Parental Partnerships for Tech Skills
Anyone working in urban development will be familiar with the phrase Public-Private-Partnerships, or PPP’s. Such partnerships are very common in the delivery of skills, careers and education programmes, with Education Authorities partnering closely with local businesses in cities across Europe to improve the employability skills of students.
The mutual benefits of collaboration for all parties is clear to see;
- For the education provider: A closer involvement with business can provide additional delivery capacity, more resources, people with specialist skills and valuable information on labour market needs (to influence young people’s career choices);
- For the business community: A closer involvement with the education system can help influence students future career aspirations, promote the business as a credible employer and attract some of the best talent to join it; and
- For the student: involvement in the partnership can provide improved employability skills, understanding about career options and contacts.
However, there’s also a raft evidence to suggest that actively involving parents in the delivery of skills programmes – particularly tech skills programmes – can also deliver significant benefits.
Reviews of the evidence of the impact of parental engagement on children’s education and achievement has shown that parental involvement has a beneficial impact on children’s educational outcomes1.
Some authors2 have also suggested that such engagement is vital to overcoming ‘digital exclusion’, as many parents don’t necessarily possess the skills, or in some cases the internet connectivity to enable their children to master digital technologies or take advantage of ‘Ed-tech’.
Families also play a big part in influencing and supporting student’s subject choice and the evidence suggests that some parents – particularly those from disadvantaged communities and/or ethnic minorities – can tend to see ‘tech’ careers as ‘not particularly for them’3.
One initiative that has sought to tackle this issue is the Educational Innovation Network in Viladecans, in Spain, a network which brings businesses, schools, parents and teachers together to try and tackle educational attainment in an integrated way.
One of the main projects of the network to date, has been to invest in technological devices in schools, and support teachers, students and families to better utilise them.
Having been awarded an URBACT ‘Good Practice’ label last year, Viladecans has just joined forces with the cities of Tallinn (EE) and Nantes (FR) to develop the WetrEIN Transfer Network.
This Transfer Network has recently been awarded some initial resources to explore the potential of extending this partnership further to identify other relevant partners, develop a shared understanding of the Good Practice to be transferred, explore the conditions and requirements for a successful transfer in the local context, and define the methodology for transferring the activities.
If successful at the end of this process, they may be awarded further funds to Transfer the Best Practice.
1 Desforges The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review, Department of Education and Skills (2003); Harris and Goodall, Helping Families Support Children’s Success at School. London, Save the Children. (2008, 2009) and Lindsay Parent Support Advisor Pilot Evaluation Final Report. London, DCSF. (2009)
2 Lewin and Luckin, Technology to Support Parental Engagement in Elementary Education: Lessons Learned from the UK, Computers and Education, (2010)
3 Lightbody, P. & Durndell, A. (1996). Gendered career choice: Is sex-stereotyping the cause or the consequence? Educational Studies;


If you have an idea for an article, NAESP wants to hear from you! NAESP accepts article submissions for its blog, Principal magazine, and Communicator e-newsletter. Before you begin writing, read a sample article from these publications to get an idea of what the editors are looking for—practical, jargon-free articles that address a variety of educational issues for a principal or assistant principal audience.
Popular areas of focus include school equity, early career principals, assistant principals, mentoring, women in leadership, early childhood learning, social-emotional learning, mental health and school safety, and innovation.
Submit articles as a Word document to email@example.com. Include your full title, affiliation, and contact information, with your mailing and email address. Please consult the guidelines below prior to submission.
Targeted and Wraparound Supports: As schools shift to meet new demands, educators and other stakeholders can come together to focus on steadying the whole child. This issue will explore a range of targeted supports such as leveraging out-of-school time, using data to address unfinished learning, and engaging staff and community to strengthen and systematize social-emotional learning.
Leadership Teams: The pandemic has caused a “layering effect” of elementary school principals’ responsibilities, as they took on more roles without corresponding support to meet those additional demands. Researchers and policy advocates have noted that the elementary principalship may require some reconfiguration and specialization to be more manageable, including new models for distributed leadership. This issue covers shared leadership with assistant principals; getting the most out of district relationships; collaborating with support staff, especially in rural schools and small districts; and new strategies in communications.
Students with Disabilities: Great schools are measured by how they meet the needs and unlock the potential of every student that walks through its doors each morning. This issue examines the unique needs of students with disabilities, with a focus on topics such as: Inclusive principal leadership after COVID; combatting special educator shortages; IDEA and interrupted learning; staff professional development; and understanding autism.
Equity, Data, and Achievement: Equity-focused leadership requires both a commitment to success for each student as well as a systemic decision-making based on data. As schools recommit to school improvement plans, this issue will examine mitigating biases in curriculum, instruction, assessment and aligning early childhood education.
Literacies in Focus: Although its importance can’t be understated, reading comprehension is only one of many “literacies” that students today are expected to possess. This issue focuses on other critical literacies such as cultural responsiveness, media literacy, math literacy, and a renewed emphasis on social studies.
Submission Deadline: Dec. 12, 2022
Principal magazine also seeks articles on the following topics
- Early career principals
- Assistant principals
- Aligning pre-k-3 learning experiences
- Professional ethics
- Social-emotional learning
- School safety


Reading is a foundational, yet complex cognitive skill upon which other skills are built. Early success in reading is a powerful predictor of later achievement in a range of other academic areas. Individuals without literacy skills are at risk of being unable to participate in the workforce or engage fully in civic and social life.
Since 2000, there have been major reviews of the teaching of reading in Australia, the United Kingdom and the United States. These reviews, along with other research, have consistently identified five key components of effective reading programs: phonemic awareness, phonics, fluency, vocabulary and comprehension. The CESE literature review ‘Effective reading instruction in the early years of school’ summarises this research and concludes that, to be most successful, the five key components must be taught explicitly, sequentially and systematically.
The evidence identifies five key components of effective reading programs:
The ability to hear the sounds in spoken words and understand that words are made up of sequences of sounds.
Phonics instruction connects phonemes with written letters so that the reader can transfer knowledge of sounds to the printed word. Synthetic phonics’ is the approach with the most robust evidence base.
The ability to read quickly and naturally with accuracy and expression. Fluency contains the skill of automaticity which allows a reader to recognise words quickly.
When children ‘sound out’ a word, their brain connects the pronunciation of a sequence of sounds to a word in their vocabulary to find a logical match. If a match is not created because the word they are reading is not in their vocabulary, comprehension is interrupted.
The understanding and interpretation of what is read. Comprehension requires having a sufficient vocabulary.
Centre for Education Statistics and Evaluation. (2017). Effective Reading Instruction in the Early Years of School. NSW Department of Education.


Evermoon Music Studio
Augmenting Music Education
This space was created by Ewen Sinclair, a music educator who is passionate about student empowerment, creativity, and identity. He has taught and led the creative arts across all age ranges in a variety of schools in the UK, China, Germany, the UAE and Kazakhstan. As well as serving as a reference hub for students, this site contains a number of resources and ideas that can be downloaded and adapted for free!
Online Music Lessons
All of the lessons in this series are designed with ease of access in mind. Each video tutorial is less than 10 minutes in length and features a clear goal with cognitive steps that can be achieved swiftly without access to instruments. Although originally levelled for different year groups, I feel that all KS2 students will be able to gain something from each session.
KS3 Music Education Hub
The KS3 Music Education Hub is a free music curriculum and online resource for 11-14 year olds. A musical taxonomy of cognitive steps supercharges creativity, ownership, identity and independence while students create and manage an online portfolio that showcases their unique musical journey.
Our Musical Adventure
Our Musical Adventure promotes imagination and enthusiasm while generating a lesson structure that benefits both educators and students alike. The metaphorical adventure consists of 6 teacher triggered slides that represent different sections of a music lesson. Every slide is accompanied by a custom jingle that serves to orientate students.
Creativity in Context
Creativity in context is a student driven music curriculum for KS1-3 that features an efficiently assessed, skills-based framework that also empowers student ownership and creativity. I halted it's development to work on digital curricula but you may find some useful resources within.


Department of Teaching, Learning and Teacher Education
Improving Elementary American Indian Students’ Math Achievement with Inquiry-Based Mathematics and Games
Date of this Version
Stone, J., & Hamann, E.T. (2012) Improving Elementary American Indian Students’ Math Achievement with Inquiry-Based Mathematics and Games. Journal of American Indian Education 51(1): 45-66.
Project Inquiry-Based Mathematics was a National Science Foundation Math-Science Partnership implemented in a Great Plains city school district with a significant K-12 Native American population. One goal of the project was to reduce the achievement gap between Native American and non-Native students enrolled in the district. This gap reduction was to be achieved using inquiry-based mathematics curricula along with cognitively guided instructional strategies, particularly at the elementary level. This study focuses on whether inquiry-based mathematics strategies were consistently implemented in three fifth-grade classrooms at K-5 elementary schools with significant Native American student populations. Test result of Native American students at these three schools are compared with the test results of Native American fifth-grade students at a fourth school considered by district leadership to be an exemplar of inquiry-based math instruction. Possible reasons for the performance disparity are explored.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons
Copyright © 2012 by Arizona Board of Regents.


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Our Normal letter p worksheets is an essential part of any preschoolers learning journey. This packet of pdf worksheets provides playful and engaging activities designed to help kids learn letter P at an early age and increase understanding. The worksheets are designed with both fun and education in mind. Kids will get to practice identifying, coloring, tracing and writing the letter while reinforcing key early literacy concepts. With these letter p worksheets, your preschoolers will be mastering the alphabet before you know it!
Try Kids Academy for FREE!
Letter p worksheets are an essential tool for helping preschoolers learn and practice the fundamentals of reading and writing. By providing a solid foundation in the basics of letter sounds and recognition, letter p worksheets are vital for early literacy development.
These worksheets come in a variety of shapes, sizes and designs. Most worksheets feature the letter p prominently, either alone or accompanied by other letters of the alphabet. The letter p is a particularly important letter in the English language as it often starts off words and is one of the most recognizable sounds. As such, it is one of the first letters that preschoolers should be exposed to.
Normal letter p worksheets provide plenty of practice opportunities. These worksheets ask children to trace, identify, and say the letter p out loud. They also help to build cognitive skills such as recognizing patterns, using visual discrimination, and understanding how words are formed. Furthermore, they aid in reinforcing familiar words and sentences, which can help children comprehend language better.
There is nothing more important for preschoolers than developing a solid foundation in the basics of literacy. With letter p worksheets, young children can get the opportunity to master basic letter recognition and sounds. These worksheets come in PDF format, which makes them easy to print and use. As most kids love having something tangible to hold onto, worksheets bring the joy of learning to life.
Letter p worksheets provide preschoolers with an engaging and effective vehicle for mastering the fundamentals of reading and writing. They are also invaluable for reinforcing vocabulary and building meaningful connections between letters and their corresponding sounds. With letter p worksheets, children will be on their way to mastering the basics of literacy.
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Nearly 20 years ago a small study advanced the notion that listening to Mozart’s Sonata for Two Pianos in D Major could boost mental functioning. It was not long before trademarked “Mozart effect” products appealed to neurotic parents aiming to put toddlers on the fast track to the Ivy League. Georgia’s governor even proposed giving every newborn there a classical CD or cassette.
The evidence for Mozart therapy turned out to be flimsy, perhaps nonexistent, although the original study never claimed anything more than a temporary and limited effect. In recent years, however, neuroscientists have examined the benefits of a concerted effort to study and practice music, as opposed to playing a Mozart CD or a computer-based “brain fitness” game once in a while. Advanced monitoring techniques have enabled scientists to see what happens inside your head when you listen to your mother and actually practice the violin for an hour every afternoon. And they have found that music lessons can produce profound and lasting changes that enhance the general ability to learn. These results should disabuse public officials of the idea that music classes are a mere frill, ripe for discarding in the budget crises that constantly beset public schools.
Studies have shown that assiduous instrument training from an early age can help the brain to process sounds better, making it easier to stay focused when absorbing other subjects, from literature to tensor calculus. The musically adept are better able to concentrate on a biology lesson despite the racket in the classroom or, a few years later, to finish a call with a client when a colleague in the next cubicle starts screaming at an underling. They can attend to several things at once in the mental scratch pad called working memory, an essential skill in this era of multitasking.
Discerning subtleties in pitch and timing can also help children or adults in learning a new language. The current craze for high school Mandarin classes furnishes an ideal example. The difference between m¯a (a high, level tone) and mà (falling tone) represents the difference between “mother” and “scold.” Musicians, studies show, are better than nonmusicians at picking out easily when your m¯a is màing you to practice. These skills may also help the learning disabled improve speech comprehension.
Sadly, fewer schools are giving students an opportunity to learn an instrument. In Nature Reviews Neuroscience this summer, Nina Kraus of Northwestern University and Bharath Chandrasekaran of the University of Texas at Austin, who research how music affects the brain, point to a disturbing trend of a decline of music education as part of the standard curriculum. A report by the advocacy organization Music for All Foundation found that from 1999 to 2004 the number of students taking music programs in California public schools dropped by 50 percent.
Research of our brains on music leads to the conclusion that music education needs to be preserved—and revamped, as needed, when further insights demonstrate, say, how the concentration mustered to play the clarinet or the oboe can help a problem student focus better in math class. The main reason for playing an instrument, of course, will always be the sheer joy of blowing a horn or banging out chords. But we should also be working to incorporate into the curriculum our new knowledge of music’s beneficial effect on the developing brain. Sustained involvement with an instrument from an early age is an achievable goal even with tight budgets. Music is not just an “extra.”


Master's Thesis (Open Access)
Master of Arts (M.A.)
Many students with disabilities at the middle school level struggle to develop literacy skills. As a result, these students are placed in special education classes for remediation. Read 180® Next Generation is a comprehensive reading program designed for students with disabilities, English Language Learners, and struggling readers; although, there has been little outside research conducted as to its effectiveness. This study implemented the Read 180® over a five-week period. Specifically, it supplemented the intervention with 20-minute mini-lessons on direct reading strategies to the 90-minute block of Read 180® in order to determine if the added instruction would improve the reading lexile score of the participants in the study. This study used a quantitative quasi-experimental design using pretest and posttest. Independent and paired samples t-tests were conducted to determine if there were statistically significant differences between the means of both groups on the Read 180® Reading Inventory. The results indicated that there was no added benefit to the development of reading comprehension ability by incorporating direct reading strategies to the Read 180® program.
Griffith, Brianna, "The Read 180® Program and Reading Comprehension Strategies for Students with Disabilities" (2017). Capstone Projects and Master's Theses. 122.


I can add simple fractions with common denominators.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn to add simple fractions with common denominators.
Discuss with students that it is important to be able to add fractions with a common denominator, because you can then determine the total of the fractions together.
Show a few images on the interactive whiteboard. Ask students to determine which fraction would represent the given image.
Tell students that fractions with a common denominator must have the same denominator. Explain how to add fractions with a common denominator. Use the image as visual support. A pizza is split into 5 pieces. One person takes 3 pieces, and the other person takes 1 piece. To determine how much pizza has been taken in total, you add the fractions together. You add 3//5 to 1//5. The total is 4//5. Tell students that with fractions with common denominators, you add the numerators. The denominators stay the same. Next ask students to add a selection of fractions with visual support. You can also add fractions with a common denominator without visual support by simply adding the numerators together. Show a few fractions on the interactive whitebord that have been mixed up and ask students to determine which fractions have common denominators. Then they practice adding the fractions with common denominators. Finally discuss how to solve fraction story problems. First determine which fractions are in the word problem and then add the numerators together. Students then practice a few fraction story problems on their own.
To check that students are able to add simple fractions with common denominators, you can ask the following questions:
- What does it mean when fractions have a common denominator?
- What do you do when you add fractions with a common denominator?
Students first practice adding fractions with a common denominator with visual support, then they are asked to drag the correct answer on the screen, and finally are given story problems to solve .
Discuss with students that it is important to be able to add fractions with common denominators, so you can add fractions. Show a number of fractions on the interactive whiteboard and ask them to add the fractions. They must show the answer in the fraction-circle tool. Then ask students to form pairs and discuss which fractions have common denominators and then find their totals.
Students who have difficulty adding fractions with common denominators can practice with the terms "numerator" and "denominator". Remember that the denominator can be remembered as the "down"-ominator (so it belongs on the bottom). Then ask students to match fractions with a common denominator. Use images or visual support for this. Then practice adding the fractions with common denominators without visual support.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


ARTICLE | doi:10.20944/preprints201712.0198.v1
Subject: Biology, Animal Sciences & Zoology Keywords: local perceptions; chimpanzees; conservation; natural resources; human-chimpanzees conflict; traditional beliefs
Online: 29 December 2017 (08:00:35 CET)
The objective is to study the local perceptions on the conservation of wild chimpanzees (Pan troglodytes verus) in the Réserve Naturelle Communautaire de Dindéfélo (RNCD), southeast of Senegal, to design specific actions to improve conservation management. We conducted 338 semi-structured interviews in three main villages of RNCD. Three-fourths of the population were farmers. Of those interviewed, 29% received elementary education. Two of the three villages participated in a project to plant trees as fences. On average, 66% of the respondents were animists. Of the respondents who were afraid to see a chimpanzee, 68% answered because they attack. Seventy-seven percent washed their clothes in the forest river because there was more water than in the village wells. Of the interviewees who threw the old clothes into the forest, 50% did it due to tradition. Ninety-six percent of respondents stated that chimpanzees do not feed from their crops. The main problems of the locals with the Reserve were lack of water and basic resources and not been allow to cut trees in protected areas. There were significant relationships between education (1 relationship), environmental project (4 relationships) and animism (11 relationships) with local perceptions. The 93% of the respondents who had the traditional belief that “if the old clothes were burnt, children would become sick” feel fear of chimpanzees, while those who did not have this animistic belief the 6% are afraid (χ2 = 1.57, P < 0.02). These local perceptions allow us to design specific course of action to improve chimpanzee conservation and sustainable coexistence in this complex period of the Anthropocene.


This is a submission from our Leaders 4SC Middle School Camp.
Did you know, in the United States, 20% of K-12 students study a foreign language, and in College, it drops to 7.5%? Arts programs can be described as woodworking or shop, art, music/music theory, band, and chorus. Drama can also be included in this list, but not a lot of schools provide drama as a separate class. In the United States, 94% of Middle Schools offer music programs, and 89% offer visual art programs. Schools with arts and language classes have had much more success getting their students in top universities, but just exactly why is that?
Benefits of Bilingualism: Learning Skills
Learning a second language can improve students’ learning skills. According to The Telegraph, learning a foreign language can improve multitasking skills, memory, decision-making skills, and perceptual skills. Studies on bilingualism have proven that almost everyone who has learned another language, has developed these skills. These are skills that can come in handy while learning the core subjects, and over-all in your daily life. This can improve both productivity and can also improve grades throughout the school and end in a boost in reputation for both schools and states.
Benefits of Bilingualism: Productivity
Learning a second language can also improve productivity. According to ACTFL, learning languages have been proven to improve standardized testing scores, reading achievements, (English) student vocabulary and academic performances. Again, many studies have been connected that show that bilingualism helps the human mind with these skills. Learning more than two languages improves this even more. All of these (achievements) are all connected to productivity, with these skills improved, productivity is boosted. With productivity boosted, grades increase, and more kids are successful.
Benefits of the Arts: Learning Skills
Having an arts program can improve learning skills for students. According to Edutopia, an arts program can result in a growth mindset, boosted self-confidence, improved cognition, communication, and also self-understanding. Music especially has been known to have a mostly positive effect on a human mind, including these. These skills are absolutely amazing learning skills, and it helps to have these in the classroom as you’re learning. Learning skills lead to harder working, smarter kids which eventually also leads to a ton of productivity.
Benefits of the Arts: Productivity
Having an arts program in school can also improve productivity. According to PBS Kids, music education can improve students’ language skills, increased IQ, spatial-temporal skills, improved test scores, and a harder working brain. All these skills are essential to increase productivity, so teaching music, like a band, chorus, or music theory, helps increase productivity and smartness among kids. Harder working, smarter kids leads to more productivity in the classroom, causing everything to increase along with it.
The Cost of The Programs
Some people may argue that schools providing language classes and/or arts programs cost too much money to implement. For example, according to the President’s Committee for the Arts and Humanities, budgets for art programs annually varied from 4 thousand to 3 million dollars, the average budget being $158,537. The budgets for arts programs will take out of the budget for other necessary things. After adding an arts program, there will be no money for the arts and languages in school, the core classes, and sports. However, this is not entirely true. There are already set aside budgets for core classes and sports programs. And while the arts program DOES cost some sum of money, the language classes only cost the same as core classes! Also, a budget for the arts program can be contributed through donations to the school.
In conclusion, arts and language programs, while costing the school systems money, are almost beneficial to improve productivity and learning skills in the classroom. Schools should implement these programs to achieve a higher grade average as a result of boosted productivity, test scores, vocabulary, multi-tasking skills, improved memory, etc. States/schools should definitely add arts and language programs to their curriculum.
Sources: The Telegraph, ACTFL, Edutopia, PBS Kids, and YouthArts
Written by Leaders 4SC 2020 Student, Marina E.


Editor’s Note: Teaching Channel has partnered with Student Achievement Partners on a blog series about the new assessments aligned to the Common Core State Standards. They have assembled a group of teachers who have either tried aligned sample assessment questions with their students or have participated in field testing of the new consortia (PARCC/Smarter Balanced) assessments this spring. Throughout the month of April, these teachers will share their thoughts, concerns, and optimism for what new assessments can mean for their classrooms. We hope this series will help ease fears and give teachers a platform for honest discussion.
Assessment season can bring on sweaty palms and racing hearts… for teachers. This year, there is an additional level of uncertainty as the Common Core State Standards are rolled out across the county and new assessments are being field tested or administered. This may feel like the moment of truth (how will my students do? how will that reflect on my teaching?), but it is just the beginning of the process of making sure our students are on track for success in college and beyond.
As teachers across the country are partaking in opportunities to understand, prepare for, and try new assessments in their classrooms, many are excited by what they’re seeing and how their students are responding. Like you, some have tried Common Core-aligned sample mini assessments and exercises from Achievethecore.org in their classrooms, as well as sample items and tasks released by both assessment consortia, PARCC and Smarter Balanced. Others are shifting their formative assessment practices in new and innovative ways to see how their students are doing with these new expectations. We’ve gathered a group of teachers from around the country to share honest reflections on how it’s going.
MEET THE TEACHERS
Tricia Ebner teaches gifted and talented middle school students in an ELA-based program in Hartville, Ohio. She is a member of Ohio’s PARCC Educator Leader Cadre, National Board Certified in early adolescent ELA, and a Student Achievement Partners Core Advocate.
Christina Suarez has been teaching high school social studies in Vermont for 11 years. As an advocate for the Common Core, she is also working with the Vermont Agency of Education’s Professional Learning Network to assist local development and implementation of performance-based assessments.
Cay Freeman is a 28-year veteran teacher in Windsor, Connecticut, who teaches intervention classes to 6th-8th grade students who struggle with math. In 2010, she was the district Teacher of the Year and a finalist for the Connecticut Teacher of the Year.
Em LeBlanc is a third grade math, science, and social studies teacher in Baton Rouge, Louisiana. She works with teachers throughout her district and state while being an advisor for the Louisiana Teacher Leaders, conducting professional development such as being a State Trainer for Eureka Math, and holding other leadership roles in education. Em has certifications in elementary education, special education, and educational leadership.
JOIN THE CONVERSATION
Over the next few weeks, this “on the ground” teacher team will address new assessment topics. They’ll talk about their unique classroom experiences — from preparing to use new technology to reflecting on their practice. We invite you to join the conversation, engage in discussion, and with each blog we’ll ask you to respond to a specific question. Our goal is to start an honest conversation among teachers about these shifts in instruction and assessment. We hope you’ll share your own successes, struggles, and questions with us. Come back throughout April for a new entry each Thursday.
We’re kicking off the “Assessment Diaries” series with a video of teachers reflecting on how aligned assessments can support the hard work happening in their classrooms.
After you’ve watched, use the comment section below to tell us what you think about this statement:
A promise of the new Common Core-aligned assessments is the elimination of the dreaded “test prep” time. High quality, aligned assessments should reflect and reward instruction aligned to the learning goals of the Standards. No more surprises. Do you agree?
We’re really looking forward to this series and hope you are too. See you next week!
READ ALL ASSESSMENT DIARY ENTRIES
Teacher Perspectives on How New Assessments Can Fuel Learning
Incorporate Technology Into Your Assessment Practices
Aligning Classwork to the New Assessments


The Situation as in 1986
7.1.1 Provision of free and compulsory education to all children until they complete the age of 14 years is a Directive Principle of the Constitution. Since 1950 determined efforts have been made towards the achievement of this goal. Over the years there has been a very impressive increase in the number and spread of institutions as well as enrolment. Universal provision of institutions has been substantially achieved at the Primary stage (classes I-V) According to the fifth All India Education Survey, 1986, 94.5 per cent of the rural population had schools within a walking distance of 1 Km.; 83.98 per cent of the rural population was served with middle schools/sections within a walking distance of 3 Km. The number of primary schools increased from 2.10 lakhs in 1950-51 to 5.29 lakhs in 1985-86. Similarly, the number of upper primary schools went up to 1.35 lakhs in 1985-86 as compared to 13,600 in 1950-51. The gross enrolment of 6-11 age group increased from 43.1 per cent in 1950-51 to 62.4 per cent in 1960-61 to 76.4 per cent in 1970-71 to 80.5 per cent in 1980-81 and to 85.0 per cent in 1985-86. Likewise, the gross enrolment of 11-14 age group increased from 12.9 per cent in 1950-51 to 22.5 per cent in 1960-61 to 33.4 per cent in 1970-71 to 41.9 per cent in 1980-81 and to 48.9 per cent in 1985-86.
7.1.2 However, Universalisation of Elementary Education (UEE) in its totality is still an elusive goal and much ground is yet to be covered. Dropout rates continue to be significant, retention of children in schools is low and wastage considerable. In 1985-86, dropout rates were 47.6 per cent in classes I-V and 64.4 per cent in class I-VIII. Despite increased participation of girls, disparity still exists. Though the participation of girls in primary education (classes I-V) increased from 28.1 per cent in 1950-51 to 40.2 per cent in 1985-86, it was still below the normative percentage of about 50 per cent. The participation of girls in upper primary classes (classes VI-VIII) was lower; it increased from 16.1 per cent in 1950-51 to 35.1 per cent in 1985-86. The participation of SCs and STs is now more or less in proportion to their share in population at the primary level, but the sex disparity persists among SCs and STs. In classes I-V, SC girls account for 37.5 per cent of SC students and in classes VI-VIII 29.9 per cent (1985-86). The corresponding percentages of ST girls are 36.6 per cent and 30.4 per cent respectively.


Experience Workshop’s Science-Technology-Engineering-Arts-Maths Creative Hub on 13.11.2021 at the HARPPI festival in Helsinki’s Maunula High School.
LET’S BUILD A GIGANTIC GEODESIC DOME!
Help each other figure out how to build up Experience Workshop’s Event Space: a 3-meter-high, 5-meter-wide geodesic dome, an exact copy of NASA’s space architecture, designed by the visionary architect Richard Buckminster-Fuller. Collaborative problem-solving with almost 1000 separate modules. Does space architecture inspire large things to be built on the Earth? Yes. The result is a structurally similar construction, like the wireframe of the world largest ice dome, which was realized in Juuka, Finland in 2016 by the Dutch architect Arno Pronk and his international team in collaboration with Experience Workshop.
We used Experience Workshop’s 4Dframe STEAM toolkit for building.
ROBOT FOOTBALL WORKSHOP
Connecting areas of Science, Technology, Engineering, Arts and Mathematics in the learning process – as known as STEAM – can get a real boost when it comes to robotics. Participants were welcome to try 4Dframe hands-on robotics toolkit to create any kind of constructions (see a video here).
FREE DISCOVERY & PLAY AREA
At the Hallå STEAM Booth, Johan Sten offered STEAM activities in Swedish language.
In the Free Discovery&Play Area everyone could play and experiment with innovative STEAM games from Experience Workshop’s collection: the Design Award Winner Logifaces from Hungary is the ANALOGUE GAME FOR DIGITAL MINDS. LOGIFACES lets you train your mind, boost your creativity and challenge yourself and your friends.
Poly-universe from Hungary offers a new perspective for mathematics and art education. The family set consists of 24 pieces each of the 3 shapes: the triangle, the circle and the square.
Mondrian Blocks and Smart Egg
Thousands of children and adults are playing Mondrian Blocks worldwide.
Smart Egg is a Hungarian invention based on the unique idea of a wand driven through the maze inside the Egg.


How do we measure literacy rate in India?
In India, the effective literacy rate is calculated by dividing the total number of literate persons aged 7 or above by the total population aged 7 and above and multiplying it by 100.
How do we measure the literacy rate?
Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.
What is literacy rate UPSC?
There is an increase of 4% in 2021 compared to the last census data. As per UNESCO, India will achieve Universal Literacy in the year 2060. The male literacy rate of India is 84.7% and female it is 70.3%.
How is literacy rate measured in India Class 10?
Literacy rate is the literate population of the age group 7 years and above divided by the total population of the same age group.
What are the 5 measures taken by the Government to improve literacy conditions in India?
New India Literacy Programme (NILP) Each One Teach One Programme. Smile Twin-E-Learning Programme. National Digital Literacy Mission (NDLM) and Digital Saksharta Abhiyan (DISHA) Pradhan Mantri Gramin Digital Saksharta Abhiyan (PMGDISHA)
Why do we calculate literacy rate?
The adult literacy rate corresponds to ages 15 and above, the youth literacy rate to ages 15 to 24, and the elderly to ages 65 and above. It is typically measured according to the ability to comprehend a short simple statement on everyday life.
How is literacy rate calculated in India Class 9?
In India literacy rate is calculated by dividing the number of literate persons with total population and multiplied by 100.
Does GDP measure literacy rates?
Countries with a high literacy rate usually have a high GDP per capita. Nations with low GDP frequently have lower literacy rates since the people in that country have less access to education, and children often have to work to help support the family. There are exceptions to this rule, like Russia.
What are the 3 types of literacy?
Since adults use different kinds of printed and written materials in their daily lives, NAAL measures three types of literacy—prose, document, and quantitative—and reports a separate scale score for each of these three areas.
What are the 5 levels of literacy?
The five stages of literacy development include emergent literacy, alphabetic fluency, words and patterns, intermediate reading, and advanced reading.


Display your words, math problems, or sentences on the whiteboard.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Create a set of words or math problems to display and cycle through on your interactive whiteboard. This tool is ideal for retention of words or calculations such as sight words or times tables, or to practice quick letter recognition.
First, click “New Set” to begin creating a set of flashcards. From here, you can give your set a title and choose the type of flashcards: words, sentences, or math problems (addition, subtraction, multiplication, and division). For math problems, you’ll be able to use any of these symbols: + - * x × ∙/ : ÷. The answers are automatically calculated, so you won't need to enter any answers.
Once you’ve finished creating your list for this set of flashcards, click “Save." This list is now saved in your flashcard tool. You’ll be able to access it anytime you open the tool. You can also save the lesson with the flashcards and access it from your “My Lessons” folder. This way, you’ll be able to share these flashcards with colleagues.
Now you can click “Back” on the bottom left corner to go back to the main settings screen. On the right side of the setting panel, you can set the time in seconds, you can decide whether to show a timer bar (the timer bar can help students see how much time they have left), whether you want to show the cards one after the other automatically or manually after a click, and whether you want the order of the list you have entered to appear at random.
Click “New Set” at any time to create a new list of words, sentences, or math problems.
• You can pause the tool at any time.
• Take a look at the list (and math problem answers) by clicking the grey Show list button in the bottom left.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Music Education Resources
Discover nearly 200 resources for the classroom, school community, and home by using the search filters below. Can’t find what you’re looking for? Contact us at [email protected].
Opera Theatre of Saint Louis
Introduce your students to the fun and joy of opera with Opera Theatre of Saint Louis’ FREE digital education programs! Opera on the GO! brings a fresh, modern abridged production of Mozart’s comic opera The Magic Flute and Trailblazers in Opera provides classroom teachers with lesson plans highlighting groundbreaking past and present Black opera singers and composers.
Mr. Mosley the Music Teacher
This YouTube channel for young learners offers original content with educational lessons in multiple subjects like math, reading, and history with music as the common thread. These lessons have been shared in classrooms all around the US & internationally.
The pianini app offers children from preschool to third grade easy, playful access to comprehensive music education: music theory, note reading, piano play, rhythm, and ear training. Download pianini now with iOS, Android or Windows.
Mental Health is Health
“Mental Health is Health” is an initiative rooted in the reality that we all have mental health and need to take care of it like we do our physical health. No matter what you’re experiencing, there are ways to take action to support yourself and those around you – students, classrooms, colleagues, family members, and friends.
Student Empowerment Through SEL in Music Education
The free webinar series and classroom guide about embedding social emotional learning (SEL) into the music classroom is presented by Save The Music and ArtsEdSEL. This is geared toward music educators but is also relevant for student musicians, parents and families, and music education advocates.
Advocating for Music Education: Make an Action Plan
Use these advocacy tools to create an action plan and support music education at your school. This way, teachers can provide the best experiences and opportunities for students through music learning.
In Session Talks
Inspired by the film “Respect” and the life of icon and activist Aretha Franklin, In Session Talks is a series of master classes with celebrated performers, composers, music industry professionals, and high-achieving women of color to broaden the horizons and aspirations of young people.
Get Started Recording Your Own Music
Whether at home or in school, Save The Music’s Get Started Recording Your Own Music tutorial videos help you easily navigate the ins and outs of producing your own music with easy-to-access software that you can find right on your own personal technology devices.
Remote Classroom Tools
Whether you are new to online music teaching or have found your rhythm already, these tools will help you create a program for your virtual music classroom or support music e-learning experiences at home.
Our Favorite FREE Websites for Music Learning
Save The Music teachers and students love these online resources that offer free and fun activities for learning in the classroom or making music at home.
Back to School: Guidance for School Leaders and Educators
Going back to in-person learning and restarting (or rebuilding) your music program has its own set of challenges. As your school’s leader, administrator, or music educator, be informed about national, state, and local guidance for opening a safe and healthy music classroom.
What’s New in Instrument Hygiene & Ensemble Procedures
The well-being and safety of teachers and students are important when it comes to in-person music learning. Use these guidelines from leading advocates and scientists to help you keep instruments clean and you and your students in the classroom safe and healthy.


From our very first meeting, we focus on your child as an individual human being and learner, listening and observing, adjusting and motivating each student to excel.
With two lead teachers in each classroom, we create a fun and engaging year for our earliest learners! We are committed to supporting students in their academic and social development and teaming with families to ensure a successful year for everyone. Our program is designed to foster independence, connections, and academic rigor. For the 2022-23 school year, our school-wide theme is “Sharing the Planet,” which we will explore throughout our entire curriculum this year.
As members of our Youngers Cluster (K-1st), Kindergarten students develop their identities as individuals, students, and community members. This strong intellectual and personal foundation empowers children to seek out and pursue ever-greater challenges, enthusiastically and persistently, throughout their years at PS1 and beyond.
CLICK HERE to learn more about our independent Kindergarten through 6th-Grade learning arc.
CLICK HERE to sign up for a tour.
CLICK HERE to see a sample K-1 (Youngers) schedule to learn more about their day.
CLICK HERE to find out What to Consider when beginning your Kindergarten search process.
Examples of Themes and Projects in the Youngers Cluster:
Taking Care Of Our Community
Our Family, Our Identity (CLICK HERE to read "We Are Friends")
Balance In Nature
Designing Food Trucks (Menus Included!)
Small Moment Story-Writing
New Year, New Me
We Are Scientists
Hallmarks of Kindergarten at PS1:
The Program is:
- Open-ended and child-centered.
- Differentiated with no ceilings or limits. For example, we use the workshop model for Readers’ and Writers' Workshop. The goal of the model is to support learners to be active and engaged in their work at their development of understanding.
- Interdisciplinary. Subjects such as science, art, and writing are woven together to create a dynamic program.
- Creative and innovative. Students spend time each week with our five specialist teachers: Art, Music, The Studio (a design and engineering STEAM workshop), Library, and Physical Education.
The Students are:
- Listened to, trusted, and valued as individuals and members of the PS1 community.
- Consistently expanding their comfort zones. For example, Youngers students collaborate with older students on curricular projects and special events. With social-emotional learning as a central tenant, the school environment provides a safety net for children to be willing to learn and take risks.
- Practicing cooperation and communication skills through project based learning.
The list below includes many of the feeder preschools of our current student body. We also admit students in grades above Kindergarten from local public and independent schools, along with students moving from outside of the Los Angeles area.
10th Street Preschool, Beverlywood Montessori Preschool, Blue Oak Creative Schoolhouse, Branches Atelier, Brella, Brentwood Presbyterian Church Preschool, Cassidy Preschool, Center for Early Education, CCUSD, Christopher Robin Preschool, Circle of Children Preschool, Couer D Alene Elementary (TK), Crestwood Hills Coop Nursery School, Culver City Christian School, Dig Childhood Center, Evergreen Community School, First Presbyterian Nursery School, First United Methodist Church Preschool, Fox Child Development Center, Free To Be Me Preschool, From the Heart Preschool and Enrichment Center, Gillybean Preschool, Glendale Montessori School, Goethe International Charter School (PK), Hedgerow Preschool, Hill & Dale, Home School / Pod, Kigala Preschool, Knox Presbyterian Nursery School, Little Dolphins by the Sea, Logan Academy of Global Ecology, Manhattan Beach Preschool, Methodist Preschool of Pacific Palisades, Montessori School of Manhattan Beach, Palisades Presbyterian Preschool, Palisades Preschool, Pine St. Child Development, Piper Preschool, Piper Preschool LA, Redwood Village Children’s Center, Santa Monica Family YMCA, Santa Monica Montessori, Sol Y Luna Montessori, Southern California Montessori, St. Martin of Tours (PK), Sunshine Preschool, Synapse Atelier, The Early Years Preschool, The First School, The Growing Place, The New School West, The Seed (now The Nest), Topanga Montessori, University Synagogue Early Childhood Learning Center (now Wilshire Blvd. Temple), Wagon Wheel School Malibu, Westside Neighborhood School (PK)


Children are natural scientists! Their curiosity as they discover the world around them translates naturally into thinking like a scientist. By incorporating hands-on, authentic science activities, children will problem-solve like real scientists while they build communication, collaboration, and teamwork skills…and have fun doing it!
Young children are ‘thinking like a scientist’ when they hypothesize, experiment, and observe. Here are some fun activities that will allow them to experience what it is like to be a scientist and practice these skills!
One of the basic principles of science is observation. Children love to investigate the world around them, and when they are making observations, they are learning to gather evidence, organize their ideas, and propose explanations. By challenging them to use their five senses to make observations, we are encouraging students to collect and organize information about the natural phenomena that sparks their curiosity. Using the Observing Ants activity, you can help children to observe ants in nature. Since the presence of people does not disturb ants as long as they are left alone, ants are one of the best animals for children to watch closely.
One of the basic principles of scientific investigation is hypothesizing: making predictions about what might happen based on previous knowledge or theory building. You are stating the expected outcome of an experiment or sharing an explanation about a phenomenon in the natural world. Using this Puddle Predictions activity, children will have the opportunity to predict what will happen to the ice and how specific locations can affect its melting time frame.
One of the basic principles of scientific investigation is experimentation. An experiment is a procedure that is executed to confirm or refute a hypothesis. Experimenting with imprints captured in modeling dough or clay builds a “hands-on” understanding of the processes that help scientists discover information about plants and animals that lived many years ago. Use our Fossil Finds activity to introduce fossils to students and allow them to make a hypothesis and carry out the experiment to confirm or refute their statement. They will also learn how they, as scientists, can use fossils to learn more about plants and animals. Don’t have modeling dough or clay at home? Here is a recipe from my mom that you can make at home with limited ingredients!
Mom’s Recipe for Modeling Dough
1 cup flour
½ cup salt
2 Tbsp cream of tartar
1 cup water
1 Tbsp oil
Add a few drops of food coloring to the water and mix. Add oil to the water. Mix all ingredients and cook in pot or pan on low heat until solid. Take off heat & knead. Keep in a plastic bag or container. Refrigerate. It will last up to 1 month.
Providing opportunities for children to “think like a scientist” where they are continuously experimenting, tweaking, and experimenting again gives our children the foundational skills to become the engaged citizens, thoughtful leaders, and learners of tomorrow.
For 3½ years Naomi taught middle and high school content, plus an additional year teaching elementary content. She has taught physical education, multiple levels of math, and science, and has also worked in Product Development and Curriculum writing for four years. Naomi now holds an Oregon teaching license for pre-K through grade 12 health & physical education, plus a Saskatchewan Profession “A” Teaching License. She has presented at international, national, state, and local conferences.
Read more by Naomi Hartl–>


In this article I am going to discuss why parents should teach their kids to play chess based on different surveys and research carried out across the world. Several researchers have studied the importance of chess since early 1950’s till date globally. Below, I discuss some of the important studies that were conducted to validate the significance of chess in kid’s thinking, analyzing, and intellectual development.
A four-year study conducted in early 1980’s in Pennsylvania, USA showed that chess-playing group, time and again surpassed the control group, and also betrothed in other thinking development programs. In a survey carried out by New Jersey State Department of Education in 1990’s, found that chess constantly advances self-esteem after a year of exposure. The results also show that many students’ self-images improved significantly. In a study carried out in New York City school, results showed that chess playing improved reading performance of students. In an another study carried out in New Brunswick, Canada, using fifth grade students divided into three groups, testing with the inclusion of chess to the math syllabus, showed increased gains in math problem-solving and knowledge balance to the amount of chess in the syllabus.
In a study carried out Dr. Albert Frank in Zaire (Africa), which involved 92 students from an age of 16-18, showed that the chess-playing children group showed significant (based on statistical analysis) development in numerical, spatial, and administrative-directional abilities compared to control group (non-chess playing). The chess playing group also showed high verbal aptitudes compared to the control group. The enhancements were true in spite of the absolute chess skill level achieved.
In a study conducted by Dr. Yee Wang Fung (Chinese University) in Hong Kong showed that kids who played chess have 15% improvement in their test scores for math and science.
In a study carried out by Dr. Adriaan de Groot in Belgium with the fifth grade students playing chess to the control group, results showed that the chess playing group had significant cognitive advancement in comparison to the control.
Based on the research studies and survey from above it can be concluded that playing chess in kids can; i) improve thinking development, ii) enhance self-esteem and self-image, iii) improve reading performance, iv) improve math problem solving, v) boost logical and analytical thinking, and vi) accelerate IQ.
Researchers have tried to find out what are the reasons that cause the above mentioned development and enhancement in children. I will discuss the same in my next article.
You can click on the links below to learn the basics of chess, learn advance strategies, watch videos, and find exclusive collection of books, games, and chess sets.
Learn Chess provides basic knowledge of how chess pieces move and Chess e-products provides with reviews of chess e-products to learn chess
Article Source: http://EzineArticles.com/expert/Pooja_Waghresha/1294133


Peppler, K. (2010). Media arts: Arts education for a digital age. Teachers College Record, 112(8), 2118-2153.
The researcher draws upon over three years of extensive field study at a Computer Clubhouse (media arts studio) in south Los Angeles where underprivileged youth ranging in age from eight to 18 have access to programming environments utilizing graphic, music, and video production software. Using a mixed-methods design including interviews with young artists at the Clubhouse, video footage of Clubhouse youth in the process of art making, and an archive of youth media art projects, the researcher documents what youth learn through media arts making in informal settings. She also describes the implications for leveraging learning in a media arts context for learning in other academic content areas.
Youth working in media arts learn and build upon key art concepts such as perspective, color, shape, and drawing from observation. The researcher observed youth making connections and learning about a wide variety of subjects, such as writing, science, and mathematics, while engaged in media art production.
Media arts have the potential to develop reading and writing skills for all youth, including those with cognitive disabilities. The researcher highlights a case in which a girl of limited capacity in basic literacy skills successfully completed a media arts project and began to take an active role in building basic reading and writing skills as a result of participating in the media arts project.
Students were deeply engaged in the learning process when practicing media arts at the Computer Clubhouse, suggesting that media arts present an alternative avenue for youth to learn aspects of media literacy, visual literacy, arts, technology, and subject areas such as mathematics and science.
Significance of the Findings:
The researcher points out that large school districts, including Los Angeles Unified (LAUSD), have recently recommended that media arts be included in the growth and development of arts education throughout the city. As districts and schools make these changes, it is important for researchers to contribute to an understanding of best practices and benefits of this type of learning for children and youth. This study contributes to these goals by closely examining marginalized youth at the Computer Clubhouse, who lack access to art education or new technologies in their schools.
The researcher used a mixed-methods approach to examining youth in the process of creating media art at a Computer Clubhouse in South Los Angeles, California, and drew upon over three years of ethnographic research on the media arts practices of urban youth. The young artists who are the subjects of this study range in age from eight to 18, but most are between the ages of ten and 14. All of the artists at the studio were black or Latino.
The researcher conducted interviews with young media artists at the Computer Clubhouse, and analyzed video footage of the youth in the process of art making and the youths’ media arts projects. The researcher interviewed and surveyed four professional media artists who examined a random sample of the youth’s projects to gather insights into the work produced by the youth and the potential benefits of work coming out of the Clubhouse. All data were analyzed by the researcher in three phases based on the research objectives.
Limitations of the Research:
This study’s subjects are a relatively small sample of youth who visit the Computer Clubhouse and do so voluntarily. Thus, the findings cannot be generalized to settings, such as schools, where participation is not voluntary and the atmosphere does not replicate that of the Clubhouse.
Questions to Guide New Research:
Research should be taken a step further through the establishment of an experimental study with randomized control and treatment groups to investigate the gains in literacy and arts skills identified in this case study.
Special attention should also be paid to media arts’ impact on student learning outcomes for students with cognitive disabilities, as compared to other types of intervention used in special education.
The author suggests two areas for further exploration: 1) the other content areas (beyond literacy and the arts) with which youth might make connections in media arts work; and 2) the self-directed nature of much of the learning at the clubhouse. Do these learning behaviors set the stage for effective learning in other domains?


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Looking for an extra challenge for your little ones in Kindergarten? Look no more, our Extra Challenge Free Counting Worksheets for Kids are the perfect way to help them practice their skills and boost their confidence in a fun and engaging way! Our worksheets come with 6 counting challenges that teach the basics of counting from 1-10. They include playful illustrations and are 100% free, making them a great pick for any parent or teacher concerned about the budget. So don't hesitate, download our free counting worksheets for kids today and enhance the learning experience for your children!
Try Kids Academy for FREE!
Using Extra Challenge Worksheets on Free Counting Worksheets for Kids is an effective and valuable way to help Kindergarten children learn to count. Designed by experienced professionals, these free workbooks are specifically tailored to the developmental needs of young children and can provide an educational and fun experience for your child.
Extra challenge worksheets on Free Counting Worksheets for Kids provides a great opportunity to teach kids how to count from 1 to 10. Through a variety of activities and exercises, children gain a range of foundational skills, such as counting, recognizing numbers, and grouping. This can aid a child’s academic development, as well as helping them learn to express their thoughts and ideas in a positive and constructive way. Additionally, by working through the worksheets, your child will gain confidence in their own abilities, which can help set them up for future successes.
The worksheets are designed for children of various age and levels, and designed to meet their individual capabilities. Through the activities, children develop and refine their fine motor skills, problem-solving aptitude, their ability to focus, and logical thinking. Another benefit of the worksheets is that they offer a fun and interactive way to help children learn.
Each worksheet focuses on a single counting concept and offers exercises such as matching numbers to objects, counting up to ten, number recognition, and more. Counting is an essential component of mathematics and is typically learned in the early years of school. The earlier a child learns to count, the sooner they can jump-start their mathematics development.
The free workbooks are specifically tailored to the developmental needs of early learners, ensuring that the material presented to your child is age-appropriate and safe for them to learn from. The graphics and characters used in the worksheets are engaging, allowing kids to connect with the material and learn in a fun way.
Additionally, the materials are designed to be self- paced and self-directed, encouraging learners to explore their own learning process. This helps children to take initiative to complete activities that they find more interesting.
Ultimately, by using the Extra Challenge Worksheets on Free Counting Worksheets for Kids, you can ensure your Kindergarten student has the best possible chance to gain basic counting skills, which can become a solid foundation for their future.
Note: You will not be billed until your free trial has ended and can cancel at any time. No strings attached.
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|Elective, Credits||Compulsory Elective 2 credit [Department of Education and Culture]|
Elementary education is the educational stage conducted when people are in (early) childhood and plays a crucial role which dictate children’s subsequent life-course. Therefore, teachers in elementary education are required to be conscious of the crucial role and to have clear vision about the following: What is elementary education? What should be done in elementary education? What is able to be done in elementary education?
In this lecture, we aim to acquire the clear vision through learning various knowledge and issues which contain elementary education’s principles, institutions, history, problems, and its solutions etc.


Teach your students to analyze characters more effectively by providing them with a list of character traits.
A teaching presentation outlining the similarities and differences between an inference and a prediction.
A graphic organizer for students to use to summarize a fiction text.
A template for students to use when planning the plot structure of a narrative text.
Read and learn about the Great Pacific Garbage Patch with a reading comprehension passage and worksheet pack.
A graphic organizer for students to use when categorizing sensory details.
A set of comprehension task cards to help students identify the author's purpose when reading.
A template for students to use when writing their own Readers Theater script.
Display these cute sloth-themed story elements anchor charts when learning about narrative texts.
A 14-slide editable PowerPoint template explaining the reading comprehension strategy of summarizing.
Teach them to your students with a Plot Elements Teaching presentation.
A worksheet that encourages students to create a book cover including a blurb on the back.
An article about springtime blooms and festivals paired with a comprehension task.
A comprehension activity using a narrative text .
Analyze text and identify character traits of characters with a Google Slides Interactive activity.
Investigate poetic elements with an interactive Elements of Poetry teaching slide deck.
A reading response template for students to use to summarize a piece of text.
Enhance your students' comprehension, vocabulary, and writing skills using a high-interest reading passage about Tornadoes.
A beautifully designed, 24-page reading magazine written specifically for Grade 4 students.
A graphic organizer to help students summarize a nonfiction text.
Teach your upper elementary and middle school students to read, analyze, and discuss poetry with a printable and digital poetry workbook.
Enhance story development and characterization in student writing with a set of 16 Show, Not Tell Posters.
A 70-slide PowerPoint presentation containing a variety of quick warm-up activities.
A set of 20 task cards to practice different elements of peotry.
Use these task cards to practice analyzing characters within any fictional text.
A collection of worksheets which enable students to practice applying reading comprehension strategies.
A 15 slide editable PowerPoint template explaining the reading comprehension strategy of questioning.
A reading response journal for students to use to engage with text in meaningful and purposeful ways.
A chart to practice using the SWBST strategy to write a summary for a fictional piece of text.
An engaging 44 slide interactive PowerPoint to use in the classroom when introducing comprehension strategies.
A graphic organizer to help students summarize a fiction text.
A fun reading comprehension game to play after reading a fictional text.


The study of art in NEISD is a high quality program for elementary and secondary schools. Our goal is for students to develop a personal voice through art-making; their artwork reflecting the solving of a creative challenge.
Students will understand why they make art rather than just what they are making or how they are making it. This initiates learning at a higher level and enhances learning in other content areas. Student artists are guided in their personal discovery of the visual arts through the study of art and artists of different cultures and periods.
Participating in art activities and studies will help students gain an understanding of self, others, and the environment. Through art education students develop visual literacy, increase critical and creative thinking processes that help them articulate and solve problems in a variety of ways, and learn to view art as a reflection of society.
Visual Art Director
Office: (210) 407-0356
Social Media for NEISD Art & Fine Arts:
Facebook: NEISD Fine Arts
Twitter: #NEISDart & #NEISDFineArts


Music Education is Essential in the Pandemic
Updated: Oct 9, 2020
Following on the SYNC Blog's inaugural post, here's another view on the critical need for music education for students, families, and communities.
This article comes from a new and prolific blog by the Inter-American Development Bank. IADB is a critical and well-respected service organization that works to "Improve lives in Latin America and the Caribbean." Music education and other "soft skills" are emphasized in the work of the bank's Education Division (Learn more about IADB's myriad of education project HERE).
More than ever, in the pandemic young people around the world, benefit from the healing power of music. In the article you will read a quote about the essential nature of music from Carol Merle-Fishman, the president of the International Integrative Psychotherapy Association (IIPA):
"...music in the time of Coronavirus...is one of our best friends. During a time of social distancing, music can, and should, be with us. Music links us to ourselves, our memories, and our hopes. Music links us to others." - Carol Merle-Fishman, President, IIPA
Read the complete article HERE


Free number names 1 to 10 worksheet pdf
Teaching numbers to young learners can be challenging. One of the best ways to help your child learn numbers and counting is through the use of worksheets, and in this article, we'll explore the benefits of using number names 1 to 10 worksheets.
|NUMBER NAMES 1 TO 10 PDF|
While some children may grasp the concept of numbers easily, others may struggle to remember them. As a parent or teacher, it is essential to provide children with the tools they need to learn numbers effectively. One such tool is a number name 1 to 10 worksheet. This worksheet helps children learn to read, write, and spell numbers, which is essential for their overall development.
|NUMBER NAMES WORKSHEET 1 10|
In this ultimate guide, we will provide you with all the information you need to teach number names from 1 to 10 effectively. From understanding why number names are essential to tips for teaching them, we have got you covered. We have also included a comprehensive list of frequently asked questions to help address any concerns.
|NUMBER NAMES 1 10 PDF|
What are Number Names?
Number names are the words used to represent numbers. For example, one, two, three, four, and so on. Understanding number names is essential for young learners as it helps them develop numeracy skills, which is essential for their overall academic success. You can also download the 1 - 5 number-to-words matching worksheet here.
Why are Number Names Important?
Number names are crucial for young learners as they help them understand the concept of numbers. When children learn number names, they can count objects, identify patterns, and solve simple math problems. Number names also help children develop their vocabulary, which is crucial for their overall language development. Download the 6-10 number to words matching worksheets PDF here.
How to Teach Number Names 1 to 10?
|1 10 NUMBER NAMES KINDERGARTEN|
Teaching number names to young learners can be challenging, but it doesn't have to be. Here are some tips to help you teach number names effectively:
Start with one to three: Begin by teaching children the number names for one to three. Once they have mastered these, move on to four, five, and so on.
Use visual aids: Visual aids, such as number charts, can help children visualize the numbers and their names.
Repetition is key: Practice makes perfect. Duplication is essential when teaching number names. Practice with your child or students daily until they have mastered the names.
Make it fun: Learning should be fun. Use games, songs, and other fun activities to make learning number names enjoyable.
Q1. How do I introduce number names worksheets 1 to 10 to my child?
A1. You can introduce number names worksheets 1 to 10 to your child by starting with simple activities such as tracing the numbers and counting objects. As your child becomes more familiar with the numbers, you can move on to more advanced activities such as writing the numbers and matching them with their names.
Q2. How often should I use number names worksheets 1 to 10 with my child?
A2. You can use 1 to 10 number names kindergarten worksheets with your child as often as you like. However, it's important to make sure that the activities are age-appropriate and that your child is engaged and interested in the learning process. You can also download the tracing number names 1 to 10 PDF here.
Q3. Are there any other resources I can use to help my child learn numbers and counting?
A3. Yes, there are many other resources you can use to help your child learn numbers and counting such as counting books, flashcards, and educational apps. You can find more worksheets at momovators to enhance learning.
Q4. What are some common mistakes parents make when teaching their children numbers names?
A4. Some common mistakes parents make when teaching their child numbers names include pushing their child too hard, focusing too much on rote memorization, and not making the learning process fun and engaging.
Q5. How can I make learning numbers and counting more fun for my child?
A5. You can make learning numbers and counting more fun for your child by using interactive activities such as games, puzzles, and songs. You can also incorporate your children
Teaching number names to kindergarten children is essential for their overall academic success. Parents and teachers can use a number names 1 to 10 worksheet to help children learn number names effectively. Remember to use visual aids and repetition, and make learning fun. With these useful tips, you will be well on your way to helping children master number names. "Momovators" is all about parenting, education, and free worksheets.
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Learning and playing an instrument boosts self-confidence in children. It can build various social and academic skills that help them become active. Playing an instrument prevents anxiety and depression in kids and provides an opportunity to make friends with the same interests. Research shows that music can reduce physical, mental, and emotional pain and helps to improve kids’ mental health.
Benefits of learning and playing instruments for kids
Learning and playing instruments can improve kids’ mental health and help build them various skills such as:
- Increased Memory: Learning an instrument allows a child to create, store effectively, and retrieve musical notes and lyrics. It makes the kid’s brain work actively to memorize things.
- Enhanced Coordination skills: Those who play instruments have better hand-eye coordination than those who do not. Playing an instrument requires the brain to work fast. Reading music is converted in the brain to the physical motion of playing the instrument.
- Self-Expression: One of the excellent benefits of playing music or instrument is the ability for children to express themselves. They learn to express themselves and their complex feelings. If they feel excited, inspired, sad, or lonely, they can find a way to show or play what they’re thinking and feeling.
- Improves Reading Skills: Playing music requires reading and understanding. A child needs to identify the pitch, how much volume they need to keep, how long to hold it, and what finger to use while playing the instrument. Learning to comprehend music can help in understanding the lessons in their studies.
- Improves Analytical skills: Playing an instrument is a creative act. Children need to understand beat, rhythm, and scales. Children are learning how to self-analyze, create fractions and recognize patterns.
- Creates Responsibility: Encouraging children to take care of their stuff and maintain the instrument creates a level of responsibility for them. All instruments require maintenance or upkeep like cleaning, tuning or oiling, etc. When kids are responsible for something, they are more likely to take care of it themselves without a parent reminding them.
- Enhances Listening skills: Playing an instrument requires children to listen carefully to their teacher’s instructions for rhythm, pitch, and speed. This concentration will improve their listening skills in music and life.
- Improves Social coordination skills: Playing an instrument in a group requires children to work together and collaborate on a specific sound or song. Interacting with other kids will allow them to make friends and improve their teamwork skills.
How can I get my child started on an instrument?
Before 5 years old, the goal of learning music should be to play. There should be no pressure, structure, or outside influence. A toddler should be exposed to various instruments that are safe for them to play with and given chances to discover different sounds on their own, as well as tone, pitch, tempo, dynamics, and melody. At around 5 years old, they can begin private music lessons for a specific instrument they have shown interest in. One school, Sage Music, takes a unique approach to music education and notes the child’s goals, interests, and learning style. Using all of this information, they customize music lessons in a way that will teach your child most effectively. Piano or drums are the most common and easiest instruments for a kid to start out with. Both piano and drums transfer very well to all genres of music and to learning other instruments in the future.
Research shows that playing a musical instrument improves kids’ mental and physical health. Today, parents and educators find it challenging to help their children cope with modern life’s pressures. They can essentially create a channel for previously untapped energy to be released. Playing an instrument would also bring to life all the emotions inside. The child can elevate feelings of vigor, enthusiasm, and joy. At the same time, they can show feelings of sadness, tension, exhaustion, and frustration. Music is an outlet for suppressed sentiments and emotions. The child’s mental and emotional needs will be easier to understand and meet as they communicate their feelings and thoughts through their playing.


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You guys know I love all kinds of hands-on learning ideas. Today I want to show you how to make a fun hands-on geography activity, a continent fortune teller. This activity comes from the brand new 100 Fun & Easy Learning Games for Kids book by Kim Vij & Amanda Boyarshinov. I received a free copy to help them promote their release, and today is their big day!
This book is packed full of creative ways to learn. Kim and Amanda write one of my favorite blogs, The Educator’s Spin On It. I have been following their site for years, so I was excited to have the opportunity to help them with their book release! They have given me permission to share this activity with you so you can have an idea of some of the awesome things inside the book.
How to Make a Continent Fortune Teller:
A fortune teller is the same as a cootie catcher. They are so simple to make and can provide so much entertainment! They are also great to use for educational purposes. I have a post I wrote a while back about using cootie catchers for learning. I love this geography fortune teller idea! It is so simple, yet so smart at the same time!
You need a square piece of paper. I used a large piece of scrapbook paper that was already square shaped, but any square will do.
Fold it corner to corner, then unfold it and fold it the other direction.
Open up then bring each corner to the center.
Flip the square over and bring the corners to the center again.
Fold in half both directions, unfolding in-between. Place your fingers into the slits and open.
Fill out the inside with the various continents and directions to find them. There is one extra triangle, so add in an instruction to find and name an ocean.
On the other triangles, add numbers.
To play, you need two players. One is in charge of the fortune teller, and the other is choosing the triangles and answering the questions chosen on the inside.
You choose a number then open it back and forth counting the number chosen. Next choose a second number on the inside and repeat. The third time, they open the flap of the number chosen and follow the directions given to find a continent or ocean.
Some variations on this game: Major cities, countries, famous landmarks, plus see my other post for more ideas!
This continent fortune teller is just one of the many great ideas found in the book 100 Fun & Easy Learning Games for Kids. Buy a copy today to see what other goodies you can find! It is on Amazon, and you can see a preview there of more content.
A little more about the authors:
Amanda Boyarshinov is a National Board certified teacher with extensive experience in early childhood education. She holds a bachelor’s degree in elementary education and a master’s degree in reading for grades K-12. You will often find her in her backyard exploring nature with her kids or doing a hands-on science project at the kitchen table.
Kim Vij is a certified teacher with over 20 years of experience teaching in early childhood education. She transitioned from classroom teaching to have a wider and stronger impact on early childhood education through advocacy. Her live and online appearances have helped her spread her message and become one of the leading experts of early childhood developmental activities. You can find her on pinterest at www.pinterest.com/educatorsspinon.
Amanda and Kim are the co-founders and writers of the children’s activity site TheEducatorsSpinOnIt.com, which has over 1.5 million Pinterest followers, over 100,000 monthly page views and 17,000 Facebook fans. They have worked with brands like Melissa and Doug, Sylvan Learning and Camp Invention. Both Amanda and Kim live in Florida.
Want some more Geography teaching ideas? Check out my Geography projects!
I’d like to address your topic email with a wish all my subscribee’s would follow. What makes me open an email…content. I an email suggests content is appropriate for an early elementary student I’m all about it. If for older kids I don’t want to waste time opening it. So just tell me what’s in it and I’ll be faithful to keep following.
Keep up the good work. I love your ideas (esp this one, i’m a geography teacher by profession). And have a wonderful mini holiday


Get your craft/ popsicle sticks out and create your very own craft stick shark with this simple tutorial. They are so easy to make you can create Baby Sharks entire family! This is one shark that is impossible to fear!
Now if this craft stick shark is too quick and easy for you then it is totally possible to extend this craft activity to make the fun last for longer. Try using white cardstock and painting it. Perhaps create an entire ocean scene by drawing all sorts of ocean life onto a large piece of paper. Lots of little fish for your shark to catch and everything else that is commonly found where your shark swims.
If you would like to learn more about sharks then be sure to read our Shark Facts featured at the bottom of this tutorial. Learning can be fun, especially when it involves crafts!
Craft Stick Shark
You Will Need
For this craft stick shark, you will need the following materials. Feel free to improvise to create your own original variation of these sharks.
How To Make Your Shark
Start by making the craft stick base with your 5 craft sticks. As you can see we used craft sticks that had been dyed blue but natural wood craft sticks would also look lovely, alternatively you could paint them. Using the glue stick them into the shape formation shown.
Once dry (or being very careful while wet, we can never wait) place your craft stick shark on a piece of cardstock. We used a sky blue color but dark blue or grey would also work well. If you don’t have colored card then use white and paint it the sharky color of your choice. Using a pencil trace around the craft sticks, creating a fin and tail and ignoring the bottom fin.
Move the craft stick shark to the side and cut out your shark shape. Put glue onto the bottom of your craft stick shark and attach the cutout cardstock piece.
Using a piece of scrap cardstock cut out a zig-zag line for teeth. Stick these onto the back of your shark for a ferocious line of teeth.
Attach your googly eye and your craft stick shark is complete.
Fun Shark Facts
Turn this craft stick shark into a fun learning experience with these fun shark facts. More facts can be found over at Sharks World and from Easy Science For Kids.
- Sharks have lived in the oceans for over 400 million years. That is before dinosaurs roamed our planet.
- The shark species as we know them have been around for 100 million years.
- Many species are harmless to people.
- New species get discovered every year but for now we know of over 500 different shark types.
- Approximately 100 shark species have serious problems that threaten their population and survival.
- Commercial fishing and water pollution are some of the biggest threats to sharks.
- Sharks, unlike most fish, don’t have bones, but instead, they have cartilage, a soft, sinewy substance.
- They have several rows of teeth and might have as many as 3,000 teeth in their mouths at one time.
- A sharks night vision is better than a cat’s.
- A shark’s sense of smell is 10,000 times better than a human’s.
- The largest shark is a whale shark. It can reach over 20 meters in length.
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A Broad and Balanced Curriculum in Primary Schools
Educating the whole child
- Susan Ogier - University of Roehampton, UK
Exploring the Primary Curriculum
Curriculum Design | Elementary Education | Preservice Training for Elementary
Primary schools and teachers in England are tasked with providing a Broad and Balanced curriculum. As pressures of standardised testing and the focus on English and maths impact on teaching time, how can teachers ensure that they remain focused on this as an objective?
How do we ensure that the curriculum truly is Broad and Balanced? How do ensure that we are educating the whole child?
This book provides both discussion of the current challenges and practical guidance and support on how to tackle them. It informs and inspires new teachers to teach across the curriculum, and to empower the next generation of children to explore what is possible for them within their own future lives.
This second edition includes new chapters on curriculum design; alternative environments and learning spaces.
This book is useful to support our PGCE students in their academic module about curriculum design. Chapters on learning to enquire and transforming learning spaces are particularly helpful in making links to curriculum and learning spaces in other cultural contexts.
Supports the learning outcomes effectively
Very informative and interesting read
A well written book that contains specific topics relevant to current educational thought.


Cultivating Competence in English Learners
Integrating Social-Emotional Learning With Language and Literacy
This research-based resource offers general education teachers more efficient and effective ways to integrate social-emotional learning (SEL), language, and literacy development into all subjects and grade levels to make the most powerful learning impact, not just for English learners but for all students.
Add this eBook to your credit card purchase and gain immediate access.
eBooks are available on desktop, Android, and iOS via Adobe Digital Editions. eBook purchases are limited to one eBook per title, per account. Please visit the eBook FAQ for more information.
Research-backed, proven strategies for integrating SEL into quality teaching for English learners
For busy classroom teachers, integrating instruction for English learners with literacy, reading, discourse, and social-emotional learning (SEL) may seem daunting. This research-backed guide offers evidence-based strategies core content teachers can use immediately to improve daily practice. The authors explore the importance of SEL application to the English learning process and how to connect essential instructional elements to cultivate active, engaged learners.
This book will help K–12 teachers:
- Understand the core tenets of the CASEL framework and how SEL applies to English learners
- Implement a schoolwide culture shift toward SEL practices
- Improve student SEL competencies
- Assist English learners and multilingual learners in developing their listening, speaking, reading, and writing skills
- Accelerate language and literacy development
English LearnersLiteracySocial-Emotional Learning
Product Code: BKG001, EKF563
Published By: Solution Tree
“Calderón and Tartaglia provide valuable, research-informed, practical ideas for fostering learners' social, emotional, and language development in a way that recognizes learners' diverse cultural backgrounds and strengths and promotes equity.”
“For every secondary content area teacher who has ever asked, 'But HOW exactly am I supposed to support EL literacy development in my classroom?' here is the help you have been waiting for. Robust background information and longitudinal research provide a convincing rationale for making time in content area classes to support all learners to become more proficient readers, writers, speakers, and listeners to accelerate academic progress as well as enhance English acquisition for all.”
“In this book, Calderón and Tartaglia eloquently show educators how to provide multilingual learners rich academic and social-emotional learning so they leave our schools reading at grade level, with strong self-management abilities and sound relationship skills.”


ANNOUNCEMENT: No School March 27-31 – Spring Break
Welcome to the Music Department at North Lake School. We are very proud of the fine arts program and offerings at our school, where there is truly something for everyone. North Lake proudly offers K-4 General music, 5-8 choir, and 5-8 band.
Read on below to learn more about our music classes.
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
General music is offered to all K-4 students at North Lake School. In classes students will learn how to perform, create, and respond to music through a variety of classroom experiences. The curriculum is based on the National Standards of Music Education, and students will be taught with a variety of pedagogical methods, including Kodaly, Orff and Dalcroze. The ultimate goal of the K-4 general music curriculum to cultivate a lifelong enjoyment and appreciation of music.
The 5-8th grade band curriculum at North Lake School emphasizes tonal and rhythmic development, performance skills, musical literacy, critical thinking, and creativity. These curriculum goals are based on the National Standards for Music Education, and are primarily achieved through small group lessons, full ensemble rehearsals, performance opportunities, and projects.
North Lake School is a member of the Arrowhead Area Consortium Bands (AACB), which is a cooperative ensemble formed with Richmond, Lake Country, Swallow and Stone Bank schools.
Students in band should expect to:
- Develop proper physical technique and tone for their instrument of choice
- Learn musical terminology and become fluent in reading notation
- Read, notate, and analyze written music
- Perform a variety of band literature (Lesson book, standard repertoire, pops, multi-cultural)
- Practice and prepare for community performances, such as the Veteran’s day, Holiday & Fine Arts Night Concerts
- Practice and prepare for Arrowhead Area Consortium Band concerts and Solo & Ensemble
- Compose their own music
- Have a lot of fun making music with their peers!
Choir students explore basic music theory, music history, music of different cultures/genres, and learn proper singing technique. All students are expected to attend concerts and events, with the exception of emergencies. The choir curriculum requires a team effort and good behavior is part of this requirement. Students work together, laugh, and sing. It is a musical adventure each and every year.
- Veteran’s Day Celebration (November)
- Holiday Concert (December)
- Fine Arts Night (March)
Choir at North Lake is a class that includes day and evening performances. There are high expectations for students in terms of concert attire and behavior. The goal is for students to have a positive experience and for the events to be successful. The following expectations about professionalism and performance are part of the learning targets in choir.
- Concert Attendance
- Being Prepared (“Call time”)
- Concert Attire
Mrs. Gail Hoffman
Mr. William Krieger


March brings awareness for Women’s History, Music Education, Brain Injury, Reading and a host of other wonderful causes. Here are a few we highlight this month.
Writing Women Back into History
*]Women’s History Month 2017[/b] celebrates women and their accomplishments. Their tagline is “writing women back into history” This year’s theme: “Honoring Trailblazing Women in Labor and Business.” While the concept began in the 1970s, it wasn’t until 1980 when President Jimmy Carter declared a proclamation. By 1987, the advocacy efforts came to fruition when Congress declared March as National Women’s History Month in perpetuity. A special Presidential Proclamation is issued every year which honors the extraordinary achievements of American women. Mark your calendars for March 8th which is the annual International Day of the Woman.
Music In Our Schools Month (MIOSM®) is the National Association for Music Education’s (NAfME) annual celebration during March. MIOSM engages music educators, students and communities from around the country in promoting the benefits of high quality music education programs in schools. At a time when funding for the arts and school funding for arts programs looms large, advocacy initiatives like MIOSM could not be more important than now.
The month-long observance began in New York in 1973 as a single statewide Advocacy Day and celebration, which grew over the decades to become a month-long salute of school music in 1985. Music teachers celebrate MIOSM in many ways by offering special performances, lessons, sing-alongs and activities to bring their music programs to the attention of administrators, parents, colleagues, and communities to display the positive benefits that school music brings to students of all ages.
Ways to get involved: change your profile picture during the month of March. Share photos of how ‘Music Inspires’ you and if you’re a teacher, share how music inspires your students on Instagram using #MIOSM and #MusicInspires and tag @NAfME.
Brain Injury Awareness Month – The Brain Injury Association of America (BIAA) leads the nation in observing the month by conducting an awareness campaign in March each year. The theme for the 2015 to 2017 campaign is: Not Alone.
The Not Alone Campaign provides a platform for educating the general public about the incidence of brain injury and the needs of people with brain injuries and their families. The campaign also acts as an outreach platform within the brain injury community to de-stigmatize the injury, empower those who have survived, and promote the many types of support that are available.
Founded in 1980, the Brain Injury Association of America is the oldest, largest and only nationwide brain injury advocacy organization in the U.S. As the voice of brain injury, BIAA provides help, hope and healing for the millions of Americans who sustain this life-altering, sometimes devastating, injury.
In honor of Brain Injury and The Not Alone theme, I leave you with an inspiring song written by singer/songwriter David George entitled “Shine” off his album Radiant Man. The song just happens to match this year’s theme “Not Alone.”
[Submitted by Abbe Sparks]