Instead of being just another learner of the piano, guitar, or violin, some children may prefer to be unique and recognised for having a very special, niche skill of their own. As such, they may rather learn a comparatively rare instrument.
Your child will also be in high demand by ensembles. However, finding teachers and resources for learning may pose greater challenges. Your child must be prepared to travel further just to attend lessons.
Perhaps most importantly, your child must at least be remotely interested in the instrument. While it’s normal for young children to gain and lose interest in things quickly, it’s essential that your child is enthusiastic in learning the instrument at the beginning. If your child can appreciate the sounds of the instrument, he or she will be more likely to enjoy learning the instrument. Consider letting your child experience each instrument at a shop before choosing one together. While your child may be indifferent to several different instruments, it’s quite likely that you can ascertain if your child prefers melody, harmony, or rhythm. If your child shows a clear affinity for the rhythmic parts of music, it’s likely that he or she would prefer learning the drums over the clarinet.
Once you and your child have a pretty good idea of what instrument he or she wants to learn, it would be prudent to plan for the costs of your child’s music education. As it takes years to develop competency in an instrument, you have to prepared to make a long term investment for your child. We outline the main costs to be considered below:
The instrument itself
- Pianos tend to be the most expensive, with a decent one setting you back around 2000 USD.
- Violins, flutes, and trumpets are a lot more affordable, starting with beginner models priced from 150 USD. However, you may have to invest in larger sized and higher quality instruments for your child as he or she grows and progresses.
- Consider rental instruments if you do not wish to commit large sums of money until you are sure your child’s interest is sustained.
- For pianos, digital pianos may offer a more budget friendly option. To find out more, do give our guide about digital and acoustic pianos a quick read.
- Pianos need to be tuned at least twice a year, which is typically at least 100 USD per session.
- Stringed instruments need their strings replaced
- Woodwind instruments need their reeds changed, corks replaced, and yearly adjustments by a instrument technician
Lessons and examinations
- Fees will vary by instrument and region, but they usually rise as your child progresses through the grades.
- Most instruments, apart from the piano, require an accompanist to play together with your child during exams. Unless you have a contact who is willing to do it for free, you will have to hire a professional to accompany your child during his practice sessions and examinations.
- Starting off with online lessons is a good idea as well, as they are often a lot cheaper than hiring a private teacher.
How about music theory?
After choosing an instrument, parents frequently ask if their children need to learn music theory as well. Without a doubt, knowledge of music theory will deepen your child’s understanding of music and the context within which his instrument is played, making for more sensitive and well-rounded musicianship. It’s especially important if your child will be playing in a group in the future, as music theory knowledge will give him or her a basic understanding of what players of other instruments do.


Documenting Critical Literacy Development in Classrooms
My research involves observing, analyzing, and working with teachers to document children’s interactions with each other, the teacher and the written language in their classroom. These settings provide many opportunities to document the influence of printed texts on children’s literacy learning especially with teachers who are effective at observing and analyzing what their children do with print. I call this process of teacher researchers’ documentations and reflections kidwatching (an observational and analytical stance of children’s learning) (Y. Goodman, 1985; Owocki & Goodman, 2002). Kidwatching is integral to teacher research; teachers use their learning from kidwatching to understand how their practice influences children’s development and as a result to rethink their pedagogy and the environments they organize. As I participate with these teachers, I discover their expertise and document their learning as well as the learning of enthusiastic and engaged young children who often become co-researchers in the process. As teachers evaluate or assess the growth of their students and reflect on the impact of their teaching, they provide data that is an important aspect of interpretive research (Erickson, 1986) to be used as evidence for the educational community.


Undergraduate Secondary Education
2020 Fall Term
- This course listing is informational and does not guarantee availability for registration.
- Please click through to view the class schedule to see sections offered for your selected term.
- Sections may be full or not open for registration. Please use WINS if you wish to register for a course.
MIDDLE/SECONDARY SCHOOL ART EDUCATION
Secondary Education 423
A preparatory course toward teaching art in middle/secondary school. The place of art in the middle/high school program, use and organization of art materials, exhibits and community relations. Required of all broadfield art education majors.
METHODS OF TEACHING ENGLISH AND LANGUAGE ARTS
Secondary Education 426
Engages the students in shaping viable perspective for teaching English in today¿s middle/secondary school; in planning, developing, and evaluating a course, a unit, and a lesson series; in considering and practicing several modes of instruction-learning; in individualizing learning for particular adolescents; and in preparing generally for the Teaching Practicum.
METHODS OF TEACHING WORLD LANGUAGES
Secondary Education 427
An introduction to the principles and techniques of teaching modern world languages designed to prepare students for the Teaching Practicum. Emphasis is placed on a communicative approach to lesson planning, classroom instruction and proficiency assessment in accordance with the WI Academic Standards.
THE TEACHING OF MATHEMATICS IN THE SECONDARY SCHOOL
Secondary Education 428
A study of the materials, methods, curriculum and structure of secondary school mathematics. Review of current objectives in secondary school mathematics.
METHODS OF TEACHING SCIENCE
Secondary Education 429
Designed to acquaint students with basic educational techniques; to develop in students the ability to utilize effectively techniques characteristic of science programs, namely, laboratory learning to acquaint students with new approaches to science; to familiarize students with new developments in the science curriculum; to help students gain a broad vision of their teaching profession, their science area and their responsibilities to all students.
THE TEACHING OF SOCIAL STUDIES IN THE SECONDARY SCHOOL
Secondary Education 430
The study of the teaching-learning process, objectives in social studies, planning for teaching, selection of content and resources, teaching-learning strategies and evaluative methods.
TEACHING THEATRE IN THE SECONDARY SCHOOL
Secondary Education 434
Techniques of teaching drama, including discussions of the place of theatre in the high school program. The methods and materials appropriate to classroom instruction and the procedures for planning and directing high school dramatic productions will be covered.
METHODS OF TEACHING MARKETING EDUCATION
Secondary Education 440
A practical analysis of the various methods, teaching devices, and sources of information in teaching marketing education. This course involves writing objectives; developing unit and lesson plans; examining core requirements and criteria for a quality marketing education program; utilizing school-based enterprises; and incorporating school-to-work and student organization activities.
METHODS OF TEACHING COMPUTER APPLICATIONS AND PROGRAMMING
Secondary Education 442
This course examines the methods of teaching computer-based courses through the study of keyboarding development, curriculum for keyboarding from early elementary grades through post-secondary schools, curriculum and instructional techniques for programming, procedures and standards of assessment, and computer applications including Microsoft Word, Excel, Access, and PowerPoint.
METHODS OF TEACHING BASIC BUSINESS SUBJECTS
Secondary Education 444
A study of the current issues and the curriculum affecting basic business subjects. Objectives, methods, and resources are explored through development of a resource unit, lesson plans, and instructional materials.
SECONDARY FIELD STUDY SEMINAR
Secondary Education 460
Designed to support students in field study during the Secondary Methods Block with opportunities for focused reflection, discussion, and close supervision of preparation for performance assessment tasks. Offered on a satisfactory/no credit basis only.
LITERACY IN THE DISCIPLINES
Secondary Education 466
Students will develop an understanding of the role of literacy within and across the disciplines. They will design secondary classroom literacy materials according to a theoretical framework of how learners use multiple literacies, with emphasis on the application of skills within the disciplines in order to maximize student learning.


A recent blog post from the Organisation for Economic Co-operation & Development (OECD), UNESCO and UNICEF makes excellent recommendations for providing quality early childhood learning opportunities to every child. According to the article, 50% of preschool-aged children do not participate in early childhood educational opportunities. In low income countries, the percent of children without access to early childhood education increases to 85%. These children are missing critical opportunities for learning and development.
One of the Sustainable Development Goals (SDG) is to provide quality preschool learning opportunities to every child. In order to meet this goal, experts from the OECD, UNESCO and UNICEF met in December 2018 to discuss this crisis and to make recommendations for providing quality early childhood learning experiences to every child. The experts urged governments to increase funding and to work across sectors to achieve universal preschool education for every child.
You can read more about the recommendations HERE.
OLPC applauds this effort to join forces across sectors in order to ensure that every child has access to a quality early childhood education. Together, we can ensure that every child has an equal opportunity for learning in order to create a brighter future for all.


We started our P7 Masterclasses today and were using our numeracy skills to plan a holiday for a family of 4. We were able to understand and explain the importance of budgeting when planning a holiday . We compared costs and choose what to purchase within our £800 budget!
Today we were working on our communication skills. Our task was to lower the cane as a group. We felt challenged because there was lots of blaming within the group and people were not co-operating during the task.
We soon realised that to be successful, we need to be working as a team. We will persevere and try this activity again.
Today we presented our inventions and innovations to the dragons. Miss Edmonston, Mr Connor and Mrs Maxwell came to judge our inventions and pitches. Some were a bargain, too good refuse, offering over 20% of their company for only £1000, for an item they would be charging £150 for! That would make the dragons a huge profit if successful. Others priced themselves out the market looking for a slightly unrealistic ten trillion pounds investment! Over the course of the topic we researched gaps in the market and everyday problems people would like us to solve. We used a logbook to record and date all our ideas. We then checked if anything similar already existed. If it did we didn’t give up straight away, we thought about innovations to improve the existing product. We considered our target market and where our product would sell, we researched how much similar items cost and thought about our materials. Ecofriendly items were a big plus! We then created posters to advertise our product, leaflets to explain them and used our graphic skills to produce a labelled diagram to use during our dragon pitch. In the end SpecTators won, Stretchable Soccer came second and Refuse Reducer came in third. The dragons were impressed with every pitch! We all enjoyed the topic, especially the celebration afterwards.


Discover how to energize your homeschool science with Curiosity Stream.
My 5 boys and I use this online streaming service to easily add science documentaries and more to our homeschooling adventures.
Find out how we use this affordable resource and get our recommendations for documentaries to rock your homeschool science.
Exceptional Homeschool Science with Curiosity Stream
When our homeschool felt like it was in a rut, I decided to change things up to make it better. I found Curiosity Stream to be an easy, affordable, and effective way to boost our learning at home.
The first homeschool area that we used Curiosity Stream for was science. As much as I enjoy learning about science, I prefer having quality resources to help me teach and demonstrate.
Whenever possible, I like finding resources that I can use with all 5 of my boys (ages 6, 9, 11, 15, 17). It makes it more cost-friendly and less stuff to keep organized 😉
Curiosity Stream has been a fantastic way to provide all of my boys with their different science levels and subjects outstanding documentaries to supplement their studies. This online streaming service has provided tremendous enrichment from Kindergarten/first grade through high school!
My younger boys adore the variety of Nature documentaries, especially all about animals. The boys have explored national parks, oceans, the Great Barrier Reef, and more with these educational videos.
Professor (15) is studying Integrated Physics and Chemistry. He likes having these documentaries on tap to expand upon his lessons.
Captain (17) is studying Anatomy & Physiology this year. The 3-part series called The Body has been extremely helpful with his studies.
Since we’ve had such amazing experiences with our homeschool science with Curiosity Stream, my boys and I wanted to share our recommendations with you 🙂
How We Use Curiosity Stream for Homeschool Science (+ Recommendations)
Curiosity Stream breaks down topics into subcategories. (You can also do a search to see if a documentary is available on a specific topic.)
With thousands of documentaries to enjoy, my boys and I feel like we’ve barely scratched the surface.
I’ve added our top recommendations after a category. A few categories are blank (for now!) because we have not yet had the chance to watch.
Under the Science tab, Curiosity Stream currently has documentaries in these subcategories:
- Physics: The Science of Bubbles has been one of our top favorites! (Did you know that there are bubble physicists? How cool!) Another popular 3-part documentary is How to Build a Super Car.
- Space: The Planets has been a huge hit.Oh, and The First Picture of a Blackhole (which is a wonderful Short duration documentary).
- Mind: We have The Science of Sleep and The Joy of Stats on our watchlist.
- Biology: As I mentioned above, The Body has been a great addition to our high school Biology.
- Medicine: I watched Prescription: Nutrition on my own and plan to watch with my boys as part of our homeschool physical education and health.
- Psychology: Unraveling The Creative Mind is a cool Short documentary.
Curiosity Stream for Learning About Technology
- Transportation: This subcategory is quite popular in our home. Documentaries about cars (Speed, What’s My Car Worth?, Classic Cars) are top on the list.
- Artificial Intelligence
- Privacy & Security
- Social Web: Birth of The Internet is a Short documentary that was eye-opening to my boys.
Nature Study with Curiosity Stream
- Earth: (This subcategory is fabulous for your Earth Day celebration, too!) The Great Barrier Reef and Wild Galapagos are delightful documentaries.
- Animals: A favorite category for my younger boys! The Secret Lives of Big Cats (with 7 episodes), as well as The Secret Life of Dogs, are favorites. Red Panda: World’s Cutest Animal is Smiley’s absolute favorite 🙂
- Insects: Big Worlds In A Small Garden is a wonderful Short documentary that helps you get a very close look at life in your own backyard. We have Dragons & Damsels on our watchlist.
- Natural Habitats: Wild Italy is on our watchlist.
- Prehistoric Creatures
Science for Kids using Curiosity Stream
- STEAM: Illusions Season 1 (Season 2 is on our watchlist) comes highly recommended by my crew.
- Space Exploration
- Dinosaurs: My younger boys had a hard time narrowing down their favorites in this category 😉 T-Rex Timeline is a terrific Short documentary. Walking with Monsters: Life Before Dinosaurs was voted by all for a mention.
Jumpstart your homeschool science with Curiosity Stream. You’ll find incredible resources that make learning fun and interesting.
Got questions about how to boost homeschool science with Curiosity Stream?
Please let me know in the comments area below 🙂


Our program is interdisciplinary at its core, exploring the ground where science, history, literature, and art meet. The arts distinguish education at NCSA. Discipline-Based Art Education provides a rigorous academic curriculum in which students have the opportunity to create art, understand its cultural and historical context, and respond to and make critical judgments about art. In this setting two tenets are important: art is a lens through which we see the world; and the production of art has inherent value. The School of the Arts is not an " Art School" in the sense that it does not solely produce or attract "artists." There are many students here who do not identify themselves as "artists" or even as "artistic," but who are nonetheless expressing themselves through the arts, and who are comprehending their academic studies through artistic expression, be it story, dance, painting, fiber arts, martial arts, musical composition, or video production.
Curriculum planning, instruction, and assessment at NCSA are guided by two models: Dimensions of Learning and Discipline-Based Art Education. Dimensions of Learning is a model of classroom instruction based on over 30 years of research in the learning process. In this model, learning involves the interaction of five dimensions of thinking.
The Five Dimensions of Thinking
Positive attitudes and perceptions about learning
Thinking involved in acquiring and integrating knowledge
Thinking involved in extending and refining knowledge
Thinking involved in using knowledge meaningfully
Productive habits of mind
Classroom instruction promotes and develops these dimensions so that students become constructive learners with enhanced capacity to take responsibility for their own learning and assess their own growth. Instruction focuses on large, interdisciplinary curricular themes including explicit teaching of higher-level thinking, perceptions, and mental habits that facilitate learning. The ultimate goal is for students to become independent learners who have developed the ability to continue to learn throughout their lives.
We strive to develop a sense of independence, responsibility, respect, and stewardship in each student. As the students grow, their sense of self is expanded in the context of the school community and an ever-widening understanding of the communities to which they belong.
Science studies are incorporated into every discipline and address four thinking skills: observation, comparison, organization, and relation. Students are encouraged to develop their own strategies of thinking, in addition to working from specific models. The science program also includes environmental studies, making use of our ecologically diverse site for observation and direct fieldwork. By the end of 8th grade, students will demonstrate an ability to use the scientific method to investigate a scientific question. They will critically evaluate data based upon sound scientific processes and knowledge. Students will have grade level general knowledge in the areas of earth, physical and life science. Students will demonstrate an appreciation for environmental issues.
Math instruction follows the California state standards. These standards provide a guide to developing an understanding of arithmetic, mathematical concepts, and problem solving strategies. Beginning at the end of 5th grade, and again at the end of each subsequent year, students are assessed for placement in the appropriate math class, including pre-algebra, and high school level algebra or geometry. By the end of 8th grade, students will be able to reason logically and understand mathematical concepts in the abstract and in the real world. Students will apply mathematical skills to problem solving in the areas of number sense, algebra and functions, measurement and geometry, statistics, data analysis and probability.
Language Arts are integrated into all areas of curriculum. Students learn to present ideas orally and in writing in math, science, social studies, learning that language is a vital means for communicating ideas, information values, and experiences. Good literature is also at the core of the language arts curriculum and often has a direct connection to other areas of study, particularly social studies. By the end of 8th grade, students will be able to comprehend and analyze diverse literature from each genre including fiction, poetry and drama, and will demonstrate proficiency in personal, narrative and expository writing.


Forces and Motion Facts for Kids Video
Force and Motion
Motion makes all the things go ‘round’. When we think of motion, we often think of cars, bicycles, kids running, basketball bouncing and airplanes flying. But motion is so much more. It is important to our lives and impacts so many things that we do. Motion can be defined as the changing of location or position but it requires a force to cause that change.
What is force?
Force is just a fancy word for pushing or pulling. If you push on something or pull on something, then a force is being applied on it. Force makes things move or makes thing change their motion. Two natural forces are the force of gravity and magnetic forces. These two forces can be applied from a distance and direct contact between the objects is not required to function. Gravity produces a force that pulls objects toward each other, like a person toward the ground. It is the force that keeps the earth revolving around the sun and it is what pulls you towards the ground when you trip.
Magnetism produces a force that can either pull opposite ends of two magnets together or push the similar ends apart. A magnet actually attracts objects that are made of metal.
Types of contact forces: –
A force is either a push or pull. There are 6 types of forces which act on objects when they come into contact with each other. These types are: –
- Normal force: – A book resting on a table has the force of gravity pulling it towards the Earth. But the book is not moving, so there must be opposing forces acting on the book. This forced is caused by the table and is known as the normal force.
- Applied force: – A force that is applied to an object such as when a person moves an object from one place to another or pushes a button on the remote control is called applied force.
- Frictional force: – A force caused by two surfaces that come into contact with each other, is called frictional force.
- Tension force: – A force applied to a cable or wire that is anchored on opposite ends to opposite walls or other objects, is called tension force.
- Spring force: – A force created by a compressed or stretched spring is called spring force.
- Resisting force: – This force is like air resistance or friction, change motion.
Enjoyed our selected Forces and Motion video? Get extensive info regarding Forces and Motion.
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NEW YORK STATE RESOURCES
Seven briefs covering the following topics for prekindergarten through 3rd grade classrooms:
Leadership, Environment, Curriculum, Interactions Instruction, Appropriate Use of Assessment, Family Engagement, & Behavior.
Source: NYSAEYC and NYSHSC
Discover resources on the U.S. Office of Head Start Early Childhood Learning and Knowledge Center (ECLKC) site that you can use immediately to meet the professional development needs of many early childhood staff.
Professional development is an integral part of supporting and maintaining high quality in early childhood programs. The Professional Development section of the ECLKC is a gateway to materials for achieving program and personal goals.
Explore materials that foster the development of a professional early childhood workforce to ensure continuous improvement of services for children and families.
Parent, Family, and Community Engagement:


The library offers a wealth of resources that can supplement the books offered at school and home. Connect students, parents and caregivers, and teachers with your print, audio, electronic, and nontraditional collections. This section provides ideas for leveraging your nonfiction and electronic resources in particular.
Build and promote your nonfiction collection (but don't neglect fiction!).
The public library typically has the biggest, broadest, deepest collection of fiction and nonfiction books for students in any community. Public librarians have a wide knowledge of books, including access to professional reviews, best-books and awards lists, publishing trends, and new/forthcoming publications. Here are some ways to share these assets with students and teachers:
- Know your nonfiction collection as well as you know your fiction collection.
- Booktalk and do readers advisory with your nonfiction collection.
- Practice matching nonfiction books to their "right readers".
- Be enthusiastic about reading and sharing nonfiction; modeling encourages reading nonfiction for pleasure.
- Include nonfiction on your summer and year-round reading displays and booklists.
- Think about ways to organize your nonfiction to make it discoverable for students at different reading levels.
- Collaborate with Adult Services on how to connect middle school and high school students with the adult nonfiction book collection.
- Welcome teachers to make book purchase recommendations, and prioritize purchasing copies of books students will need to read for school.
Fiction is still important!
Ohio's Learning Standards have shifted toward much more nonfiction in assigned reading, but fiction remains essential.
- Students use nonfiction to gather information and to draw support for opinions, to build knowledge, and to explore the concepts of the main idea and supportive evidence.
- Students use fiction to explore the concepts of theme, cause and effect, character traits, sequence, conflict and resolution, and author's purpose.
- Students use both fiction and nonfiction to learn how to write various text types: argument, informational/explanatory writing, and narrative writing.
- Middle and high school students are reading higher-level novels than under earlier standards. Librarians can help teachers become aware of titles that are appropriate for the standards and also appeal to teens. Reading a wide variety of quality fiction will help students to meet writing standards.
Engaging Readers with Fiction/Nonfiction Pairings by Abby Johnson
An article from School Library Journal.
Outstanding Science Trade Books for Students K–12
A list published annually by the National Science Teaching Association and the Children's Book Council.
Notable Social Studies Trade Books for Young People
An annual project of the National Council for the Social Studies and the Children's Book Council. Both this bibliography and Outstanding Science Trade Books feature K-12 annotated titles published in the previous calendar year.
Connect Students with Your Electronic Resources
Technology is embedded throughout Ohio's Learning Standards, to help students prepare for college and career in a technological society. Students are expected to explore and use resources in a variety of formats and media. Your technology services provide access for students without home computers and Internet access, and a community access point for all students. The apps, websites, and other technology tools that students access in your library can also help them develop their skills and become proficient technology users.
Public libraries offer electronic resources such as:
- Public computers with free internet access
- Office software
- Online encyclopedias, journals, and reference materials
- and more!
The Ohio Web Library offers reading and research tools freely to all Ohio residents through Ohio public libraries:
- World Book Early World of Learning supports Reading Foundational Skills, Reading Literature, and Language standards, and supports Ohio's Early Learning and Development Standards in Language and Literacy Development (Reading).
- World Book Kids, World Book Student, and EBSCOhost's Explora support standards in all areas of English Language Arts. Users can search for informational text articles by topic and Lexile® measure.
INFOhio's Resource Collection is accessible to all Ohio K-12 students and their parents and educators. They may access INFOhio resources anywhere, including at school, at home, or at the public library. Familiarize yourself with the INFOhio website so you can assist students with INFOhio resources in your library.
Free Technology for Teachers, educator Richard Byrne's popular blog, helps with discovery of free online resources that support student learning.


The purpose of this multiple case study described and compared practices utilized to implement the School-Wide Positive Behavior Support (SWPBS) approach at 3 purposely selected Central California elementary school sites. More specifically, this study described and compared: (a) school practices for defining and teaching school rules/expectations; (b) the reward systems being used; (c) systems for documenting and reporting office-managed student behavior violations; (d) systems for collecting and summarizing discipline referrals; (e) the priority given to improving behavior-support systems in school site plans; (f) school budget allocations for SWPBS; and (g) district support, financial and otherwise, for SWPBS at these schools.
This study did not attempt to prove a causal relationship between SWPBS and improved student achievement; rather, it focused on describing and comparing specific practices that these 3 schools were utilizing in relation to the SWPBS approach. The intention was thus to learn more about specific practices that might be replicated in other schools.
This research was qualitative in nature and utilized a multiple case-study methodology. Interviews, observations, and artifact reviews were conducted at 3 Central California elementary schools, all purposely selected because they had each implemented the SWPBS Framework for more than 1 year, had subsequently decreased negative student behavior, and had increased student achievement. 3 types of data were collected in order to understand each school‘s SWPBS practices and the level of support for the program. School principals, campus supervisors, and classroom teachers were interviewed; classroom and playground observations were conducted; and reports were reviewed by the researcher and the principal. The 3 types of data were triangulated for each school and compared.
The findings led to the conclusions that SWPBS is a systems approach that uses interventions to help students succeed in school. Furthermore, it has to have consistent, committed leadership in order to be successful. It has to be built on the foundation of implementing clear and precise rules that are embedded in all areas of the school. Lastly, SWPBS can be implemented without the district‘s assistance; however it is difficult to sustain unless the district fully supports the approach.
|Commitee:||Barner, Robert, Teschke, Stephen|
|School Location:||United States -- California|
|Source:||DAI-A 75/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Elementary education|
|Keywords:||Discipline referrals, District support, Positive behavior support, School rules, School-wide management system, School-wide positive behavior support|
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At Fraser we also recognise the importance of being numerate in today's society and thus we explicitly teach concepts and strategies to ensure that all students develop high levels of numeracy skills through their learning across the curriculum. These strategies will be built upon throughout each child's education at Fraser. At Fraser the Australian Curriculum is used to guide the planning, teaching and assessment cycle in numeracy, with support materials from the Go Maths program. We explicitly teach and encourage students to develop and effectively use mental computation strategies in all their mathematical work. Students operate in various groupings during maths sessions, either individually, in small groups, whole class and in some years, year level groupings. Hands on activities give opportunities for strong connections to mathematical concepts.
Further information in relation to mathematics at Fraser will be available in the teaching and learning overviews each term and at parent/carer information nights.


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Student hostel, stair interior, showing tripartition of the ceiling colors in black and red with white walls
Walter Gropius (American architect, 1883-1969)
Bauhaus; Modernist; Twentieth century
site: Dessau, Saxony-Anhalt, Germany
City or Site:
concrete; steel; glass
building divisions; rooms and spaces; classrooms; building divisions; rooms and spaces; studios (work spaces); buildings; dwellings; dormitories (buildings); buildings; institutional buildings; schools (buildings)
In 1925 the Bauhaus moved from Weimar to Dessau, occupying temporary accommodation while the new school and staff housing were being built to designs by Gropius. The Bauhaus buildings (1925-1926) are his major works; his audacious use of glass as hanging, transparent planes, the clear spatial and functional organization of the whole and overall synthesis of architecture, interior design, furniture and equipment made these buildings a paradigm of the Modern Movement. They were not wholly a construction of machine-made parts, but they were totally expressive of the machine aesthetic--an appropriate symbol of the Bauhaus commitment to a unique synthesis of art and industry and of itself, as both educational institution and social microcosm. (Source: Grove Art Online; http://www.oxfordartonline.com/)
architecture; decorative arts; Education; art education
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Over the past fifteen years, we’ve learned through our one-to-one work with students that setting up a solid foundation in seventh grade leads to big gains in eighth grade and high school. Preparing for seventh grade now will help your child get the most out of this pivotal year!
The most important thing seventh graders can do is build critical math and reading skills. Solidifying these skills will enable them to stretch themselves as learners, earn good grades, work independently, and perform well on high stakes tests.
Basics. Basics. Basics. You might assume that seventh graders can rattle off their times tables, find their way around a word problem, and recognize an answer that’s way off base. But that’s not the case for all students. Even those doing very well in math class often need to brush up on their foundational skills when preparing for seventh grade.
Confidence is key when it comes to math. Students who know their basics will be able to extend their math learning. This comfort will also help them learn from their mistakes and see the fun in “exploring” math. They’ll then be ready for advanced math classes by the time they start eighth or ninth grade.
You know what makes a good reader? Reading. Every day. Students who are “at home” with a variety of genres will have an easier time in all of their classes and on standardized tests. When preparing for seventh grade, it’s important to expose your child to short stories, novels, newspapers, and poetry. Reading short nonfiction passages is especially important since students don’t spend as much time learning how to glean information from them. Articles like those found on the Smithsonian Tween Tribune website will help students get the hang of that specific format.
To manage a higher volume of reading assignments, students must be able to read fluently, which means quickly, smoothly, and accurately. Good fluency helps with more than just timing; it also boosts comprehension. Again, daily reading will help with fluency, and high interest material is especially effective here. We’ve had great success with graphic novels!
Speaking of comprehension, it’s also not uncommon for children at this age to struggle with the questions that require them to make inferences, or read between the lines. Talking and writing about what they’ve read enables them to engage more deeply with a text. Bonus: all of this reading will build their vocabulary, another area of weakness we see all the time!
A few notes if your child will take high school entrance tests. Building their math and reading skills will support them at many points. Calculators are not allowed on most admissions tests. Students must trust their mental math and solve more complex problems by hand. In addition, the timing on admissions tests is tight. It’s not surprising that students who have never had trouble finishing a math or reading test run out of time on these. In order to answer the questions more quickly, students need to be fluent.
High school admissions gets more competitive every year, and we see that take a toll on both parents and children – yes, even in seventh grade! In the midst of a pandemic full of uncertainties, it will be very easy for anxiety to take hold. It’s important to recognize and validate the anxiety before taking steps to reduce it.
In our work with students, we talk through what they can and can’t control in situations that cause them anxiety. For the aspects they can control, we teach and practice strategies that give them ownership. Letting go of what they cannot change is often just as impactful as taking charge of what they can.
Preparing for seventh grade will solidify skills, build confidence, and reduce stress. Contact us if you’d like to learn more about how 1:1 tutoring can keep your child on track!


There is no question that music education is in crisis today. The place of music in the national curriculum is controversial; there have been cuts in the provision of individual lessons; and there have been severe reductions in government funding, with more planned. This book, containing the first five Bernarr Rainbow Lectures, makes an important and timely contribution to the debate on music education. Baroness Warnock brings the perspective of a distinguished philosopher to bear on issues about the nature of music and its study; Lord Moser urges us to maintain and expand what has been achieved since World War II; the late Professor John Paynter, responsible for the 1960s surge in creative approaches to music teaching, presents his case in two contributions; John Stephens discusses structures for music teaching and then, in a second contribution, brings everything up to date; and Professor Gavin Henderson traces his own colourful career and supports music for all ages. Also included is the 2005 Royal Philharmonic Society by the Master of the Queen's Music, Sir Peter Maxwell Davies; an assessment from Bernarr Rainbow himself, written late in his life; an indictment from Wilfrid Mellers; and two reviews of Bernarr Rainbow on Music: Memoirs and Selected Writings, showing the continuing importance of his work fifteen years after his death. This book is part of the series Classic Texts in Music Education, edited by Professor Peter Dickinson, and supported by the Bernarr Rainbow Trust. Peter Dickinson is a British composer, writer and pianist and authorand editor of books on Lennox Berkeley, Copland, Cage, Barber and Berners.
Subjects: Music, Education
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Last year my family and I suffered heavy delays on a our flight coming back from Florida, something which no parent wants to experience. After returning home, I was talking to my kids about claiming for compensation from Flight Delay Claims 4 U, and the concept blew their minds. I decided in that moment that the kids had little idea about the value of money, and so I took action.
All parents have experienced being pestered and cajoled by their ever demanding offspring to buy one item or another. Teaching your children about money, its role and value could lessen this continual assault on your finances and teach your children to be financially astute and eventually independent.
Enlist your child’s help doing the in household bills
Many young children see credit cards as magic and infinite as they witness their parents pushing a few buttons and getting either money, gas, food or other items. Getting children to help pay credit card bills and looking at the charges on the bill will draw their attention to the fact that things have to be paid for. Enlisting their help with paying utility bills, rent and cable will also give your child a perspective on how money flows.
Encourage your child to make their own money
Getting your child to earn their own money has many benefits. It is both empowering for them, and educational. There are many ways this can be done for example the traditional lemonade stand is a tried and tested method. Selling outgrown toys or clothes in a yard sale situation is another as is the earning pocket money for completing household chores. Children are far more likely to value money if they have had to expend time and effort to earn it themselves.
Make it a game
Children are never too young to start learning about money and there are many money learning games to be found online. Traditional games like Monopoly are also beneficial. When on a grocery run, having a guess how much the total will cost game is an effective way to make children learn the cost of items and it also improves their numeracy skills. Older children could learn a lot about financial issues by being encouraged to play investment games.
Arrange a visit to the bank for your child
A visit to the bank where children can watch bank transactions in progress can help them to understand what cash actually is. As does opening an account for them and giving them help to track their savings. Lots of banks offer no-fee accounts for children and some have educational materials and online activities to help children’s financial understanding.
Start a clip coupon campaign
Instead of throwing all those annoying circulars that regularly arrive on your doorstep, use them and have a coupon clipping frenzy with your children. By doing this you will educate your child about savings and discounts. Encourage your child to be in charge of the coupons on a shopping trip, this will empower your child and make him or her feel part of the family’s finances. Talk about how much money he or she has saved by this process and put it in a family savings account and let your child watch it grow.
All of these ways should give your children a better insight into financial matters and help prepare them for future financial independence.


Supervisory positions carry a high level of responsibility that benefits from strong interpersonal skills. The personal qualities come naturally to certain people, making them ideal candidates for such positions. Other individuals need to work to develop those skills to excel in management jobs. Even those with interpersonal strengths benefit from practicing and improving these skills.
A supervisor oversees the way a work shift runs. She needs the ability to communicate directions and suggestions to the people she supervises. Her speech should be easy to understand so other staff members can understand her without difficulty. She also needs the ability to express her thoughts verbally in terms her staff can comprehend. This is sometimes difficult for supervisors with strong technical skills who manage people with significantly less knowledge in the field. Simplifying complex information and explaining it is often a challenge. Listening also plays a significant role in the communication process. The supervisor needs to regularly listen to her staff members to recognize and address potential problems.
Conflict arises in most work environments at some point. Whether it's a minor disagreement or a major blow-up, a supervisor needs the skills to diffuse the situation and find a satisfactory resolution. In some situations, conflict leads to new ideas, collaboration and growth within the company, making it a positive if uncomfortable situation initially. A supervisor needs to learn to use the conflict as a way to create positive change without letting a situation get out of control.
Empathy refers to understanding how another person feels in a particular situation. As a supervisor, you may enforce policies or decisions that can upset employees. An empathetic supervisor is able to ascertain an employee's feelings about a particular matter and deal with them. Empathy aids the communication process by helping you figure out how to best approach and talk with an employee based on the person's emotional state. Empathy also enables you to better understand other staff members' actions and needs in the workplace.
Assertiveness allows a supervisor to exercise firm leadership of the shift and staff he is in charge of. A supervisor without a level of assertiveness is more likely to lose control of staff members or back down in a conflict situation. The assertive supervisor is able to stick to his decisions and enforce rules set by the company.
Based in the Midwest, Shelley Frost has been writing parenting and education articles since 2007. Her experience comes from teaching, tutoring and managing educational after school programs. Frost worked in insurance and software testing before becoming a writer. She holds a Bachelor of Arts in elementary education with a reading endorsement.


October 6, 2018
Although music therapy is an up-and-coming profession, some people still have trouble discerning the difference in music therapy and music education. I have been asked numerous times, “why should my child receive music therapy when they have a music class at school” or “my child already takes piano lessons so why would they need music therapy too?”
Well, the difference is clear when we take away the word music.
Therapy: Noun. The treatment of disease or disorders, as by some remedial, rehabilitating, or curative process (dictionary.com).
Education: Noun. The act or process of acquiring general knowledge. The field of study that is concerned with the pedagogy of teaching and learning (freedictionary.com).
What it boils down to is that music therapy is focusing on functional, non-musical skills, while music education is focusing on musical skills. Music therapy is defined as the “clinical and evidenced-based use of music interventions to accomplish individualized goals within a therapeutic relationship” (musictherapy.org) whereas music education emphasises music training in general music, singing, or instruments. The reason this is sometimes indiscernible to the outside observer is because music therapy and music class can look and sound very similar.
For example, a music therapist might use the popular children’s song “Apples and Bananas” in session with a client who has speech and language delays. The therapist may emphasize the vowel sounds in the song to address vocalization in a safe and fun environment. Another example may be that a music therapist might use a drum in session with a client who has gross motor delays. The therapist may vary the type of hand drum used and the distance from client to drum in order to increase range of mobility in the upper body extremities.
Music Therapy goals may be similar to those of physical therapy, occupational therapy, and speech therapy but the difference is the modality and the music based strategies and intervention to address the therapeutic goals. Music education may follow a general curriculum and typically does not address specific areas of deficit, which is the main focus of music therapy.
Here at Heart Strings, we also offer adaptive music lessons which do have a similar focus as music education but with a music therapist’s touch. Your music therapist will adapt the teaching method to meet your individualized learning needs.
Contact us to schedule your music therapy evaluation or begin adaptive music lessons today!


It is no doubt in everyone’s mind that children are artistic. We see it in the dances they invent, the things they do with colour, and the theatrical expressions that they display. If you give them a crayon they will draw you a figure; if you play them some music they will put on a show; but if you give them a book don’t expect them to read it, for they will rip it apart. Especially if they’re young! What these children are demonstrating to us is that art serves as the foundation for teaching all the academic subjects which will come later on.
Art education has been proven to foster positive attitudes, behaviours and habits in children. As a matter of fact, artistic expression in the forms of music and dance has been proven to help children learn mathematics. But sadly enough, art education is still being treated as a luxury in spite of all its benefits. Art accessories can be costly, and struggling parents who think that the violins or the paints and canvases are too expensive, encourage their children to pursue the careers which they think are more practical.
Regardless of the difficulties, some do strive for a life in the arts, but it is not an easy life as the majority of St. Lucian artists express the hopelessness they often feel about earning a living through their art. Theatre arts are part of the CXC curriculum, but where are the avenues for students to express their creative talents? And what are the efforts of governments past and present to promote the arts? Many artists have had to give up on their art, and their advice to young aspiring artists often is, “St. Lucia too small for you. If you stay here your talent will be wasted.”
Indeed, many young and aspiring artists are following the advice. So far, a lot of St. Lucia’s young talents have been exported overseas while we have spent millions to import foreign artistes to perform for jazz festivals. Perhaps it is time, for a little fraction of what’s been spent on foreign art to be invested in local art and the creative industry. More art commissions can be given to visual artists to display their portraits at government ministries and public houses; theatrical performances by past theatre arts student can be hosted at the hotels for guests’ entertainment; and more local music festivals can be hosted throughout the year to give a little bit of encouragement to young musical artists.
Art is important and must be treated as such. We should not only satisfy ourselves with what we have achieved thus far, but should look upon these things as a sign of what is to come. The late Derek Walcott and the late Dunstan St. Omer are examples of what St. Lucia could continue to produce if only enough emphasis is placed on the arts. Great talent like Ronald ‘Boo’ Hinkson is a melodious example of what St. Lucia could continue to produce, if only enough emphasis is placed on the arts. — Allen Alexander


Reading and spelling support for any student
The Collective offers tutoring in:
Foundations in Sound & Barton Reading and Spelling
*Foundations in Sound is a pre-reading program that is designed to improve sound discrimination, memory of sounds and sequencing of sounds. It benefits some learners to work their way through Foundations in Sound prior to beginning the the Barton program. It uses seeing, hearing, and touching to make discoveries and build sound skills. A solid foundation in sounds is necessary for reading success!
*Barton is a specialized reading and spelling phonics program designed to support the dyslexic learner, based on Orton-Gillingham. No formal diagnosis of dyslexia is necessary but often times dyslexia is suspected due to difficulty sounding out words despite experiencing phonics instruction. Your child may have poor spelling skills, or reading that is slow and inaccurate. For a more complete list, see below.
For Ages 6 & up!
45 minute session, 2x a week for optimal progress.
Offering online sessions through Zoom.
Requires student to have access to a computer, a good internet connection, and a quiet space to work. Chromebooks and ipads do not work with the program.
Pricing starting at $50 per session, payments made monthly.
We accept charter school funds from Inspire, Visions, Horizon, & Twin Ridges.
A few signs of Dyslexia:
In Elementary School • dysgraphia (slow, non-automatic handwriting that is difficult to read) • letter or number reversals continuing past the end of first grade • extreme difficulty learning cursive • slow, choppy, inaccurate reading: - guesses based on shape or context - skips or misreads prepositions (at, to, of) - ignores suffixes - can’t sound out unknown words • terrible spelling • often can’t remember sight words (they, were, does) or homonyms (their, they’re, and there) • difficulty telling time with a clock with hands • trouble with math - memorizing multiplication tables - memorizing a sequence of steps - directionality
Reprinted with prior permission from Susan Barton
When I began teaching, I learned from the best mentors around. They taught me to leave my ego behind, allow the child to lead, and to center the curriculum around the child. They taught me to value questions over answers. They taught me that learning is relational and collaborative. Most importantly, they taught me that not everyone learns in the same way. We are individuals, and learning is on an individual schedule. This is definitely true of reading.
I've always been curious about reading. I was an early reader myself. I came from a home of voracious readers. It was just what we did, along with eating and breathing. Because I was an early reader, that mostly taught herself, I missed out on being taught the reasons why words are formed the way they are. It all seemed random to me, and yet I could easily make sense of it. Only as an adult would I come to understand it wasn't random at all.
Learning to teach an Orton Gillingham program has been like learning that old friends have a whole side to them that I never knew. Which is the long vowel again? Why is knowing how to properly divide a word into syllables important? I mean seriously...why do we even care? So we can clap in rhythm with word???
NO, it's because knowing how to divide the word will unlock the secret of pronunciation and spelling. It's like magic.
I am fascinated and obsessed. My family tires of hearing me talk about "Kiss the Cat" and "Catch Lunch", and so I need students who I can try to rub some of this literacy excitement onto.
When the pandemic hit and we all moved to online classes I wasn't sure how I was going to bring who I am as a teacher to the laptop. I believe in hands-on learning and that building a relationship with my students is fundamental to their learning experience. How on earth is that possible through a computer screen?
I've been surprised. It's better than I would have guessed. Having the right software and tools is necessary for teaching Barton successfully online, but having the knowledge of how to BE with students, asses their needs, understand their off days, care about their lives outside of reading, and knowing how to bring all my experiences of being with kids to the computer screen has been ESSENTIAL. I could not do online teaching successfully without my experiences working collaboratively with students before Covid 19.
I remain grateful to the mentors I had, Bev and Mary Jo.
And I remain as curious as ever.


Ace on the Case
This online game explores topics in ocean science. The graphics are delightful. Students uncover amazing ocean facts and face challenging learning activities.
Amusement Park Physics
You've bought your ticket and boarded the roller coaster. Now you're barreling down the track at 60 miles per hour, taking hairpin turns and completing death-defying loops. Your heart is in your throat and your stomach is somewhere near your shoes. The only thing separating you from total disaster is a safety harness...but are you really in danger? Find out at this site. There's also a demonstration of how Newton's laws affect bumper car collisions.
Black Hole Gang
This site introduces four kids and a dog named Newton who are crazy about science, and points kids to some of the best kid-friendly science on the web.
Build a Solar System
A built in calculator allows you to enter dimensions to create a scale model solar system.
Chem 4 Kids
The Chem4Kids site includes information on matter, atoms, elements, math, and reactions. Find a chemistry quiz and other miscellaneous information as well.
Cool Science for Kids
The Howard Hughes Medical Institute invites curious kids to explore biology...on screen, off screen, and in between. Concepts such as classifying is taught. The site is aimed at the elementary age child.
The site offers a history of earthquakes, an interactive map of earthquake sites, explains how they happen and how they are predicted.
EPA Student Center
Hosted by the EPA, this site provides resources for students. Excellent resources for students are categorized into air, conservation, ecosystems,water, human health, waste and recycling. The material is interesting and accessible.
Exploritorium Snack Book
The demonstrations and exhibits are wonderful. There are many, many choices that would be fun, and easy to replicate at home or in the classroom.
Ever wondered what the biggest, baddest and the best are in the natural world? Check out the gallery of world records in science and meet some of the way cool scientists who are out on the edge studying this stuff
Federal Resources for Educational Excellence:
This site offers historical documents, scientific experiments, mathematical challenges, famous paintings, and other tools for teachers & students. Thousands of topics can be searched -- from the Civil War, the Constitution, to the Amistad Case. Resources can also be viewed in 12 subject areas.
The Great Plant Escape
Elementary students "help Detective Le Plant and his partners Bud and Sprout unlock the amazing mysteries of plant life." The interdisciplinary lessons at this site combine Web-based activities with hands-on experiments
Helping Kids Learn Science
This site is designed for the parent who would like to encourage the natural curiosity and enjoyment that children have for the natural world.
How Stuff Works
Searching for a topic for your science fair entry. This is a good choice. The website is appropriate for students in grades 3-12. Find out how car engines work or how CD's work. The site has an extensive list of topics.
Ozone Hole Tour
Sponsored by the University of Cambridge, this site provides history and background on the Ozone hole. The site features movies, pictures and other graphics.
This attractive resource site has well developed reference, societies, and publications sections, and also links to history, news, and fun sites as well. Visitors can subscribe to PhysLINK's Quotations mailing list for a weekly quote by e-mail.
Science of Hockey
This site takes you inside the sport of hockey and explains the science. The site, developed by the Exploritorium, contains RealVideo and Audio interviews with top scientists and NHL players and coaches.
Simple Flying Machines
The Community Learning Network (CLN) has a theme page with links to resources on Simple Flying Machines. Three categories of flying machines are Kites, Model Hot-Air Balloons, and Paper Airplanes.
Stephen's Hawkings Universe
A website developed to enhance the PBS series, this site is for secondary students who are interested in the physics of the universe. Was there a big bang? Is there missing matter? What is antimatter? singularity? imaginary time? Is the universe inhabited?
The Electronic Zoo
Delightful pictures of animals, the Electronic Zoo is sure to entertain.
Welcome to the Planets
Some of the best images from NASA are included in this site. This site offers links to other related sites.


Music education is transforming in Vestavia from east to west thanks to Kodály Concept. It’s a Hungarian word pronounced “ko-DAH-ee” that denotes the teaching practices of Zoltán Kodály, a prominent Hungarian composer and musician in the early 20th century who believed that music could be used to develop a person’s intellectual and emotional personality. Deanna Bell, music teacher at Vestavia Hills Elementary East, completed Level III training this summer in the Kodály Concept and is now a certified Kodály educator, and Trudye Confessore, music teacher at Vestavia Hills Elementary West, completed Level II training and will have the opportunity to earn certification next summer. Here’s what they had to say about it.
Can you talk some about how music influenced you as a child and how you got into teaching?
Deanna: I grew up on a farm, and my mom was a piano player and taught me how to play. I think I sang at my first wedding when I was 3 years gold. I joined the band when I was in the fifth grade and fell in love with music. I went to the University of Alabama to be a trumpet major, and it was there that I fell in love with teaching.
Trudye: In kindergarten I started taking piano lessons. I stared playing flute in the 7th grade. I really, really loved band. My mom was a music teacher when I was growing up, but I did not become a music teacher until 11 years ago. I have played in bands and orchestras and worked at orchestras and music camps and a music store. But about 10 years ago I was able to start to teaching.
How would you describe what Kodály certification is and signifies?
Deanna: It is the most difficult certification a music teacher can earn that means reaching a higher quality of musicianship and instruction. For kids they are playing games and interacting socially, creating rhythms and melodies. It’s more active music making to learn music literacy.
Trudye: With this method, there’s a very precise order musical concepts are taught so each concept builds on the last one. It feels strongly about folk songs being the basis of these concepts. They have a huge folk song database and break them into what they teach you, like quarter notes or triplets. They love movement and teaching it through games. That helps engage all the types of learners in their classrooms. When they are learning through movement, it really makes the concepts stick.
What does that look like in your classroom?
Trudye: One time you are singing a folk song to teach one concept, and you may bring it back a month later to present another aspect of music. Folk songs are music of the people, things they have grown up with since they were small children. We do a lot of singing, a lot of movement, and some instruments too.
Deanna: One of my kids’ favorite things is playing Chicken on the Fence Post. We are learning how to use 16th notes, but it’s an active game to get the chicken in the middle of the circle. The kids love the game so much that they continue to sing the song over and over, and then they get the rhythm of the 16th notes.
What do you love most about your work?
Trudye: The children and the smiles and the joy it brings to them. Anyone who comes into my classroom is capable of succeeding, whether they have issues with learning the language or physical impairments. Everyone can enjoy music. Everyone’s voice has value is and beautiful. When you see the look on their faces, they are enjoying themselves. That’s all you need.
Deanna: I feel like I have the best job in the building. We love to sing folk songs and play the guitar. We love to play music games and play instruments and drums. More than anything everyone describes it as an active music-making environment. We are laughing and working together. I have fun every day at my job.
What do you think the lasting impact of teaching Kodály will be?
Deanna: Our high school choral director is thrilled about the method because it makes the kids sing better and with a pure tone. It’s great for early childhood.


Pool safety for children begins with proper supervision and adult safety preparation (see Parts 1 & 2). Once these have been taken care of, it’s time to turn your attention to getting the child ready to be safe in the water. This starts with what the child is wearing while in the water.
Make Sure Children Wear Safe Attire in the Water
If a child can’t swim at all or they aren’t a strong swimmer, they should be outfitted in a life jacket or vest that is approved as a flotation device by the U.S. Coast Guard. You can allow your child to pick a life jacket that’s their favorite color or that has a design they especially like. Giving them a say in the choice of their life vest may make them more compliant about keeping it on when they’re in the water. They need to understand that they have to leave the life jacket on at all times while they’re in the water, unless you specifically allow them to take it off during times where you’re close by or during swimming instruction. Which brings us to our next important point.
Teach the Child to Swim
One of the most effective ways to prevent drowning is to teach a child to swim. Since swimming instructors are trained to know techniques that are ideal for helping kids master life-saving skills in the water, it’s a great idea to enroll them in swimming lessons. You can find a certified teacher who offers private lessons or take them to classes at your local municipal pool.
These swimming classes can start as early as six months old. Typically, baby and toddler classes also involve parents who will hold the child while they’re in the pool to help them become familiar with being in the water. At around four years old many children are ready to begin swim lessons on their own. An experienced instructor can help you to decide when your child is ready for swim lessons.
Ideally, children should keep on taking swimming classes until they learn foundational skills like floating, treading water, and mastering how to get out of the water if they ever accidentally fall into a pool. The longer they stay in their swimming classes and the more experienced they become, the better. However, never allow a child’s increased swimming abilities to cause you to shirk your adult pool supervision duties. Kids don’t always make the wisest decisions when they’re in the water. In fact, if a child thinks he is a strong swimmer, he may have a tendency to take unnecessary risks or overexert himself while in the water. That’s why even kids who are strong swimmers need an adult to keep a constant eye on them every time they’re in the pool.
Now that we’ve covered adult supervision, learning CPR, making children wear life jackets and teaching them to swim, it’s time to focus on child safety training. In our next article, we’ll take a look at some of the pool rules you can teach to children to help them stay safe while they’re in or around the water.
Read More About Swimming Pools
Since 1979 Lyon Financial has made the backyard resort dream come true for over 400,000 families across the U.S. Through our solid relationships with more than 3,000 pool contractors and our continued commitment to putting our clients first, we have built a reputation as the first choice in providing pool financing solutions. For more information, visit lyonfinancial.net or call (877) 754-5966 today.


Craters Quiz – Fun FREE Online Quiz for Kids with Score Game
Enjoy this Easy Science for Kids Craters Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Craters. You need to answer all the questions to be able to get your score. You can do this fun quiz about Craters again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Craters.
Craters Quiz – FREE Online Geography Quiz
Our easy earth science quizzes are a free quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Craters Geography quiz helps your kids learn fun facts about Craters while enjoying this FREE science quiz questions for kids.
If your kid is enjoying home-schooling, or is in an after-school enrichment program, then this is a fun yet educational activity, with reading comprehension benefits for kids in grade 1-5. Kids will enjoy competing against their classmates and friends, to see who scores highest, doing this fun online Geography quiz on Craters.
As a reading comprehension training for kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or you can simply limit the number of times they can read about the Craters quiz topic, before they do the actual Geography quiz games we offer on our easy science for kids website.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Craters quiz and our other fun online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Craters quiz answer they think is correct, and at the end you get the quiz score. Your child can try many times doing the Craters quiz, till gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Craters? Check out all our other fun Interactive Quiz Games at our free kids science site. Visit our Geography for Kids all about Craters page. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Craters Quiz – Fun FREE Online Quiz for Kids with Score Game - ." Easy Science for Kids, Oct 2020. Web. 19 Oct 2020. < https://easyscienceforkids.com/craters-quiz-fun-free-online-quiz-for-kids-with-score-game/ >.
APA Style Citation
Tobin, Declan. (2020). Craters Quiz – Fun FREE Online Quiz for Kids with Score Game -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/craters-quiz-fun-free-online-quiz-for-kids-with-score-game/
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Beanbag chairs can sometimes help students with sensory integration problems, which some hyperactive children have. Use a Stress Ball Provide a stress ball or other quiet squishy toy for the child to squeeze in his pocket or at his desk. These kinds of toys can focus attention, particularly in students with sensory integration issues.
Kids who are hyperactive don’t just move their bodies a lot; they have a hard time slowing down their brain as well. Rest assured, here are some hyperactive child treatment/tips which will help you clam you tot. 1. Channelizing energy: Find ways to vent out their energy and soothe their minds. Children who are hyperactive love to play outdoors a lot.
Establish Order At Home: While some households have their bunch of rules, many others are rather relaxed. This laid back style of parenting can sometimes work, but at most times, it fails with hyperactive kids. Hyperactive children feel like a headless chicken in unclear environments. Are you coping with a hyperactive child at home?
Learn about the ADHD disorder, and what can you do. Tips on how to deal with hyperactive child at home. But, hyperactive kids can have a particularly hard time going from a high energy level to a lower one, using some calming activities, like these can make a huge difference: Rocking – either in a swing, hammock, or rocking chair.
Find means to vent their energy and calm their minds. Children need to run around and play a lot. Invest in classes that help them use up their energy, physical activity, and soothe the mind. You can also get your child activity boxes to help them engage meaningfully and focus on play-based activities. There’s no special diet to decrease hyperactivity in children.
However, all children benefit from eating healthy foods, drinking enough water, and cutting back on the amount of junk food they eat. Make sure that your child is eating a variety of fruits and. With the right strategies in place, children with ADHD symptoms can make positive behavior changes in school and at home. Side-Note* All children have exceptional strengths as well.
It is extremely important to focus on these strengths, let the child know how proud you are of his efforts, and incorporate strengths into play and learning. Many parents prefer to maintain a loose and relaxed household without an overabundance of rules. This laid back parenting style works well for many children. Hyperactive children, however, tend to. With five to 10 empty plastic water bottles and a soccer ball (or another ball about the same size), you can create a home bowling alley in your hallway.
Use tape to mark where each bottle should go. And if you can, pour a little sugar, salt, sand, or even unused kitty.
List of related literature:
|from Essentials of Psychology|
|from Teaching English to Young Learners|
|from Inclusive Early Childhood Education: Development, Resources, and Practice|
|from Stop, Think, Act: Integrating Self-Regulation in the Early Childhood Classroom|
|from Language and Literacy Development, Second Edition: What Educators Need to Know|
|from How To Reach And Teach Children with ADD / ADHD: Practical Techniques, Strategies, and Interventions|
|from Comprehensive Handbook of Iodine: Nutritional, Biochemical, Pathological and Therapeutic Aspects|
|from 1001 Great Ideas for Teaching and Raising Children with Autism Or Asperger’s|
|from The Nurture Effect: How the Science of Human Behavior Can Improve Our Lives and Our World|
|from Physical Therapy for Children E-Book|


Common Core State Standards are bringing changes for teachers at all levels.
The standards emphasize the role of all teachers in the development of students’ literacy skills, and in math, focus will shift to the application of real-world skills — rather than passing a test. The common core also recognizes the growing importance of technology in education and the expectation that students can access information anytime.
Educators are searching for answers to three questions:
- What are the CC State Standards?
- How will they change what I do?
- Why are they here?
Some of the details are frustratingly elusive as various groups — publishers, school districts, states, and universities — jockey for positions in the first post-NCLB initiative. Here’s what we know that can fit into a blog:
The Common Core State Standards (CCSS) represent the most significant, widespread education reform that has ever occurred in American public schools. Currently, 45 states and three territories have adopted the standards and plan to assess students’ progress on them during the 2014-2015 school year. With these standards, all learning is linked to 10 Career and College Readiness Standards, what students need to know and be able to do in order to thrive at the college level and in the career world. It’s the first time that the country has ever had such a clear picture of the kinds of skills students should have when they leave high school. It’s a big deal.
The CC standards are organized in an intoxicatingly simple, linear fashion that acknowledges that the work of a first grade teacher contributes to the growth of a tenth grade student. This connectedness between grade levels is a welcome departure from some previous state standards that jumped from topic to topic, addressing a particular skill one year, dropping it the next, and returning to it later on or not at all.
The standards’ organization will help teachers focus on the big picture and see how their work with students is connected to a child’s academic past and future. No CCSS strand can be mastered in one year.
How Will They Change What Teachers Do?
CCSS will have varying degrees of influence for secondary teachers. For the areas of English language arts and mathematics, CCSS will replace current state standards. They will unify goals and expectations for students across the country as well as align assessments. For history, science, and technical subjects, the standards offer 10 areas of key literacy skills to overlay onto already existing state content standards. Because the content and assessments will be the same from state to state, a unified system of measure can be used to compare student growth from one part of the country to another. And states will be able to compete for Federal money, but that’s another topic.
The standards address the fact that literacy demands in college, the workplace, and life in general are getting higher, not lower, and to thrive in an information-rich, digital global age, we need a highly literate population.
For the authors of CCSS, this translates to teachers in all disciplines sharing responsibility for students’ literacy development. While English teachers might be relieved to know they will not have to carry the responsibility of literacy instruction alone, CCSS also acknowledges that the informational texts used in various subjects are complex and worthy of study. It makes sense that the best person to teach specific areas of literacy is the expert teacher of the field: scientists, historians, and other scholars. The authors believe that these skills are essential to the success of students in these disciplines.
It doesn’t mean that a science teacher is going to drop teaching the concept of velocity and start teaching essay writing, but it does mean that writing in science, a common occurrence among scientists, will benefit young scholars.
The CCSS will help solidify students’ progression to higher-level math, through real-world applications and conceptual understanding, not just procedural knowledge. It’s through concepts that students will be able to go beyond passing the weekly math test and build to a sophisticated understanding of the language of math; hence taking students to the level of achievement needed in fast tech times.
The Technology Piece
The standards also take into account our rapidly changing information age, acknowledging that entirely new genres of reading and writing could develop at any time (Twitter, Facebook updates, and multi-author blogs did not exist in 1997 when many current state standards were in development). To help address the demands of technology, the CCSS incorporates research and media skills into every subject. It’s a spot-on relevant move in an age when anyone can look up the answer to anything on the Internet.
No longer do books, or adults, hold all of the information. Students have to be able to navigate through, independently, a vast amount of information, learn and mimic new genres, and communicate with others near and far. It’s with this in mind that the CCSS focuses on key skills and concepts that will serve students for a lifetime in our ever-changing world.


Community-based Indigenous, adult and family literacy programs funded through the B.C. government help British Columbians gain skills in reading, writing, math and digital literacy.
“We know that training people to build their future through literacy is one of the quickest ways to level the playing field, break down barriers and open doors to improved employment opportunities,” said Melanie Mark, Minister of Advanced Education, Skills and Training. “When it comes to literacy, investing in one person at a time means investing in our province. Thank you to all of the allies who make this important work possible. To students taking the courageous step forward to improve your literacy – congratulations, I’m very proud of you.”
Sept. 8 is International Literacy day as founded by UNESCO (United Nations Educational, Scientific and Cultural Organization) in 1966. The first event was held in 1967. Celebrations take place around the world to remind the public of the importance of literacy as a matter of dignity and human rights.
In 2020-21, $2.9 million will be provided to 69 organizations that will deliver 94 Community Adult Literacy Programs (CALP) in over 80 communities throughout the province. This funding includes a one-time top up of $500,000.
These programs are provided free of charge and typically accessed through schools, Indigenous friendship centres and community centres in partnership with public post-secondary institutions. For many adult learners, literacy programs are an important first step in an educational journey to post-secondary studies.
“Adult literacy programs change the course of people’s futures. We see this every single day. Through this funding, adult learners gain essential skills for improving their daily lives and they set the foundation for better outcomes for themselves, their families and their communities,” said Margaret Sutherland, executive director, Decoda Literacy Solutions, the only provincewide literacy organization in British Columbia to provide service and support to over 400 communities.
A CALP typically includes one-on-one tutoring and small-group instruction and support for all levels of literacy from basic to high school completion. This year, as a result of COVID-19, the majority of programs have had to move online.
The government’s support of community-based literacy programs is part of its commitment to connect people with the education and training they need to succeed.
On Aug. 8, 2017, the Province made adult upgrading and English language learning programs in B.C. tuition-free.
- In 2018-19, CALP provided services to more than 4,600 learners:
- 18.3% identified as Indigenous;
- 68.8% female and 31% male;
- 39.9% employed, 39% unemployed and 15.1% retired; and
- 46.4% had previously completed some post-secondary education or training.
- More than 35% of working-age people do not have the literacy skills they need to achieve their goals, to function and thrive in the modern economy, and to develop their knowledge and potential.
- In addition to difficulties with reading and writing, 52% of adults in B.C. have difficulty in accomplishing some daily living tasks due to limited numeracy skills. Numeracy challenges can include difficulty calculating interest on a car loan, using information on a graph or calculating medicine dosage.
- The difference between adult literacy and Adult Basic Education programs is that community literacy programs are informal and non-credit. They are focused on literacy and numeracy with life skills and employment preparation programs delivered in the community, so students feel at home and more comfortable.
For a backgrounder detailing CALP throughout B.C. in 2020, visit: https://news.gov.bc.ca/files/2020.09.08_CALP_Funding_Recipients.pdf


Type: Process Essays
Sample donated: Patsy Schneider
Last updated: August 18, 2019
In short, theparents’ expectations regarding their children’s academic achievement had been influencedwith subsequent achievement (Davis-Kean, 2005). Parenting had importantlong-term outcome for the development of characteristic adaptations including thelifelong relationship between parent and child. Many other aspects of theenvironment were also significantly influenced on characteristic adaptationsincluding peers, the media, educational systems and more (Miller & Votruba-Drzal, 2013). In addition,urban-rural environment result in significant differences in early academicskills.
Furthermore, cognitive stimulation in the home, parenting quality, andparental childrearing beliefs and academic expectations appeared to beimportant predictors of early achievement. Cognitive stimulation in the home,which includes the provision of educational interactions, activities andmaterials enhances language, proficiency, and numeracy skills (Son &Morrison, 2010). Similarly, high quality parenting in early childhood, whichwas characterized by high levels of responsiveness, warmth and consistencypromotes early cognitive and academic development (Lugo-Gil &Tamis-LeMonda, 2008). In fact, childrenliving in more urban areas were closer to a variety of enriching activities,the frequency in which urban and suburban children were exposed withstimulating experiences may be greater, thereby raising the quality of theirearly learning environments. Lastly, parents’ beliefs and expectationsregarding childrearing and education were contributed to early academic skills.
(Glick et al., 2009). Moreover, it mightbe harder for rural parents to furnish children with enriching experience andconnections as scattering of people, shortage of services, and recent reductionof human capital may leave rural families without access to imperative assetsand social capital. However, there were also positive aspects of ruralresidence which were increased home-ownership and accessibility of nature(Wells & Evans, 2003). On the other hand, large cities often known with alack of green spaces, crime, overcrowding, pollution, which could bedisadvantages for parenting and early development even though resourceaccessibility were not problematic (Evans, 2006). These developmental contextsover those urban–rural continuum brought about variety in the improvement onskills. Despite theimportance of understanding the influence of factors on child or humandevelopment in general, few studies had considered how urbanity shapes thedevelopment of early academic skills.
For instance, rural areas were populatedoutside main human resources and often had limited access to development ofessential resources like health care, libraries, and child care (Vernon-Feaganset al., 2008). Furthermore, over the last few decades, most of young generationhad migrated to urban and suburban areas as high-quality jobs in ruralcommunities had been reduced (Vernon-Feagans et al., 2008). Areaof upbringing provided unique settings for skills development. Early successmay be because of variations in access to sources and childrearing norms andpractices in urban, suburban, and rural areas. Urban, suburban, and ruralregions provided precise settings for child development. Urban–rural continuum differsin financial status, resources accessibility, and collective human, social, andcultural capital, all of which had huge and imperative impact for human (Vernon-Feaganset al.
, 2008). A few studies explained that urbanity linked to the developmentof early educational capabilities, with rural children lagging behind theirurban peers in kindergarten success (Lee & Burkham, 2002). Hereditaryfactors and inborn play significant role in the process of skills development,however, acquired and environmental seem to be equally important. Theenvironment also had a direct impact to personality traits, becausecharacteristic adaptations were always involved in their expression (McCrae et al., 2000).
The significant roleamong environmental factors played the conscious impacts. At this point, thedevelopment of skills can be partly or totally controlled in the unfavourableconditions was seems extremely important to be emphasized. If the child doesnot receive a proper support, encouragement and guidance some of the skills canin such a situation not be disclosed or not be developed. The more suchexposure and stimulation involves the individual, the more intensively skillsdevelop (Petrykowski et al.,2014).


Stages of artistic development
Many people, including art educators have noticed that children's art making tends to follow certain patterns; stages in which it progresses as children grow from toddlers, through childhood and into adolescence.Victor Lowenfeld (American) described several Stages of Artistic Development in children's art in his book Creative and Mental Growth, Macmillan Company, New York, 1947.Lowenfeld's stages are: 1 . The scribble stage, typically occurring in children's drawings and paintings at ages 2-4 years old, is made up of four sub-stages: Disordered: uncontrolled markings that could be bold or light depending upon the personality of the child. At this age the child has little or no control over motor activity. Longtitudinal: controlled repetitions of motions. Demonstrates visually an awareness and enjoyment of kinesthetic movements. Circular: further exploring of controlled motions demonstrating the ability to do more complex forms. Naming: the child tells stories about the scribble. There is a change from a kinesthetic thinking in terms of motion to imaginative thinking in terms of pictures. This is one of the great occasions in the life of a human. It is the development of the ability to visualize in pictures. 2 . The preschematic stage (at ages 4-6) 3 . The schematic stage (at ages 6-9) 4 . The dawning realism stage (at ages 9-11) 5 . The pseudorealistic stage (at ages 11-13).Al Hurwitz (American) and Michael Day (American) have presented a somewhat different description of the stages of children's artistic development in their book, Children and Their Art, Harcourt Brace College Publishers, Texas, 1995.Hurwitz and Day's stages are: 1 . The manipulative stage (at ages 2-5, in early childhood). Although comparable to Lowenfeld's scribbling stage, Hurwitz and Day see this as a period of exploration of new materials, straight and curving lines, beginning moving from simple gestures into more complex ones, developing into a sub-stage of naming what has been drawn, and further into another sub-stage of naming what is about to be drawn, heralding the onset of visualization. 2 . The symbol-making stage (at ages 6-9, American grades 1-4). This is comparable to Lowenfeld's schematic stage, in which a child produces shapes so that they'll stand for ideas; concepts of certain things. A paper surface is no longer simply a vessel for marks, but relates to the up and down of the world, with the bottom of the paper becomes a baseline and the top of the paper the sky line. Gradually a child recognizes a need for more and more details, as when a circle is no longer enough for a body; arm lines are added; and later arms have fingers. Color choices are no longer random, but take on meanings, as when blue must be for sky and green for grass and other plants. The child may represent things representations of things that are understood as having multiple layers by making X-ray-like pictures of them. New alternative means of showing a scene become possible: foldover: A view in a place is shown on each of two halves of a picture plane, so that after viewing the first view, the paper must be inverted in order to view the second one. bird's-eye-view: A view of a scene as if seen from high above looking straight down. See bird's-eye view. multiple views: A single drawing in which two or more views convey a complex idea. 3 . The preadolescent stage (at ages 10-13, American grades 5-8). A child is more self-critical and cautious. With early adolescent physical changes, a child experiences new social pressures. Expanding awareness bring challenges to a child's self-image and social position. Children may reasses their art skills with an emerging awareness of what people of all ages are capable of doing. This is generally a difficult, discouraging time, in which children progress in their artistic development only with well-paced instruction, seasoned with meaningful encouragement. Children are ready to add increasing detail, illusion of depth, subtle coloration, and increasingly sophisticated art techniques and processes.Related links: Jim Brutger, professor at the U of Minnesota Duluth, offers a page about Lowenfeld's Stages of Artistic Development, a page about Hurwitz and Day's stages, and another listing characteristics of four periods of growth from ages five to eleven. Young Artists, U of Florida art education professor Craig Roland's pages offer a more contemporary interpretation of childrens' stages of art development. Also see children's art, multiple intelligence theory, and theory.


About this book
Abstract. This introduction sets the scene for the remainder of the book by considering first the international context of widespread concern about the improvement of numeracy skills. This is related to reform movements in the United Kingdom, the United States and other countries aimed at modernising primary (elementary) school mathematics curricula. A detailed account is given of the National Numeracy Strategy in England, a systemic government-imposed response to concern about standards implemented in 1999/2000. This includes a discussion of the alternative meanings of numeracy. An earlier initiative sponsored by a United Kingdom charitable trust reacting to concern about primary numeracy was the Leverhulme Numeracy Research Programme. This large-scale longitudinal study and linked set of case-study projects, focusing on reasons for low attainment, took place during 1997-2002. This book, and each other in the same series, is based on results of that research. The timescale fortuitously enabled the research team to also report on some effects of the systemic reform in the National Numeracy Strategy. 1. THE INTERNATIONAL CONTEXT In many countries, there are recurring periods of national concern about the low standards of calculation skills shown by children in primary (elementary) schools. Recently, these concerns have become more urgent and more political with the publication of international comparisons of mathematical achievement, first at secondary and more recently at primary level (e. g. Lapointe, Mead, & Askew 1992; Mullis et al. , 1997).
complexity curriculum development dynamics education management mathematics media numeracy primary school reform research rhetoric school teaching


Sounds~Write is an evidence based phonics program utilising an exciting and highly successful approach to the teaching of reading, spelling and writing. The program is developmentally appropriate for beginning readers and also offers fast and highly effective intervention for children at all levels who have fallen behind in their reading and spelling.
Reading and writing is a juggling act – to perform well, students need strong vocabulary knowledge, good spelling skills, firm understanding of grammar and the ability to organise their ideas logically. As a result, some students struggle to become successful readers and writers – even when they have wonderful ideas! This program is designed specifically to improve a number of skills that are crucial for reading and writing; namely, knowledge of vocabulary, grammar, and reading comprehension strategies. These eight sessions are based on high quality instructional approaches, including Word Aware, Talk for Writing and Sounds~Write. This course is designed for students who are looking to continue developing their vocabulary, grammar and reading comprehension.