use of innovative music technology in education with self-directed learning, non-formal and informal learning strategies as teachers support students’ practical and intrinsic experimentation with music via media-rich technology. Moreover, inclusion of safe, accessible and affordable training of technology and equipment such as DAWs, notation software, instruments and machines in my own teaching practice, ensures creative learning for all students’ abilities, interests, levels, prior knowledge, experiences and sociocultural backgrounds.
- What will you do first?
My initial plan for advancing music technology in my educational practice is to research, assess and evaluate both new and familiar tools and resources for my teaching. With further professional development and resources from Musical Futures, Orff and Kodaly methods, I will compile a selection of the most effective, accessible and relevant pedagogies, tools and strategies to experiment and implement in my teaching programs linked to the music curriculum for innovative learning.
- How will it have the affect you want it to?
In conjunction with the critical reflection I have gained from this course, my action plan steps will guide my personal philosophy and pedagogical practice to assimilate the vast employment of technological resources and tools to enhance interactive audiovisual teaching for students’ progressive learning in music. To prepare all students for future creative industries, the development of inclusive and interactive teaching and learning in music evolves alongside technology.
Overall, I have thoroughly enjoyed developing my professional knowledge and skills relevant for my teaching role in advancing music education and technology for creative students in today’s context.
Humberstone, J (2020). The Place of Music in 21st Century Education, The University of Sydney. Retrieved from https://www.coursera.org/learn/music-education.


In this course I will take you step by step through the three major building blocks of music; Rhythm, Melody and Harmony. Through various techniques and exercises you will learn how to connect these sounds to to our ears, voice and entire bodies to play what we hear on a musical instrument.
Through the skills developed in this course you will be able to understand the rhythms, figure out the melody and play the chords of many popular songs.
Michael Emenau - (McGill 1989, Bac Music, classical percussion) Is the creator of the award winning children's music education /ear training APP "EASY MUSIC". Since its release in 2016 EASY MUSIC (140,000+ paid downloads) has been selected as:
· “iTunes Editor’s Choice “Best New APP” (iTunes/App Store Worldwide)
· “Top 10 Apps of 2016” (iTunes/App Store Worldwide, all categories)
· "Parents Choice -Silver Award"
· "Tech with Kids - Best APP"
· “Must Buy” - Good APP Guide
Michael has extensive experience as a piano, drum and vibraphone teacher, as well as, a content developer and blogger for NY based electronic music school DubSpot.
He has worked professionally as a musician, composer, producer, and arranger for 25+ years, playing such diverse genres as, Jazz, Rock, Salsa, Electronica, Country, Hindustani, Baroque, Klezmer and Orchestral music. During this time he has recorded on over 150 CD’s, composed music for 7 films, toured internationally, and lived on 3 continents. As a recording artist he has released a series of highly acclaimed solo CD’s on the boutique record labels Hearts of Space, Daikini, Lucky Bear and Six Degree’s records.
Currently Michael is part of the world-touring ensemble “The Triplets of Belleville” with Oscar nominated composer Benôit Charest. He also is leading his own touring group “SUSSEX”, which blends Americana, Roots, and ragtime music.


Phonological awareness is a critical skill for all students’ literacy development and a predictor of later reading and spelling success. Phonological awareness refers to oral language and is the understanding of the different ways that language can be broken down into smaller parts.
Phonological awareness consists of five subskills beginning with word, syllable, onset/rime awareness, moving to the more complex subskills of basic and advanced phonemic awareness.
You can watch a video which explains the definition of phonological awareness and learn about the subskills.
Supporting the development of reading skills
This series of videos explores our understanding of phonological awareness and why it is a critical skill for reading development.
Onset and rime
Phonemic awareness and decoding
Basic phonemic awareness skills and phonics
To hear more about how phonological awareness can support early reading acquisition, listen to our two-part podcast 'A speech pathologists view on oral language, phonological awareness and phonics'
These resources can be downloaded to support teaching in the classroom (staff only).
- Word awareness (PDF 70KB) (Accessible DOCX 127KB)
- Syllable awareness (PDF 129KB) (Accessible DOCX 74KB)
- Rhyming, onset and rime awareness (PDF 129KB) (Accessible DOCX 70KB)
- Basic phonemic awareness (PDF 138KB) (Accessible DOCX 84KB)
- Advanced phonemic awareness (PDF 132KB) (Accessible DOCX 84KB)
The on-demand Phonological awareness diagnostic assessment is designed to tell teachers how students are progressing in phonological awareness.
Professional learning opportunities in the practical application of evidence-based teaching of reading are available on the Literacy and numeracy professional learning webpage.


Definition of numeracy
Numeracy is the capacity to take mathematics and apply knowledge, skills and strategies to deal with everyday life in a variety of situations. It will also give students the ability to cope confidently with the mathematical demands of further education, employment and adult life.
Kingsthorpe College is committed to raising the standards of Numeracy of all its students, so that they develop the ability to use Numeracy skills in all areas of the curriculum and the skills necessary to cope confidently with the demands of further education, employment and adult life.
A numerate student is one who
- Is confident and competent in performing calculations involving number
- Can use a range of techniques to carry out computations mentally and on paper
- Knows and understands the properties of number
- Can explain methods and justify reasoning and conclusions, using correct mathematical terms
- Can use calculators and other ICT resources appropriately and effectively to solve mathematical problems and select from the display the number of figures appropriate to the context of the calculation
- Can recognise and use mathematical skills and techniques in a variety of contexts
Parents can support their children by
- Referring to the student’s exercise book in order to see the topics currently being worked upon
- Ensuring that emphasis is placed on mental and pencil and paper methods for calculations and that calculators are only used where appropriate when working at home (method and working must be shown irrespective of calculator use)
- Valuing their child’s own methods of doing calculations
- Download and use the PIXL times tables app
- Encouraging their children to make use of the learning tools in the following websites:
www.mymaths.co.uk and www.samlearning.com
Numeracy across the curriculumScience
Almost every scientific investigation or experiment is likely to require one or more of the mathematics skills of classifying, counting, measuring, calculating, estimating and recording in tables and graphs.Art, Design and Technology
Measurements are often needed in art, design and technology. Many patterns and constructions in our own and other cultures are based on spatial ideas and properties of shape, including symmetry.
Designs may need enlarging or reducing, introducing ideas of multiplication, scale and ratio. The preparation of food involves measurement, working out times and calculating cost, frequently extending into calculations involving ratio and proportion.ICT
In ICT lessons, students will collect and classify data, enter values into data handling software, produce graphs and tables and interpret and explain their results. Spreadsheets require algebraic and graphical skills involving constructing formulae and generating sequences, functions and graphs.Humanities
Students will make statistical enquiries involving primary and secondary data and the interpretation of graphs, charts and tables. Students will apply mathematical skills to financial problems and other real-life contexts such as the study of maps involving co-ordinates, angle, direction, position, scale and ratio.PE and Music
Athletic activities use measurement of height, distance and time, data logging devices to quantify, explore and improve performance. Ideas of counting, time, symmetry, movement, position and direction are used extensively in music, drama, gymnastics, athletics and competitive games.Year 7 catch up premium and numeracy
Kingsthorpe College received an additional premium for each Year 7 pupil who did not achieve at least a level 4 in reading and/or maths at Key Stage 2.
These additional funds have been used to deliver additional tuition and intensive support for students in small groups, giving students valuable support to bring them up to speed to ensure that they are more likely to succeed.
The school will provide
- Individual tuition in addition to classroom teaching.
- Intensive small group tuition supported by pertinent materials and resources which include after school sessions.
- Small group work for numeracy.
- Group work to identify skills gaps for students followed by tailored sessions to facilitate personalised learning.


Published: 19th July 2020
Study suggests how educators can improve children's cognitive abilities through art
Children's paintings also serve as crucial artefacts of their perceptions, as they contain the sum of what children see as "essential"
Research from Japan Advanced Institute of Science and Technology (JAIST), offered concrete insight into the development of children's psyches, and also made suggestions for educators to improve children's cognitive, spatial, and artistic abilities through the medium of painting.
Painting is a recreational and creative activity enjoyed by children across the world. However, children's paintings also serve as crucial artefacts of their perceptions, as they contain the sum of what children see as "essential."
The spatial relationships between objects in paintings represent painters' experiences and technical prowess and tend to indicate shortcomings of either. These are often perceived by viewers of paintings, but until now, detailed evaluation and analysis of children's art have been subjective, relying on the trained eye of an artist or critic.
JAIST researchers Lan Yu and Yukari Nagai have developed and tested a digital analysis process by which children's paintings can be digitised, categorised, and then thoroughly analysed. Content, scale, patterns, details, and the relationships between objects in the paintings are objectively quantified and calculated.
Trends identified among the subjects sampled, 182 girls and 234 boys in the Republic of China, indicate that children who have not received instruction display poor abilities to recognise and emulate spatial relationships.
The younger the painter, the less likely that he or she will have developed these cognitive abilities. Lack of detail and inability to imitate objects is identified as common to children's painting. Statistical analysis of the boys and girls in this study indicated that they have different attitudes toward painting; girls preferred participating in painting more than boys did.
This research has implications in art education, suggesting that art teachers focus on several key elements that are useful to the cognitive development of young painters.
Guiding children to paint objects outside could enhance their awareness of their natural environments. Focusing instruction on object size, and the ability to recognise and control it could remedy this crucial deficit in children's paintings.
Specifically training students to imitate objects could show significant results in the overall quality of children's paintings. And finally, instruction in composition and creative methods is correlated to increasing the enjoyment and reducing children's perception of difficulty toward painting as a creative process.


This Government is trying to reverse the steps we’ve made forward towards a better future. One local example is removing funding from The Aboriginal Children and Family Centre, Bulup Wilam, which is running as a very successful Early Childhood Learning Centre. The establishment of trust and understanding has taken time to build within the Aboriginal Community. Bulup Wilam, means Children’s Place in Woi Wurrung language. It is a place where Aboriginal children can learn about their Aboriginal identity; where their self esteem is being nurtured to help build each child’s full potential.
Building community support has taken time and now we find that the funding is to be removed from 30th June 2014. Children’s lives should not be treated as a political football. These people deserve our community support. This supportive infrastructure is serving to build a better future for people who are struggling in many ways to make sense of their lives, to change their expectations and aspirations for themselves and their children. The effects of ‘invasion’, colonization, ‘stolen generation’; assimilation dominates the lives of all the Bullup Wilam families.
Unless Governments, (State and /or Federal) and the wider community recognize and acknowledge this, nothing will change and the gap will remain. Overt and covert racism is alive and well in Australia. Please join me with your comments to support this very worthwhile initiative, before it’s too late. The following is a newspaper article if you’d like further information:


Early musical education is about a comprehensive education of the child in the field of music. This includes numerous different aspects such as:
- To sing
- Ear training
- Instrumental playing
- To dance
- Instrument science
- Notation theory
So the goal is not necessarily that the children learn an instrument or train their voice. Instead, it is about a basic understanding of music and the promotion of connections in the brain in order to facilitate later instrumental, singing, or dance lessons. On the other hand, businesses such as les mer om leiebil trondheim use background music on their websites.
How is early musical education related to the promotion of intelligence?
However, these are by no means the only advantages of early musical education. According to this, brain researchers suspect a connection between music and a child’s language development. Dance classes, for example, promote coordination and learning choreographies train short-term memory.
Further study results prove the promotion of important soft skills such as
- Ability to concentrate
In the course of life, these are not only important in terms of school performance but also promise more success in later professional life. Other positive impacts could also be on abstract thinking, strategic thinking, space-time perception, learning about science and mathematics, understanding technical relationships, social skills, logical thinking, language development, creativity, self-confidence, and the child’s intelligence quotient can be observed. So early musical education actually promotes the intelligence of children not only these but also numerous other aspects that are of great importance for a successful and happy life.
What role should early music education play in primary school?
Learning an instrument can therefore be useful from both the parents and the children’s perspective. Nevertheless, every child should enjoy an early musical education regardless of their musical talent and interest. There is no better way to implement this than in kindergarten or elementary school because parents who are not particularly interested in music rarely book appropriate courses for their children. In principle, the following applies here: the earlier, the better! From the age of three months, early musical education can have positive effects. Nevertheless, it is far from too late in elementary school for early musical education.


Art Builds Creativity (ABC) is a visual art enrichment program conducted in partnership with local Memphis schools. The goals of ABC are to provide fourth grade students with a multi-visit museum experience, use art as a vehicle for teaching necessary 21st century skills (creativity, critical thinking, communication, collaboration), and empower classroom teachers to integrate art and creativity into core subject lesson planning.
The Art Builds Creativity (ABC) Program, formerly known as Art and the Basic Curriculum has provided quality art education and authentic museum experiences to students and teachers in Memphis since 1979. In three sessions – two at the Brooks and one in the regular school classroom – instructors use artworks in the museum's collection and special exhibitions to inspire group discussion, art-making, and creative writing. Each lesson includes support materials and classroom activities for teachers. All students receive free family passes to return to the museum with their families.
ABC begins in August and concludes in December. Participation is free except for the cost of transportation to one of the museum visits.
For more information contact [email protected].


An exciting seven-level beginner−intermediate English course
Gateway Gold is a lively seven-level series for children. It has a clear functional and grammatical syllabus that provides students with a framework within which to learn real-world English. Its gradual progression enables students to build confidence in their language skills and fosters thinking and reflection.
Jeanette Greenwell and Stephen Lawrence are knowledgeable academics in the teaching of English as a second and foreign language. Both have extensive experience in this field and over 15 years’ experience as teachers. Jeanette and Stephen are also consultants for the British Council in Mexico. Sally Etherton has worked in ELT and mainstream primary education for over 30 years. She has worked in the UK, Italy, the Solomon Islands, Bhutan and Oman. She has taught all ages, written and delivered in-service teacher training programmes and authored materials for the mainstream primary and TESOL classrooms.
Jenny Watson is an English Language teacher, lexicographer and writer.
Starter level key features
- Lively student-centred activities
- A range of communicative speaking activities
- Core language is presented by friendly, visually appealing characters in familiar contexts
- Systematic phonics instruction through catchy, fun activities
- Lots of pre-writing and writing practice
Levels 1−6 key features
- American English throughout
- Balanced approach to the four language skills
- Lively and functional, with a balanced grammar approach
- Prepares students for the Cambridge KET exams and develops ESOL-orientated skills
- Enables thought, reflection and reaction in English
- Course material provides up to 120 hours of material per level
- Develops 21st Century skills such as critical thinking, problem-solving, collaborative learning and team working
- Introduces academic skills such as conducting surveys and research at a very young age
- Teaches real-world English
- Gradual progression builds confidence
- Age-appropriate texts and fun characters
- Includes both familiar and fantastical settings
*Two Phonics books cover levels 1−3 and levels 4−6. Big Books are available for levels Starter−2. Readers are available for levels 3−6. Flashcards are available for levels 1−2.
Gateway Gold Level 6 is accompanied by a variety of Graded Readers. The selected levelled books are both engaging and informative: they introduce learners to English in a variety of contexts and support the systematic development of reading strategies and skills.
Publication date: 21 Oct 2014
Number of pages:


Child Care Certificate Program
THE INDUSTRY LEADER FOR ONLINE
Health and Hygiene Certificate
CCEI’s Health and Hygiene Certificate teaches basic health and hygiene practices and guidelines that every early childhood professional needs to master. This program provides detailed recommendations for recognizing, responding to, and preventing the spread of infectious diseases in the early child care education setting. Participants will also learn recommended practices and policies for preventing the spread of blood-borne pathogens, preparing for an influenza pandemic, preventing and responding to food-allergy reactions, and promoting good oral health.
Upon satisfactorily completing the Health and Hygiene Certificate program, students should be able to:
- Identify recommended practices and guidelines for maintaining a hygienic child care environment
- Identify the signs of infectious disease in the child care setting
- Identify effective strategies for preventing the spread of blood-borne pathogens
- Identify recommended policies for preparing for a flu pandemic
- Identify recommended policies regarding food allergies in the child care environment
- Demonstrate understanding of proper hand-washing and diapering techniques
- Demonstrate understanding of health standards through observation and evaluation in a child care center
- Identify the reasons that it is important to pay attention to oral health
Students enrolled in CCEI’s Health and Hygiene Certificate program are assessed using the following methods:
- Competency based multiple-choice questions
- Student activities and/or observations with written feedback
- End of Course Quizzes in multiple-choice format – Students must pass each quiz with a grade of 70% or better to complete the health and hygiene course.
- Cumulative Final Exam in multiple-choice format – Students must pass with a grade of 70% or better to complete the certificate program.
- Must be 18 years of age or older
- Must have access to a computer and printer
- Must have a valid email address
- Must be able to speak, read, and write well enough in the language the health and hygiene course is presented in to understand and complete the course material
- Course(s) within this program may require observation, assessment, and practical application of learning principles in an early childhood learning environment. Students must be working in or have access to an early childhood environment to successfully complete these health and hygiene course(s).
Textbook Information: No textbook is required to complete this health and hygiene certificate program.
Prospective students are strongly encouraged to check with their licensing representatives to determine each program’s applicability toward state requirements.
Setting: Infant-Toddler, Preschool, Family Child Care, and School-Age Care
Program Code: 4211-SPC
Program Length: 8 Hours
IACET CEU Value: 0.8 CEUs
Program Start Date: Rolling Enrollment – Start Anytime
Program End Date: 60 days from enrollment date
Tuition Cost: $89
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BUILDING A CLASSROOM GUITAR PROGRAM
Here are the 4 Essential Keys to
Building a Successful Classroom Guitar Program
A great K-12 classroom guitar program doesn’t happen by accident.
It requires an expectation of guitar students developing core music skills,
performance based learning, and a desire for dramatic growth in music participation.
Give Teachers the Tools and Know-How To Be Successful
The common assumption that guitar is so easy that any music teacher can teach classroom guitar without training is just wrong. In music education degree programs instrumental methods classed typically don’t include guitar. The result is that few classroom educators have an adequate understanding of guitar pedagogy, classroom guitar curriculum design, or possess the playing skills to confidently and effectively teach a guitar class. Providing this know-how through professional development for teaching classroom guitar should be a critical part of your plan.
Standards Based Curriculum with Blended Learning for
Teaching Classroom Guitar
What and how classroom guitar students are taught is 80% of a successful program. Teachers need to start with a correct classroom guitar curriculum that meets State and core music standards. Ensemble performance and a diverse repertoire is important. Most available guitar method books are intended for self-learners or private students, and are written by guitarists who haven’t taught in a classroom setting. Concepts such as sequencing, pacing, assessment, and guitar ensemble performance are ignored.Now for the “how”. Academics is going through a revolution as technology is being adopted in every classroom. The preferred instruction method is blended learning and it works perfectly for classroom guitar. The added dimension of technology assisted teaching in the classroom combined with online lesson review and home practice for students radically improves learning outcomes, and it’s available today.
Grow Your Classroom Guitar Program
A successful classroom guitar program can become an institution in your schools and district. Make the visibility of your classroom guitar groups a priority through student performances in their own and feeder schools, community venues, and State MEA festivals. Performance drives future enrollment, and community support from parents and the local community. Classroom Guitar Teachers need to understand these strategies and prioritize them.
Have a Plan
That’s right, plan for success. It won’t happen by itself and top down planning is essential. Questions like: Which grades participate? How will students progress through a multi-year course of study? How does curriculum integrate through grades? What standards should be adopted and how is progress assessed? What’s the optimal classroom guitar curriculum and instruction method? Your plan needs to address these issues, and many of these decisions shouldn’t be entirely site based.
Trust the Experts
We at Consonus Music are the one source for the knowledge and solutions you need to start a new classroom guitar program or improve an existing one. Mike Christiansen, Director of Curriculum, is an expert in professional development training for K-12 classroom guitar teachers. Mike conducts both onsite and online training workshops. Consonus also develops and publishes the best of breed blended learning courseware for classroom guitar and classroom ukulele that incorporates tried and true curriculum design, and a tested instruction model that is helping novice guitar teachers produce top quality results in classrooms around the nation.


Promoting Early Reading: A Parent Handbook for Developing Children's Phonological Awareness Using Authentic Activities
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The purpose of this project was to create a handbook for parents to develop their children's phonological awareness using authentic activities that parents and children can complete together. The handbook aims to provide parents with fundamental background information regarding phonological awareness as well as effective instruction practices, followed by authentic activities that are clearly laid out and easy to implement. Through a comprehensive study of the literature it became evident that parents should be the target audience for the handbook as they have the greatest influence on the development of their young children. Phonological awareness was also found to be an important contributor to early literacy development including oral language skills and reading. The handbook was reviewed by 2 teaching professionals in order to claim face validity of the document. The results of the project indicate that the handbook which was produced meets its goals of creating a product that is easy to use, practical, and effective for both parents and children. The implementation of the handbook in the home environment can benefit children's phonological awareness and in turn improve their oral language and reading abilities.


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Elementary school counsellors' perceptions of their role with families
Jennifer Vivienne Martha Ritchie (author)Paul Madak (Thesis advisor)University of Northern British Columbia (Degree granting institution)
Master of Education (MEd)
Number of pages in document: 98
Elementary school counsellors (ESC) play a crucial role in facilitating partnerships between family and school. lbis study explores ESCs' perceptions of their role with families. lbis qualitative, inductive research utilizes a descriptive/ exploratory approach. The participants were four ESCs, with backgrounds in teaching, and elementary school counselling, working in elementary schools within one school district in the Northern British Columbian public school system. Data were obtained using semi-structured interviews. Interviews were transcribed verbatim, and data analysis processes included: sorting, coding, categorizing, and memoing. The participants discussed a number of ways of working with families to promote the child's progress in school. A variety of role and family related challenges emerged from the participants' discussions. Strategies to address these challenges are explored. Findings from this study indicated that ESCs use consultation processes to work in partnership with families, and with the child, to support the child's positive academic and social development.
Counseling in elementary education.Parent-teacher relationships.Home and school.Education, Elementary -- Parent participation.


Roots of Empathy programs are getting ready to welcome tiny visitors into classrooms around the world. And by the end of this new school year, hundreds of thousands of students will understand themselves, and others, a little better.Listen
The program is generally government funded and is part of a school year in elementary education, anywhere from kindergarten to grade eight, or from the ages of five, to twelve or thirteen.
It takes place in the classroom, with a baby of two to four months old, on a green blanket, that the parent and the students sit around, and watch, and talk. Over the nine visits during a school year, the students observe how much the baby changes and grows,
Mary Gordon is the social entrepreneur behind this idea, that is getting under way on three continents at the moment. Her experience as a teacher provided a view, up close and personal, of the suffering and violence going on in many families.
In an effort to remedy and support people, she began by teaching a course in parenting and family literacy. Over the years her insights led her to the creation of Roots of Empathy.
‘You can’t put up a flash-card and teach empathy’
Mary Gordon explains the effect on students; “what happens is they hear what their friends think about feelings and they hear about what their friends worry about, and there’s a huge sense of building connection, one between the other. And the classroom climate is tipped, as the teacher’s say, to being a more supportive learning environment.”
This success has caught the attention of several scholars and been the subject of randomized longitudinal studies many years after the program, that bear out the benefits of the improved capacity to “share and care and collaborate… are all very big twenty-first century values” according to Mary Gordon.
She says neuro-scientists say “the experiences around the green blanket are biologically embedded in the children’s brains, and that’s why these changes last.”
‘This ability of developing emotional literacy is a life-long gift to children.’
Mary Gordon will only allow the program in school settings. “I’m offered to do it everywhere; middle-management… church groups, summer camps, I only do it in classrooms because, although the classroom teacher does not teach the program, she reaches the children, or he reaches the children. And that’s where you’re going to have societal change, at that level.”
The program grew through word of mouth. As Mary Gordon says, “teachers talk”. And as a result of the many successes, Mary Gordon been invited to speak before the OECD, the World Bank, the UN and the World Health Organization. She was invited to consult with Nelson Mandela who understood that real change only happens through education.
Mary Gordon cautions the program must be invited for the right reason. While she is currently in fruitful discussions with Chile, she has said no to China. She says the Chileans understand the importance of the full engagement of the child, whereas for China the focus was only on a program to boost academic performance.
In Canada the program is funded at the provincial level. In one place it may be funded by the health ministry, in another it may be through child-abuse prevention programs. In Alberta it was funded for a time through the department of Immigration, Employment and Industry, because the government felt the children, newly arrived in Canada, would get the extra support to adjust to life in this country.
Jeremy Rifkin has written about the program and it’s effectiveness in helping an economy to be able to deal with conflict. Currently there is a study on the program under way in Northern Ireland, to measure its effectiveness on eight-year-old children in this post-troubled time.
Roots of Empathy is also widely available to First Nations, many of whom were victims of Canada’s own troubled past. After exposing the horrific abuses of more than a century of Residential Schools, when children as young as four and five were taken from their families and communities, institutionalized and punished for speaking their languages, Prime Minister Harper officially apologized, Now the various tribes and communities are undergoing a Truth and Reconciliation process. A new education system will evolve out of the process, and in the meantime, both Phil Fontaine and Sean Atleo, former Chiefs of the Assembly of First Nations, have enthusiastically endorsed the program.
Perhaps Roots of Empathy is on the curriculum in a school near you.


St. George School is a child-centered K-8 school embracing the academic, social and emotional needs of all students. Teachers, administrators, support staff, parents and students work collaboratively to uphold the school’s common vision. This collaborative effort allows all members of the school community to set goals that set the direction for the school. Research has shown that successful schools create structures that allow teachers to collaborate on the challenges they face. Instead of working in isolated classrooms without interaction with their colleagues, teachers in successful schools come together to discuss ideas, share practices, and plan curriculum. (Turning Points Transforming Middle Schools)
Teams are divided by grade level clusters:
3 – 5
6 – 8
These teams support a shared professional culture where teachers within each cluster develop a common understanding of curricular goals, assessment data, and the needs of the students specific to each grade level cluster. While each team works and plans together, each middle level member is a specialist in one content area. This means there is an expert level of knowledge, both in breadth and depth, of each particular discipline. All teams work together, however, to enforce literacy and numeracy skills across the curriculum. Teaming also allows for interdisciplinary collaboration with specialists such as art, music, physical education, technology, and health.
Teachers share students over three consecutive years, and this allows the efficiency of knowing students well enough and understanding their learning profiles to “pick up where they left off.” Having students over a three-year period also allows teachers to organize and deliver the curriculum in an integrated sense among all content areas. Research shows that this kind of integration results in meaningful learning and reflects the way we learn and solve problems as adults.


WALL-E Robot Brought to Life Video for Kids
Robot can be defined as a man-made machine that can perform work or other actions normally performed by humans, either automatically or by remote control. It can perform mechanical and repetitive jobs faster, more accurately, and more safely than people. They are also used to handle dangerous materials and explore distant planets. The first humanoid robot was Elektro. It was built in 1939 by Westinghouse. It was seven feet tall and had a vocabulary of 700 words. The smallest robot is called Nanobot. It measures 10 nanometres in size.
Quick Facts: –
- Robotics can be defined as the science and study of robots.
- The first ever robot homicide occurred in 1981. A robotic factory arm crushed an employee at the Kawasaki plant.
- Robots cans sense and respond to their surroundings by using electronic sensors in their eyes and ears.
- Most robots are composed of 3 main parts which are the controller, mechanical parts and sensors.
- Robots are not able to think or make decisions. All they can do is help us get things done.
- Now they have replaced people performing repetitive jobs, and dangerous jobs, such as bomb disposal.
- The U. S. Military has 4,000 robots that are used for scouting in dangerous countries and humans are saved.
- A robot vacuum cleaner was invented that is capable of sensing its environment and cleaning the floor without human help to move the device.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Facts for Kids about Robot ." Easy Science for Kids, Nov 2020. Web. 28 Nov 2020. < https://easyscienceforkids.com/wall-e-robot-brought-to-life-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts for Kids about Robot. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/wall-e-robot-brought-to-life-video-for-kids/
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The Global Experiment 2014 encourages young people aged 7-16 , from all around the world, to participate in two experiments, investigating solubility and growing crystals, and to share their results around the world by posting them online. The resources required are very simple and there is an introductory video, lesson plans and certificates for those who take part.
The experiments address experiences and outcomes from Materials: Properties and uses of substances, SCN 2-16b & SCN 3-16b.
The experiments help learners to develop skills associated with measuring and recording results, embed numeracy skills within a practical context and offer ICT development opportunities through presenting and publishing their results on the web.
Full details about the Global Experiment 2014 can be downloaded using the link http://rsc.li/ge2014
Did you know?
In 2013, over 21000 children took part in the Global Experiment, with 103 schools in Scotland posting results.


The practice of child marriage adversely affects the lives of millions of girls in South Asia and Sub-Saharan Africa. In Uganda, nearly one in every two girls is married before reaching their 18th birthday. The situation is worse in Bangladesh where two out of every three women aged between 20 and 24 marry young.
While solutions to ending child marriage remain contested, evidence is building up on the social costs of this practice. Two studies presented in the recently concluded Human Capital and Growth Conference 2016 held at the World Institute for Development Economics Research (WIDER) Centre of the United Nations University in Helsinki have examined the long-term consequences of child marriage in an innovative manner.
The study on Bangladesh, by BRAC researchers Fathema Khatoon and Abdul Alim in collaboration with Professor Niaz Asadullah of Malaya University, documents how girls are at risk of losing out in terms of numeracy skills if raised by mothers who married early. The Uganda study presented at WIDER by Naveen Sunder of Cornell University reaches similar conclusion though in a slightly different context. The study finds that delaying marriage among mothers leads to better health outcomes among children. Together, these two studies once again remind us of the harmful effects of early marriage which, if unaddressed, would affect human development outcomes across generations.
More scientific studies will certainly help mobilise public opinion against the practice of early marriage. But developing country governments must also respond to the growing global concern by drawing up an effective strategy to tackle the problem.
On 16 June 2015, the Government of Uganda launched its first ever National Strategy to End Child Marriage. While Bangladesh is yet to introduce any comprehensive national programme to tackle the problem, the two countries share some important institutional barriers to regulate marriage timing. Poverty rate is high in both countries. The rule of law is weak; most births are not registered on time, particularly in rural areas. Governments in both countries sought a legal solution to the end the problem of child marriage. In Uganda, the minimum age of marriage in Uganda is 18. But a girl can marry at 16 with parental consent. Yet this flexibility in marriageable age has not made any difference to the practice of early marriage. In Bangladesh, it is often alleged that adolescents in rural locations elope to marry early, and in doing so, they dishonour their family. Therefore the draft of the Child Marriage Restraint Act 2014 proposed an amendment to make the law similar to that in Uganda which will give Bangladeshi parents the option to marry off their daughters at age 16 by the approval of the court.
The experience of Uganda and Bangladesh suggest that legal measures and economic development per se are not enough. Policymakers therefore must address the root cause of the problem instead of contemplating legal options such as allowing marriage before 18 with parental consent. In Bangladesh, launching a national strategy similar to Uganda’s can be the way forward. Policy emphasis should be on empowering adolescents irrespective of their socio-economic status, through institutional as well as non-formal education. NGOs like BRAC have already developed such interventions in the form of youth clubs in Uganda and Bangladesh. Lessons from these initiatives will help in developing a comprehensive national framework to end child marriage.
M Niaz Asadullah is a professor of development economics and deputy director of the Centre for Poverty and Development Studies (CPDS) at the University of Malaya.
Fathema Khatoon is a senior research associate at BRAC’s research and evaluation division.
Md Abdul Alim is a research fellow at BRAC Afghanistan.
This blog post was first published on BRAC blog.


Queen Victoria was one of the most iconic monarchs in history. Her full name was Alexandria Victoria. She was born on the 24th May 1819 in Kensington Palace in London, England to Edward, Duke of Kent, and Princess Maria Louisa Victoria of Saxe-Coburg-Saalfald.
She became Queen of England on June 20th 1837 at the age of 18 years. Queen Victoria succeeded her uncle King William IV who had suffered a heart attack and died. Her coronation took place at Westminster Abbey a year later in June 1838.
Fast Facts: –
- Queen Victoria actually defined the Victorian Age that was named after her.
- She was the first reigning monarch to take up residence at Buckingham Palace.
- She served as queen of Great Britain and Ireland from 1837 and as empress of India from 1877 until her death in 1901.
- She married her first cousin Albert of Saxe-Coburg-Gotha in February 1840. They had 9 children together.
- She was an adept linguist, fluent in both English and German and also spoke French, Italian, and Latin.
- During her reign a total of six attempts were made to assassinate her but all of them were unsuccessful.
- Her husband died in December 1861 and she never recovered from his death. For the rest of her life she dressed in black as a sign of mourning.
- Queen Victoria died in January 1901, aged 81. She was buried beside her husband Albert at Frogmore Mausoleumnear Windsor.
- She had a lot of famous places and sites named after her such as the state of Queensland, Victoria Falls, the city of Victoria, and Victoria Square.
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Declan, Tobin. " Facts for Kids about Queen Victoria ." Easy Science for Kids, Dec 2020. Web. 01 Dec 2020. < https://easyscienceforkids.com/queen-victoria/ >.
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Tobin, Declan. (2020). Facts for Kids about Queen Victoria. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/queen-victoria/
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Three Flu Prevention Cleaning Tips to Keep Students Healthy
Flu season is back and it may be a bad one. The Immunization Action Coalition reports that the 2016–2017 influenza season was moderately severe, claiming responsibility for 72 pediatric deaths. This year, signs point to a similar virus and a similar pattern of infection, which can be hard on our schools. In the past, flu caused 32 million missed days, costing $10.4 billion indirect medical expenses and $16.3 billion in lost work hours.
Fight back with three flu prevention cleaning tips to keep students healthy and in school.
1. Clean and Disinfect Daily
Flu may be horrible to get, but the virus is surprisingly fragile. Standard cleaning practices are enough to kill and remove the pathogen from the environment. Thoroughly clean classrooms, hallways, restrooms and commons spaces daily. Don’t forget frequently touched surfaces like desk tops, door handles, bannisters, microwave buttons and light switches. Because everyone will be encouraged to wash their hands frequently pay special attention to soap and paper towel dispensers and faucet taps.
Flu virus can survive on porous surfaces too, so don’t forget the soft stuff like upholstered furniture, rugs and textiles. Linens and towels should be washed in standard laundry soap and tumbled dry on a hot setting.
2. Disinfect All the Touchpoints
Flu spreads through the respiratory droplets of infected people. The virus settles on surfaces and lives for between two to eight hours. That’s plenty of time for a healthy student to touch a surface and then rub their eyes, touch their nose or put their hands in their mouth. Another flu prevention cleaning tip is to stay on top of touch points by encouraging students and teachers to use disinfecting wipes on communal objects like computer keyboards, pencil sharpeners, sports gear and the like.
Trash should be bagged and tied before collection. Clean and disinfect the bin before replacing the bag.
3. Don’t Forget the Floor
People may not think of the floor as a common touchpoint, but it is…kind of. Infected droplets from coughs and sneezes eventually drift down, settle on the floor and, when a student or teacher drops anything, gets picked up along with the item. For elementary or pre-schools, the floor is an actual touch point. Kids often sit on floor rugs for reading time or music education. Treat spaces underfoot with the same daily cleaning care as other surfaces.
Of course, the best flu prevention is getting a vaccine and washing your hands often. School administrators should encourage both. They should also send the message that sick children should stay home until they’re no longer contagious.
Image source: freeimages.com
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Amy Milshtein covers design, facility management and business topics for a variety of trade publications and consumer magazines.
Her work has won several awards, most recently a regional silver Azbee Award of Excellence.
She lives in Portland, OR with her family and Clyde, a 15-lb tabby cat. Once an avid hiker, these days she finds herself on the less-challenging -but-still-exciting 'creaky knees' trails.


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Build your own sight words! This set of alphabet cards includes templates for all 26 letters of the alphabet, and can be used for letter recognition and to create any sight words your students are working on. This is an engaging, independent activity for students to do during center time.
***INCLUDES BONUS FILE*** Bonus PDF has side-by-side upper and lower case letters, in response to feedback received. Thank you for the request!
Also available in separate upper case and lower case sets:
*Be sure to print without scaling. This product is already scaled for 3/4" connecting cubes (mathlink, unifix, snap). Lamination recommended.
Common Core Standard:
Kindergarten- Reading Standards Foundational Skills 3b
Created by Kinesthetic Kid.


Through art education, students develop visual literacy, learning to perceive and respond to the visual world with increased awareness and discriminating judgment. Education in the visual arts is an important place in a balanced school curriculum.
Elementary school students receive general art instruction once per week. Students participate in additional programs such as Art Enrichment, Mindful Art (School2) and community art events. Students participate in at least 2 district-wide art exhibits each year.
Middle School Art
At the middle school level, students will actively engage in various art activities including: art production, art criticism or critiquing, and exploration of art history and different artistic movements. Students will be given the opportunity to experience a wide variety of art media and develop techniques in their own work while studying and developing a deeper visual literacy of the Elements and Principles of Art and Design.
High School Art
Students are able to choose many art courses at the high school level:
This course is a foundation prerequisite for all secondary art courses. This will cover: Drawing, painting, sculptures, advertising and art criticism. The students will start to build foundations to develop a solid art portfolio and will be able to understand the elements and principles of design.
By taking this program students should be able to understand and critique artwork as well as make informed decisions when approaching art projects in the future.
This counts towards their one fine art credit required for graduation.
Drawing/Painting level 1 and 2:
Students will further their ability and understanding of 2-D art. The students will use: Graphite, colored pencil, chalk pastel and charcoal. The students will also explore the style of many artists throughout history while developing painting skills and techniques.
This course will help the students become well rounded in the fundamentals of digital photography. Four areas of instruction will be emphasized: How cameras work, how composition works, how lighting works, how to use photo editing software. Students will, generally, receive basic instruction, demonstration, and see samples of the desired outcomes, at the beginning of each period. They will be allowed to go outside and shoot assignments (after school, homework), based on what they are learning. Perhaps the most useful part of classroom instruction will be daily reviews of photos students have shot the previous day(s). They will see what makes a successful photo and what does not.
Ceramics level 1 and 2:
This class is designed for students who have an interest in clay, giving students the experiences in making functional as well as sculpture pieces, using a variety of techniques. Well thought out forms, designs and functional uses along with good craftsmanship are emphasized. The students will also learn the unique pottery forms of different cultures and how it affects history.
This course will focus on refining and developing a visual art portfolio. Students will work on advanced studio techniques based on individual aptitude and need. Most of the focus will be on individual artwork and critical analysis. The goal is for all artwork to be placed in a portfolio. Students will work on figure drawing, three-dimensional artwork, painting skills, and mixed media. Each student will be expected to provide their own portfolio case and any media devices used in storing digital artwork. This course is recommended to any student working toward a Regents Diploma in Art and proceeding to the college level. This course can be repeated for credit.
Students will learn about different ar styles and handicrafts from various countries. They will explore the use of various materials to create items such as baskets, mosaics and everything in between. Students will learn the meaning behind the art and how to recreate it.


At Burton Green we believe that every child is a special person, has many talents and should recognise these and be proud of them. We wish to celebrate their achievements with them and their parents. We have developed a range of systems across the school, and in many subject areas, that are designed to motivate children, and to develop their self-esteem and confidence.
Parents are invited to an achievement assembly held every Thursday morning from 9.05 until 9.30am. This is an opportunity for the school to celebrate children's personal achievements from in and outside of school.
Children are awarded a range of certificates throughout the school year to recognise academic achievement, effort, behaviour and caring for others.
Foundation Stage: Stickers for academic achievement, effort, behaviour and caring for others that lead towards a series of 'Raising the Roof' certificates which culminate at the end of the year with the construction of a complete house.
Key Stages 1 & 2: Children are placed into a 'house' SAPPHIRE, AMBER, EMERALD or RUBY.
They receive merit points through the week that lead towards bronze, silver, silver plus and gold certificates. A weekly total for each house is also collected in the achievement assembly.
Truly Brilliant: Each class teacher and the Head Teacher, on a weekly basis, nominate a child for a truly brilliant certificate which is also awarded in the achievement assembly.
Encouraging the development of literacy and numeracy skills
Important skills in literacy and numeracy underpin progress across the curriculum. We have developed a number of award systems to motivate children to recognise the importance of these skills and persevere to develop them.
Reading: From Year 2 to Year 6, the Reading Challenge is linked to the reading of school chosen texts. Children can become ‘Super Cool’, ‘Amazingly Wicked’ or ‘Mind Blowingly Brilliant.’ Once they are ‘Mind Blowingly Brilliant’ children move to the ‘Mission Impossible and ultimately climb the ‘Perilous Pyramid.’
Handwriting: The transition from the correct formation of letters to fluent joined up handwriting is rewarded with certificates, a Stabilo pen and a fountain pen, as children move through the school.
Mathematics Skills: Children become ‘Magic Mathematicians ‘ or solve the ‘Megatastic Multiple Challenge as they develop mastery of basic skills through Key Stages 1 and 2.


Shirley Chisholm Circle
This paved, circular terrace is named after Shirley Anita St. Hill Chisholm (1924–2005), educator, social rights advocate and celebrated politician known for her strong moral character. As the first African-American woman elected to the U.S. Congress and first major party African-American candidate to run for President of the United States, she was a tireless champion of equal rights and access to high quality education.
Chisholm was born on November 30, 1924 in Bedford-Stuyvesant, Brooklyn. She was a child of Caribbean immigrants from British Guiana (now Guyana) and Barbados. At the age of five, Chisholm and her two sisters were sent to Barbados to live with their grandmother. Returning to Brooklyn for high school, she graduated from the Boys and Girls High School in Bedford-Stuyvesant.
She later attended Brooklyn College and earned a Master’s Degree in Elementary Education from Columbia University while teaching nursery school. She became an authority on early education and child welfare. Chisholm taught remedial education at 1078 Park Place. Local residents recall Chisholm regularly holding classes in Brower Park during temperate weather. This section of Park Place now bears her name, “Shirley Chisholm Place.”
Chisholm’s interest in politics grew out of her experience as a director in early childhood education. As a Democratic member of the New York State Assembly from 1965-1968, she lead the legislature to pass a bill extending unemployment benefits to domestic workers. She also introduced the Search for Education, Elevation and Knowledge (SEEK) program to the state, which provided disadvantaged students with the opportunity to enter college while receiving intensive remedial education.
Chisholm became the first African-American woman elected to U.S. Congress in 1968 and served as the U.S. Representative from the 12th District from 1969 -1983. In 1972, Chisholm became the first black woman to seek the office of President of the United States. Though her bid was unsuccessful, she secured 150 delegates at the Democratic National Convention despite being listed on the ballot in only fourteen states. Chisholm was a founding member of the Congressional Black Caucus, Congressional Women’s Caucus and the New York Chapter of the National Organization for Women. In 2015, President Barack Obama awarded Shirley Chisholm posthumously with the Presidential Medal of Freedom.
Chisholm remained dedicated to her Crown Heights and Bedford-Stuyvesant roots throughout her career. The Shirley Chisholm commemorative stone with plaque sits on the west side of the circular terrace alongside a tree planted in her honor and the plaza was dedicated in her honor in 2016.
When I die, I want to be remembered as a woman who lived in the 20th century and who dared to be a catalyst of change. I don’t want to be remembered as the first black woman who went to Congress. And I don’t even want to be remembered as the first woman who happened to be black to make the bid for the presidency. I want to be remembered as a woman who fought for change in the 20th century. That’s what I want. – Shirley Chisholm
Friday, May 27, 2016


- The Oxford Handbook of Chinese Psychology
- List of Figures
- List of Tables
- List of Contributors
- Introduction Reaching this stage in studying the psychology of the Chinese people
- The continuing prospects for a Chinese psychology
- What is Chinese about Chinese psychology? Who are the Chinese in Chinese psychology?
- The cultured brain: interplay of genes, brain, and culture
- Socio-emotional development in Chinese children
- Parenting and child socialization in contemporary China
- Language and the brain: computational and neuroimaging evidence from Chinese
- Language and literacy development in Chinese children
- Understanding reading disability in the Chinese language: from basic research to intervention
- Chinese bilingualism
- Chinese children learning mathematics: from home to school
- The thinking styles of Chinese people
- Approaches to learning and teaching by the Chinese
- Chinese students' motivation and achievement
- How unique is Chinese emotion?
- Beliefs in Chinese culture
- The multiple frames of ‘Chinese’ values: from tradition to modernity and beyond
- What do we know about the Chinese self? Illustrations with self-esteem, self-efficacy, and self-enhancement
- From indigenous to cross-cultural personality: the case of the Chinese Personality Assessment Inventory
- Psychology and aging in the land of the panda
- Chinese well-being
- The spirituality of the Chinese people: a critical review
- Psychiatric disorders in the Chinese
- Clinical neuropsychology in China
- The <i>Tao</i> (way) of Chinese coping
- Illness behaviors among the Chinese
- Community psychology in Chinese societies
- Psychotherapy with the Chinese: an update of the work in the last decade
- Face and morality in Confucian society
- Chinese cooperation and competition
- Interpersonal relationships in rapidly changing Chinese societies
- A gender perspective on Chinese social relationships and behavior
- Chinese cultural psychology and contemporary communication
- Chinese political psychology: political participation in Chinese societies
- Chinese social identity and inter-group relations: the influence of benevolent authority
- Developments in understanding Chinese leadership: paternalism and its elaborations, moderations, and alternatives
- Chinese consumer behavior: the effects of content, process, and language
- Sport psychology research and its application in China
- There are homes at the four corners of the seas: acculturation and adaptation of overseas Chinese
- Inter-cultural interactions: the Chinese context
- On the distinctiveness of Chinese psychology; or: Are we all Chinese?
- Moving the scientific study of Chinese psychology into our twenty-first century: some ways forward
Abstract and Keywords
There is a common perception that Chinese students have a tendency towards rote learning. Rote learning has been associated with a surface approach to learning, which is normally envisaged as less desirable than a deep approach, particularly in higher education. Abundant research into approaches to learning has shown that such an approach to learning should lead to poor learning outcomes. However, in spite of the negative perceptions of rote learning, there is now much evidence that Chinese students in a number of countries outperform their Western counterparts in international comparisons of educational achievement. This article describes various Chinese approaches to learning that have evolved over a period of time and further takes on how the teachers play their role in the process of Chinese learning. It states that there is evidence of Chinese teachers showing a high level of pastoral care for their students, particularly outside the classroom.
David Kember, University of Hong Kong.
David Watkins, Faculty of Education, University of Hong Kong
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Introduce your child to 15 popular fruits through First Words for Toddlers 2: Fruits, an app targeted towards children ages 1-2 or those learning to speak. At this stage of life, your childs foundational skills for learning are quickly developing. Practice with this app will not only help your child to learn the names of the fruits, but will also aid in the development of five cognitive skills within the 10 Pillars of Learning framework.This app features 4 instructional sections including Fruit School, Fruit Play, Fruit Show and Prize Page.Fruit School: This section teaches the names, beginning phonetic sounds, and associated images of 15 popular fruits. Your child learns through listening and repeating the names and sounds while looking at real life fruit images. The background music is Maple Leaf Rag by Scott Joplin.Fruit Play: This set of six games encourages your child to play with the fruit. From crushing flying fruit to tracking down the hiding worm, these exercises make learning about fruits a blast.Fruit Show: Set to Rossinis famed William Tell Overture, the Fruit Show is an auditory and visual experience that reviews all of the fruits learned throughout the app. Encourage your child to participate in the show by naming the characters as they come across the stage. Prize Page: The Prize Page contains all the rewards the child has earned from playing the Fruit Play activities. These virtual stickers can be moved around to create make-believe stories. Capture some of your favorite scenes to your photos folder so you can revisit the story later!By giving your child an opportunity to learn in a fun way, you will be helping him/her establish an early love of learning.


Painting Definition. For other uses, see Painting (disambiguation). “Painter” redirects here. Definition of painting in the Definitions.net dictionary.
See more. top definitions. quizzes. related content. painting definition in English dictionary, painting meaning, synonyms, see also 'action painting',finger painting',oil painting',sand painting'. The medium is commonly applied to the base with a brush. Painting, the expression of ideas and emotions, with the creation of certain aesthetic qualities, in a two-dimensional visual language.
Painting definition is – a product of painting; especially : a work produced through the art of painting.
Enrich your vocabulary with the English Definition dictionary. painting – WordReference English dictionary, questions, discussion and forums.
Definition of painting written for English Language Learners from the Merriam-Webster Learner's Dictionary with audio pronunciations, usage examples, and count/noncount noun labels. 'After studying painting and graphic design locally, he went to the United States to further his art education.' 'For example, in art we are familiar with the genres of painting, drawing, sculpture and. How to define the word painting? Definition of painting in the Definitions.net dictionary.


Turning the Classroom Inside Out
It’s not unusual to find NC State students working on research breakthroughs in fields as diverse as computational astrophysics and plant biology. Now, a Ph.D. student in the College of Design is pushing the boundaries of architecture with award-winning research revealing how the interplay of light and space influences early childhood learning.
If you want to take a break from reading this story to look out the window — or, better yet, take a quick walk around campus — you’ll soon understand the basis for Muntazar Monsur’s research.
The Bangladesh native, who has a passion for designing child-centric environments, came to NC State three years ago to work with the pioneering designers in the Natural Learning Initiative. It’s a good fit; faculty with the program have written the book on how childcare centers and schools can use natural outdoor environments to engage children and combat problems such as childhood obesity.
Inspired by the work of faculty mentor Robin Moore, an international authority on the design of children’s play and learning environments, Monsur decided to chart new paths in the field by exploring how the relationship between indoor and outdoor spaces affects teaching and learning.
Let There Be Light
After extensive data collection involving 22 classrooms, 31 teachers and more than 300 students, Monsur identified a variety of factors that strengthen the bond between indoor and outdoor spaces and ultimately lead to improvements in both student engagement and teacher motivation.
Simply put, to encourage learning, let there be light — especially natural light.
Of course, there’s more to it than that. Designers seeking to create a more effective learning environment should pay attention to the naturalness of views, the number and location of windows and doors, the amount of seating and shade available, and even the orientation of the building. Classrooms also need transitional spaces, such as patios, that allow for messy learning activities such as art and science projects.
“It’s all about a zoning system,” Monsur explains, rolling out a giant poster that illustrates his ideas.
Monsur has developed a system that enables designers and teachers to strengthen the bond between a classroom’s indoor and outdoor spaces. In the case of an existing classroom, for example, a teacher could simply move a writing table closer to a window to take advantage of natural light, which has been shown to promote creative thinking.
By the end of the year, Monsur hopes to deliver two tools with his dissertation: a model classroom that illustrates the optimal indoor-outdoor relationship, and an app for a smartphone or tablet that can be used to rate an existing classroom in terms of how beneficial its indoor-outdoor relationship is.
After graduation, he hopes to design the classrooms of the future, “where technology and nature will equally contribute to the richness of the learning environment for young children.”
Monsur’s research won the student design award at the prestigious Environmental Design Research Association conference in New Orleans this summer.


Music has long served as an emblem of national identity in educational systems throughout the world. Patriotic songs are commonly considered healthy and essential ingredients of the school curriculum, nurturing the respect, loyalty and 'good citizenship' of students. But to what extent have music educators critically examined the potential benefits and costs of nationalism? Globalization in the contemporary world has revolutionized the nature of international relationships, such that patriotism may merit rethinking as an objective for music education. The fields of 'peace studies' and 'education for international understanding' may better reflect current values shared by the profession, values that often conflict with the nationalistic impulse. This is the first book to introduce an international dialogue on this important theme; nations covered include Germany, the USA, South Africa, Australia, Finland, Taiwan, Singapore and Canada.
David G. Hebert, PhD, is a tenured Professor of Music with the Grieg Academy, Bergen University College, Norway. Widely published in music education and ethnomusicology, he has directed research projects on six continents and worked for universities in the USA, Japan, Russia, Finland and New Zealand. Alexandra Kertz-Welzel is Professor and Department Chair of Music Education at Ludwig Maximilian University in Munich, Germany. She is author and editor of several books, has published in leading journals and appeared as guest speaker at international conferences.
’... a brave first attempt to bring together information and arguments relevant to an understanding of how patriotism and nationalism intersect with music education... a must read resource.’ Professor John Sloboda, International Journal of Education and the Arts ’... useful for the teacher who wants to explore global issues in the classroom... a rich source of information about aspects of music education around the world... There is much for music teachers to think about here - recommended.’ David Ashworth, Music Teacher Magazine (UK) 'The book is a rich resource, its extensive sources offering many excellent starting-points for research, particularly for music educators who have not previously considered this aspect of how they train teachers, as well as scholars engaged in researching comparative and political educational issues.' Veronica Jamset, Fontes Artis Musicae '... appealing to a wide range of readers, interweaving broader historical overviews, and engaged, personal accounts... Patriotism and Nationalism in Music Education provides a stimulating series of case studies that trace music education's ethical, unethical and unexpected consequences.' Professor Jonathan Stock, British Journal of Music Education 'This timely book offers an insightful array of international perspectives on a subject that badly calls out for scrutiny. It is particularly relevant for music educators.' Canadian Association of Music Libraries


The Monkey-Proof Box: Curriculum design for building knowledge, developing creative thinking and promoting independence16.99
- A book for primary schools who want to make the curriculum more relevant for their pupils.
- Offers guidance on research, cognition theories and inspiration for primary school curriculum change.
- A useful discussion on the key skills primary schools should be developing in their students.
- The book challenges primary teachers to throw out old schemes-of-work and build their own relevant engaging curriculum.
- The book is based on solid pedagogy, offering creative and practical ideas.
When you get chance to think ahead to the next term of teaching, you may have a curriculum scheme-of-work that you are expected to teach, instilling your passion, expertise and knowing that we desperately want to do the best we can for our students. But what if the curriculum, schemes-of-work and medium-term plans fill your life with dread? Well, you could tear up the prescribed dull curriculum, and build one that is better suited for your pupils. Really, you can – more so in primary than KS4 arguably.
Faced with delivering units of work from the beloved QCA schemes, Jonathan Lear was frustrated at delivering (and not completing) well-intentioned units – trying to inspire a class of Year 6 pupils (aged 10&11) to make (not pairs of) slippers, or Year 5 children basically making a box, or inspiring Year 3 students to get absorbed in a rocks and soil unit. I am sure you can think back to the units you just hated but had to deliver. Because, as Jonathan points out, this is one of the problems with being a teacher – Most of us do stuff because we’re told to do it, and then when it doesn’t work or becomes unmanageable we blame ourselves, feel guilty about it all and pretend that everything is fine whenever anybody asks (p8) – sound familiar? It is argued, within the book, that the best schools ‘adapt’, rather than ‘adopt’, and use curriculum documents as frameworks, with each setting adjusting for their local environment and, more essentially, for the students within.
Building his argument around key and relevant skills, Lear and his colleagues designed their curriculum around the SOLO Taxonomy, being useful in terms of supporting the structure of skills progression. Planning a curriculum at this stage is a mammoth task, but with careful consideration, detail and pedagogical considerations, the result is a more positive and relevant school experience for students. The book modestly explores the limitations, challenges and (let’s face it) failures in trying to implement a new curriculum, but learning from such mistakes and taking lessons on how the students reacted to meaningful changes ultimately leads to mastery and independence.
The monkey-proof box? Yes, the reader is given an explanation to the title of this book in Chapter 17, and the challenge for many primary schools is to break the morning (literacy and maths) routine throughout the week, so that the mornings are more filled with meaningful, relatable and manageable sessions that can embed rich teaching and learning in more manageable chunks. I particularly liked the example of how to fill numeracy/mathematics sessions during eight sessions throughout the week. Why do we persist with 5×45 minute lessons each day? Why not split the teaching and learning into more manageable chunks, allowing children to process and apply their learning? As a teacher, this certainly got me thinking, and the template offered within the book is a fantastic starting point to really break down your timetable into sections which are more workable for teachers and students.
Tearing up safe, predictable timetables, schemes-of-works, and planning does take courage, but the freedom this gives teachers, school-leaders and pupils can (if done intelligently) produce a certain ‘buzz’ within a school that is unique to that environment. What Jonathan does within this book is to show how primary schools can regain creativity within their curriculum, making it more relevant to the community and children who attend each day. The book also gives teachers the confidence to put professionalism back into their role, taking ownership of the teaching and learning experiences in school that can result in a positive impact for everyone.
Essentially, this is a book for primary practitioners, leaders and those with a vision of making a curriculum based around essential skills for children which inspires, is relevant, and prepares them well for the opportunities that life will give.


Fremont, California – March 30, 2020. Learn and Play Montessori, a best-in-class preschool program in Fremont, Danville, and Dublin, California, is proud to announce a new informational post that parents can read during the current shutdown. The post helps parents understand the importance of “play” as a way to bolster foundational skills in science, technology, engineering, and math or STEM.
“While our schools are closed during the current crisis, we want to encourage parents to think strategically about how they can nurture foundational skills for success at STEM,” explained Harpreet Grewal, director of Learn and Play Montessori. “Our new post shares why a teaching approach that includes plenty of child-guided playtime for curious little students can set the foundation for better learning in later grades.”
Bay Area parents can review the new post about Fremont preschool choices. A curriculum designed to mix play and discovery can guide a young student towards developing key skills. Self-directing techniques could help children learn simple science facts, writing, and necessary math skills. Interested residents can review the Montessori preschool informational page. Persons who want to learn more about the shutdown can visit the information page.
A MONTESSORI METHOD HELPS FREMONT PRESCHOOL STUDENTS PRACTICE ‘NATURAL LEARNING’
Here is the background on this release. Small children can appear to be in constant movement during waking hours. Natural inclinations to touch, taste, and manipulate items can help young children learn about the world around them. Bay Area families might prefer a childcare program designed to support inherent learning skills. Fremont preschools using Montessori teaching methods can be the right path for a life-long love of education.
Children learn to explore the world around them from birth to age three. Early child development stages may include cognitive development, language, and social, emotional skills. Pre-school-ready children could benefit from a curriculum made to support natural learning behaviors. For these reasons, Learn and Play Montessori announce a new post about Fremont preschools. Even parents who are “homeschooling” during the shutdown can use these tactics to help their children.
ABOUT LEARN AND PLAY MONTESSORI
Learn and Play Montessori aims to be one of the best Montessori schools in the greater San Francisco Bay Area. Whether parents are looking for a Montessori School in Danville, a Blackhawk preschool, or a top-rated Montessori School in Dublin / San Ramon, Learn and Play has a campus for their child or children. Bay Area parents searching for Walnut Creek preschool options could find the right fit in Danville. All schools use the famed Montessori method, offering programs from childcare to daycare, preschool to kindergarten, in not only Danville, Fremont, Dublin, or San Ramon but also in nearby towns such as Alamo, Blackhawk, Diablo or San Ramon on the I-680 corridor as well as Walnut Creek.
Learn and Play Montessori