The curriculum at Gingin District High School is based on the Western Australian Curriculum, which is established by the Western Australian Schools Curriculum and Standards Authority (SCSA). Literacy and numeracy are the major aspects of the curriculum in Early Childhood and Primary classrooms, and secondary programs focus largely on broadening the development of skills across the curriculum including specialised learning areas.
Kindergarten / Pre-primary curriculum
The Kindergarten and Pre-Primary programs assist students to develop in all of the foundational domains of social, intellectual, physical and emotional development. Learning through structured play, social skills and language development form the basis for our early childhood program. The development of literacy and numeracy skills is a fundamental aspect of the Kindergarten and Pre-Primary programs. Introduction to literacy blocks (blocks of time devoted to literacy) and numeracy blocks is a key aspect of the program.
Primary curriculum (Years 1 – 6)
The primary curriculum covers all eight learning areas, but particularly concentrates on literacy and numeracy development. The school incorporates Literacy Blocks (blocks of time during the day devoted just to literacy learning) and Numeracy Blocks as an important aspect of the curriculum in all Primary classes. Specialist programs are offered in Science, Art and Physical Education for Years 1 – 6.
Lower secondary curriculum (Years 7 – 10)
Students study across all key subject areas, as well as life skill courses, thus ensuring a balanced education. A common course is provided for all Year 7 and 8 students. Choice is available in some learning areas as students progress into Years 9 and 10. The focus in Lower Secondary is to develop transferable skills, as well as increasingly specialised knowledge and skills as students develop.
High school students will study the following program:
Upper Secondary Curriculum Access
Students are required to remain in education or training until they reach 17 years of age. Gingin District High School students may attend either Yanchep Secondary College or Bullsbrook College for Year 11 and 12, depending on where the family resides. Further information can be obtained from the school. Gingin District High School works closely with both Yanchep Secondary College and Bullsbrook College to ensure that the transition for students is as smooth as possible.
SCHOOL POLICIES AND SCHOOL COMPLANTS
Most of the time, you will feel comfortable sending your child to school each day, and any issues will be resolved with a quick phone call to your child’s teacher or an administration member. However, if you do have a concern, the school would like to hear from you directly, and try to resolve the problem as soon as possible.
Your child’s teacher should be your first point of contact. If you have concerns about their class program, discipline strategies or other classroom issues, they may be able to provide a clear explanation that will resolve any concerns that you may have.
Alternatively, contact a member of the school administration team: the Principal or a Deputy Principal who may be able to resolve any further issues, or mediate in the event of a conflict. Similarly, for any questions regarding school policies, please contact an administration team member.
Formal complaints should be made to the Principal, either verbally or in writing. The school conducts an investigation into all complaints; all complaints are acted on, and you will receive notification of the outcome.
Parents may make a complaint through the Department of Education to the North Metropolitan Regional Office by phoning 9285 3600.


Pyrography is a decorative craft that has been practiced worldwide for thousands of years. It involves the burning of designs on items, usually wooden but also made from leather, cork, fabric and paper.
With a little practice you can personalize anything from spoons to larger, more ambitious items such as bread boards or even pieces of furniture.
In this booklet are twelve step-by-step projects, suitable for the absolute beginner, that provide the perfect introduction to this ancient craft.
There is also useful information on equipment and techniques, to guide you through every step of the way.
Paperback: 48 pages
About the Author
Bob Neill has always been involved in art and craft. For more than twenty years, Bob taught art in London and Derbyshire, and helped to develop basic design ideas in art education.
Bob is one of the leading exponents of pyrography in the U.K., and runs courses and demonstrated at many of the major woodturning shows in the U.K., Norway, Belgium, Germany and the U.S.
Here are a few example images from the booklet


Journal of Music, Technology and Education
An examination of affordances of the application of 'open source' to music education.
Guest Editors: Ketil Thorgersen (Sweden) Lauri Väkevä (Finland) , Mikko Myllykoski (Finland) Steve Dillon (Australia), Alex Ruthmann (USA)
Call for papers
This special issue of JMTE (http://www.intellectbooks.co.uk/journals/view-journal,id=152/) will examine the affordances of the application of 'open source' to music education. Each article will focus on one particular aspect and context.
The publication of this special issue follows on from an international symposium presentation at the Research in Music Education conference in Exeter in the UK in April 2011. The symposium revealed significant aspects of the need to apply development of philosophy and practice around the concept of open source in music classrooms.
Music practitioners and researchers are invited to contribute research articles (6,000 words) or project reports (3,000-4,000 words) that look beyond open source a set of licenses and to consider the ideas and ideals that constitute what can be considered the open source movement and possible implications for music education research. What is it that makes masses of people spend their skills and time to produce software for free, which anyone can make use of and continue to develop freely and what constitutes such a generative society? The aim is for articles to elaborate on this from philosophical, pedagogical and practical technical points of view in an open atmosphere where the hope is that knowledge will be generated collectively through the session in an open sourced mode.
Articles could address, but are not limited to the following questions that arise for music education:
1) How should music educators relate to different arguments for and against creative recycling in the digital music culture?
2) Is it possible to teach music taking seriously the argument for Music 3.0, and if it is, how can we support creativity full-scale in music education recognizing this possibility?
3) How can we offer versatile musical content and tasks with educational open source applications?
4) How to maintain people's individual rights to their own musical content in open shareable software environments?
5) Might "Music" be the original "open source" project? What might we gain or lose by looking toward technological models for music education?
6) What might be afforded by providing students with the tools to design and build theri own musical environments?
7) What are the relational pedagogies needed for this approach?
8) How can we apply the philosophy of 'open source' technology in music education?
A Prezi outline of the RIME symposium can be found at: http://prezi.com/cm0vnmiayfq-/open-source-and-music-education-rime-2011/
Proposals for research articles and project reports should be e-mailed to Ketil Thorgersen (Sweden) Lauri Väkevä (Finland) , Mikko Myllykoski (Finland) Steve Dillon (Australia), Alex Ruthmann (USA)
no later than 31 October 2011, and include a 250- 500 word abstract, the title of the proposed article, a brief biography (200 words max), and the contact details of the author. Authors will be notified of the outcome of their proposals by the end of December 2011. If successful, the full articles would need to be submitted by the end of January 2012.
For more information, contact:
Dr Ketil Thorgersen firstname.lastname@example.org
Dr Steve Dillon, Queensland University of Technology: email@example.com
Dr Lauri Väkevä firstname.lastname@example.org
Dr Alex Ruthmann email@example.com
Dr Mikko Myllykoski firstname.lastname@example.org


The ETS Center for Research on Human Capital and Education produces high-quality, evidence-based research that explores critical issues impacting opportunity in America today.
Our researchers leverage ETS's work on national and international large-scale assessments to explore the acquisition, outcomes and inequalities of human and social capital across a range of topics including pre-K–12 education, teacher quality, higher education, workforce readiness and noncognitive skills.
Too Big to Fail: Millennials on the Margins (2018)
This important new paper expands traditional understandings of "disconnected youth" — young adults who are not attached to educational institutions or the labor market — by including cognitive skills in the conception of what it means to be "disconnected." The authors demonstrate that in addition to those millennials who are out of work or not in education, large segments of the employed and those in education with low skills are marginalized. Also explored are critical aspects of inequality and the implications for the United States when large segments of those transitioning to adulthood lack the opportunity to thrive.
Understanding the Basic Reading Skills of U.S. Adults: Reading Components in the PIAAC Literacy Survey (2015)
This report looks at recent research on the troubling portrait of the literacy skills of U.S. adults and argues that, as a country, we must develop a comprehensive and sustained effort to improve in this area if we are to protect and enhance our communities, our economy and our democracy. The ability to read fluently and for understanding — to be able to learn from text — is perhaps the most important foundational skill for U.S. adult citizens’ health, well-being, and social and economic advancement. It is not only an essential skill when competing for jobs in the 21st century workforce but a gateway to lifelong learning, education and training.
America’s Skills Challenge: Millennials and the Future (2015)
The authors of this report argue that there is an apparent paradox for U.S. millennials: While they may be on track to be our most educated generation ever, they consistently score below many of their international peers in literacy, numeracy and problem-solving in technology-rich environments. Equally troubling is that these findings represent a decrease in literacy and numeracy skills when compared to results from previous years of U.S. adult surveys. This report sheds light on the growing inequality of opportunity in the United States and the impact on skills acquisition and outcomes for both current and future generations.
A Story of Opportunity in America
Opportunity has always been intangible, but for increasing numbers of Americans, it’s becoming invisible. In 2014, ETS launched a two-year exploration to shed light on the rising inequality of opportunity that is leaving many Americans behind. The result of this effort includes a report that takes a broad view of the challenges we face, a book containing research from leaders from a range of fields related to opportunity and a short film highlighting stories about opportunity from across our nation. Together, these inform the work of the ETS Center for Research on Human Capital and Education.
Choosing Our Future: A Story of Opportunity in America (2016)
This comprehensive report examines the magnitude of the crisis of opportunity in America and its long-term implications. Interactions among powerful global economic forces, government policies and business practices have generated a self-sustaining set of dynamics that have led to increasing economic, social and political polarization, with the accumulation of advantage or disadvantage experienced by one generation passed along to the next. Choosing Our Future argues that ignoring these forces will lead to growing disparities among our citizens and place an unsustainable strain on the nation’s social fabric and the character of our democracy.
The Dynamics of Opportunity in America (2016)
Written by leaders from a range of fields — including education, economics, demography and political science — this book illuminates key aspects of the problem of inequality of opportunity and provides a range of recommendations to reverse harmful trends. Across the country, our children are beginning life from very different starting points. Some have aspirations and believe they can be achieved. For too many others, aspirations are tempered, if not dashed, by the sobering realities of everyday life. These different starting points place children on distinctly different trajectories of growth and development, ultimately leading to vastly different adult outcomes. Written in an engaging style, this volume constitutes an essential foundation for informed discussion and strategic analysis.
You might also be interested in ...
Research HomeLearn more about ETS Research
Related ResearchLearn more about research related to the growing inequality


Due to the successes of infant hearing screening programs, early intervention programs and technological advances in amplification, more hearing-impaired students are now arriving at Kindergarten with age-appropriate or close to age-appropriate language/literacy development. They will spend most if not all of their school days in regular classrooms. Even with the best of IEPs and amplification, situations will occur that will challenge students with hearing impairments. This board game is a fun way to assess and practice knowledge about hearing loss, amplification systems, communication repair and classroom accommodations. Socially appropriate ways of expressing this knowledge is practiced in a fun game board format.
Print the game board on cardstock and attach to the inside of a folder. Laminate for durability.
Includes directions, data sheets for Challenge Situations and Vocabulary, and suggested ways to write IEP goals for skills covered.
Can individualize by adding in additional Challenge Cards and Mystery Words.


ERIC Number: ED452848
Record Type: Non-Journal
Publication Date: 1999-Dec
Reference Count: N/A
Toward a Vision of the Future Role of Technology in Literacy Education.
Labbo, Linda D.
This paper examines how technological innovations are likely to play a role in effective literacy education. The first section introduces three key factors, i.e., definition of literacy, predominate learning theory, and classroom communicative technologies. The second section lays the groundwork with brief glimpses of how the three key factors have been exhibited in elementary school classrooms during the 1930s and the 1990s. The third section forecasts the future of literacy education, including anticipating societal literacy expectations, forthcoming definitions of literacy as digital, expecting computer-equipped homes, formulating relevant learning theories, and venturing into the vision. This section also considers what teachers will know about computer-related literacy, what computer-related literacy tools they will have access to, and what they will do with computer-related instructional tools. The fourth section addresses the following questions: (1) How will children's literacy development be viewed in the near future? (2) Can the field of literacy education expect computers to offer a quick-fix for classrooms where children struggle to attain literacy? (3) With technology changing so fast, would it be safer to wait a while before investing in computers for classrooms and staff development efforts? (4) What counts as research? and (5) What types of research questions may help us realize a vision of a digital literacy instructional program? Several possible research questions are also listed. (Contains 30 references.) (MES)
Descriptors: Computer Uses in Education, Educational Technology, Elementary Secondary Education, Futures (of Society), Instructional Effectiveness, Literacy Education, Research Needs, Role
For full text: http://www.air.org/forum/forum.htm. For full text: http://www.air.org/forum/abLabbo.htm.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A


By Duane Nickerson | Director of the Arts
“The purpose of art is washing the dust of daily life off our souls.” – Pablo Picasso
The arts are different. Unlike most activities, the product of art activity is not useful. Art does not feed us or make our lives more comfortable. It seems the very nature of art is to be without practical use. So why is it that evidence of art making through music and painting pre-dates the invention of writing by over 30,000 years? Why is it that art making traditions have existed in all human cultures throughout history? Just what is it about this activity that compels us to invest time and energy making it, consuming it and storing it in museums?
Picasso touches upon the answer. Art allows us to feel, to sense the wonder and complexity of existence that is ever elusive, that defies encapsulation within language or numbers. Making art is a hard-wired compulsion that can be seen in children who spontaneously make up songs, dance, draw and act out imaginary scenarios. Watch any four-year-old and you will see evidence of this compulsion and the sheer joy that it brings. Children express themselves freely until they move into adolescence and become more self-conscious and invest more time learning the argotic codes required for social standing. Too often the capacities of the artist are left to atrophy as children move through educational institutions that leave behind rigorous arts curricula and thereby denigrate this activity as less important. Children get the message: art is not valued by the adults here so I’ll attend to those things that are valued. The loss of potential is enormous, the capacity for full experience diminished.
At Ridley College, the arts are not left behind.
At Ridley, we aspire to nourish flourishing lives that tap into all facets of our humanity. We aspire to facilitate the full development of the child so that they can reach their maximum potential as productive, creative, happy people. At Ridley, children are exposed to music and art education by specialist teachers beginning in Kindergarten and are able to access increasingly specialized and demanding arts curriculum as they move through the programme into Upper School.
Many of our senior students find that, for them, a flourishing life is one infused with the joy experienced when engaged with art in the studio and on the stage. This joy comes from a state of flow. In a state of flow, a person is fully immersed in an activity because the challenge of the task is matched with their level of competence required to complete the task. As a teacher of visual art, observing students immersed in a state of flow in the studio is one of the most rewarding features of my job. A child who is fully immersed in the process of hands-on creation is a flourishing child.
As Ridley continues to build upon its reputation as a world-class school, its arts programme will grow to facilitate higher levels of performance and deeper engagement. The tools that we use to make art are also expanding to include a wide array of electronic media. More than ever, cultural industries are emerging to encompass large swaths of economic activity in an increasingly automated world. Thus, in the arts, we are also preparing children for rewarding careers as well as ensuring that they keep in their lives the joy and fulfillment that comes from engaging with the arts.
For all of us throughout our lives, we are faced with the task of building identity and generating meaning. Throughout history, the arts have played a vital role facilitating meaning making and affirming cultural identity. Beyond developing artists’ capacities, Ridley’s role as a school is to ensure that its students move on to adulthood with a deep-seated appreciation for the value of art in their lives. If Ridley can do this, it has done its part in ensuring our culture and civilization will continue to nourish our humanity and thereby make the world a better place.


Date of Degree
Art Education | Bilingual, Multilingual, and Multicultural Education | Elementary Education | Language and Literacy Education
Musicking, Translanguaging, Bilingual Studies, Culturally Responsive Pedagogy Latinx, New Literacy Studies
The music-making classroom is a space were students enact their multi-literacies. This space is especially important for Latinx bilingual students who are often labeled as struggling in school. In the music-making classroom, students reinvent their identities as integral members of a learning community, are accepted as leaders by their peers and are seen as literate in their music making practices. This habitus of success can have a durable, generative and transposable impact on the identity formation for the bilingual student that goes beyond the music classroom. This occurs because the music–making classroom acts as a third space both cognitively and physically, where students can translanguage, implementing all their ways of knowing to make meaning.
This study examines the question, How does the music-making classroom as a third space facilitate literacy acts and literacy identities for bilingual children? Field observations of students enrolled at the Corona Youth Music Program, an El Sistema inspired afterschool orchestral program, provide a thick description of student literacies as well as the various ways in which the music classroom is both a physical and cognitive third space. Student writing and interviews will reveal meta-talk and meta-thinking around music practices, the social and academic function of music in their lives, and the role that music plays in connecting to school and home literacies. Teaching artist interviews point to the culturally responsive practices that facilitate critical and creative literacy acts in the classroom. Interviews with parents uncover the ways in which music is a fund of knowledge of families’ cultural practices.
Ortega, Angelica, "Musicking and Literacy Connections in the Third Space: Leveraging the Strengths of a Latinx Immigrant Community" (2018). CUNY Academic Works.


Descriptive study research
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This part of our detailed tutorial on market research planning examines descriptive research, the most commonly used market research method. A common form of an explanatory/analytical study is a case control study they are often a good study type for graduate level research. Cross-sectional research is often used to study what is happening in a group at a particular time learn how and why this method is used in research. Fluidsurveys is no longer descriptive research is conclusive though causal research is similar to descriptive research in the sense that both gather. Course home || syllabus || final project || descriptive/survey research || selecting a topic descriptive research such a study would cover an entire.


jan 4, 1852 - Dr. Hermen Gundert
Madras government appointed Dr. Gundert as the first School Inspector
The Basel Mission gave importance to elementary education. Dr. Hermen Gundert was instrumental in initiating these activities. He established an elementary vernacular school at Tellicherry on 14 May 1839 19. In the beginning, there were only 12 students in the school. Gundert visited both bungalows and huts, met the parents of children in person and explained them the necessity of educating their
As a result of his incessant efforts students belonging to all communities began to enroll in his school. Later he started another elementary school at Nettur near Tellicherry. As a recognition of his effort, in 1852, the Madras government appointed Dr. Gundert as the first School Inspector in Malabar and South Canara
Added to timeline:
History of Education in India during Colonial Times- 1700-1947
Editors: Shivakumar Jolad, Susanna G and Pranjali Kulkarni ...


The Senior Kindergarten program runs three full days a week.
Senior Kindergarten students will review and build upon skills learned in Junior Kindergarten.They will also learn the foundational skills needed to prepare them for grade one. Students will also be encouraged to continue developing their social skills, including cooperation and showing kindness to others.
Academic aims for our Senior Kindergarten program include:
- Reading of two vowel words with special sounds
- Recognition of colours and colour words
- Knowing how to tell simple time
- Counting by 5's and 10's
- Recognition of numbers 0 to 100
- Learning to add and subtract
- Development of Creative writing skills


There’s a cave in the Guenzel Gallery. Measuring 10 feet high above ground, it contains imagery that harkens back 40,000 years ago to man’s first marks, including handprints. The cave is the centerpiece of our annual children’s exhibit We LOVE Art: Story Symbols and the first stop on a young art archeologists’ journey through history to connect mark making with language.
It’s my quest to create displays that encourage visitor interaction. The main question: How do I display the children’s artwork while creating an environment that takes them back in time? The answer came in a heavy roll of brown kraft paper.
Assisted by volunteer Penny Niesen, we first crumpled the simple media, then stapled it to the gallery catwalk to cascade over huge canvasses on the main floor. These canvasses were hinged together to create the framework for the outer cave wall. After more crumpling and hanging of paper to form the inside walls – and some lighting adjustments for mood -- the cave was ready for the artwork.
Primitive paintings of chalk, charcoal, paint and sand now cover our cave walls from floor to ceiling. If you can’t travel to see the prehistoric cave art in Indonesia, you’ll be amazed at what our We Love Art kids (and a little brown paper) can do.
As part of our organization’s outreach programming, each year PenArt invites over 300 school children to create projects that pertain to an art education theme. The resulting exhibition, under the title of We LOVE Art, grows as projects are completed, filling the Guenzel Gallery with work that supports regular school curriculum while instilling pride.


F is for fear - fear harboured by many primary teachers at the prospect of teaching music. A considerable number who feel they can't sing, read music or play a few chords are terrified of having to teach it to their charges, says David McDonald, manager of the Scottish Arts Council's Youth Music Initiative.
YMI's mission is to take the fear factor out of classroom music teaching. "It's not replacing music specialists; it's giving classroom teachers the skills and resources to use music with confidence in the classroom so children do engage," he says.
A study of the first three years of the scheme, by researchers at the Centre for Public Policy at Northumbria University, concluded that the initiative had met or exceeded all of its key aims - to widen, organise, promote and sustain participation in music. Broader personal, social and educational benefits for the children included improved concentration, group-working skills and behaviour, and increased confidence and self-esteem. The target of all pupils in Scotland having access to one year's free music tuition by the time they reach P6 is being sustained, and opportunities for out-of-school hours participation are being created.
Under the YMI umbrella, a diverse range of projects and musical genres has been explored in and beyond Scotland's classrooms.
Aileen Roan, a principal teacher at Gargieston Primary in East Ayrshire, trialled the ABC Creative Music pack - the Apple Banana Carrot method developed by Tom and Phil Bancroft - with her P7s. Aimed at infant and middle levels, the approach explores the process of music making and creativity, rather than the end results. "It doesn't require you to read music, to sing, to play an instrument," she says. "You can come at it as a total novice."
The Gargieston P7s studied the music of four countries and taught the method to a P2 class (the pack suggested P3). They then recorded and made a CD, and packaged and sold it as an enterprise topic.
"It covers ICT, PSD, the expressive arts," says Miss Roan. "You could go off at a tangent and look at history, geography, anything. It fits really well with A Curriculum for Excellence because there is so much scope for taking it broader."
At the Scottish Association for Music Education conference in Stirling this term, Lucinda Geoghegan, an education consultant for the National Youth Choir of Scotland, demonstrated a Kodaly singing workshop, walking around in a circle shaking hands and singing. "NYCoS is trying to up-skill teachers and give them the skill to engage their whole class," she says.
Also under the YMI banner, Brian Cope of Drake Music Scotland introduced "Figurenotes" - a notation system he claims "is going to revolutionise the way we teach music to people with learning difficulties", while its application, he says, is wider. It is used in mainstream schooling in Finland, Italy, Japan and Estonia, with colour and shape to denote pitch and octave level. It also makes the transition to conventional notation simple and can "accelerate access to notation" for early years.
"Oh dear, it's just another system," exclaims a lecturer at a teacher training college, who feels more political backing is needed to make the most of these initiatives.


From birth to age eight, children take the first steps in a lifelong learning journey. EDC speeds them on their way by designing, studying, supporting, and scaling up programs that enhance school readiness and success. We have a special focus on meeting the needs of children from disadvantaged communities and dual language learners, engaging and supporting families, and building the capacity of educators and communities to sustain improvements.
In the United States, we work to create strong, coherent preK-Grade 3 systems and advance knowledge of how to improve early science, mathematics, and literacy learning. Around the world, we implement innovative early childhood programs that build literacy and numeracy skills, excite interest in learning, and help educators, volunteers, and parents enrich early learning.
Learn more: Read "Early Childhood @EDC."
This factsheet provides a brief overview of some of EDC’s work to ensure that all young children—especially those who live in low-income communities and are members of under-represented groups—can
This factsheet provides an overview of some of EDC’s work to strengthen P-3 programs and systems to foster dual-language proficiency and improve outcomes for young dual-language learners.
Based on an EDC-led workshop funded by the National Science Foundation, this white paper explores the impact of language documentation on language revitalization, shares the benefits of language documentation and revitalization for young children, and presents recommendations and implications for future research.
This brief describes EDC’s deep commitment to ensuring that all young children have the support they need during the critical early childhood window of time.
This toolkit provides program designers with information on how to develop and implement effective early childhood interactive audio instruction (IAI) programs in a range of settings.
This tool helps Head Start programs better understand the link between their school readiness goals and their health service plans.
This resource library from the Center on Enhancing Early Learning Outcomes (CEELO) contains policy reports, briefs, annotated bibliographies, and other tools targeted to help early childhood educat
This factsheet provides an overview of some of EDC’s work to strengthen systems and services to help families, home visitors, community members, educators, and healthcare professionals ensure that
This online guide provides Head Start and Early Head Start home visitors with effective strategies to assess, promote, and model good hygiene during regular meetings with families.
In this study, EDC and SRI researchers explored how time spent viewing and playing with PBS KIDS educational, noncommercial media can benefit young children’s learning, especially those growing up


Education in practical music through group teaching
Mitchell, A 2011, 'Education in practical music through group teaching', Problems in Music Pedagogy, vol. 8, pp. 33-39.
This paper relates to the International Society for Music Education (ISME) mission of fostering global understanding among the world’s educators by sharing ideas about issues within music education. The paper presents the context, methodology, activities and outcomes of changes made to Southern Cross University’s Bachelor of Contemporary Music curricula, which involved replacing the delivery of individual practical music lessons with group classes in its first year program. The practical music component of the first year of this degree is delivered through the units Music Practice I and Music Practice II, with specialisations in guitar, bass, keyboards, drums and voice. This research project was conducted in two phases: i) the implementation of the revised Bachelor of Contemporary Music curricula, and ii) an action research case study of the effects of the new curricula on teaching and learning practices in music performance education. The paper identifies significant pedagogical challenges and opportunities arising from teaching practical music through group classes, analyses best practice in teaching strategies employed for group music teaching and describes the learning styles of a diverse cohort of students. It also discusses learning environments most productive in this method of delivery, highlights key motivational factors and resources that contribute to student development, and identifies the assessment instruments most suitable for group classes. The quality of delivery of the practical music component of the Contemporary Music degree through this format has profound educational implications as this forms a significant component of the students’ first year experience. The paper reports on learning outcomes of teaching music practice through group classes based on feedback provided by studio teachers and students, evaluates the pedagogical implications for music education and concludes with recommendations on the best provision for practical music education through group classes and ways to improve its delivery.


Earth day is an annual event, observed on april 22, that celebrates the planet's environment and raises public awareness about pollution. Here is a brief list of facts about earth day, including links to earth day quotes, activities for kids, local and regional events, etc. The earth is unlike every other planet in the solar system in a number of different ways it is the only planet that has an atmosphere containing 21 percent oxygen. Trying to give the green earth essay writing guideline to the general public, so as to aid them in coming up with great dissertations on this topic.
Renewable energy by edgar allan poe very few perhaps are familiar with these lines yet no earth fact essays less a poet than shelley is their author provides. Human impact on the earth essays it is a well-known fact that humans have been living and modifying the earth since the beginning of time however, as we continue to. Earth is the planet we live on it is the third planet from the sun it is the only planet known to have life on it lots of scientists think the earth formed around.
Global warming is it fact or fiction philosophy essay the earth rotates on its axis at the two poles, but it is not a perfect rotation. Find out more about the history of earth day, including videos, interesting articles, pictures, historical features and more get all the facts on historycom. Need professional writing help bookwormlabcom is the place where thousands of students buy earth essays 24/7 online support call us right now 1-407-506-0723. Earth facts for kids the planet that we live on has some fascinating facts in this article we are going to discuss some earth facts for kids that are sure. How many licks does it take to get to the center the earth's crust is a little different then the crust on a piece of bread.
Each year, earth day—april 22—marks the anniversary of the birth of the modern environmental movement in 1970 the height of counterculture in the united states. Earth - fun facts a thousand tons of meteor dust falls to earth every day only 11 percent of the earth's surface is used to grow food wind carries over 100 million. Easy science for kids all about earth - our planet learn more about the planet earth with our educational science website for kids on earth. Comparing earth & mars place an “e” next to facts that are true for only earth, and place an “m” next to facts that are true only for mars.
Essay-human beings are accustomed to living on the earth's surface life on earth is different from life in space or other planets since we are used to. In celebration of earth day, students research famous environmentalists and write letters to them asking for their opinions on current issues and turn their letters. Earth science essay3) list four facts that characterize the oceanic ridge system four facts that characterize the.
Half of the earth’s surface and seas must be dedicated to for a critical response to this essay aeon is a registered charity committed to the spread of. The most important planet to us is the earth that distinguishes itself from other heavenly bodies of the solar system in respect of the following facts. This image, taken by nasa's near earth asteroid rendezvous mission in 2000, shows a close-up view of eros, an asteroid with an orbit that takes it somewhat. Earth is the third planet from the sun and is the largest of the terrestrial planets the earth is the only planet in our solar system not to be named earth facts. Publication of the flat earth news, in hiatus since 1994 this essay also appears in atlantic monthly, march 1899, p 292-310 it discusses, among other things.


Providing computers to public school students is important to California voters, but not as crucial as other factors affecting education, including a more intense focus on math, science and the arts, according to a new poll.
Nearly half, 49%, picked "increasing funding for math, science and technology instruction," according to the poll.
Nearly a third said funding should be increased for subjects like art and music education.
About one in four voters said that most important was raising salaries for teachers and improving books and materials for students.
The fifth most popular choice, at 20%, was providing technology, such as tablets and laptops, to students.
Many school districts around the country have made technology a priority, including by supplying a tablet or laptop to every student. Such an effort collapsed in the Los Angeles Unified School District because of high costs, missteps and eroding political support. This year also marked the first time that California and other states conducted standardized tests on computers, which has forced school systems to update and expand technology.
Pollsters said the results could indicate an increased awareness about the importance of math- and science-related fields, often referred to as STEM, which stands for science, technology, engineering and math.
This belief by voters could quickly affect public policy on education, said Drew Lieberman of Greenberg Quinlan Rosner Research, the Democratic contributor to the bipartisan polling effort.
"It makes you wonder if we're on the verge of a bigger investment in STEM-centric high schools," Lieberman said.
The findings also could indicate a back-to-basics emphasis among voters, said Dave Kanevsky of American Viewpoint, the Republican polling partner.
"This also goes back to the three 'Rs,'" said Kanevsky.
Incorporating the arts was especially important to white, college-educated women, although the arts also had broad appeal. Pollsters said the results suggest that as families climb the economic ladder, they place greater importance on the enrichment that art and music can provide.
"I'm for STEM all the way," said Arianna Rivera, 23, an East Los Angeles resident who graduated from a high school with a math and science focus. But she added: "Arts and music, that needs to come back as a No. 1 priority. And then supplies and then electronics. Some students don't have enough money for pencil and paper, and that should be provided."
She paused and then put another factor higher than technology: "A program can't give a student what a teacher can, that personal connection."
Voters who participated in the survey did not regard technology as irrelevant. They were open to a broad range of strategies that could help students, analysts said.
"If I had my druthers I would have gone with technology as much as possible because it's the wave of the future, but it's cost prohibitive," said poll participant Henry Yoshikawa, who headed a tiny school district in Placer County before he retired to Sacramento. For his students, he managed to provide a computer lab in half of a triple-wide trailer, but not at the expense of traditional materials like books.
"That was basically all I could do," he said.
Harriet Barajas, from Vallejo, said all students should have access to technology as needed, but districts should not provide a computer to every student, especially those who already own them.
"If they need a computer, that's fine," said the 60-year-old gas station manager. "But if you give every kid a tablet, that's money spent that could be used somewhere else that's useful."
The poll by the USC Dornsife College of Letters, Arts and Sciences and the Los Angeles Times surveyed 1,504 California registered voters by telephone from March 28 through April 7. The margin of error is 2.7% percentage points in either direction and higher for subgroups.


Dear Kindergarten Families,
During the month of September, all Kindergarten teachers participated in training to learn how to use a new formative assessment tool called Teaching Strategies GOLD. Newton, like many districts across the state, is part of an initiative called the Massachusetts Kindergarten Entry Assessment (MKEA). This is a collaboration of the Massachusetts Department of Early Education and Care (EEC) and the Massachusetts Department of Elementary and Secondary Education (DESE), and is part of the federal Race to the Top/Early Learning Challenge Grant.
Teaching Strategies GOLD uses observational data, collected over time, to monitor students’ approaches to learning and play as well as social and emotional skills. This year, teachers will be collecting data in the fall and again in the spring to measure students’ growth in two domains: social/emotional (regulates emotions and behaviors; establishes and sustains positive relationships; and participates cooperatively and constructively in group situations) and cognitive (demonstrates positive approaches to learning; remembers and connects experiences; uses classification skills; and uses symbols to represent something that is not present). We are looking forward to join with colleagues across the state in this initiative to ensure that all students have a successful kindergarten experience, and look forward to sharing our work with you as the year progresses.
If you have any questions please feel free to contact Cynthia Paris Jefferies, Assistant Superintendent for Elementary Education at 617-559-6105 or Mary Eich, Assistant Superintendent for Teaching and Learning at 617-559-6125.


Dimensions of Health & Well-being
This report is divided into the following five dimensions of health and well-being that together play a significant role in a child's or youth’s life.
FIG C Dimensions of Health & Well-being
Physical health & well-being is more than the absence of disease. It includes having a healthy start (breastfeeding, immunizations, prenatal care, healthy body weights, healthy eating, accessible preventive dental care, prevention of substance use and sexually transmitted infections, healthy development, safe environments, and more.
Mental & emotional health & well-being refers to a range of personal characteristics, self-regulating abilities, capacity of connectedness, and freedom from anxiety and depression. It includes the presence of personal characteristics such as optimism, positive self-worth, emotional well-being and stability, and perceived safety and security.
Social relationships are key components of child and youth health and well-being. This includes relationships that are close, trusted, warm, caring, accepting, affirming, and reciprocal with parents, peers, teachers, coaches, and others.
Economic & material well-being is central to supporting healthy lifestyles needed for child and youth well-being. It includes access to nutritious food, adequate housing, and adequate household income and employment.
development refers to how children perceive, think about, and gain understanding of their world. Important aspects include the acquisition of age-appropriate reading, writing, and numeracy skills, as well as decision-making, critical thinking, problem-solving, and self-regulatory learning skills that prepare children and youth for healthy living and meaningful work in their adult years.
A dynamic balance among the dimensions will support children and youth to reach their potential for their own benefit and that of their community.1
TABLE A Dimensions and Indicators of Child and Youth Health & Well-being in BC
- Canadian Institute for Health Information. Child and youth health and well-being indicators project: CIHI and B.C. PHO joint summary report. Ottawa, ON: Canadian Institute for Health Information; 2013 Feb.


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Tofla is a town and commune in Côte d'Ivoire.
Printed dictionaries and other books with definitions for Tofla
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by Teresa L. Thompson
The TOFLA mainly focuses onan individual's literacy and numeracy skills,andincludes fillinthe blank andcomprehension questions. The cloze ...
An English-Temne dictionary (1880)
by Christian Frederick Schlenker
tofla! trank ! quiet, v.a. yo , , tofla (as pain); yo.. pon (as passions or grief), to q. grief, yo ka-san a-mol ka pon; yo. . fanta (as one's mind). quietly, ...
Water Birds, Game Birds and Birds of Prey by Chester Albert Reed
toFla. and along the coast to La. Casual or accidental in northern states. REDDISH EGR'ET.
by Mathurin C. Houngnikpo, Samuel Decalo
La statue du roi Tofla: une vue rétrospective de la vie du “Roi lumière,” 1874-1908. Porto Novo: Groupe Inter -Etat, ...
Dictionarium Anglo-Britannicum; or, A general English dictionary. To which is added, a collection of words and phrases made use of in our ancient statutes &c (1715)
by John Kersey
Spstii tofla ...
Comprising Its Antiquities, Biography, Geography, and Natural History by William Smith
[roflo,u, Tofla,] rufiuu: (Jatliam, ...
In Four Volumes. Suppl. Kab-Zic by John Jamieson
Tofla, Du Cange. Phillips gives this as the secondary sense of the same word ; " Also, a grove of trees." This is the only sense given of the term in Diet. Rusticum. It may, therefore, be necessary to attend a little to the use of it in former times.
A Geographical Dictionary (1817)
Or Universal Gazetteer, Ancient and Modern in Two Volumes by Joseph Emerson Worcester
Tofla, small isl. in the Baltic, ...
A Condensed Dictionary of the English Language, Giving the Correct Spelling, Pronunciation and Definitions of Words by Noah Webster, Noah Porter
tofla, glue.] ...
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By Douglas P. Newton
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Read or Download A Practical Guide to Teaching Science in the Secondary School (Routledge Teaching Guides) PDF
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The reporting procedure should an accident occur, including one to yourself. Keep a record of this activity in your teaching experience file. Add any useful information on safety you collect, for future use. 27 PREPARING TO TEACH SCIENCE How do you take reasonable care that what you plan is likely to be safe? First, the activities in the science schemes of work your school has prepared should have been checked for safety. That is, the risk associated with each should have been assessed, often in relation to nationally available model risk assessments.
25 PREPARING TO TEACH SCIENCE application. Usefulness is a powerful argument but it can give you problems for those topics that do not have obvious practical applications. ’ And, it has to be said, there are things in science that have to be learned in order to do the interesting things (Newton, 1988). Note that knowing instances like these is a part of deepening your science knowledge. This aspect of the process may continue throughout your teaching career and can add to your own interest in teaching science.
When teaching about Newton’s Third Law (every action has an equal and opposite reaction), you could ask the pupils what a snowball ﬁght in space would be like. Tell PREPARING TO TEACH SCIENCE them that each astronaut has a bag of snowballs and they begin in a circle facing each other. You might use some of these ideas to start a lesson. Others might be integrated into a lesson while some might be used to round a lesson off. You can begin by pointing out the relevance of the topic for pupils personally or for society at large and sometimes you may be able to use a recent event or news report.


2 Main changesThere is higher expectation overall – much higher standards.All pupils will be expected to build firm foundations and not be accelerated to content expected in secondary school.No level 6 SATs test from 2016
3 The new maths curriculum changes – more detail There are earlier and more challenging requirements for multiplication tables, which have been increased to 12x12.The curriculum has clear expectations around written methods in addition to mental methods.There is an earlier and more challenging requirement for fractions and decimals.There is an increased requirement for pupils to use formulae for volume and to calculate the area of shapes other than squares and rectangles.Probability has been removed from the primary curriculum.There is an increased requirement for understanding of proportional reasoning – for example through volume and calculations with fractions.Financial education has been reinforced, with a renewed emphasis on essential numeracy skills, using money and working with percentages.The curriculum has a strong steer that the use of calculators should be restricted until the later years of primary.There is a greater emphasis on the use of large numbers, algebra, ratio and proportion at an earlier age than in the current documentation. Expectations for learning ratio and proportion have been accelerated since the initial draft.Roman numerals have been introduced in the Year 3 curriculum.There is a focus on counting beyond whole numbers, eg, decimals, fractions.Abstract symbols have been introduced in Year 1.Data handling has decreased, but the curriculum makes more reference to interpretation of data.To understand expectations in Years 5 and 6, equivalent objectives in the primary framework would need to be drawn from Years 7, 8
4 Year 2 Sats 2016The new Key Stage 1 maths test will comprise two papers:Paper 1: arithmeticPaper 2: mathematical fluency, problem-solving and reasoning,There will be a variety of question types: multiple choice, matching, true/false, constrained (e.g. completing a chart or table; drawing a shape) and less constrained (e.g. where children have to show or explain their method).Children will allowed to use a number line, hundred square, abacus and ruler, but not a calculator
5 Year 6 SATS 2016 3 papers. Paper 1 calculations; Papers 2 and 3 are testing problem solving and reasoning.Examplessats paper
6 Science changesThe main changes are the inclusion of: evolution and inheritance, digestion, fossil formation, the digestive system, gears, levers and pulleys and a greater emphasis on identifying and classifying plants and animalsYear 1 – plants, animals, materials and seasonal changesYear 2 – living things and habitats, plants, animals (lifecycles and basic needs) and materialsYear 3 – plants, nutrition and skeletons, rocks, light, forcesYear 4 – digestion and teeth, states of matter, sound, electricityYear 5 – living things and habitats, changes as we grow older, properties and changes of materials, earth and space, forcesYear 6 – living things and their habitat, circulation and diet, evolution and inheritance, light, electricity
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In June, three diverse educators from Hastings College in Nebraska hit the ground running with an idea that was planted during the 2017 NEA student leadership conference in Boston that coincided with NEA’s Representative Assembly and Annual Meeting.
Casey Molifua, a first-year instructor of physical education at Hastings, along with Steven Dunham, a second-year student earning a master’s degree for K–12 physical education and health, and Tahj Willingham, a senior majoring in K–12 physical education and elementary education, were asked to start an initiative that advocates for the teaching profession and helps to recruit ethnic and minority educators.
According to a 2017 Johns Hopkins report, when low-income black students, in grades 3–5, have at least one black teacher in elementary school the likelihood that these students will dropout declines by 29 percent, and the likelihood that they will graduate high school and consider attending college goes up.
Armed with statistics like these, the trio took the task to heart and created an initiative called Ethnic and Minority Educators for a Legacy (EME4L), which sets out to educate others about the need for diversity in the teaching profession, and encourages young people— particularly people of color—to join the profession.
“Teachers who look like us are not going and staying in the field of education,” says Molifua. “We’re three ethnic educators who are a voice to let students [of color] know that education is a field they can pursue.”
No Stone Unturned
The group connects with students from elementary school to college.
At Hastings’s Lincoln Elementary school, for example, Molifua, Dunham, and Willingham show off their skills and passion for education through a social justice book club they created. The book club features culturally appropriate books that represent diverse (race, class, gender, abilities, and learning disadvantages) student populations.
Working with young students give the educators the opportunity to highlight their profession and show young kids that education is a profession to consider. “We started in our local community because we want to advocate and expose kids who have similar backgrounds as us and show them that education is a field they can pursue,” says Tahj Willingham.
The group also works with high school and college students. This spring, they’ll visit with a handful of colleges in a career-fair setting and share their story as to how they became involved in education, and encourage others to do the same.
This work goes beyond just recruitment, too. Steven Dunham says, “Not only do we want to recruit more ethnic and male teachers into education, but we want to be a support system for them so that they remain in the profession, which adds value to our students’ educational experience.”


January – February Newsletter: Closing the Word Gap
Closing the Word Gap
Parents and caregivers have the power to make a change for the better by reading, singing and talking to their children every day to build their vocabulary and stimulate early brain development. As a community resource and partner, First 5 San Diego supports the efforts to close the word gap in children ages 0-5 by running an educational campaign across San Diego to empower parents and caregivers to help bridge the word gap.
The difference in the number of words children should know by a certain age and what they do know has been termed the “word gap,” and it can lead to disparities not just in vocabulary size, but also in school readiness, long-term educational and health outcomes, earnings, and family stability even decades later.
The First 5 San Diego campaign is taking flight due to recent findings from studies that have been taking place for over fifty years. Research tells us that during the first years of life, children from lower income families with less educated parents, hear almost 30 million fewer words than their more privileged peers. Consequently, what children hear or more importantly, what they do not hear, has a direct effect on what they learn. Children who are not exposed to enough words have vocabularies around half of the size of the counterparts by the age of 3, and therefore start out with a disadvantage before they even step foot into a classroom.
According to the Stanford Language Study, 5-year-old children of lower socioeconomic status score more than two years behind on standardized language development tests by the time they enter school. It also found that the differences in language and development ability begin as early as 18 months of age.
Most parents know that they should read to their children, early and often. But few know that speaking to them is just as important to literacy and language success. And while quality matters when it comes to verbal interaction between parent and child, it turns out, so does quantity. Research shows a direct link between a child’s academic performance in third grade, and the amount of words spoken in their home from birth to age 3. So when it comes to raising successful, school-ready kids, the magic number is 30,000 words per day.
But just how much is 30,000 words per day? Reading Dr Seuss’ The Cat in the Hat 18 times will get you close.
Parents and caregivers talking, singing and reading to their baby doesn’t just promote language development, more broadly, it promotes brain development. Every time there is a positive and engaging verbal interaction with a baby, connections are strengthened within the baby’s rapidly growing brain.
Every age has different milestones that children should reach to be prepared for school. To learn more about the ages and stages of literacy development, here are just a few resources you can check out.


Ely Cathedral is the only building in the United Kingdom to be listed as one of the ‘Seven Wonders of the Middle Ages’. Initially, it was a monastery founded by Saint Etheldreda and later became a cathedral in the 12th century. The complete name of the church is ‘the Cathedral Church of the Holy and Undivided Trinity of Ely’. It is located in Cambridgeshire, England. This cathedral is 573 feet long. It has a 250 feet long nave, the central part of the church where people sit. It is the longest nave in Britain. Among the local people, it is known as the ‘Ship of the Fens’ as it towers above the flat and watery landscape in surroundings.
Quick Facts: –
- The cathedral was built in the shape of a cross. It was made of stone and marble.
- It is the primary church of Diocese of Ely in Cambridgeshire, England. It is also the seat of the Anglican Bishop of Ely.
- The highest point of the cathedral is the west tower that measures 66 meters.
- The original monastery was thought to be destroyed in the 9th century by Vikings. The re-establishment started in 970.
- The central tower of Ely Cathedral was collapsed in 1322 and was reconstructed as an octagonal tower.
- Saint Etheldreda, founder of the cathedral was the daughter of King Anna.
- Her shrine was destroyed in 1539 when Henry the 8th disbanded many religious houses of worship during Dissolution of Monasteries.
- The great restoration began in 1986 and was completed in 2000. The total cost was approximately 12 billion pounds.
- The cathedral offers regular daily prayers with an emphasis on choral music.
- It also serves as a cultural focal point for East Anglia as it provides a great venue for art and music.
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This segment answers questions directed by the hosts of Tech Talks around technology. Six questions were addressed in this segment regarding technology’s influence in art and art education. Host: Lena Weisman, Guest: Jennifer McLees; Skyline High School Teacher and Visual Performing Arts Director
Question 1: How long have you been involved in the field of art and art education?
Jennifer McLees is the Visual Performing Arts Director and a teacher at Skyline high school. She has been teaching art for 18 years.
Question 2: Since you have been in the field of teaching art, have you seen a change with the influence of technology in the classroom?
Yes, McLees has seen a change in technology and in its use in the classroom since she has begun teaching. It has grown and developed over time changing the way that an art classroom functions. Art teachers now work towards incorporating more technology in the classroom.
Question 3: What art courses require the use of computers and/or software that previously did not and How do you now use this technology?
Technology is increasingly being added into all art classes from painting to ceramics. However, It is more commonly seen in the 2D and 3D art classes where teachers are not only teaching hands on skills, but also the skills of illustrator, photoshop and sketchup. These skills will hopefully lead up to the students being able to use machines like that of 3D printers and laser cutters.
Question 4: Do you find it necessary to instruct the uses of technology in the field of art in order for your High School students to attend secondary education and/or in order to enter into the workforce?
A technological background for art students is an advantage for post secondary opportunities that of which include college.
Question 5: What technological impact do you see going forward both in education and in the field of art?
Technology is continuously increasing in the classroom as well as in art. Technology is allowing all students to have equal opportunities in the classroom especially when it comes to research for various types of projects. Art has become more and more influenced by technology. There are very cool projects out there where artists are using techniques and styles that are a cross over with STEM (science, technology, engineering and math). Computer science has further connected to the arts. And as these technological impacts affect today’s artists and their works it will continue to trickle down into the classroom.
Question 6: Do you have any other comments about the impact of technology on art and in art education?
The impact of technology in art is “really really exciting.” Technology is an aid to understanding the core topics including art at a deeper level.


Kindergarten – Fourth Grade
Our elementary grades place an emphasis on developing sound foundations for academic studies and excellence. It is a time when basic skills, knowledge, attitudes, and values are instilled and reinforced with a thorough integration of Biblical truth in all areas of student life at CCS.
Our elementary school begins at 8:30 a.m. and finishes at 3:00 p.m.. Each classroom is designed to accommodate up to 24 students, however, average class sizes have historically been less than 20 students. Teachers are provided with assistants to help carry the load and attend to individual needs when required.
The kindergarten years are vitally important in the Christian nurture of children. It is at this time that basic values are instilled and reinforced. Most importantly, a love for learning about God and His world needs to be instilled in the students to help motivate them through the rest of their lives. Cherokee Christian Academy (CCA) emphasizes the centrality of faithful, loving obedience to the Word of our Lord. Daily classroom devotions are one key element of this training. In addition, teachers apply the Word of God to the classroom and interpersonal situations throughout the day, demonstrating how God’s people are to live before Him. Kindergarten students mature and learn at many different rates. One five-year-old student may have mastered the basic elements of phonics and be reading short stories by Christmas, while another five-year-old may still be working on learning the letters of the alphabet. Students also have individual spiritual and behavioral needs. Therefore, our kindergarten class is staffed with a full-time Teacher’s Assistant who enables the students at CCA to receive the individual attention required.
CCA offers a full-day (8:30-3:00) kindergarten class starting at age 5 as of September 1st, which can accommodate up to twenty-four students. The full-day program includes a lunch and nap period as well as additional enrichment activities that correlate with the curriculum. The academics covered are outlined below:
- Bible – To acquaint children with the record of God’s work throughout the pages of Scripture, Bible is taught in a survey format beginning at creation and going through Jesus’ death, burial and resurrection.
- Language Arts – Essential skills for reading are emphasized through a well-rounded program of phonics instruction. Learning letters and sounds, phonemic awareness and blending activities all combine to enable the kindergarten child to read well by the end of the year.
- Math – Foundational math concepts provide a firm base for further learning and are presented in interesting, “hands-on” activities and include instruction in simple addition and subtraction as well as principles of place value, measurement, time, money, calendar, and graphing.
- History – History is taught using a curriculum that focuses the child on what is occurring in God’s world and that He is sovereign over all.
- Science – Science is taught using teacher-created unit studies covering trees, leaves, birds, and various other aspects of God’s creation.
- Technology– students visit the technology center so they can begin to learn how to use computers.
First – Fourth Grade
First through fourth grades build upon the foundation laid in Kindergarten. Essential study skills are emphasized through the following coursework: Bible, language arts (reading, handwriting, comprehension, vocabulary, pronunciations, word usage, grammar and more), literature, history, mathematics, and science. Our Technology Center features 24 computers so even in a full class, every student has their own workstation. Students also enjoy participating in special subjects such as, music, art, Spanish, computer, and physical education classes. Chapel is held once a week.
Various field trips are included to show the students how their learning applies in the world. Field trips are varied both in terms of venue and focus. A few examples: Art of the Season (how various cultures celebrate Christmas), Georgia Aquarium (God’s creation), Atlanta Symphony Orchestra (the gift of music), MUST Ministries (service opportunity), and Georgia State Capitol (civic involvement).


ERIC Number: ED065380
Record Type: RIE
Publication Date: 1968-May
Reference Count: 0
A Behavioral Approach to the Teaching of Social Studies. An Application of Cognitive and Affective Process Models Performance Tasks and Criterion Measures.
Clegg, Ambrose A.; And Others
Described in this document is a schedule of teacher behaviors specified as being most appropriate for preservice elementary social studies teachers. Pre-teaching tasks are allocated to the social studies methods class; teaching-learning and post-teaching tasks to the student teaching experience. The tasks, stated in behavioral terms, are recommended terminal behavior criteria for teacher candidates. Pre-teaching tasks involve: 1) planning activities that increase the scope and body of social science content and methods and increase pupil performance in cognitive and affective skills; and, 2) planning activity sequence, transitions, evaluations, and multimedia resources. Elements of the teaching-learning process are: questioning, discussion, use of resources, teacher-pupil planning, cueing, and reinforcing. These are presented in two sections, one focusing on the teaching process, the other on the learning process. The final behavior group, post-teaching tasks, defines the behavior of the teacher in the evaluative role. Appendices referred to in the text are: Examples of Pre-Teaching Tasks; Example of the Teaching-Learning Processes; and, Synthesis Model of the Teaching Learning Process Related to its Sources. (DJB)
Descriptors: Behavioral Objectives, Curriculum Development, Elementary School Teachers, Learning Processes, Methods Courses, Performance Criteria, Preservice Teacher Education, Social Studies, Student Evaluation, Student Teaching, Teacher Behavior, Teacher Education Curriculum, Teacher Evaluation, Teacher Role, Teaching Models
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Washington Univ., Seattle. Tri-University Project in Elementary Education.


ERIC Number: ED439918
Record Type: RIE
Publication Date: 2000
Reference Count: N/A
All about Birds. Animal Life for Children. [Videotape].
Winged, feathered friends helped to inspire the airplane and have always interested human bird watchers. In this videotape, children learn about the main characteristics of birds and look at their similar needs. Students find out about the process of egg laying and hatching in some of the most common birds. This videotape correlates to the following National Science Education Standards for Life Science: characteristics of organisms; life cycles of organisms; and organisms and environments. The videotape is accompanied by a teacher's guide and a hands-on student experiment. (CCM)
Descriptors: Animal Behavior, Animals, Audiovisual Aids, Biological Sciences, Birds, Elementary Education, Environmental Education, Habitats, Ornithology, Science Education, Videotape Recordings, Wildlife, Zoology
Library Video Company, P.O. Box 580, Wynnewood, PA 19096 (23-minute videotape, $29.95; for full 13 title series, $389.35). Tel: 800-843-3620 (Toll Free); Web site: http://www.libraryvideo.com.
Publication Type: Non-Print Media
Education Level: N/A
Authoring Institution: N/A
Note: For other videotapes in this series, see SE 063 320-333.


Johannes Itten was a Swiss expressionist painter, designer, teacher, writer and theorist associated with the Bauhaus school. He practiced vegetarianism and meditation, and was heavily influenced by Theosophy. He was born November 11, 1888, and died on March 25, 1967.
Johannes Itten developed the Bauhaus preliminary course – a required course – in order to join one of the workshops. With Itten, the Mazdaznan cult also reached the Bauhaus. When, as a consequence, it came to differences, he left the Bauhaus and founded the Itten School in Berlin.
Swiss Painter, Designer, and Teacher
Born: November 11, 1888 – Suderen-Linden, Switzerland
Died: March 25, 1967 – Zurich, Switzerland
“He who wants to become a master of color must see, feel, and experience each individual color in its many endless combinations with all other colors. Colors must have a mystical capacity for spiritual expression, without being tied to objects.”
Trained as an elementary school teacher, Itten joined the first instructors at the Bauhaus, where he was a Master from 1919-1923. His development of the preliminary class of the school revolutionized art education. Instead of having students copy works of the Old Masters, he encouraged them to explore their own feelings and to experiment with colors, materials, and forms. This course emphasized three elements: studies of natural forms and colors, the analysis of canonical artworks, and life drawing. He was a pioneer of holistic art teaching and went on to run his own art school, along with serving at senior positions in renowned art academies.
Most Important Art
The Encounter (1916)
Although Itten painted this color abstraction prior to his arrival at the Bauhaus, it includes many of the fundamental principles that would be central to his teaching there. His use of geometric shapes, including the dominant spiral and repeated circles and rectangles, along with his exploration of the color spectrum preview his later interests.
While non-objective, Encounter is layered with both personal and symbolic meaning. It forms part of a series of paintings of similar composition and palette, completed between 1915-16, that Itten’s correspondence linked to the suicide of his girlfriend, Hildegard Wendland. This work, which has also been titled Meeting, centers on two intertwining spiral forms. This particular shape has more universal significance as a Theosophical archetype of geometric forms in nature and a symbol of transcendence beyond the physical, concrete world.
The painting can also be understood as a study in dynamic contrasts of color, created from a comprehensive range of hues. The striped horizontal section of the lower right color features gradations of bright colors, from yellow to blue. It is flanked above and on the left, by vertical metallic stripes that are superimposed by the dominant form of the double spiral, which creates a rhythm of dark and light. One half of this spiral catalogues colors, the other values of gray, until they meet in a center of gray and pastel yellow. The result suggests a cosmic catalogue of different hues, swept together in a united geometric arrangement. Itten’s emphasis on primary shapes and primary colors drew from the influence of Kandinsky, but would influence other Bauhaus students and instructors, including Paul Klee and Josef Albers.


PDF pending restoration
ERIC Number: ED405230
Record Type: RIE
Publication Date: 1980
Reference Count: N/A
Social Studies Introductory Level--Needs. Teacher's Guide & Resource Book = Araling Panlipunan: Intro--Pangangarlangn. Aug Patnubay Ng Guro at Hanguang Aklat.
Berkeley Unified School District, CA. Asian American Bilingual Center.; California State Univ., Los Angeles. National Dissemination and Assessment Center.
This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the concepts of identity, needs, and interaction. The Introductory Level is designed for pre-kindergarten and kindergarten children. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled "Physical Needs," develops concepts pertaining to the importance of good hygiene, exercise, and nutrition. Unit 2, "Emotional Needs," develops the themes "People need love and respect" and "Love and respect are demonstrated in many ways." The third and final unit, "Environmental Needs," examines the role of living and nonliving things in the environment and their interrelationships. The document includes an introduction, notes to the teacher, and a resource guide. (SG)
Descriptors: Affective Behavior, Bilingual Education, Concept Formation, Curriculum Development, Elementary Education, Environmental Education, Exercise, Health Education, Individual Development, Interdisciplinary Approach, Nutrition, Physical Health, Social Studies, Teaching Guides, Thematic Approach
Publication Type: Guides - Classroom - Teacher; Multilingual/Bilingual Materials
Education Level: N/A
Audience: Teachers; Students; Practitioners
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Berkeley Unified School District, CA. Asian American Bilingual Center.; California State Univ., Los Angeles. National Dissemination and Assessment Center.


Program Uses Data to Help English-Learner Parents With Their Children
It's hard enough for fluent English-speaking parents to understand complex test scores and measures used to track students' progress. But what about parents who don't speak English well and aren't fully literate in their native languages?
A program called the Academic Parent-Teacher Teams is attempting to reach those parents and communicate students' achievements in a simpler way: graphs and data.
The team model, also known as APTT, uses various methods at about 400 schools in a range of communities, including rural, urban and low-income. (Education Week featured the APTT model in a September 2015 story about changing parent-teacher conferences.)
Maria Paredes, who developed the model for WestEd, a San Francisco-based education research nonprofit group, said she estimates between 60 percent and 70 percent of those schools have pockets of immigrant and refugee parents with limited literacy in both their first and second languages.
The number of English-language learner families in schools continues to grow: Education Week's recent special report on "Teaching America's English-Language Learners" stated that three out of four classrooms now have at least one English-language learner student. About 5 million children nationwide are learning English.
One part of APTT is showing parents how their students are performing with bar and line graphs. While this approach is done with all parents, this portion of the program is especially helpful to English-language learner parents, who may not know the academic words in any language, Paredes said.
Instead of "standards," educators show graphs with different lines for each student to show progress on "foundational skills" over time during meetings. Only parents know the lines for their own students. The presenters explain how to interpret the graphs, explaining where the students are and where they need to be at the end of the year.
"It's a very clear visual where they are and where they are going," Paredes told Education Week. "Parents who have low literacy, with the correct modeling and instruction and mentoring, they can understand a bar graph very easily. ... They become very comfortable with it."
One school that is benefitting from this approach is Garfield Elementary School in Oakland, Calif., which was featured in an April 3 story by Jane Meredith Adams in EdSource.
Mothers from Burma, who are Karen-speaking refugees, participate in meetings to go over the charts, as well as learn literacy tips, even though they can't read well. A translator assists in the process. Even if the parents can't read books themselves, they can ask their children in their own languages what the story is about and what they learned.
"I cannot read. I cannot help them. But I can encourage them to read every day," said Paw Lay Loe, about her three children, in the EdSource story.
Paredes said by teaching the parents in a family-friendly way, the program is having success in getting more families involved.
"These families have a lot of experience, and they have a lot of street smarts, and they figure things out," Paredes said.
Contact Sarah Tully at [email protected].
Follow @ParentAndPublic for the latest news on schools and parental involvement.
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The federal government pays little attention to school education in the USA. There is neither a uniform school system in the USA, nor a uniform curriculum. Each state has its own system of schools. But there are some common features in the organization of school education in the country.
Schools in the USA can be divided into state, or public schools, and private schools. State schools are free, and private schools are fee-paying.
Elementary and secondary schools consist of twelve grades. Classes last for about ten months a year, five days a week and five hours a day. At elementary school English, mathematics, science, social studies, music sports and other subjects are taught.
Elementary education begins at the age of six, when a child goes to the first grade. Secondary education is offered at high schools. At the age of 14 pupils go to junior high school. At the age of sixteen children leave junior high school and may continue their education at the upper grades of high school.
Besides giving general education some high schools teach some other subjects. Students choose these subjects if they want to enter colleges or universities or hope to find jobs in industry or agriculture. Many schools include classes teaching basic computer skills.
A growing number of young people go to colleges or universities. Nevertheless, many students of high school don't finish it. One per cent of American citizens from the age of 14 can neither read nor write.


Poetry worksheets and printables poetry worksheets encourage your child to read and write beautiful passages poetry helps children develop phonemic awareness, reading comprehension, and even musical ability. Answer key short answer study guide questions - antigone what is haimon’s initial response when his father asks how he feels about the according to ode. Ccssela-literacyrl41 refer to details and examples in a text when explaining what the text says explicitly and when range of reading and level of text. The ode of remembrance is an ode taken from is often added as if were part of the ode and repeated in response by audiobook cd featuring reading of ode. K–12 teachers: building comprehension in the common core oregon literacy plan core k-12 reading: common instruction r-1 developed by the literacy leadership state team (llst) in partnership with the oregon department of education (ode.
In ode on melancholy keats accepts it differs significantly from ode to a nightingale and ode on a grecian urn ode on melancholy supplemental reading. Reading and literature performance assessment a two-part wwwodestateorus (reading response journals. Student response to the things they carried the things they carried, by tim o'brien at first seemed to be just another war storyas i started reading i thought i was not going to have any interest at all in the story however after i got into the story i found myself more interested than i thought i was going to be. Response to intervention (rti) began collecting data on individual students struggling in areas of reading and/or math rationale rti response to. In “ode to pablo’s tennis shoes,” gary soto shows us that these shoes are before reading the poem, have students: • distribute the response sheet 1.
Literature response in primary classrooms e-mail / share / print this page / print all materials (note: handouts must be further reading. Twenty-one poems for ap literature and composition close reading notes for “those winter sundays “ode on a grecian urn.
Number of questions 90 selected-response (sr) questions the praxis teaching reading: elementary education test focuses on the knowledge and skills a teacher. Toolbox comprehensive reading programs response to intervention tools • gating map oregon reading first center. A summary of ode on a grecian urn in john keats's keats’s odes learn exactly what happened in this chapter, scene, or section of keats’s odes and what it means.
Take a practice test and a report can be given to the teacher to score the constructed response some reading passages and their associated items have. Example of a reader response entry example 1: [chapter book] reading record sheet # 1 peggy semingson genre/category: realistic fiction/vignettes. From your reading of 'sleep and poetry' what have you learnt about keats and ode to a nightingale/ ode on a grecian urn - comparison.
Tcc-hum2230 midterm study what was king george ii's response on first hearing the messiah's hallelujah why does the vase in ode on a grecian urn.
Ode to billy joe by bobbie gentry were our predictions correct encourage response point to each word while chorally reading each word aloud ode. English language arts standards » reading: literature » grade 1 print this page standards in this strand: drawing on a wide reading of a range of text types. Written in 1819, 'ode on a grecian urn' was the third of the five 'great odes' of 1819 written by john keats. Qr code (abbreviated from quick response code) is the trademark for a type of matrix barcode sqrc is a type of qr code equipped with reading restricting function. The purpose of oregon response to instruction and intervention is to provide technical assistance to oregon school districts implementing response of reading. Explore tanya gambill's board teacher ideas - extended response on reading response activities- some good post-reading activities that are differentiated. Reading - ogt this page contains information from ohio's required ogt in reading.
Skip over navigation have an opinion ohio's statewide testing: ogt. Lectures/literary criticism/john keats in any reading of the 'ode //enwikiversityorg/w/indexphptitle=lectures/literary_criticism/john_keats/nightingale. Foundations of reading practice test copyright © 2014 pearson education, inc or its test consisting of 100 multiple-choice questions and 2 open-response item. This guide provides strategies for choosing text that is appropriate for close reading and to plan for instruction close reading of literary texts.


Ollaborative Models in Elementary Education Classroom
Consider the collaborative models discussed and researched this week. Complete the following statements with possible answers for teachers who are being asked to collaborate for the first time:
Special education teachers often are not able to _________
Regular education teachers often are not able to _________
How would you approach these teachers to begin teaching them how to use a collaborative model?
**Please use the following for one of your sources…
Tomlinson, C.A. (2004). How to differentiate instruction in the mixed ability classroom, 2nd edition. Assn for Supervision & Curric Development


In 2001-2004 teachers of six European music institutes worked under a Socrates Program Project: Chamber Music Curriculum Profile. The original Partner Institutes were Royal Welsh College of Music and Drama, Cardiff, Debrecen University, Jyväskylä University of Applied Sciences/ Music Department, Estonian Music Academy, Hochschule für Musik, “Franz Liszt”, Weimar and Universität für Music und Darstellende Kunst, Wien.
During the project it proved impossible to create a common curriculum of chamber music, because the institutes are so different. The focus was put more into the importance of well organized chamber music studies within the curriculum of each institute. More can be accomplished in educating a musician, if instrument studies include ensemble practice. Instrumental, pedagogical and social skills improve through coporation with other instrumentalists. Playing in an ensemble is practice for work life with all its possibilities.
The advantages of Chamber Music have not been fully utilised yet, because in many cases its education has not been properly organized. Focusing on Chamber Music in the Curriculum can make the most of the existing sources, and the whole education can become pedagogicly, artisticly and financially more effective.
Chamber Music and teaching it are excellent tools for the transmission of western art music tradition to new generations.. Well organized chamber music would have a direct impact on cultural life. It can be one of the most effective and useful tools for example in a small community´s musical life.
From Soloist to Team Worker – Developing European Chamber Music Education
Pedagogic Chamber Music Conference May 4-6th 2007, Finnish Music Campus, Jyväskylä, Finland
Jyväskylä University of Applied Sciences/ Music Department and its partner schools organized a Pedagogic Chamber Music Conference in co-operation with the AEC and its ERASMUS Thematic Network for Music Polifonia May 4-6th. The Conference called the attention of chamber music teachers and chamber musicians from all over Europe. There were practical workshops lead by professors from several European Music Academies, Pedagogic Chamber Music Material was presented and important issues on Chamber Music education were touched in several panel discussions.
The main event of the Conference was the forming of the ECMTA European Chamber Music Teachers´Association. The Association already has both institutional and private members from all over Europe. It has a big task in making more and more music educators and instrumentalists see the importance of chamber music in educating a musician.
Do join us. The ECMTA is a big forum for information, exchanging views, keeping contact, keeping chamber music alive.


If you are anything like me, there are books in your home library that you return to again and again. Many books fit into this category because they are playful, sweet, or otherwise beloved, and some books are read repeatedly because they are complex, intriguing, and deeply meaningful.
Bluebird by Bob Staake is in this second category. It is a wordless picture book that gracefully deals with tough themes including loneliness, bullying, violence, death, and the transformational power of friendship. You will definitely want to read it more than once.
One way to approach a complex book like Bluebird through repeated readings is called close reading. Close reading is a research-based approach to literacy development that has been trending in the education world for several years...but you don’t need to be a professional educator to support this reading approach at home! Teachers Here is what you need to know to get started:
In close reading, readers work through a text at-least three times.
- The first reading is about the key ideas and details in the text—What does the text say?
- The second reading is focused on the text’s structure and author’s craft—How does it say it?
- The third reading is focused on the text’s implications for the larger world—What does it mean?
I often take this approach to reading on my own and with my kids because it deepens comprehension and pulls us closer to the text, both of which increase enjoyment. Even if my kids aren’t analyzing a text on their own yet, I am preparing them to observe and draw conclusions in the future by modeling my own thought process.
A picture book like Bluebird is a great text for reading closely because it is
- short enough to be read in one sitting and
- complex enough to be viewed through those three lenses.
Are there any other books that would lend themselves to this approach? Tell me in the comments.
Select one of the affiliate links below to purchase Bluebird. Thank you for your support.