- Monday, 11/4 – 8th Grade Pizza Day
- Tuesday, 11/5 – All School Mass
- Wednesday, 11/6 – 1:45 Dismissal for students
We are starting Chapter 3: Fractions and Mixed Numbers. In this chapter we will cover: equivalent fractions, comparing and ordering fractions, adding and subtracting like fractions, mixed numbers, improper fractions, renaming improper fractions and mixed numbers, adding and subtracting mixed numbers, multiplying fractions and whole numbers, and real-world problems with fractions.
Students should still be practicing basic facts for multiplication AND division. I will be assigning 10 minutes of fact practice at home every night this week. If your student needs flashcards, he or she may borrow a set from the classroom. It is imperative that students master these basic facts to ensure success with future math topics.
We are busy in Literacy. We continue our read aloud, “Front Desk” as we work to build reading comprehension strategies together with a deep focus on the characters in the story. In writing, we continue this focus as we work to write narratives with believable characters and scenes that “show”, instead of summarize, what is happening. We are also meeting in our guided reading small groups, and students are working in their Words My Way workbooks.
We continue our exploration of the Southeast in Ch. 7. We are learning about many important events and people that have shaped the region, including the Cherokee Native Americans. This upcoming week, we will be learning about the first European settlers in this region. The students have a coordinating packet to work on throughout each chapter, and they will use this as a study guide for the test. Please make sure your child is keeping this packet and any other coordinating review sheets in their social studies folder in their “sidekick.”
This past week, we have wrapped up Ch. 4 and took our Unit 1 test. This upcoming week, we will move into Ch. 5, titled, “We Are Called to Follow Jesus.” We will be learning about how Jesus’ words and actions taught us how to live holy and happy lives, and how baptized Christians try to live like him and follow his teachings. We will also study the Lord’s Prayer. We will discuss how, in saying this prayer, we praise God, ask for all our needs, ask to be forgiven and to forgive others, and ask to be saved from evil.
- Please be sure to check and empty your child’s Black “Home” Folder in his or her sidekick on Friday afternoons, as this is when I typically will send home corrected assignments.
- Cold weather=warm coats, hats, gloves, boots, and snow pants. Dig them out! Students are not permitted to play in the snow without the proper snow gear.
- Find our class on Twitter 4G @WendyGo74101462


By Teachers, For Teachers
Whether you are a new teacher just starting out, or a seasoned veteran, your goal as a teacher is the same: To create a positive learning environment for your students. However, you are only human and you will make mistakes throughout your career. Even with the best intentions you may unintentionally complicate situations. To help you avoid these "mistakes" and make your life (and job) a lot easier, try avoiding these common teacher traps that prevent a healthy classroom environment from happening.
Having an Unorganized Classroom
Teachers by nature are naturally organized people. I don't think I know one teacher that I would consider "unorganized." But, I have seen classrooms where I thought, there is definitely a better way to organize this room. Before school even starts make sure you have a filing system set in place. You will not believe how much paper your class will accumulate in a matter of days! Utilize totes, boxes, filing cabinets, or any other organizational item you have in your classroom. Once students get in the routine of where they must place homework papers, you will be thankful that you had a system set it place.
Being their Students' Best Friend
Everyone likes to be liked; it's natural to want everyone to like you. But remember, they are your students and not your friends. New teachers especially tend to fall into this trap. They go to school in the mindset that they want to be the "nice" teacher and will do anything to appease their students. Remember you are the adult; your main focus is to educate, figure out how to motivate students, and earn the respect of them, that's all.
Not Learning Each Students' Name Quickly
One of the worst things a teacher can do is not know one of their students' names. It is essential to learn names quickly if you want to create a rapport, learn how to motivate students, and lessen anxiety during the first few days of school. Learning more than 20 names may seem overwhelming at first, but there are tricks out there to help you. Greeting students by name each morning, wearing name tags, and using a mnemonic device are just a few ways you can be sure to learn names. Other options are playing the name game, creating rhymes, and associating relating names will help too.
Keeping Parents Out of the Loop
Research has shown that parental involvement in school is imperative if you want students to have a successful school year. The worst thing you can do is avoid parents’ emails, or keep them from having the opportunity to be a part of their child's education. Embrace parent volunteers and encourage them to be a part of their child's education. It will not only help your students be successful, but it will make your job easier too!
Inconsistent Classroom Management
This usually pertains to new teachers because of their lack of experience. Classroom management is something that has to be consistent in order for it to work. Start the year off by explaining the rules and their consequences and do not waiver. Once students see you are inconsistent and that you are interested in learning how to motivate students with the rules, they will take advantage of that. If you feel your rules are a bit too extreme, then change them, but not until a few months have gone by and students know you mean business.
Stopping Abruptly and Calling on Students
One of my biggest fears as a child was to get called on in class and not know the answer. The worst thing a teacher can do to a student is to intimidate them, and make them feel so uncomfortable that they don't want to speak in class. Avoid stopping mid-lesson and randomly calling on students. Try getting students to actively participate by giving them a few minutes to think about the question, or put them in groups to discuss the answer.
Not Asking for Help
There will be times that you will not have the answer and that is perfectly fine. This is the time to go to a colleague and ask for assistance. Your fellow teachers are there to help, so throw your pride aside and ask away.
What do you think are teacher's worst mistakes? Please share in the comment section below.
Janelle Cox is an education writer who draws on her 15 years of professional experience in the education system. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Guide to Elementary Education for About.com, where she provides educational information and lesson plans for teachers across the United States.


When talking about things that happened in the past, it’s a good idea to have a cheat sheet ready for students to refer to. Download this cheat sheet comparing simple past and past perfect from my Patreon.
- Explain what happened in these important years in history.
- Why are these years important?
- Who was affected by the events in these years?
Wishes and dreams change over time.
I have hundreds of wishes and dreams that I used to wish would come true. Sometimes life moved in incompatible ways, sometimes I grew out of the wishes and dreams.
Some of my childhood wishes were impossible to begin with – like finding a world full of magic and talking animals at the back of my wardrobe. I used to dream of becoming a powerful sorceress. And I still wish I could fly!
- What did you used to wish or dream for, that you don’t now?
- What happened to those wishes and dreams?
I always wanted to live in middle earth – the languages of middle earth, gardens and wild spaces, people and races, homes and clothing, mythology and food in middle earth fascinated me from a young age, and still does!
In the old days
What did you used to do when you were younger, that you don’t do now?
- What did you used to eat or drink?
- What hobbies did you used to have?
- How did you used to spend your time?
- Did you reach any goals that you used to have, or have they changed over time?
Write about or explain how your life and interests used to be, and how they have changed over time.
I used to spend all of my school lunch times, and recess breaks, and several nights after school, playing in various music ensembles. I always had thought I would be in music education when I grew up!
Describe an item or place that holds many memories for you.
- Why is it special?
- What events, people, sights and feelings does it make you remember?
- How does it make you feel now?
What did you do yesterday?
Describe what you did yesterday in as much detail as you can. Start with what you were thinking about when you woke up, even before you got out of bed. Include what you ate for breakfast, and how many coffees you drank throughout the day.
- What did you have for lunch?
- Did you study or read something interesting?
- Did you hug someone?
- What was the weather like?
Experiences - present perfect
What have you done during your life? Write a few sentences explaining what you have done in the past, without specifying a time. They may be simple sentences, about small things. For example:
- I have brushed my hair.
- I have walked in the rain.
- I have ridden a camel.
- I have eaten natto (and I hated it).
- I have used a cute backpack.
- I have seen the sun sink into the sea.
- I have dyed my hair blue.
- I have been in an earthquake.
Categories | PROMPTS
Tags | language learning, teaching
13 Dec 2014


KORE2811 Readings in Korean Culture
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 2 core unit in the Korean Studies major sequence
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 2 elective
- This unit is designed to enhance students understanding of Korean culture and society through introducing students to a broad range of topics and issues that relate to Korean culture past and present. It aims to enhance students' critical understanding of South and North Korean cultures as sites for identity formation and political practice.Through examining the relations of culture and power, this unit encourages students to develop solid understanding of the broader context of the development of national identity discourses in South Korea, and to a lesser degree, North Korea. Topics covered in the unit include Korean culture under colonialism, protest cultures, trauma cultures, traditional culture, cultural diplomacy, and North Korean arts and public culture.
The unit introduces students to researching and reading a range of materials both in English and Korean, albeit only a very basic level of Korean language ability is expected at this level as all assignments are submitted in English. Students have the opportunity to engage with a range of visual media (such as films and television dramas), art, literature and music, and to examine why certain meanings are attached to cultural texts at the moment of their production. This unit enhances students' ability to analyse cultural texts in a non-Western context, and to identify, analyse and evaluate the significance of the political and philosophical discourses that underpin and inform cultural production in the two Koreas.
- Students are able to (1) develop a range of research skills relevant to conducting research in Korean Studies through analysing a variety of authentic Korean language materials appropriate for their level of Korean linguistic competence (sociolinguistic competence) as well as research and academic writing skills in English; (2) make the first steps towards Korean cultural literacy by having critically engaged with some of the fundamental issues and themes shaping contemporary South Korean society; (3) gain the ability to interpret accurately culture-specific social situations, thereby demonstrating intercultural sensitivity towards our 'globalised and culturally diverse environment in which graduates will be living and working'; (4) identify, analyse and evaluate the significance of discourses that underlie and inform cultural narratives, and understand and apply basic research methods including research design, data analysis and interpretation; (5) assess and identify relevant resources for a research project and prioritise conclusions reached from an analysis of a variety of cultural and academic texts, giving reasons; and (6) apply emergent theories and methods routinely applied in the field of Korean Studies and demonstrate intermediate research skills through critically engaging with a broad range of sources and latest available research to identify relevant materials for an enquiry-led research project.
- Indicative assessments in this unit are as follows: (1) participation (may include an online component); (2) short essay; and (3) major essay. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Associate Professor Joanna Elfving-Hwang
- Unit rules
- KORE1402 Korean 2
equivalent as determined by the unit convener,
ASIA1001 Asian Societies and Cultures
ASIA1002 Asia from Colonial to Modern
- Contact hours
- Up to 3 hours a week for 10 weeks (including online lectures). This is a blended-learning unit.
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Lightening to Sand
If you saw the movie, Sweet Home Alabama, you might wonder if lightning really does turn sand into glass. The answer is: sometimes. The result is known as fulgurite.
- Lightning turns sand into glass under certain circumstances. The lightning must be more than 1800 degrees Celsius. The sand must contain silica or quartz.
- When the lightning hits the sand, it tunnels into the ground, making a shape like the roots of a tree.
- The glass that results looks like hollow, branched tubes that are covered with sand.
- These glass tubes, fulgurite, can remain protected under the ground for hundreds of years.
- Over time, wind, rain, and erosion can unearth these glass sculptures. They’re uncommon, but beautiful.
- The sculptures can be mistaken for a piece of driftwood.
- Fulgurite: a sculpture made by lightning hitting sand
- Erosion: the process of removing dirt from an area through natural means, e.g., wind and rain
- Hollow: open on the inside; not solid
Questions and Answers
Question: What else can lightning do?
Answer: It’s estimated that lightning strikes the earth 8.6 million times a day! And with temperatures up to four times the heat of the Sun, lightning can cause tremendous damage. Lightning can evaporate the water in trees, causing them to explode.
Lightning can also cause trees to catch on fire. About 2,000 people die from lightning strikes every year. Those that survive experience long-term consequences, such as memory loss, weakness, and burns.
See photos of fulgurites.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Can sand become glass if it’s hit by lightning? ." Easy Science for Kids, Feb 2020. Web. 28 Feb 2020. < https://easyscienceforkids.com/lightening-to-sand/ >.
APA Style Citation
Tobin, Declan. (2020). Can sand become glass if it’s hit by lightning?. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/lightening-to-sand/
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We recognise that numeracy is an important life skill. Being numerate means being able to reason with numbers and to solve a variety of problems in everyday life.
Numeracy skills are needed in every subject in school, but we are also focusing specific skills during a numeracy session each week.
We have a termly focus: Autumn – Time, Spring – Multiplication, Summer – Money
Students will complete tasks with their pastoral teacher and can also access online programs both in school and at home.
Doodle Maths is new to Ashley High School. We have purchased this program as it has been proven to help children make big improvements in both their ability and confidence in maths. We encourage our students to use the website every day. Doodle Maths will learn where our students' strengths are, and areas to improve, and then builds an individual program just for them. Each student has their own personal login which records their progress.
All students have unlimited access to Study Ladder. This is an online platform to improve Numeracy skills through quizzes and games. The tasks set are personalised for each individual student to ensure they are targeting relevant skills. This can be accessed at home through a computer or mobile device. Each student has their own personal login which records their progress.


El Día de los Niños/El Día de los Libros (Children’s Day/Book Day), commonly known as Día, is a nationally recognized celebration that emphasizes the importance of literacy for children of all linguistic and cultural backgrounds. It is a commitment to linking children and their families to the world of books while nurturing cognitive and literacy development in ways that honor and embrace a child’s home language and culture.
Join us on Saturday, April 25 for a day of multicultural crafts, music and fun!
Mini Movin’ and Groovin’
Ages 8 months–5 years with an adult.
Get your little ones movin’ to music, rhythm, songs and fun!
11:30 a.m.–1:30 p.m.
Join us to make great crafts from around the world to take home and keep!
Roots: Ralph Bunche & Toni Morrison
Join Judith and Ernie Davis for books, activities, and snacks as we explore the lives of African American heroes and sheroes.
Arts Ballet Conservatory Performance
Enjoy dances from around the world in this special performance!


Adolescence in the 21st Century
Constants and Challenges
What is wrong with young people today? This question has captured the concerns of the older generation about the habits and attitudes of the adolescents in their midst. The assumption is that there is indeed something wrong with young people. Even Plato must have rolled his eyes, as he relates his diatribe about the adolescents of Greece. Is the current generation of adolescents less motivated or less focused than their parents? How will they respond to the challenges facing them as they progress to adulthood? When, in fact, do they become adults? Although every generation draws upon their own unique and varied experiences, the speed of our current societal changes has created a very different adolescent passage for contemporary youth than ever before.
The world as we know it has changed significantly and because of it, much of today’s youth is decidedly different from their parents. Adolescence itself has shifted dramatically. Young children are displaying adolescent behaviors well before they are ready to act on or understand their meaning, and older adolescents are staying perpetual children. As one writer put it, “the conveyer belt that transported adolescents into adulthood has broken down”. This book provides an interdisciplinary collection of research on the constants and challenges faced by young people today. Failure to launch? Social media? Economic stagnation? For the generation that is coming of age in a post-terrorist world and in the midst of economic upheaval, the challenges might seem insurmountable. However, in this book, scholars from across the academy, from sociology, psychology, education, philosophy, science, and business, explain how the young people today are responding to the constants of growth and change in adolescence and the unique challenges of life in the 21st century.
Foreword: Adolescence in the 21st Century, David Elkind. Preface, Frances R. Spielhagen, and Paul D. Schwartz. Part 1: Examining the Adolescent in the 21st Century, Frances R. Spielhagen, and Paul D. Schwartz. Seeking the Right Fit: From Training Bras to Self-Identity as Adolescents Search for Self, Susan Riemer Sacks. Talk to Me... Mothers’ Experience of Communicating with their Young Adolescent Daughters, Debra A. Hrelic. Parental Religiosity and Adolescent Educational Attainment: The Role of Non-Cognitive Skills, Gregory M. Eirich. Adolescent Literacy Development and the New Literacies: Challenges and Possibilities, J. David Gallagher. Socio-psychological problems among youth in Russia in the new millennium, Olga E. Lomakina and Tatiana I. Gustomyasova. Part 2: Constants: Purpose, Agency, and Motivation, Frances R. Spielhagen. Service-Learning as a Tool for Developing Emerging Adults into Productive Employees and Citizens, Moira Tolan. Doing Social Justice: The MYTI Program and Inner City Students, Rosaria Caporrimo and David Kerner. Adolescents with Autism Spectrum Disorder, Irene Van Riper. “Education of Peacemakers: Raising College Students’ Awareness of and Respect for the ‘Other’” Diane Bliss and Margaret Murphy. Part 3: Challenges: Emerging Adulthood, Paul D. Schwartz. The Challenge of Acceptance: Digitalk and Language as Conformity and Resistance, Kristen Hawley Turner. Homeless Adolescent Mothers: Engaging Strengths Emergent in Parenthood, Marina Mazur, Alexandra Jordan, Aurelie Athan, Lisa Miller. Prenatal Cocaine Exposure- Two Decades Later: A Case study, Rae Fallon. My Body, My Biography: The use of narratives of self injury as a path to wholeness, Susan A. Conte. Music and Emotion Regulation among Emerging Adults, Janice C. Stapley.
Web price: $39.09 (Reg. 45.99)
Web price: $73.09 (Reg. 85.99)
- FAM003000 - FAMILY & RELATIONSHIPS: LIFE STAGES: Adolescence
- EDU037000 - EDUCATION: Research
- EDU013000 - EDUCATION: Finance
- A Second Helping of Gumbo for the Soul More Liberating Stories and Memories to Inspire Females of Color
- Curriculum and Teaching Dialogue Vol. 21 # 1 & 2
- Curriculum Windows What Curriculum Theorists of the 1950s Can Teach Us About Schools and Society Today
- Decolonizing Qualitative Approaches for and by the Caribbean
- Growing the Knowledge Base in Evaluation The Contributions of J. Bradley Cousins
- Using and Developing Measurement Instruments in Science Education A Rasch Modeling Approach 2nd Edition
- Visionary Evaluation for a Sustainable, Equitable Future


Most children who show difficulties in reading have or have had a form of speech disorder such as speech delay, dyslexia or stuttering. In this article, we explore what kind of role speech disorders play in a child's literacy development.
Speech therapists and psychologists believe that speech disorders are responsible for the failure of some functions critical in acquisition of literacy – reading and writing skills. Disorders affecting phonetic-phonological, psycholinguistic, and pragmatic-communicative levels of language have different effects on how children learn.
Examples of linguistic disorders and speech delay affecting how children learn:
First of all, we should define speech disorders.
It is important first to understand that a speech disorder is a deviation from the developmental norms for speech. These "norms for speech and language " are common forms of language use.
Language disorders are, therefore, deviations in the language development of a child from these norms, which are defined as rules, age and development stage appropriate use of the mother tongue. Deviations are caused by a psychophysiological malfunction of the speech system.
Experts diagnose speech delays and speech disorders in the following cases and after the initial phase of language acquisition is accomplished by a child:
These disturbances can extend to one, several or all structural levels and subfunctions of the speech system.
Related article: What to Expect when Your Bilingual Child Starts Learning to Read
In widely accepted scientific literature, dyslexia is defined as a sustained developmental delay in reading or writing in children.
Dyslexia refers to a cognitive difficulty with reading and writing due to inadequate development of higher cognitive functions (visual and spatial perception, attention and self-control, etc.), thus resulting in a speech delay. Dyslexia manifests itself in repetitive and persistent reading weaknesses. It also results in low reading accuracy and fluency.
Most of the above difficulties are also quite common in beginner readers, and in this case it is not a reading disorder. However, if these difficulties are persistent even after the child has completed learning all the individual letters and understood the principle of reading, then such errors may indicate a reading disorder.
Since speech disorders in children are manifold, they have a diverse impact on reading.
Reading is a process that activates a variety of analyzers: visual, oral motor, speech auditory. The reading process starts with the visual perception, differentiation and recognition of letters. Children with speech disorders often have difficulties with visual perception in the initial phase. This leads to problems with the differentiation of graphically similar letters and with the recognition of the letters in a letter series. It often leads to replacing, omitting in and adding letters and syllables to the words.
In the next stage of reading, the connection between letters and corresponding sounds is practised with the help of an initial sounds alphabet. As a result, the sounds in the words can be connected and read. If a child shows difficulties with the reproduction of sounds (skipping or distortion of the sounds), which is common in speech delay, the child learns to read the words incorrectly. This makes the reading indecipherable to the child itself or listeners.
In the final stage of reading, the word and its meaning are linked. As a result of incorrect pronunciation or inability to memorise many words, the child does not comprehend the meaning of what is read. He or she can understand the meaning of each separate word, but forget it while reading.
Thus, due to speech disorders and the associated cognitive disorders, the reading process is adversely affected and such children have to overcome technical and semantic hurdles. Comprehension problems are often overcome with the accomplishment of therapy focused on the specific speech impairment. However, often there are cases where a child’s language skills are fully developed, but the reading disorder is persistent.
In this case, the expert must determine the cause of the reading disorder and the correspondingly affected cognitive function. Then, the form of dyslexia can be identified and and an individual support program can be created.
Today, it is proven that the earlier the speech disorders and speech delay are corrected in children, the lower the risk of learning disabilities in reading and writing will be.


The Pre-K and grades one and two are housed in an old summer house that used to belong to the Crocker Family (not baking but banking). They have utilised Reggio thinking as well as play based, discovery and design thinking to create learning that is really student focused. Mess is everywhere in a play-centre type set up, with staff allowing creativity and ownership at the expense of pretty!
The old family home.
The view from the front door.
The skills they set out to achieve are embedded from an early age, growing in complexity as they move through the school. Some areas of learning are not explored until certain ages, but they have thought a great deal about the why sitting behind it.
The Nueva School's learning goals include:
- To inspire a passion for lifelong learning
- To foster social and emotional acuity
- To develop a child's imaginative mind
- To enable children to learn how to make choices that will benefit the world
- To establish foundational skills in all subject areas
- To encourage strong habits of learning
- To learn research and design thinking skills
- To help students reflect on their particular learning styles, strengths, and weaknesses
- To give students myriad opportunities to learn through hands-on exploration
- To support students as they develop resilience and intrinsic motivation
They have used the spaces in the old house well to create indoor outdoor flow with a real sense of the student being at the heart.
The 8th graders have the opportunity to dig really deeply into an area of interest through a recital project. The goals for this are
Eighth Grade Recital Projects require students to:
- choose a project area and make a plan.
- recruit and meet with a mentor (an adult who is not a parent) in the field of study.
- write a research paper (1,000 words or more) that builds knowledge of an aspect of the project and/or gives greater context for the project.
- draft a comprehensive project plan with monthly updates to help students learn project-management techniques for long-term projects.
- design and implement a "Bettering the World" component for the project. Generally, this falls into three categories: 1) Raise funds or using a skill to help a nonprofit organization, 2) educate others about some aspect of their project, and 3) demonstrate that the project itself somehow benefits the world.
As you move through the school the spaces are newer and more purpose built to allow subject specialisation, for more design thinking and the building of empathy that goes with it. The school still has a very graded approach and we didn't see differentiation going on, but understand that there is opportunities at both ends for support.
So what did I learn today?
I learned that we give schools exceptional tours and go deeply into the why.
I learned that the importance of experiential learning along with contextual academic links can be powerful at any age.
I learned that deliberate acts of teaching at the point of need are more effective than a random planned piece of learning.
I learned that to have some headspace and time to talk really does re-ignite the passion for the challenges we face. I know I need to temper this with the needs of the staff who are at school at the coal face, so I thank Lisa who has been listening to me ramble on about idea after idea.
We have a couple of days left before we head back. I am very grateful to all those who helped make this happen, the Board at school, my wonderful staff, thanks Erin and team for holding the fort. Maurie for inviting me to gatecrash his sabbatical, lisa for putting up with me and of course Sarah and the kids for helping me escape for a week.
It's been an amazing week and I will return.


Play Freeze Tag
Running, jumping, skipping, and playing are all important to creating a well-rounded, resilient child. It's great character-building for a kid to learn collaboration and give-and-take with others. In addition, it's good for kids to sometimes "lose" at something (aka - getting tagged out). Resiliency and collaboration skills are foundational skills in any STEM career. Think of what Smith and Wesson or the Wright Brothers would have produced (or rather, how long it would have taken or of what quality) if they didn't learn how to work together as children and learn how to lose and try again. Freeze tag may sound like "just a kids' game," but it has so much more intrinsic value than that.
Anywhere outside...that is safe!
Project Materials List
Nothing. Nada. Zip. Zilch.
Related Web Links
Check out this site for ideas on alternate ways to play.
Ideas, Notes, & Tips
I love the alternate ways to play in the link above. Seriously do check it out.
Let the kids resolve their own issues. It's a healthier way to parent (and develops better long-term skills) than jumping in to solve problems for them.


Reading program hopes to inspire future educators
ALAMOGORDO — A new mentorship program is being unveiled this year in the Alamogordo Public School District, where high school and college students will mentor elementary students in reading and hopefully become inspired themselves to pursue a career in education.
"In conjunction with New Mexico State University - Alamogordo, we've gotten together to do a new program in which high school students and college students from NMSU-A can enroll and become a mentor for a third grade student at Yucca or Heights Elementary," said Director of Curriculum and Instruction Michelle Perry. "The beauty of this is these adults and about to be adults are going to be exposed to children at a younger age in the context of reading and supporting that younger child in their learning."
The program, named That's Fire (Friends in Reading Excellence), is set up for student mentors to meet with their assigned third grader four days a week and to attend a class on reading instructional strategy once a week. Perry explained the student mentors will learn reading instruction strategies from Alamogordo High School teacher Holly Bird in partnership with NMSU-A's Department Lead for Elementary Education Anne Ricksecker.
"So when these student mentors do arrive for teacher prep classes at NMSU-A, they've already been exposed," Perry said. "We're really hoping that not only will this inspire better reading scores for our students, it's going to inspire high school students and adults in our community to take an interest in education."
Perry said the program will have incentives for the student mentors as well as the elementary students as they achieve reading goals.
So far, the program has about 18 students signed up to be student mentors and the district is hoping for more applicants. For more information on the program, contact Holly Bird at 812-5577 or firstname.lastname@example.org.


It is seen that even at higher stages of learning, learners are confused in basic numeracy skills. Many MBA aspirant students, CPT aspirants and aspirants of such higher professions face mathematics as a major barrier in their progress.
The interactive nature of this course makes it a unique venture in mathematics. Even after the class, learners can email the instructor upto one week for clarifying their doubts, based on the concepts learnt in this course. In each lecture, basic concepts will be brushed up.
The learners need not purchase any specific book for this course. On completion of this course, the learners should be able to solve math problems based on these topics in competitive exams like MBA entrance, bank PO, railway recruitment board, MPSC, etc.
- Course duration: 5 days (Monday to Friday)
- Class duration: 1 hour/class
- Class timings: 1:30 PM to 2:30 PM (IST)
- 5 Assignments
- Minimum enrollments: 1 Learner to start the course
Lecture 1: Prime, composite numbers. Divisibility test of any given prime number. Tips for fast calculation of multiplication, division, averages, squares and square roots
Lecture 2: Rational numbers and various operations on them. Ratio, proportion, percentage, decimals and their application to solve word problems in various situations
Lecture 3: Indices, square roots, cube roots, rational and irrational numbers, surds and operations on surds
Lecture 4: Logarithms and operations on logarithms
Lecture 5: Some good problems and technique to solve them fast
Language of instruction: English


Social studies teachers need to prepare students for their many roles and responsibilities as future citizens. This includes being able to analyze politicians’ recommendations about public issues and then making informed decisions on candidates and policies to support. In this manuscript, the author provides the steps and resources for an activity that builds students’ civic identity. Through the activity, students examine both Republicans and Democrats’ solutions to healthcare. They use the 2016 party platforms to complete this activity. Through all of the steps of this activity, students start to develop their own political identities about ways to address issues that they will face as future citizens.
"Helping Develop Students’ Civic Identities through Exploring Public Issues,"
The Councilor: A Journal of the Social Studies: Vol. 78
, Article 2.
Available at: https://thekeep.eiu.edu/the_councilor/vol78/iss2/2
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons


Resources › For Educators Data Collection for Special Education Share Flipboard Email Print Jamie Grill / Getty Images For Educators Special Education Applied Behavior Analysis Behavior Management Lesson Plans Math Strategies Reading & Writing Social Skills Inclusion Strategies Individual Education Plans Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Teaching Homeschooling By Jerry Webster Special Education Expert M.Ed., Special Education, West Chester University B.A., Elementary Education, University of Pittsburgh Jerry Webster, M.Ed., has over twenty years of experience teaching in special education classrooms. He holds a post-baccalaureate certificate from Penn State's Educating Individuals with Autism program. our editorial process Jerry Webster Updated July 08, 2019 Data collection is a regular activity in the special education classroom. It requires assessing the student’s success on individual items in his or her goals on a regular basis, usually at least once a week. When a special education teacher creates the IEP goals, he or she should also create data sheets to record the student’s progress on individual goals, recording the number of correct responses as a percent of total responses. Create Measurable Goals When IEP's are written, it is important that goals are written in a way that they are measurable ... that the IEP specifically names the sort of data and the sort of change that should be seen in a student's behavior or academic performance. If it is a percent of probes completed independently, then data can be collected to provide evidence of how many tasks the child completed without prompting or supports. If the goal is measuring skills in a particular math operation, say addition, then a goal can be written to indicate a percent of probes or problems the student completes correctly. This is often known as an accuracy goal since it is based on the percent of correct responses. Some school districts require that special educators record their progress monitoring on computer templates the district provides, and store them on shared computer drives where the building principal or the special education supervisor can check to be sure data are being kept. Unfortunately, as Marshall McLuhan wrote in the Medium is the Message, too often the medium, or in this case, the computer program shapes the sorts of data that are collected, which may actually create meaningless data which fits the program but not the IEP Goal or the behavior. Types of Data Collection Different kinds of data measurement are important for different kinds of goals. Trial by Trial: This measures the percent of correct trials against the total number of trials. This is used for discrete trials. Duration: Duration measures the lengths of behaviors, often paired with interventions to reduce undesirable behaviors, such as tantrums or out of seat behavior. Interval data collection is one means to measure duration, creating data that reflects either percent of intervals or percent of complete intervals. Frequency: This is a simple measure that notes the frequency of either wanted or unwanted behaviors. These are usually described in an operational way so they can be identified by a neutral observer. Thorough data collection is an essential way of showing whether a student is or is not making progress on goals. It also documents how and when the instruction is being delivered to the child. If a teacher fails to keep good data, it makes the teacher and the district vulnerable to due process.


Mathematics milestones prekinder
There is a misconception amongst some parents that mathematics education does not seriously begin until the first formal year of schooling.
In fact your pre-kinder student has already begun developing a range of mathematical behaviours which will support their numeracy development.
These emerging numeracy skills, like all milestones will develop within the context of opportunity and repetition at the individual pace of your child.
A pre-kinder child is familiarising themselves with numbers
At this age children are beginning to become familiar with numbers in two main ways, recognising numerals and basic counting aloud.
From the age of three children are commonly holding up fingers to represent numbers. However most parents can recall their child holding up four fingers for the numbers two, three and four! This is because cognitively at this stage of development number familiarisation is all about sequence rather than the final total. Parents make the assumption that because their child can count to say five that their child is aware the final number of objects is five. Research in Early Childhood demonstrates this is not yet the case. By the age of four children have learnt sequence and are now familiar with the concept of quantity showing the correct number of fingers. Encourage your child’s 1:1 counting by helping them touch each object only once when counting piles of items.
By the age of four many children are counting to 10 or beyond, however parents need only be concerned if their child is not able to count to four by this age. Most four year olds are counting all by beginning from one. Some children may be able to count on by ‘seeing’ the objects as being made of two piles and counting on from the larger group. eg “I have six here and there are some more so six, seven, eight, nine – my total is nine objects”.
A pre-kinder is observing, comparing and contrasting objects
The ability to make an observation of an object, compare it and contrast it to another is an important mathematical skill which preschoolers develop and can be shown to support numeracy development. Many preschoolers will practice this skill by exploring patterns. Patterns in the formal school years are not an area of numeracy, but in the preschool years can be grouped together. Times tables, skip counting and addition all link to an understanding of identifying and continuing a pattern. You can encourage your child by pointing out patterns in their world around them from tiles on the floor, fabric patterns on their clothes to the varied and fascinating patterns on animals whether it be the scales on a snake or stripes on a tiger! Preschoolers should be given opportunities to ‘read’ their pattern and create their own.
A pre-kinder is sorting and classifying objects
The other important pre-number skill for preschoolers is sorting and the awareness of same and different. This helps when looking at totals and amounts of objects. Household chores are an easy way of supporting this skill. Encourage your child to help you sort the laundry (or do the family sock sort)! Tidying up their rooms can be an opportunity to sort toys by physical attributes – for example, the number of eyes for dolls, wheels on trains, etc.
A pre-kinder should be exposed to counting books
The preschool years are a fantastic time to combine literacy and numeracy with wonderful children’s counting books. There are numerous classics such as Eric Carle’s “1, 2, 3 to the Zoo”, “How do Dinosaurs Count to Ten” by Jane Yolen and Mark Teague as well as David Kirk’s “Miss Spiders Tea Party: The Counting Book”. All of these picture books are engaging while reinforcing their counting skills in a fun way! If your child is highly motivated by using the computer then Learning Planet has simple numeracy games for preschoolers which are free to parents.
The preschool years are not about success or failure. Preschool is a special period in your child’s development which enables you to teach your child to take joy in learning.


Earlier this year, U.S. News & World Report released its STEM Index of the United States. It revealed that student aptitude for and interest in science, technology, engineering and math has been essentially flat for more than a decade, at the same time that the need for STEM skills continues to grow.
This situation is being replicated throughout the world. The New York Academy of Sciences (NYAS) recently released its own report, in which it characterizes the international STEM crisis as a "STEM paradox." It's not that there aren't enough STEM graduates - the problem is that there aren't enough work-ready graduates. Other challenges include a "brain drain" from developing countries and a lack of women in STEM fields, which makes it impossible for employers to fill all their STEM job openings.
The NYAS report also outlines how partnerships between governments, corporations and institutions can solve problems in the STEM workforce pipeline. In response to these needs and opportunities, the Global STEM Alliance was created last year. It's an international collaboration of public and private entities that harnesses the collective mindshare of corporations, local and national governments, nonprofits, students and STEM leaders. This Alliance will bring together STEM professionals of different ages and cultures to develop often-missing foundational skills and adapt to specific environments. The Alliance will engage and prepare the next generation for careers that encourage global economic development and the innovation needed to address and overcome today's biggest challenges.
The goal of the Global STEM Alliance is to create an environment where governments, businesses, nonprofits and schools all work collaboratively to encourage students' interest in STEM and train them for the jobs of today - and tomorrow. The three critical elements of a strong STEM ecosystem are:
• Soft and hard skills: A combination of classroom learning with real-world experiences deployed throughout the educational system to give students both the technical and professional interpersonal skills they need to succeed;
• Mentoring to impart vision: A culture of mentorship that empowers all involved to understand the importance of and opportunities that lie within STEM; and
• Incentivizing innovation: Government incentives that encourage companies to invest in innovation and scientific research to create promising job opportunities for STEM graduates.
Immediate and cooperative action is required in order to fill STEM gaps. The Alliance has committed to mentoring 1,000,000 aspiring STEM leaders in over 100 countries by 2020, creating STEM leaders in developing nations and promoting economic development worldwide. The Alliance already has among its members corporate partners like Cisco and government partners like Malaysia, Benin and the city of Barcelona.
The global STEM crisis is bigger than any one entity to conquer. Our highly connective world poses many challenges but also affords tremendous opportunities. It creates both the need for more STEM professionals and the means to meet that need via international collaboration and innovation. Educational institutions, organizations and governments do not have the knowledge and financial resources required on their own, which is why the Global STEM Alliance came into being. It brings together these three spheres of influence to prepare the employees of today and tomorrow for the jobs that will continue to propel our world forward on its trajectory of greater economic development and connectedness.
Additional information on the Global STEM Alliance is available here.
To see Wim Elfrink, Executive Vice President, Industry Solutions & Chief Globalization Officer, discuss the initiative, click here.


More than 1.6 million people have gained basic skills qualifications through the government’s Skills for Life strategy, official figures have revealed.
Skills for Life provides free literacy, language and numeracy tuition for adults in England who have skills below Level 2 (broadly equivalent to a GCSE grades A-C.)
Since the 2001 launch of the strategy, 1,619,000 learners have achieved a Skills for Life qualification in literacy, language or numeracy. This figure includes achievements by about 138,000 offenders.
The government has hits its public service agreement interim target of 1.5 million by 2007 and is well on the way to achieving its aim of 2.25 million adults by 2010.
Phil Hope, minister for skills, said: “The recent Leitch Report on skills highlighted how good literacy and numeracy skills are essential for life and work. Improving your skills can help you earn more and will enable you to progress to further learning, as well as making you more confident and more able at home.”
The publicity campaign – featuring Gremlin characters – has raised awareness of the basic skills issue, tackled the stigma around admitting problems in literacy and numeracy and encouraged thousands of adults to improve their skills, Hope said.


Expert Advice on Preparing Your Child for NAPLAN
Preparing Your Child for NAPLAN
It’s almost time for the annual National Assessment Program – Literacy and Numeracy (NAPLAN), and you, like all parents across the country, wonder what you can do in the coming weeks to preparing your child for NAPLAN. Among all the possible options you can think of hiring a good primary school tutoring.
NAPLAN measures the reading, writing, spelling, grammar and numeracy skills of students in Years 3, 5, 7 and 9. It is designed to test higher-order problem solving and interpretation skills. The purpose is to determine if educational programs are giving students the critical foundation they need to succeed.
NAPLAN tests skills that have been developed over time through learning programs and ‘cramming’ for the test is pointless. Experts claim that too much preparation can be detrimental, but there are several things you can do to help your child perform well on the day.
While students receive individual results for NAPLAN, the test does not replace school-based assessments and only provides an overall snapshot of each child’s progress. Its purpose is to help educators design a curriculum that meets students’ needs and to identify areas for improvement in the school system. Students should be encouraged to see the test as a normal part of the school calendar rather than a major event requiring extensive preparation.
Your child should be familiar with the format of NAPLAN before they take the test. Most teachers will introduce practice questions throughout the school year so students know what to expect, but they can also practice at home using the sample tests. Online testing is currently being rolled out in schools on an opt-in basis. You can find out more about this through the NAPLAN website. Being familiar with the test format and style of questions helps reduce anxiety.
If your student is completing practice tests at home, it’s a great idea to measure how older children are making use of time. When they know how long to devote to each section, students are less likely to panic, become overwhelmed or get stuck on a hard question.
Students may be asked to write a narrative, informative or persuasive text based on stimulus material. This is the most challenging part of the test for many students as they lack confidence in their writing ability. Make sure your child understands the difference between text types by using examples from everyday life. You can brainstorm ideas and practice planning what they’re going to write so they don’t run out of steam halfway.
Getting a decent night’s sleep is essential in the lead up to NAPLAN. Poor sleep affects memory, decision making, and cognitive ability. You can ensure your child sleeps well by doing something unrelated to the test the night before exams and by using relaxation techniques. This is a perfect opportunity to help students learn how to manage exam stress.
These tips will help your students perform at their best in NAPLAN.


The key e-Learning Projects being run by the Ministry of Human Resource Development (MHRD) are as follows:
- ICT in Education Curricula for School system:
ICT in Education Curricula for students, teachers and teacher educators has been developed at the national level and being implemented across the country. 805 MRPs/ KRPs of thirty six States/UTs were oriented on ICT curriculum for students and teachers and their roll out in respective states. Guidelines for teacher, student and schools on cyber safety and security have been published.
e-pathshala has been developed by NCERT (National Council for Educational Research and Training) for showcasing and disseminating all educational e-resources including textbooks, audio, video, periodicals and a variety of other print and non-print materials. So far, 3444 audios and videos, 698 e-books (e-pubs) and 504 flip books have been made available on the portal and mobile app.
- Shagun portal:
A web portal called ShaGun (from the words Shaala and Gunvatta) which has two parts, one of which is a Repository of good practices, photographs, videos, studies, newspaper articles etc on school education, State /UT wise has been developed which is in public domain. Its purpose is to showcase success stories and also to provide a platform for all stakeholders to learn from each other. This also instills a positive competitive spirit among all the States and UTs.
- National Repository of Open Educational Resources (NROER) –
The National Repository of Open Educational Resources (NROER) is an initiative to bring together all digital and digitisable resources across all stages of school education and teacher education. So far, 13635 files including 401 collections, 2722 documents, 565 interactive, 1664 audios, 2581 images and 6105 videos have been made available over the portal. State/ UTs are motivated to contribute resources on NROER and create OERs for their own State/ UT.
The ‘Study Webs of Active Learning for Young Aspiring Minds’ (SWAYAM) an integrated platform for online courses, using Information and Communication Technology (ICT) and covering school (9th to 12th) to Post Graduate Level. SWAYAM provides one integrated platform and portal for online courses, using information and communication technology (ICT) and covering all higher education subjects and skill sector courses to ensure that the every student in the country has access to the best quality higher education at affordable cost. It also offers online courses for students, teachers and teacher educators. It may be accessed on swayam.gov.in. Besides, National Institute of Open Schooling (NIOS) is promoting education through e-learning methods by providing courses on Massive Open Online Courses (MOOCs) on the portal. There are 44 courses of NIOS offered on SWAYAM platform – 14 at secondary level, 16 at senior secondary level, 4 vocational courses and 10 courses of Diploma in Elementary Education (D.El.Ed.).
- SWAYAM PRABHA:-
A programme for utilization of satellite communication technologies for transmission of educational e-contents through 32 National Channels i.e. SWAYAM PRABHA DTH-TV has been launched. CIET-NCERT is the national coordinator for one DTH TV channel i.e., Kishore Manch (#31) and has started feeding a 24×7 educational TV channel w.e.f. 09.07.2018.
Everyday four hour fresh slot is telecast and repeated 5 more times in 24 hours to provide learning opportunities for the stake holders, as per their convenience. Besides, NIOS is running 5 channels for teachers, for secondary and senior secondary levels and for sign language.
- National Digital Library (NDL):-
The National Digital Library of India (NDL) is a project to develop a framework of virtual repository of learning resources with a single-window search facility.


The very notion of quality education for all implies that every child learns in a language that he or she understands. Yet nearly 40% of the world’s population does not have access to education in their mother tongue, especially in areas with large linguistic diversity, such as Asia, sub-Saharan Africa and the Pacific. This situation has serious consequences for the future of the children involved. On the occasion of International Mother Language Day, we invite you to take a closer look at this issue.
In Cambodia, Laos or Vietnam, cases of school failures involving children who speak minority languages are widespread. Phet’s story illustrates the issue perfectly. This young Laotian mother is from the Khmu ethnic group. “When I started going to primary school, I immediately had difficulties because the teachers used the Lao language that I did not understand and did not speak. And they could not speak my language, Khmu. I was not learning well and I could not keep up, so I stopped going to school soon after I started,” regrets the young woman.
An additional obstacle
In order to stop this injustice, Aide et Action is working with ethnic minorities so that the language barrier is no longer an additional obstacle to education for all. Many of these communities are poor, isolated, and live in areas without basic facilities such as schools and with few job opportunities. All this adds up to making access to education very complicated indeed.
And still, even if the children from these communities are able to go to school, they face an unfavorable environment, not suited to their needs. Courses are taught in a language they do not understand, learning materials are not available in their native language, and the teacher does not speak their language. From the first day already, they experience a major setback and, as a result, they do not acquire basic reading, writing and numeracy skills. Their self-esteem is also affected and their chances of succeeding in school are seriously compromised.
A major challenge
Historically, Aide et Action has been promoting multilingual education as a means of improving learning outcomes and bringing cultural diversity to life. Wherever necessary, we support communities to make their education systems truly inclusive. For this, we train teachers in bilingual education methods, we develop teaching materials adapted to the language of each community and we work in close collaboration with local authorities so that this subject is understood and incorporated by all.
Another initiative is to help communities develop nursery schools so that their toddlers can maximize their development during this important growth phase, but also get used to a school environment and to a different language (which they learn almost effortlessly at such a young age). This process can make the transition to primary school less problematic and improve learning outcomes.
Phet, the young Laotian mother is convinced: “By going to the community pre-school center supported by Aide et Action, my 4-year-old son can avoid language problems when he goes to primary school. At this point, he will have learned enough Lao language to communicate with teachers and friends, follow lessons in class, and possibly have a better chance of attending higher education” she says.
More information on UNESCO’s annual Mother Language Day on 21 February, can be found here.


WCET is designed to complement and support the wider school music curriculum with progress recognised through built-in performance opportunities and an end of year assessment.
Through WCET, your pupils…
- Learn basic instrumental skills
- Develop their musical skills and knowledge, including reading notation
- Play together in an ensemble
- Sing together to support their learning
- Are encouraged to use ICT
- Improvise and compose
- Take part in performances
- Experience different musical styles
“Every child aged 5-18 has the opportunity to learn a musical instrument through whole class ensemble teaching”
(The Importance of Music; A National Plan for Music Education, DfE DCMS)
Lancashire Music Service WCET includes:
- Weekly visit from an instrumental teacher
- Loan of instruments
- Access to Charanga online resources to support teachers and pupils
- Assessment and certificates
- INSET training for class teacher(s) involved
WCET Instrument Options
- Strings (violin, cello, double bass)
- Brass (trumpet, cornet, tenor horn,euphonium, trombone)
- Woodwind ( flute, clarinet, saxophone* )
- Percussion (samba drums, Africandrumming, classroom percussion)
- Guitar and Ukulele
*saxophone from Year 5
What you need to provide:
- A suitable space with access to an interactive whiteboard or screen and projector, linked to a sound system
- The time for the class teacher (or music coordinator) and teaching assistants to support the lessons (WCET cannot be used as PPA cover)
- Storage for the instruments
- Access to WIFI
- Music stands (if required)
Typical delivery pattern is usually 1 hour contact time with 15 minutes planning/set up. There are 38 sessions over the year with a minimum of 34 teaching sessions and any remaining are used for performances, planning and evaluation, checking instruments.
£1487.50 per year (34 weeks) one term option available. Additional weeks £43.75.
Arts Award is a national qualification which develops young peoples’ engagement with the arts and builds their creative and leadership skills. We can support you to integrate Arts Award Discover and Explore into your WCET programme.
See Lancashire Music Service Brochure for further information.
- Key Stage 2: age 7-11
- Key Stage 1: age 5-7


Largest Part of the Brain Facts for Kids Video
Largest Part of the Brain
The largest part of the brain is the cerebrum which is also known as cortex or telencephalon. It is associated with higher brain functions like thought and action. It makes up about two-thirds of the total mass of the brain. It is situated at the top of the brain and has pons, medulla oblongata, and cerebellum located underneath it. This part consists of two cerebral hemispheres developed from the embryonic forebrain. The main function of the cerebrum is to integrate complex sensory and neural functions. It plays an important role in the process of learning and memorizing things.
Quick Facts: –
- The cerebral cortex is the outermost layer of the cerebrum which is made up of the gray matter.
- It is composed of six thin layers of neurons and is highly convoluted. It has approximately 10 billion neurons.
- It has total four lobes which are frontal lobe, parietal lobe, temporal lobe and occipital lobe.
- The frontal lobe has the control centers for motor activity and speech, the parietal lobe has for sensing touch and position, the temporal lobe has for auditory reception and memory and lastly, the occipital lobe has for visual reception.
- Cerebrum takes information from sensory organs and then interprets it.
- It is few centimeters thick and has a surface area of about 2,000 square centimeters.
- The left hemisphere of the cerebrum is functionally dominant and controls your language and speech.
- Both the hemispheres are connected by a thick band of white matter called the corpus callosum.
- The cerebrum receives sensory information from the peripheral nervous system with the help of nerve connections with brainstem and spinal cord.
- The left hemisphere of the human brain relates to the right side of the body and right hemisphere related to the left side of the body.
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APA Style Citation
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A Sound to Remember
Students at UMS begin their four year musical journey in instrumental music as early as grade five. They choose an instrument that is suitable for their particular embouchure with the expertise of the instructor. They have a choice of most of the wind, brass, and percussion instruments to assist them in the process of becoming musically educated. The focus involves giving the students music education programme to read music and develop their skills on their instrument of choice. They learn about melodic and rhythmic accuracy, dynamics and phrasing, as well as interpretation of the appropriate style in a variety of musical genres which brings music to life.
Marvel at the breathtaking spectacle of our grade eight concert and jazz bands performing at a senior high school level with a musical energy uncommon at this grade. As an incentive, students have the opportunity to play in festivals such as Music Alive and Music Fest. Our drum enthusiasts will thrill to the pulsating rhythms of our Latin Percussion Ensemble. All of our five bands are award winning ensembles at the platinum and gold levels in provincial and national festivals.


By Teachers, For Teachers
The Layered Curriculum Approach to learning was developed by Dr. Kathie Nunley. Since students differ in their abilities, intelligence, and learning styles, she developed a strategy for differentiating instruction. This strategy helps to address all of these issues, while encouraging students to rely on their own strengths in order to learn a concept. A layered curriculum is designed to match each individual student to different activities that suits student needs and abilities.
This approach consists of three layers, A, B, and C. Each layer represents a different depth of study through the means of different assignments. Let’s take a closer look at what each layer represents.
Layer C - The bottom, or ground layer, of the strategy provides a basic understanding of the topic and builds upon a student’s core information about the topic. This level is constructed of 15 to 20 assignment choices that they need to perform in order to attain this standard of learning. During this level, students are guided before they are allowed to move to the next level.
Layer B – During this layer, students rely on the factual information that was learned in the previous level. This level consist of 3-5 assignments that require students to apply what they learned in layer C. Problem solving and higher-order thinking skills are usually required here. Once all assignments are complete during this layer, then a student may receive a B grade.
Layer A – Students are able to choose one questions from a set of 5-7 to complete during this layer. The goal is for students to analyze and form an opinion based on the facts and evidence collected during the first two layers.
The Layered Curriculum approach gives students a choice and some control over which activities they need to complete in order to meet their learning objectives. They get to take ownership over their learning when they have the opportunity to choose activities based upon their abilities. When students choose activities based on their individual interests, it also increases their motivation, which therefore increases their performance.
The most important advantage to using this approach to learning is that it promotes individualized learning. Every single student has the opportunity to learn and grow at his or her own pace. Therefore, no child is ever left behind.
In order to implement this strategy into your classroom you should first conduct a student survey to help gain knowledge on each students’ individual interests, abilities, and learning style. Then, using that information, you can create assignments for each layer of the strategy. Here is a brief look at the types of assignments that you can create for each layer. This example is based on a middle school English class.
The Layered Curriculum Approach provides students a freedom to choose within their learning environment. Once students are a part of the process of their own learning, then they will be more motivated and engaged in what they learn. Empower your students with the freedom of choice by creating a student-centered classroom where students will learn at their own pace and expand their academic learning. Students will then be able to connect the information learned on a deeper level than just having a basic knowledge.
Do you use the Layered Curriculum Approach in your classroom? What kinds of assignments do you like to give your students for each layer in the strategy? Please share your thoughts on this topic in the comment section below, we would love to hear what you have to say.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds Masters of Science in Education from the State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com, TeachHUB Magazine, and Hey Teach. She was also the Elementary Education Expert for About.com for five years. You can follow her on Twitter @Empoweringk6ed, on Facebook at Empowering K6 Educators, or contact her at Janellecox78@yahoo.com.


This is the third article in the series Baskets of Knowledge from Aotearoa New Zealand, which highlights insights from a totally different education system about what is possible in transforming our education system. Read the first article here.
Soon after Russell Burt, principal of Pt. England Primary in Auckland, and I met, he was taking out the New Zealand National Curriculum. “You’ve seen this, right?” he asked. “This is the bible for schools. Like the bible, there are two parts, and they don’t always go together that easily.”
He went on to point out, “Each of the sections are valuable. It just gets tricky when you get to the second half on the learning areas and achievement objectives. It’s constructed differently from the first half. And they’ve left it to schools to figure out how to make sense of it.” He also noted, “Even though the first half is invaluable, the metrics used at the national level are all about the learning areas. We are getting a mixed message about what is important.”
Burt shared his deep appreciation for the front half of the curriculum that outlines the beliefs, values, guiding principles, curricular levels, and key competencies. It was the second half that outlined the eight domains and the academic objectives that raised questions. Were they expected to cover each of the eight domains each year? Was it organized as a scope and sequence that schools are supposed to cover? Did it demand that they be taught in silos, as they were organized into silos?
Burt explained, “The only way to deliver the two halves of curriculum is to do so in an integrated curriculum with a thematic approach.” This means schools are highly dependent on the teachers’ capability to design integrated curriculum, help students make connections across, and still focus on the specific foundational literacy and numeracy skills. He continued, “The challenge is to figure out how to optimize learning by paying attention to all aspects of how children learn.”
He said that for new teachers and for most schools, a linear approach within one singular domain is an easier way is to get started. Writing across the curriculum can help to make connections and to build the writing skills within any domain. He explained, “We also want our students to be collaborating from when they are very young. We want them collaborating when they are reflecting and learning to depend on each other along the way.”
To balance the ease of domain-specific instruction with the benefits of integrated curriculum, Pt. England chooses a schoolwide theme for each term. He explained, “Teachers float big ideas and one is selected. Then they brainstorm buzzy names. In their grade level teams, teachers decide what the learning outcomes will be in which subjects and what mediums they will use. We don’t try to force the integration. We want it to come naturally. Thus, not every subject area will be integrated.”
The theme for the last term was ‘manāki’ or generosity. Students will make presentations of love and appreciation for someone they are emotionally connected to using art as the medium. They hadn’t decided yet whether there will be a gallery throughout the school with whanau (family) and community members invited to tour, or if there would be class presentations to smaller groups. Either way, the goal was to help students learn to interact with adults they may not know.
In the next article the Pt. England approach to learning will be explored.


Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms.
Kodaly in the Fifth Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms.
Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of first grade students but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in
children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Fifth Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be.
Numerous children's songs are incorporated into Kodaly in the Fifth Grade Classroom, as well as over 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.
Publisher: Oxford University Press Inc
Number of pages: 376
Weight: 1116 g
Dimensions: 283 x 222 x 26 mm


PHIL1001 Justice and Contemporary Ethics
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 1 option in the Philosophy major sequence
- The area of knowledge for this unit is Society and Culture
- Category A broadening unit for Bachelor of Arts students where relevant according to the broadening requirements for each student
- Level 1 elective
- This unit provides an introduction to ethical theory and the ethical dimensions of problems that arise from the interaction of nations and cultures in the modern world. The first half of the unit surveys five influential theories about what makes an action or a policy morally right or morally wrong: the divine command theory, ethical relativism, utilitarianism, and two aspects of Immanuel Kant's deontological ethical theory. In the second half of the unit, issues of global justice are discussed. What, if anything, grounds our duties to preserve the physical environment? What ethical duties do we have towards refugees and asylum seekers? This leads into a discussion of the extent of our (individual and collective) obligations to provide foreign aid. Finally, the ethics of war is covered, in particular, the conditions under which it is permissible to use military assets to intervene in a foreign country's affairs for humanitarian purposes.
- Students are able to (1) identify and evaluate arguments in philosophical texts; (2) independently construct arguments for philosophical positions; (3) understand and apply the methodologies of contemporary philosophy; (4) identify and evaluate assumptions underpinning philosophical viewpoints on topics such as ethics, free will, knowledge and religion; (5) demonstrate sound research skills and written and oral communication skills; (6) demonstrate an understanding of important historical and contemporary philosophical ideas in areas such as ethics, free will, knowledge and religion; (7) articulate and understand a number of contemporary ethical problems; (8) reason effectively toward answers to ethical questions mentioned above; (9) demonstrate their understanding of, and evaluate, several influential ethical theories; (10) apply the ethical theories studied to the contemporary ethical problems studied; (11) evaluate influential attacks on morality; and (12) apply ethical theories to, and reason effectively about, new ethical questions.
- Indicative assessments in this unit are as follows: (1) research essay; (2) online quizzes ; and (3) final examination. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Assistant Professor Michael Rubin
- Unit rules
- PHIL1107 Ethics, Free Will and Meaning
- Contact hours
- lectures: 2 hours per week (for 10 weeks); workshops: 1 hour per week (for 9 weeks)
- Unit Outline
- Semester 1-2020 [SEM-1-2020]
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Bundaberg Toy Library – Open for Fun & Learning! 🙂
Our Equipment and Resources:
The Bundaberg Toy Library has a wide variety of educational resources that are linked to the Australian Curriculum. We currently have resources in Science, Technology, English, Mathematics, Geography and Health & Physical Education.
Our resources are purchased to assist with all areas of development,
including the following areas:
Fine and Gross Motor Skill Development
Perceptual Motor Development
Sensory Awareness and Stimulation
Thinking and Problem-Solving
Numeracy and Literacy
Speech and Language
Social Skills and Role Play
We also have a wide range of adaptive resources and disability
specific equipment including:
Seating and Positioning equipment
- Through play children learn and develop many skills.
- Play enables children to develop physically, intellectually, socially and emotionally.
- Early intervention is essential for children with special needs or suspected disabilities.
- Support for education and therapy programs gives children the opportunity to succeed and achieve their maximum potential.
- Families need support to provide stimulating but cost-effective play opportunities for their children.
- Every child can participate in and achieve their learning goals within the learning environment.


Online Courses for a Master of Education
The online courses below are commonly offered by various universities' education departments.
- Classroom Management Course: This online course discusses techniques for classroom management, behavioral intervention and behavioral management. Students learn prevention, intervention and discipline techniques to support classroom learning with diverse student populations. Students use various behavioral assessment tools to identify solutions in case studies. The course also introduces ideas for solutions that can be implemented in the classroom and throughout the school system.
- Educational Leadership Course: Students explore the roles and responsibilities of teachers as leaders in the educational system. The course examines professional collaboration within the school environment and acting as an advocate both at school and in the national education field. The course discusses best practice techniques for making changes in educational settings.
- Student Assessment Course: This course explores various assessment tools that teachers use to promote student achievement. The course discusses both historical and contemporary perspectives. Students learn to assess student growth by gathering data on student behavior and classroom practice. The course also stresses the importance of student self-assessment.
- Youth Literacy Course: Students look at research regarding language and literacy development in youth. The course discusses effective strategies for teaching reading to children from birth to fourth grade. Students explore reading comprehension, building on previous learning, guided reading and strategies to integrate reading and writing. Some courses offer tips on teaching struggling learners.
- School Law: This course provides students with an understanding of the wide range of state and national laws regulating education. Subjects range from federal teaching mandates to student and personnel legal rights. Recent legislative changes, current research, and the history of education laws are examined.
- Contemporary Educational Thought: Students in this course will cover modern issues in the educational system. Emphasis is placed on reforms and work environments.
- Organizational Change: This course will address educational change and how it affects teachers. Students will learn what to consider if they are seeking to become school administrators.
Many universities offer online Master of Education degree programs. Students may pursue a Master of Science in Education, a Master of Arts in Education, or a specialized degree such as a Master of Education in Special Education or a Master of Arts in Teaching with an emphasis in teacher leadership. Some schools offer specialized programs classified by age or subject area. Most programs are geared toward current teachers and school administrators. Some programs require completion of a student teaching program or internship in a classroom setting.
Plenty of options exist for online degree programs in education at the master's degree level. Course topics include school law, youth literacy, and educational leadership.


Let's find out about about some more of the common plant families. This time we'll focus on trees.
- Maple trees - family Aceraceae
Maples have palmate leaves, which means the main leaf veins radiate out from a single point and they roughly resemble a hand. Most maples are deciduous. The fruit are samaras (maple keys) with two fruit in a cluster.
2. Oak or beech trees - family Fagaceae
Oaks are generally large, spreading trees. The fruit is an acorn for oaks and nuts for beeches. The leaves are often longer than they are wide and have lobes along the margins.
3. Ginkgo - family Ginkgoaceae
These unusual trees are gymnosperms. There is only one species in the family. The leaves are fan shaped with a wavy edge. The naked seed is within a fleshy covering that resembles a fruit.
4. Mulberry, fig and osage orange - family Moraceae
Mulberry leaves can be highly variable in shape even within one tree, but most have some sort of lobes. Some have an asymmetrical lobe and resemble a mitten. The leaves of trees in this family have a milky sap. The mulberry fruit are formed in clusters.
5. Olive - family Oleaceae
Olives have simple leaves. The fruit is fleshy with a pit inside.
6. Pines, spruces and furs - family Pinaceae
Members of this family are also gymnosperms. The leaves are in the form of needles and most are evergreen. Usually the seeds are borne in cones.
7. Willow - family Salicaceae
Willows have narrow, simple leaves. They are deciduous. Fruits form in a capsule with many small, tufted seeds.
Want to learn more? Visit our giant list of children's books about trees!
To see our complete plant science lessons, either visit the plant science category (newest posts to oldest posts) or the plant science section of our experiment archive page (links to posts in order).
For more activities, try our Gardening/Plant Science for Kids Pinterest board.


Music: A Pathway to Success
It is a rather magnificent aspect of my job that I am fortunate to witness boys of diverse backgrounds working together and overcoming obstacles as a team. These boys are rowers, debaters, rugby players, chess champions, school prefects, footy players, instrumentalists and, above all, academic students.
They don’t join me for training, class or coaching – they join me for Choir.
In my role as a music educator in an all boys’ school, I regularly come across the mindset that music adds to a boy’s academic load, rather than complements it. It is also a nation-wide concern that boys are leaving their musical pathways in favour of other futures without enough balance, nor opportunity to express themselves creatively.
I am a big fan of Dr Anita Collins and her research into the importance of boys continuing a music education throughout their junior and secondary studies. Earlier this year, Dr Collins’ work into the academic and personal benefits of a musical education culminated in a three part ABC series, Don’t Stop the Music. During the series, teachers monitored the literacy and numeracy results of a school that instigated a compulsory instrumental program.
“…the growth of life, social and emotional skills for these students was overwhelming.”
While the correlation between music and maths has previously been reported, interestingly the results of a relationship between literacy and music also proved to be positive. However, perhaps surprisingly it wasn’t necessarily Dr Collins’ academic research that hit home the most for me. Throughout the series, the growth of life, social and emotional skills for these students was overwhelming. Examples included a positive increase in confidence, self-discipline, cooperation, perseverance, organisation and behaviour in class. Dr Collins’ research also suggests that a music pathway leads to greater attention to detail and abilities to plan and strategise. In a time when entrepreneurship is the next major pathway for our students, I couldn’t think of a better list of skills for our boys to have.
I once read that a third of children learn an instrument, and over two thirds of adults wish they had. Parents – I salute you for investing in your son’s musical education. When your son has an early morning rehearsal, a concert at night, you’re arguing with them when there’s a lull in practice or you’ve just received the account for music lessons, remember the big picture: music is going to contribute to your son’s short and long term academic and personal development.Jared Furtado is Director of Music and Head of Choral at Brighton Grammar, an all-boys school in Melbourne. He is also an actor and singer, about to embark on a role in the Australian production of Chicago. This article is about Education
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My blog, Using Research in Education, was started in 2014, as a way to share recent research findings with teachers.
A list of blog posts focused on reading development (with dates published) are provided below:
Tuesday, 12 August 2014
Synthetic phonics and irregular word reading: Cause for concern?
Wednesday, 24 September 2014
Speaking up for children’s reading motivation!
Monday, 20 October 2014
Designing digital books to support children’s reading and language
Wednesday, 12 November 2014
Sex/gender differences in reading and education
Wednesday, 3 December 2014
Acquiring reading and spelling skills – what’s the difference?
Tuesday, 9 December 2014
Commons Select Committee: Strength of evidence for phonics instruction
Thursday, 8 January 2015
Digital books: Can we really assess effectiveness on language and literacy outcomes?
Wednesday, 21 January 2015
A phonics focused approach to teach reading: Equally beneficial for all?
Friday, 9 October 2015
What motivates children to read?
Tuesday, 12 January 2016
Cognitive flexibility and reading
Thursday, 2 June 2016
Children’s reading motivation and reading attainment: Gender and ability differences
More recently, other leading researchers in their fields have shared their research and the implications for education. Details are provided below.
Friday, 1 August 2014
Non-cognitive attributes and educational outcomes
Tuesday, 9 September 2014
Mental toughness and education
Monday, 27 April 2015
Working memory in the classroom
Saturday, 6 June 2015
How to develop children’s emotion understanding
Monday, 6 July 2015
Using computerised assessments in schools: Advantages and disadvantages
Saturday, 1 August 2015
Network Autism: Technology and Autism
Wednesday, 2 September 2015
Can a smart phone game really make kids more active at school?
Friday, 4 March 2016
Hands-on Learning? It’s all in the hand


Looking for more? There are great resources for support at your fingertips. The organizations and websites listed below represent a collective wealth of information about the impact of arts strategies in education collected over the last several decades at the local, state, and national level. Whether you are looking for information on a particular program, art form, curriculum, or policy, these links have something to offer.
The Kennedy Center's free digital platform for arts education, ArtsEdge hosts a wealth of easily searchable information from lesson plans to guides to articles to video.
A national coalition of education, arts, business, cultural and government organizations dedicated to securing a high-quality arts education for every young person in America. They hold national conferences, produce reports, and host a state arts education policy clearinghouse as well as the nation's first arts education research and policy database.
The independent federal agency that supports and funds the arts in multiple capacities, including arts education and arts participation. Their arts education page has links to a wealth of great information, including information about how to apply for grants and current grantees.
NAfME is the national association for music education and music educators. On their website you’ll find resources about standards, professional development, lesson plans, and advocacy.
EdTA is the national association for theatre education and theatre educators. Their website provides information and opportunities for students and teachers related to professional development, networking, standards, curriculum, and advocacy.
NAEA is the national association for visual arts education and educators. Their website provides information everything from research and policy related to visual arts education to lessons plans and professional development.
NDEO is the national organization for dance education and dance educators. Their website provides information and resources about dance education from K-12 through colleges, universities, and performing arts organizations.
New Jersey has developed an Arts Integration User Guide to provide a practical step by step approach to achieve successful implementation of arts education.
New Jersey's Arts Integration Think and Do Workbook: A Practical Guide to Think About and Implement Arts Integration
A resource created by practitioners to provide tools and strategies to support the development of a robust arts integration practice.
ArtsEdSearch, a project of the Arts Education Partnership, is the nation's first research and policy database dedicated to arts education. It contains over 200 vetted studies and is designed to focus on student and educator outcomes and the implications for policy.
A report that reviews research on activities that use arts to improve student achievement.
Arts Ed NJ provides accurate and up-to-date information about arts education in New Jersey, from data to advocacy strategies. Arts Ed NJ was established in 2007 to provide a unified voice for a diverse group of constituents who agree on the educational benefits and impact of the arts, specifically the contribution they make to student achievement and a civilized, sustainable society.
Arts Ed Now is New Jersey’s statewide arts education advocacy campaign. The site features campaign tools designed to help teachers, administrators, parents, students, and other ambassadors communicate the value of arts education.
ArtPride New Jersey advances, promotes and advocates for the arts as essential to the quality of life of every citizen and to the economic vitality in New Jersey.
The Kennedy Center Alliance for Arts Education Network (KCAAEN) is a coalition of statewide alliances for arts education. Their website has a number of tools and resources for arts education advocacy, including an advocacy toolkit, a community audit resource, and a self-assessment.
Americans for the Arts is the nation's largest arts advocacy organization. Their Arts Education Network provides resources and professional development for arts education professionals, and on their arts education program website you can also find links to webinars and the Arts Education Navigator, a series of e-books.
newjerseytitle1arts.org is grateful to the following for the photos across the website:
Home page - Header photo courtesy of Young Audiences of New Jersey
Making It Happen page - Header photo courtesy of Young Audiences of New Jersey
Starting With Data page - Header photo by Frank Veronsky
Assessing Needs page - Header photo courtesy of Young Audiences of New Jersey
Identifying a Strategy page - Header photo courtesy of Young Audiences of New Jersey
Developing a Plan page - Header photo courtesy of Young Audiences of New Jersey
Submitting a Plan page - Header photo courtesy of Young Audiences of New Jersey
Implementing a Program page - Header photo by Frank Veronsky
Evaluating Impact page - Header photo courtesy of Young Audiences of New Jersey
What It Looks Like page - Header photo courtesy of New Jersey Title I Arts Integration Pilot Program
Resource Room page - Header photo courtesy of Young Audiences of New Jersey


Primary maths resources proven to develop numeracy skills
Based on a proven concrete-pictorial-abstract approach, Numicon encourages children to explore maths using structured imagery and apparatus in order to understand and explain mathematical concepts.
See an overview of Numicon resources.
See how Numicon can support your teaching of the PYP Mathematics Scope and Sequence.
Read a comprehensive overview of the Numicon programme and its resources.
Take a look at how the Numicon approach can support the PYP Mathematics Scope and Sequence
Curriculum matching charts for all UK curricula
A proven approach for teaching maths loved by teachers and children
Evaluate online, free of charge
Read our case studies and discover the proven impact of Numicon in the classroom
Find help and support with your Numicon Online subscription
Senior Professional Development Leader, Derry Richardson, explains why Numicon continues to be an essential resource at Key Stage 2 and beyond
Ensure successful implementation with our handy 4-step guide
Visit our Numicon board to find more ideas and activities for your classroom
Find out how you can use manipulatives to deepen understanding throughout the whole school
Additional sessions to reinforce and embed key maths concepts
Show Numicon models and images on your whiteboard
A research study was commissioned to find out in more detail how teachers were using Numicon and how they perceived its impact on children’s mathematical learning.
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