ENGL2602 Shakespeare and his World
- 6 points
|Semester 2||UWA (Perth)||Face to face|
|Semester 2||Albany||Face to face|
- Details for undergraduate courses
- Level 2 option in the English and Literary 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 introduces students to the close analysis of a number of important literary works by Shakespeare and his contemporaries. It enhances students' engagement with the range of literary, ethical and societal issues that Shakespeare's and other early modern works raise support. The unit also encourages students to examine the continuing relevance of Shakespeare's work, and that of his contemporaries, for our time and world, as well as differing critical and directorial interpretations these works have attracted.
- Students are able to (1) increase knowledge of literary conventions and styles surrounding Shakespeare, leading to an increased ability to contextualise Shakespeare's work; (2) enhance their knowledge of the Early Modern period in England, as well as of some of the intellectual, historical and cultural contexts that preceded and underpinned Shakespeare's ideas; (3) develop a more sophisticated appreciation of Shakespeare's philosophical ideas and their relevance in today's world; (4) enhance understanding of play structure, character and suspense building; (5) increase understanding of different critical approaches to Shakespeare; (6) express ideas, information and argument coherently and logically in written and oral forms; (7) work effectively as a member of a collaborative group in a tutorial context; (8) enhance research skills in locating and assessing critical writing in traditional and digital media; (9) have a critical understanding of the role played by ideologies of race, gender, and class in literary and cultural contexts; (10) refine and demonstrate highly developed skills of textual analysis and critical reasoning; (11) gain an historicised understanding of fundamental critical concepts that allow them to recognise and discuss the relationship between the formal, thematic and functional aspects of any text studied; and (12) further develop and practise enquiry-based learning and research and communication acquired at Level 2 into Level 3 units in English and Cultural Studies, with applications across a broader field of study at UWA.
- Indicative assessments in this unit are as follows: (1) tutorial participation; (2) essay 1; and (3) essay 2. 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 Kathryn Prince
- Unit rules
- any Level 1 English unit
MEMS1001 Life, Thought and Culture in Pre-modern Europe
- Contact hours
- 3 hours per teaching week
- 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.


Research-Based effective literacy instruction for the Additional Instructional Time Grant
FIM Early Literacy is an approved intervention by MDE for the 2019-2020 Research-based Effective Literacy Instruction Grants.
What is the FIM?
The Focused Instructional Model (FIM) is a research-based instructional method developed by the Institute for Excellence in Education (IEE). FIM transforms classroom instruction and drives increased student achievement. This systematic process provides an opportunity for teachers to scaffold student learning and encourages the growth of literacy skills from an early age. Teachers use the process to monitor their students’ mastery of foundational skills in reading, writing, and listening and use the incoming data to provide interventions as appropriate. It is an integrative, holistic approach to teaching built upon instructional best practices.
FIM Early Literacy focuses around: 1) Common Core State Standards (CCSS) reading and writing foundational skills, 2) Close and critical reading skills, 3) speaking and listening skills, and 4) responding to text dependent questions. The goal of FIM Early Literacy is to bridge the gap of reading deficiencies so students are on track and on target for reading proficiency by 3rd grade. This is accomplished through repetitive exposure to grade level content while providing the teacher with formative data to support in-class intervention.
How does this work in my classroom?
Facilitated by trained coaches, FIM implementation occurs in two phases: 1) an in-depth professional development workshop and 2) ongoing coaching and support to assist individual teachers with FIM operation in the classroom.
Throughout a typical week, students are exposed to reading and writing foundational skills in a systematic manner. Students’ mastery of the content is monitored on a regular basis and intervention is provided when appropriate. In addition, close and critical reading skills are being developed at an early age through intentional scaffolding of instruction along with targeted support during a weekly shared reading routine around grade level informational text and exposure to text-dependent questions.
FIM Early Literacy develops skills in the areas of phonemic awareness, phonics, vocabulary, fluency, and comprehension skills. It includes regular assessments so teachers can examine the incoming data and differentiate as necessary.
Where is the research?
FIM Early Literacy is backed by research-based best practices. Below is a list of some of the research behind the development of FIM:
- Douglas Reeves and Larry Ainsworth - Power Standards: Identifying the Standards that Matter Most (2004). These two are the originators of the educational term "Power Standards" and they provide research on how focusing on key concepts benefits students.
- Mike Schmoker - Focus: Elevating the Essentials to Radically Improve Student Learning (2011). Provides the idea of paring down your direct instruction to focus on highly important grade-level content.
- Paul Black and Dylan Wiliam - Inside the Black Box: Raising Standards through Classroom Assessment (1998). This quick read provides the research behind how using daily formative assessment can help teachers make quality instructional decisions.
- Hermann Ebbinghaus (1885) - We use his research on "Spacing Effect" (referring back to previously learned concepts) and the "Forgetting Curve" (if concepts aren't revisited, they flee the brain).
IEE has a history of providing high quality professional development and literacy coaching. FIM Early Literacy aligns nicely with the MDE Essential Instructional Practices and it includes targeted evaluation plans to ensure the system is being carried out with fidelity.


Marcella Menard December 28, 2019 Preschool Printable Activities
Whatever your motivation for looking for worksheets for preschool, there are a few points to consider before you decide which ones you want. Education vs Time Filler. If your goal is to provide learning opportunities for your child, you will want more than a few pictures to color in, although this is an important skill to practice. Between the ages of 3 and 7, the so-called formative years, your child is ready and willing to learn. This is a great time to start introducing the basic skills that your child will use for the rest of their lives such as counting, reading and writing. With your help and supervision, your child can do math worksheets, alphabet worksheets and much more. If education is your goal, you may want a set of worksheets designed to teach your child all of the basic skills they will need for school.
One of the most important period in growing up a child is the preschool one, between the ages of three and five, when kindergartens play a very important role in children’s education.Among the most important elements that are learned in this period of life are communication, understanding the world around and creativity developed in all ways. If children have the chance to discover many of the things that surround them by themselves,this is the first step to the personal improvement in learning.Preschool coloring pages give the preschool children the opportunity to discover their creativity abilities,using one of the most entertaining activities that have been created for them.
If you are looking for printable worksheets for your preschool child, the array of choices can be a little intimidating. You may just be looking for a few pages to keep your child occupied with something more constructive than yet another half hour in front of the TV, or you may feel it’s time you started helping your child learn the basic skills she or he will need for school.
Another one of the many ways that you can go about saving money with preschool worksheets is by using photo protectors. These are pages that you can slip photographs into to protect them. It is possible to find photo protectors that are designed for full pages, like preschool worksheets. You can simply slip each preschool worksheet into a page protector and give your child a dry erase marker. Each time that they are finished, you can wipe off the marker and the worksheet is good to go, again and again! The above mentioned methods are just a few of the many ways that you can go about saving money with preschool worksheets for your child. Of course, these steps are optional, but they can help you save money, as well as prolong the life of your child’s preschool worksheets.
Printable & Worksheets – You can access these vital tools for free and they mostly have animals, oceans, etc which have been created to serve specific themes. Additionally, there are other worksheets and printable that have different numbers and letters which is educators, and parents as well, can use. Interactive Online Games – The internet is quite resourceful when it comes to acquiring online games for the preschool kids. This is without doubt one of the main learning tools for kids (preschool kids) that enables the kids to be entertained while learning at the same time. This is a tool that usually has entails reviewing of the alphabet, creating digital art, playing online games that have memory, etc.
Virtual Manipulative – These are tools which usually provide the kids with hands-on experience since it is more interactive than most of the others. The tool is actually math oriented and it takes into consideration the measurements and geometry that is normally used in the traditional classrooms. There are various libraries that are owned by the government around the country and they usually offer these learning tools for kids (preschool kids) for free so research is most definitely advocated for. Literacy Development Tools – There are other tools which are also free and are mainly meant for developing the literacy level of children. In order for a child to succeed in education and life in general, it is mandatory for parents and educators to ensure that they are literate enough to comprehend the syllabus. This is one of the learning tools for preschool kids that can be implemented very effectively at school or even home.


Fun Trains Quiz – FREE Online Interactive Science Quiz
Enjoy this Easy Science for Kids Trains Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Trains. You need to answer all the questions to be able to get your score. You can do this fun quiz about Trains again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Trains.
About the Trains Quiz & FREE Online Quizzes
Our fun easy science quizzes are a free online easy science quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Trains quiz helps your kids learn fun facts about Trains while enjoying this FREE interactive science quiz for kids.
If your kid is interested in science, or is in an after-school enrichment program, then this is a fun activity, with reading comprehension benefits for kids in grade 1-5/. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this entertaining free online quiz on Trains.
As a reading comprehension training activity for kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you can simply limit the number of times they can read about the quiz topic, before they do the actual science kids quiz.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other science quiz games, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Trains quiz answer they think is correct, and at the end you get the quiz score. Your child can try again and again doing the Trains quiz, till gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Trains Quiz – FREE Online Interactive Science Quiz - ." Easy Science for Kids, Feb 2020. Web. 29 Feb 2020. < https://easyscienceforkids.com/fun-trains-quiz-free-online-interactive-science-quiz/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Trains Quiz – FREE Online Interactive Science Quiz -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-trains-quiz-free-online-interactive-science-quiz/
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The School Curriculum
The modern school curriculum consists of 6 curriculum areas and these are further divided into 11 subjects.
Language: Gaeilge and English
Social, Environmental and Scientific Education (SESE): History, Geography and Science
Arts Education: Music, Visual Arts and Drama
Physical Education (PE): Physical Education
Social, Personal and Health Education (SPHE): Social, Personal and Health Education
The modern curriculum aims to ensure that all children are provided with learning opportunities that recognise and celebrate their uniqueness, foster their full potential and prepare them to meet the challenge of the 21st century. The focus is on the child as learner.
We aim to develop key skills in communication, problem solving, critical thinking, investigation and interaction.
Functional literacy, numeracy and the ability to articulate are stressed in our school and regular testing and assessment is the norm.
The modern primary school curriculum is child centred and active. This requires a high expenditure on materials and equipment for which the capitation grant falls well short. There is therefore an annual charge for Art materials, Photocopying and IT consumables in order to provide an interactive and stimulating environment for your child. The book rental scheme and curriculum contribution amounts are revised on an annual basis.


The series of nine No Nonsense Phonics Skills books provides a comprehensive step-by-step method of teaching reading, handwriting and spelling in the English language. Debbie Hepplewhite guides the learner and the teacher through a series of carefully designed systematic phonics routines to master the complex English Alphabetic Code. Each book is rich in content providing phonics instruction and exercises with cumulative' code, words and texts - developing language comprehension and building up knowledge of spelling word banks'. High-frequency and tricky words, and additional letter/s-sound correspondences, are drip-fed into the teaching and learning sequence of the 109 included Mini Stories'. No Nonsense Phonics Skills: * Provides systematic and rigorous phonics teaching and practice with a rich vocabulary * Teaches handwriting linked to the alphabet and to the English alphabetic code * Applies and extends phonics to reading and writing cumulative texts, developing language comprehension at the same time * Includes high-frequency and tricky words, and builds up spelling word banks * Covers the national curriculum requirements for phonics and spelling in Years 1 and 2 * Involves and engages the learner fully and routinely in formative assessment No Nonsense Phonics Skills Book 9 covers the following graphemes: -x2, -ie2, ew2, ch3, ou3, a5, ch, -tch, -ture, -ti, -ci, -ssi, -si, -s3, -ge2, -le, -il, -al, -el, f, -ff, ph, -gh, j, -ge, gi, -dge, kn, gn, wr, -mb, -st-, or, ore, -our2, oar, -oor2, ough, aw, au, a, -al, augh, (w)ar, (qu)ar. This teacher edition contains additional guidance for the phonics hand routines, the sound-dash and spelling answers, and examples of comprehension questions for all the Mini Stories.


Emma Watson has been widely praised for her recent speech on gender equality as a UN Goodwill Ambassador. And rightly so. Emma is promoting a new initiative called HeForShe which is a call for men to join in and feel included in the conversation about gender equality. Or as she put it, “extend a formal invitation” to join the cause.
In recent years, there have been many campaigns focusing on equal rights and education for girls and women and many studies showing the positive effects equal opportunities for the sexes can have in the fight against poverty.October 11th has been declared the “ International day of the Girl Child” as part of a worldwide initiative by the charity Plan International. I used to fundraise for Plan when I lived in Australia and have been a supporter of their ” Because I Am A Girl” campaign for about five years now.
While extreme poverty is a global issue which affects many demographics, women and girls are still disproportionately affected by poverty and suffer many more injustices, like child marriage, FGM (female genital mutilation), honour killings, rape and domestic abuse and death from complications during pregnancy or childbirth. In many countries across the developing world, women are denied the education and opportunities afforded to their male counterparts.
In the developing world 3 million girls in Africa are at risk of FGM this year.
1 in 3 girls will be married before they turn 18 and 1 in 9 before they reach 15.
Victims of early and forced marriage typically have children very young.
Approximately 70,000 girls die in labour every year because their bodies aren’t ready for childbirth.
Globally, 65 MILLION girls are not in school.
In Africa, 101 million girls aged 10 and over have been subjected to FGM.
Women are in general 14 times more likely to die in a disaster than men
These numbers are absolutely shocking.
From my own experiences volunteering in Asia, it is strikingly obvious that it is a massive disadvantage to be a woman in the developing world. In Vietnam, I volunteered at The Little Rose Warm Shelter, a home for girls who had been or were at risk of being, sexually abused or trafficked. In Cambodia, where I volunteered on two occasions, you didn’t need to look far to see the huge prostitution problem, with girls as young as 11 and 12 walking the streets.
Educating women and empowering them to has proven to be hugely successful where implemented. Educated women marry later in life, have smaller families and they are much more likely to put their own children in school. Their increased literacy and numeracy skills give them better careers and awareness of health issues.
Just one extra year in high school can increase a woman’s salary by between 15 and 25%, and as a knock-on effect, the income of her entire family.
a woman with a better education is more likely to survive childbirth, and her children are more likely to survive early childhood.
girls with a high school education are 6 times LESS likely to be married as children
Volunteering with Women’s Charities
If you are planning to volunteer or donate and want to get involved with charities especially focused on women and girls here are some fantastic organisations to consider;
The Little Rose Warm Shelter, Vietnam
Additionally, if you have volunteered somewhere with a woman’s charity and would like to share your experiences or some advice, please e-mail me on email@example.com so I can add your organisation to this post.


Basic concepts of Art
- Colour Study, Unidirectional Colouring, Shading and blending
- Motor skill development activity using craft
- Handling of paints and brush and colour
- Understanding of lines and patterns
- Understanding of shapes and forms
- Curved Line and patterns
- Study of Curve line objects: Still Life, Birds and animals
- Study of foliage and landscape level I
- Art History & Art Medium
- Introduction to abstracts
- Junior Beginners level Assessment
Key Takeaway from Art Classes
- Building Kids Confidence through Drawing
- Art for Kids & Beginners with the help of Watercolour Painting.
- Kids gets expertise to know , How to Draw Step-by-Step beautiful Interactive Art.
- Kids also get expertise in learning drawing through Acrylic Paintings.
"ArtsyCraftsy changed my sons life....quite literally! Being mentored by the most wonderful teacher, he is able to deal with his intellectual disabilities in most creative and innovative ways, year on year his love for art has only increased, making all of us appreciate art museums and artists all the more."


Saturday, July 16th: 1:30 pm – 2:30 pm
Ken Olsen Science Center Chairman’s Room
Do you want to encourage your students to make music at home? Are you looking for songs that celebrate the unique culture of your students? In this session, I will share folk songs collected from my students in Somerville, MA, as well as the steps you can follow to complete your own Family Folk Song project. The Family Folk Song Project will allow you to engage families and collect authentic folk songs that you can use in your classroom to make your repertoire culturally relevant to your school community.
Participants will be able to:
- encourage their students to make music at home with their families
- collect authentic folk songs from their students
- use folk songs collected from their students in their teaching to make the repertoire relevant to the culture of their school community
Cathy Ward teaches K-6 General Music at the Benjamin Brown School and Michael Capuano Early Childhood Center in Somerville, Massachusetts. She completed all three levels of Kodaly at the Hartt School in Hartford, CT, and Orff Level 1 at Boston University. Cathy studied at Boston University (Masters of Music, Music Education, 2012), and Queen’s University in Kingston, Ontario (Bachelor of Education, 2010, Bachelor of Music, 2009).


Early childhood education and adult literacy
Through the PNG Education Project, we partnered with local organisation Buk Bilong Pikinini to bring literacy programs to communities surrounding Port Moresby where education facilities are limited. As part of this, locals set up a CLC where children learn fundamental literacy and numeracy skills.
Rose, the CLC’s head librarian, is pleased to see how far the students have come. “We see plenty of children – they improve in their readings, their spelling, their pronunciation of words,” she says. “They catch up very quickly.”
Many teachers are noticing how well the students are doing when they start school. “When we are graduating [the children] and sending them out to elementary school, we see the feedbacks that the children that are graduating from our library are more advanced,” Rose adds.
Nancy, the mother of a student at the CLC, agrees that the opportunities offered to her daughter now are vastly better than before. Nancy has also decided to take advantage of the adult life skills and literacy training.
“The parents now are coming, attending this library,” Rose says. “They can see that they have learnt a lot. That really helps them.”
The community is now working to ensure the sustainability of their CLC beyond the life of the project by running a small market outside the facility, with stallholders’ fees going towards running costs.


Activities for Reading
In order for children to learn to read, it’s helpful to have a proverbial reservoir of activities for reading for them to do. Make that, a resevoir of enjoyable activities. Who wouldn’t rather engage in activities that are enjoyable to do? And what sounds like commonsense has the weight of good research backing it as well. Educators and researchers have found, not surprisingly, that a student’s enjoyment of learning directly relates to their desire and willingness to learn. The more enjoyable and interactive learning is, the more likely that a student will engage in that activity.
But the trick is to find activities that are both enjoyable and an effective means of instruction. There is, of course, no point engaging children in activities that are solely enjoyable, with no educational basis, and then expect them to learn something and make gains in their learning. And on the flip side, it is often very difficult to keep kids motivated in educational activities if they do not enjoy them. Researchers have found that kids need to engage in a diverse range of activities for reading, in order for them to gain the literacy skills they need and become fluent readers. But what are the most effective activities for reading?
Activities for reading need to have as their focus five key areas of instruction, which are:
• Phonemic awareness
• Phonics skills
• Fluency in reading
• Vocabulary building
• Text comprehension
Activities for reading which have these five areas of instruction as their focus have been found to be highly-effective in helping kids acquire the reading skills that they need.
The ABC Reading Eggs and Reading Eggspress programs incorporate each of the five essential elements of reading instruction into the structure of every lesson. All of the ABC Reading Eggs activities for reading feature either four or five of the essential elements. Early in the Reading Eggs program, phonemic awareness is highlighted. Later, phonics instruction takes precedence, and so on, moving through emphasis on the other key areas of fluency, vocabulary and text comprehension in their turn.
Each lesson is comprised of a number of parts, featuring a variety of activities for reading, such as phonetic sounding out of letters, phonemic awareness skills of being able to hear the sound of letters as parts of spoken words, letter formation and writing, vocabulary development and reading with comprehension.
The lessons build on one another so that all of the activities for reading within the lesson are perfectly integrated and build upon one another, culminating in the reading of an e-book near the end of each lesson. Each e-book has a cover and pages that turn, mimicking the act of reading a real book, which helps students gain skills in handling physical books, not just e-books. One of the marvelous benefits of the ABC Reading Eggs program is that all of the activities for reading work to help students gain the skills needed to read fluently offline as well as online.
The ABC Reading Eggs program also features a thoroughly engaging, age-appropriate reward system that rewards students for their engagement with and completion of the program’s activities for reading. Children enjoy receiving the prize of Golden Eggs at the completion of the short activities for reading. The Golden Eggs are deposited in their Eggy Banks for them to ‘spend’ in a variety of ways within the ABC Reading Eggs program. They can spend them on games, on clothes for their Reading Eggs online character, or on furnishings for their character’s house.
Students can also collect critters as well as Golden Eggs, with the reward of a three-dimensional, animated critter that hatches out of an egg at the completion of each lesson. This is a rich reward system that encourages students to engage with the activities for reading in order to reap their rewards.
The wide variety of rewards within the ABC Reading Eggs program and the interactive nature of the activities for reading make Reading Eggs an enjoyable, compelling, and thoroughly educational learning experience for young students.
I am very impressed with your wonderful program. Each activity is clearly explained to the children. It is fun and fast moving and also provides a variety of follow-up activities. Andrea Reeson, Wingham Brush Public
Reading Eggs is incredible! My daughter can’t get enough of the activities, she enjoys them so much…In just THREE days she started reading the most basic of words. Thank you so much Reading Eggs. Arthur
Our students love this site. It is bright, entertaining, engaging and educationally sound. What a fun way to learn to read! They can’t get enough of it and ask regularly, ‘is it our turn on Reading Eggs today’? Katrina Kruger, Elliot Heads State School


CLAN3006 The Roman Revolution
- 6 points
|Not available in 2020||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 3 option in the Classics and Ancient History major sequence
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 3 elective
- This unit studies one of the most important 'events' in world history—the so-called Roman Revolution, a period traditionally running from 133 BC to the defeat of Antony and Cleopatra in 31–30 BC. The unit is concerned with the final generations of the Roman Republic, during which the four centuries of political and social stability gradually evaporated in political murder, civil war, the collapse of moderation and consensus and the transformation of society, all happening against a backcloth of dramatic conquests and imperial expansion that took Roman armies as far as Britain and Iraq. The period saw the consequences of 'success' undermining the institutions of the state and the emergence of powerful figures, often motivated by personal ambitions at the expense of the state and society. It is the period of the Gracchi, Marius, Sulla, Pompey, Crassus, Julius Caesar, Brutus, Antony and Cleopatra, and Octavian, the ultimate victor who emerged as the Emperor Augustus. A century earlier that would have seemed unthinkable.
The unit aims to impart knowledge about one of the most significant periods in the history of western civilisation, the transition of Rome from a republic to an empire. Students are introduced to both the political and social history of the period and develop an appreciation of the importance of the relationship between the social and political mechanisms in the ancient Roman world. Students are encouraged to make independent analysis and criticism of such fundamental aspects as political alliances, personal alliances, the stratification of society, the division of wealth, etc. The unit emphasises the importance of the ancient written evidence, such as the personal correspondence and forensic speeches of M. Tullius Cicero, the personal accounts of the Gallic and Civil wars by C. Julius Caesar, and the historical monographs of Sallust, among others. As a result, students develop critical abilities in the process of reading and evaluating these.
- Students are able to (1) identify, interpret and describe key events from the period under study; (2) identify, interpret and describe the development of major social and political events and processes of a key period in history; (3) identify, interpret, describe and evaluate different types of evidence that contribute to our understanding of the period; (4) read, comprehend, analyse and critique the primary and secondary written sources; (5) research using print and electronic resources; and (6) develop reasoning and analytical skills.
- Indicative assessments in this unit are as follows: (1) sources tests; (2) a major essay; and (3) tutorial performance. 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)
- Dr Christopher Mallan
- Unit rules
- any Level 2 CLAN unit
- CLAH2222 The Foundation of the Roman Empire
- Contact hours
- lectures: 10 x 1 hour; tutorials: 10 x 1 hour
- 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.


Emmanuel’s Creative and Performing Arts Program is a core element of our curriculum. It gives students
opportunities to showcase their special gifts and talents beyond academic performance. We offer choral
music, dance, drama, mime and visual arts. Emmanuel provides the community with thoughtful celebrations and
unique activities, such as Christmas and Black History programs, art shows and musical concerts, which enhance
the overall school curriculum by exposing students to the world of creative arts.
Dramatic Arts education is an important means of generating creativity in problem solving in our learners. It challenges their perception about the world. Dramatic exploration can provide students with an outlet for emotions, thoughts, and dreams that they might not otherwise have means to express. Tryouts and practices is held after school. For more information contact [email protected]
Art and the visual arts are part of the historical record of every culture and historical period known to human beings. It may be said that all we know about some past civilizations is found entirely in the record of art and artifacts their people left behind. The visual arts have been used to capture and express a wide array of values, beliefs, and ideas embraced by people from around the world and from every period of history. The visual arts have been used to educate, persuade, commemorate, and problem solve. In fact daily we are dependent upon the visual arts to make sense of the world in which we live.
Music education is so important is that it integrates so many different subject areas all at once. Not only will music education allow children to develop their musical skills, it will also give them the opportunity to work on their math skills, reading and writing skills.
It is the physical expression through movement, rhythm and feelings. Emmanuel learners uses dance to express their praise to God. These processes requires our learners to use critical thinking skills and excel in nonverbal communication. They work collaboratively to develop kinesthetic and spatial learning.


(Borrowed from Edmonton Public Library: but great advice anywhere!)
Early literacy is everything children know about reading and writing before they can do it themselves. It’s never too early to start; starting as newborns, children are developing skills that will help them throughout their lives.
The great news is that caregivers are already doing many of the activities that help develop literacy skills. Even better? The best way to further develop these skills happens to be fun for you and your child. What are the best ways for caregivers to foster early literacy development in children?
EPL programs like puppet shows, crafts and storytime for babies, toddlers and preschoolers, as well as our recommendations for great books and activities, will help develop the early literacy skills essential for reading success when your child is older.
Download your copy of the 100 Great Books to Read Together booklet now.


The brains of professional beatboxers and guitarists respond to music differently when compared to each other and non-musicians, finds a new UCL-led study.
The study, published in Cerebral Cortex and funded by Wellcome, sheds light on how learning and making music can affect mental processes.
The researchers found that the area of the brain that controls mouth movements was particularly active when beatboxers listened to a previously unheard beatboxing track, while the ’hand area’ of the guitarists’ brains showed heightened activity when they listened to guitar playing.
"Most research in this area has focused on classically trained musicians, who have had extensive tuition from a very young age, but we found that professional beatboxers and guitarists also display neural patterns typical of these expert classical musicians," said the study’s first author, Dr Saloni Krishnan, who completed the study at the UCL Institute of Cognitive Neuroscience before moving to the University of Oxford.
"We are excited by these findings because they indicate that experience of producing music changes the way we perceive it - perhaps explaining why professional musicians can hone in on technical expertise so easily to play complex pieces without having to think about each note," she added.
The researchers brought in 60 people, evenly split between non-musicians, professional beatboxers and professional guitarists. The musicians had an average of 8-9 years of professional experience.
While inside an MRI scanner, the participants listened to beatbox and guitar recordings that were specially prepared for the study, so that they wouldn’t sound familiar. The beatbox track was produced by Harry Yeff, known internationally under his stage name Reeps One, who co-authored the paper.
The research team found that sensorimotor brain areas, which control movement, were activated in the musicians’ brains but not in the non-musicians’ brains. This was only true when musicians listened to their own instrument’s recordings. The researchers say this suggests these brain areas could be connecting the movements associated with making music, with the music the musicians are hearing.
The research team also noticed increased activity in a brain area typically involved in language tasks with complex audio-visual links such as picture naming or reading.
"We’ve identified a perceptual network which is engaged when you hear an instrument you can play, and which shows how acquiring this expertise has shaped your brain responses. There’s already a lot of evidence that music education is good for you - here’s an example of what it does to the brain," said the study’s senior author, Professor Sophie Scott (UCL Institute of Cognitive Neuroscience).
Beatboxer and co-author, Harry Yeff, commented: "This study reveals the intimate empathy kicked up by observing or listening to another specialist in your field. Surprisingly, beatboxing in 2018 encompasses a new breed of vocal technicality, challenging the previously established limitations of what is vocally possible.
"This study is one example of how beatboxing is revealing the many lessons the human voice has on how our minds interface with our bodies."
The researchers say the findings help to understand the brain networks involved in auditory perception, which may also have implications for speech and language therapy.
"Perhaps more research could tell us whether beatboxing might be a way to get people to re-engage their vocal cords with the act of making speech-related sounds, for people who have lost the mechanical ability to produce speech," added Professor Scott.


It was in 1952, four years after the Declaration of Israel’s Independence, that I, as a 10-year-old boy, came to Israel with my parents from Argentina.
The Declaration of Independence was a source of inspiration to believe in ideals that transformed us from Jews to Israelis.
This remarkable document expressed the commitment: “The state of Israel will devote itself to the development of this country for the benefit of all its people; It will be founded on the principles of freedom, justice and peace, guided by the visions of the prophets of Israel; It will grant full equal, social and political rights to all its citizens regardless of differences of religious faith, race or sex; It will ensure freedom of religion, conscience, language, education and culture.”
The founding fathers of the State of Israel who signed the Declaration also committed themselves and us: “To pursue peace and good relations with all neighboring states and people.”
I am asking today with deep sorrow: Can we, despite all our achievements, ignore the intolerable gap between what the Declaration of Independence promised and what was fulfilled, the gap between the idea and the realities of Israel?
Does the condition of occupation and domination over another people fit the Declaration of Independence? Is there any sense in the independence of one at the expense of the fundamental rights of the other?
Can the Jewish people whose history is a record of continued suffering and relentless persecution, allow themselves to be indifferent to the rights and suffering of a neighboring people?
Can the State of Israel allow itself an unrealistic dream of an ideological end to the conflict instead of pursuing a pragmatic, humanitarian one based on social justice.
I believe that despite all the objective and subjective difficulties, the future of Israel and its position in the family of enlightened nations will depend on our ability to realize the promise of the founding fathers as they canonized it in the Declaration of Independence.
I have always believed that there is no military solution to the Jewish Arab conflict, neither from a moral nor a strategic one and since a solution is therefore inevitable I ask myself, why wait? It is for this very reason that I founded with my late friend Edward Said a workshop for young musicians from all the countries of the Middle East, Jews and Arabs.
Despite the fact that as an art, music cannot compromise its principles, and politics, on the other hand, is the art of compromise, when politics transcends the limits of the present existence and ascents to the higher sphere of the possible, it can be joined there by music. Music is the art of the imaginary par excellence, an art free of all limits imposed by words, an art that touches the depth of human existence, and art of sounds that crosses all borders. As such, music can take the feelings and imagination of Israelis and Palestinians to new unimaginable spheres.
I therefore decided to donate the monies of the prize to music education projects in Israel and in Ramallah.
Daniel Barenboim is a world renowned musician and conductor of the Chicago Symphony Orchestra. Last August, Barenboim and the late Edward Said announced their plan to create the first Palestinian youth symphony orchestra through their Barenboim-Said Cultural Foundation.


Faith Christian Academy focuses on the introductory grades, K5-3rd, to provide the academic basics for all future learning. The intense phonics approach from A Beka is the cornerstone of this academic development. This approach to reading is proven to increase reading ability. Success in reading translates to success across all academic spectra. Each student is graded in phonics through all four years of early childhood learning, grades K5-3rd. Students also begin reading groups in kindergarten and continue them through third grade. We realize that all students do not learn to read at the same moment in time, but we find that the A Beka phonics program meets the educational needs of the overwhelming majority of our pupils.
The A Beka cursive writing program enhances the phonics program and begins in the 1st grade. Educational studies indicate that efforts in teaching phonics, reading, and cursive writing complement one another. Again, cursive writing does not usually begin until the 3rd grade in the public schools (depending on the area) but you will be impressed by the manual dexterity of your students as they develop proficiency in this skill. The academic result is the positive educational impact on reading proficiency that results from teaching phonics, reading, and cursive writing interactively. The teaching of numbers and math begins in K5 with the mastery of counting from 1 to 100 by 1’s, 2’s, 5’s, and 10’s. Students at FCA continue to grow in math during these early years as they add math facts, math combinations, money recognition, telling time, and other arithmetic and basic algebraic applications of numbers.
Lower elementary students, K5-3rd, also receive instruction in Bible, spelling, history, science, art, music and Spanish to round out their academic day. Firm and consistent discipline radiates throughout the classroom. Repetition and project base learning are vital parts of the daily activity. Students have age appropriate homework that is designed to reinforce their daily learning and develop parental involvement in their learning process.
Fourth grade students enter their academic world with concrete educational abilities compared to the pre-concrete abilities of their younger counterparts. At FCA, we approach the upper elementary years, 4th-5th, with a concentrated focus on verbal comprehension as well as vocabulary development, and a concentrated focus on mathematical problem solving as well as mathematical procedures. Curricular materials from A Beka are integrated during these years to increase the cognitive approach to learning.
The academic difficulty increases noticeably as the student’s progress through the upper elementary years. Many educators believe the transition from 3rd grade to 4th grade is the most difficult academic transition for students. The homework load increases through these years, and 4th-5th grade students must develop study skills to be proficient on various forms of assessments. Help classes are incorporated as needed. Yearly achievement tests give ongoing feedback for the success of our academic goals and objectives.
Bible is the foundational subject for all of our educational philosophy. Students have Bible class every day and chapel once a week. Each class receives music instruction designed to enhance the worship of our Savior. Private music lessons are available at the discretion of the parents and the teacher.


The Alamo Facts
The Alamo is one of the most iconic landmarks in the United States. It is located in the Alamo Plaza District in San Antonio, Texas. It is a secluded compound on over four acres. Approximately 2.5 million people visit this every year. It was originally built in early 1770s by the Spanish Military Army to serve as a mission.
It served as a place to educate the local Native Americans about Christianity. In 1803, a Mexican Army Group took over and used the Alamo as their base. Later, it became the site of the Battle of the Alamo which took place in 1836. This battle site is a standing reminder of Texas’ history.
Quick Facts: –
- The original structure is rather small. It is only 60 feet wide and 30 feet tall.
- The first stone of the Alamo was laid in 1744.
- Now, it is a public monument. It is considered to be a shrine to the heroes of the Battle of the Alamo.
- The famous pop star Phil Collins donated a massive collection of Alamo artefacts to the Texas General Land Office.
- The chapel was constructed of limestone blocks. It collapsed during the construction and all that was left were the walls.
- There is a keystone that sits on the top of the arch in the doorway. It has the date 1758.
- This was the first of five missions in the area. It was originally named Misión San Antonio de Valero.
- The Long Barrack Museum has a lock of Davy Crockett’s hair encased in a glass locket on display.
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By Zaina Cahill, Early Childhood & Learning Lab Director, Children’s Village
News Flash: The American Academy of Pediatrics (AAP) now recommends that pediatricians prescribe play as a part of young children’s development. These recommendations come as research continues to document the ways in which children benefit from play!
In this latest research, Yogman, Garner, Hutchinson, Hirsh-Pasek, & Golinkoff (2018) report that pediatricians should, “Write a ‘prescription for play’ at well-child visits in the first two years of life,” and, furthermore that children should have many opportunities for play across the early years. In short, the AAP’s recommendations encourage parents and early childhood educational environments to allow children to play every single day! This will help children to develop foundational skills across all developmental domains while promoting fun, exploration of their environment.
Yogman et. al. explains, “Play is a part of our evolutionary heritage, occurs in a wide spectrum of species, is fundamental to health, and gives us opportunities to practice and hone the skills needed to live in a complex world.” As such, the authors document how all types of play benefit children’s development, including play with objects/ toys, rough-and-tumble play, outdoor play, and pretend play. When these play experiences happen regularly, children’s skill levels in terms of executive functioning (a children’s ability to learn), social-emotional skills, language acquisition, mathematics, and their overall physical development are increased.
The AAP documents that play leads to:
- Sustained attention
- Successful problem solving
- Mental flexibility
- Effective Multitasking
- Better negotiation
- Increased language
- Clear conversation abilities
- Counting skills
- Numeral awareness
- Strong spatial awareness
- Healthy weight
- Healthy Cardiovascular System
- Strong Immune System
- Improved coordination
- Good balance
In addition, children demonstrate lower levels of depression and aggressive behavior. Furthermore, it has been observed that, through play, children organically encounter and internalize new vocabulary, the grammar structures of language, and understanding of scientific skills (like the change in state of matter when a child adds water to dirt to create a mud puddle!).
Who can argue with this impressive list of benefits from one four letter word?!
So how can teachers and families better promote play with the children in their care? The Genius of Play (2019), in their “Play All May” initiative, provided a different play idea for each day of the month that can easily be carried over into any month of the year.
This non-profit organization associated with The Toy Association, also provides numerous play ideas to engage children in all types of creative activity during all types of, and times for, play. This is a great resource whether you’re looking for play suggestions for newborns, infants, toddlers, and all the way up to preteens!
Regardless of what play activities you choose, it is important to always let children play! It will promote better development for them, more enjoyment and fun for the family, and higher learning in the educational environment.
Zaina Cahill, Early Childhood & Learning Lab Director at Children’s Village (Philadelphia, PA) and adjunct professor at Arcadia University, is an NYU (B.S.Ed) and Walden University (M.S.Ed) graduate. Since 2005, she’s worked as a substitute, assistant, lead, & special ed. teacher and as an administrator, with toddler to elementary school children. Zaina holds ECE teaching certification, is authorized to offer professional development in PA, and is a certified Infant/Toddler/PreK CLASS observer. She has presented and spoken at events at the city, state, and national levels. Zaina is a member of the NAEYC Affiliate Advisory Council, the NAEYC Membership Engagement Committee, Exchange Leadership Institute, Becker’s Advisory Council, and the Philadelphia Race Matters and Cultural Competency Learning Circle. In 2016, she was honored at the White House Teacher of the Year event, in 2017, testified at the Democratic Women’s Working Group hearing on “The State of Childcare in America,” and in 2019, spoke alongside Pennsylvania State Senator Bob Casey (D) at the re-introduction of the Childcare For Working Families Act. Zaina has made written contributions to the Becker’s and NAEYC blogs and the NAEYC magazine Teaching Young Children.
The opinions, representations, and statements made within this guest article are those of the author and not of Becker’s School Supplies as a whole. Any copyright remains with the author and any liability with regard to infringement of intellectual property rights remain with them. The company accepts no liability for any errors, omissions or representations.


You will examine the role of numeracy skills in school mathematics and the scientific evidence that shows that individual differences in numeracy are related to math learning and performance throughout the life span. The seminar leader will discuss numeracy in the context of additional cognitive skills that support math learning-such as working memory and language related skills-as well as social and environmental influences on mathematics achievement. She will describe the characteristics of school-age children who have mathematical learning difficulties, particularly those who are appropriate targets of assessment, instruction, or intervention and prevention measures. The seminar leader will conclude with a review of the research on interventions, including a discussion of resources available to guide education planning for students experiencing mathematics difficulties, and the role teachers can play in supporting students' mathematics learning.
Workshop hours: 8:15AM - 2:30PM
At this seminar, you will learn information about:
WHO SHOULD ATTEND
This seminar is geared toward general and special education elementary school teachers, elementary and middle school mathematics teachers, school psychologists and private psychologists and is also applicable to administrators and parents.
Rose Vukovic, PhD, is Associate Professor of Special Education at New York University. Trained in special education, school psychology and health promotion, Dr. Vukovic’s approach to working with struggling learners is both interdisciplinary and ecological. Since 2007, Dr. Vukovic has led the Urban Children’s Math Abilities project in New York City, a longitudinal study designed to understand the developmental course of children with mathematical learning difficulties, especially those characterized by vulnerabilities across individual, school, and community contexts. Dr. Vukovic has published numerous peer-reviewed research papers on this topic and has been invited to present her findings to decision-makers and practitioners locally, nationally and internationally.


Resources › For Educators Titanic Activities for Children Printable Coloring Pages and Worksheets Share Flipboard Email Print Central Press/Getty Images For Educators Homeschooling Spelling Geography Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Teaching By Beverly Hernandez Homeschooling Expert Beverly Hernandez is a veteran homeschooler and the former administrator of a large independent study program. our editorial process Beverly Hernandez Updated January 14, 2020 The RMS (Royal Mail Ship) Titanic, a British passenger ship, was once known as the "unsinkable Titanic." But how did it get this name, which would later prove to be grossly inaccurate? The ship's builders said that they never claimed the ocean liner was "unsinkable". Instead, the myth is said to have arisen when an unidentified crew member made the overly-confident claim to a passenger that "God himself could not sink this ship." As the world's largest mobile man-made object at the time, the ship was considered an engineering marvel. At 882 feet long, it took over three years to build and 600 tons of coal per day to power. The Titanic was the most celebrated ocean liner of its time but of course, it would prove to be sinkable. The End of Titanic Tragically, Titanic hit an iceberg on its maiden voyage and sank on April 15, 1912. Carrying only 20 lifeboats, the vessel was woefully unprepared for the disaster—the lifeboats could accommodate just under 1200 people. Titanic carried over 3300 individuals with passengers and crew. Making the crisis even worse, the few lifeboats available were not filled to capacity when they were lowered from the ship. As a result, over 1500 people lost their lives when the Titanic struck the ice and sank to the bottom of the ocean. The ship's wreckage wasn't discovered until over 73 years after the tragedy; it was located on September 1, 1985 by a joint French-American expedition led by Jean-Louis Michel and Robert Ballard. Since the tragedy of the Titanic, the boat and its fate have been extensively studied. In schools, students learn about this ship through interesting trivia and vocabulary. Connections can also be made between the ship and other areas of study such as history and science, making it a great topic for any subject. Use these printable coloring pages and worksheets when teaching your students about the Titanic. 01 of 07 Titanic Vocabulary Study Sheet Titanic Vocabulary Study Sheet. Beverly Hernandez Print the PDF: Titanic Vocabulary Study Sheet Use this vocabulary study sheet to introduce your students to important terms related to the Titanic. First, read a bit about the ship with them. Depending on the grade level, you may need to condense the story. Then, have them draw lines connecting terms, names, and phrases to the correct descriptions. 02 of 07 Printable Titanic Vocabulary Matching Worksheet Titanic Vocabulary Work Sheet. Beverly Hernandez Print the PDF: Titanic Vocabulary Worksheet Use this Titanic vocabulary matching worksheet to provide your children with further review of relevant terms. Students will write the correct term from the word bank on the line for the matching definition using clues provided. Refer back to the Titanic articles or study sheet for hints as needed. 03 of 07 Printable Titanic Challenge Worksheet Titanic Challenge. Beverly Hernandez Print the PDF: Titanic Challenge For more of a challenge, use this multiple-choice worksheet. Students will have to eliminate incorrect options to choose the correct answer for each definition provided. 04 of 07 Printable Titanic Word Search Titanic Word Search. Beverly Hernandez Print the PDF: Titanic Word Search Students who appreciate word games will enjoy using this word search to review names and terms associated with the Titanic, all of which can be found in the study sheets above. Each of the words in the word bank is hidden in the word search. This fun activity will feel like a game for your students while helping them commit vocabulary to memory. 05 of 07 Printable Titanic Crossword Puzzle Titanic Crossword Puzzle. Beverly Hernandez Print the PDF: Titanic Crossword Puzzle For another engaging activity, check your student's comprehension of Titanic trivia using this crossword puzzle. Students will fill out the puzzle using the clues provided, using their spelling skills to help them. Assign this as homework or a centers activity. 06 of 07 Printable Titanic Alphabet Activity Titanic Alphabet Activity. Beverly Hernandez Print the PDF: Titanic Alphabet Activity The Titanic alphabet activity allows elementary-aged students to practice their alphabetizing skills while reviewing what they've learned about Titanic. Children simply place the terms associated with the ship in alphabetical order. 07 of 07 Printable Titanic Coloring Page Titanic Coloring Page. Beverly Hernandez Print the PDF: Titanic Coloring Page Use this coloring page depicting the tragic sinking of Titanic as a stand-alone activity for younger students or to quietly occupy listeners while you read books about the ship and its tragic maiden voyage aloud.


The OECD literature review on Adults with low literacy and numeracy skills refers to the dispositional barriers as one of the more prominent barriers for adults with low literacy skills to participate in learning. The dispositional barrier refers to in-person hesitations to start a learning trajectory, often related to dispositions such as “I failed in school once”, “I am not old to learn”, “I do not see the benefit of learning”.
The OECD review also point to the learning environment as one of the main features in the ‘mobilisation strategy’ to re-engage low-literate adults with learning: adults do not want to improve their literacy skills for the sake of it, but want to do so because they want to use their skills in a context. For this reason, embedded, contextualised literacy and basic skills programmes tend to work well for those people not involved in further education.
This conclusion has been around for some time, but still does not receive the (policy) attention it deserves. For instance, when it comes to providing opportunities for dropped out young people. Most initiatives try to get them back in the classroom, while this might not be the best opportunity for them to progress in life.
The report looked in detail at two examples of contextualised learning programmes:
- Family literacy programmes engage adults in their role as parents, enabling them to enhance their literacy and parenting skills, particularly in relation to their children’s emerging literacy.
- Literacy and numeracy provision in the workplace, which increase the outreach of literacy programmes as these courses reach people who are not normally involved in continuing education or training. Features of high impact workplace courses are (I know, it is a long list):
- All key stakeholders of the company have a clear understanding of the course purpose;
- Managers from senior level through to supervisors support the adult basic skills provision and create environments that allow the use of new skills;
- Course providers have a high level of experience of running literacy and numeracy courses in the workplace;
- Tutors are experienced in workplace programmes and have basic skills-related teaching qualifications;
- The course purpose and content are clearly outlined and not presented as addressing employees’ deficiencies;
- Participants participate voluntarily and are motivated and committed;
- The teaching content is aligned with learners needs and the company’s priorities;
- Courses are run in work time and are paid for;
- The course uses multiple teaching methods, tools and contexts;
- The course includes both on and off-job training for practice and reflection;
- Trained employees have the opportunity to exercise their (improved) skills in the workplace and to further improve their skills through further formal or informal learning
The report focuses on programmes that are embedded, but that explicitly focus on basic skills acquisition. Besides those, there are however many other examples of embedded, contextualised basic skills learning programmes that offer adults the opportunity to improve their basic skills through non-explicit programmes. For instance through programmes offered by sports clubs, socio-cultural work, libraries, and online providers. These programmes might not even be advertised as literacy programmes but focus on obtaining other skills, through which adults also improve their basic skills.
What we can learn from this and include in our own practices (be it policy making, programme development, programme delivery) is that to motivate people to learn basic skills ideally they should not be focusing on this at all. Rather, they should be focused on getting something done that really matters to their lives!
I hope the OECD report brings the issue of contextually embedded learning on the adult learning agenda once more.
Simon Broek has been involved in several European research projects on education, labour market issues and insurance business. He advised the European Commission, the European Parliament and European Agencies on issues related to education policies, lifelong learning, and labour market issues, and is Managing Partner at Ockham Institute of Policy Support.


Key Signatures can be a tricky concept to get over to music students but the worksheets available here can help to make it much easier.
It's all very well teaching students that each key signature has a different number of #'s and b's in it and then asking them to recite a list ("one sharp in the key of G , two sharps in the key of D" etc) but in a perfect world knowledge of key signatures would be a symptom of a much broader and deeper level of understanding?
The music teacher's resources package features a series of key signatures worksheets that progress through the keys using both sharp and flat keys as well as material (see the free key signatures worksheet that is available on this page) which asks students to provide key signatures in no particular order.
Used in conjunction with the sheets that feature scales and key signatures combined these worksheets are an ideal way to indroduce students to the concept of key signatures and to reinforce knowledge.
If our students "get" scales then as a consequence they understand key signatures completely yet a feature of many graded examination syllabuses is that key signatures are "drip fed" through the grades (for example students may be required to be familiar with key signatures up to two sharps to be awarded a preliminary or an early grades certificate.
This kind of approach to learning can "fragment" what is after all a single subject.
It is surely better for a student to develop a "joined up" knowledge of how scales are constructed rather than to have to remember a list of which notes are in each key?
Below you can download some other examples of our (more than!) 300 Music Theory Worksheets and Handouts. The resources are designed to instill a "joined up" knowledge of how Music Theory works and can be used (see the free lesson plans for more information) in order to take students from a standing start to a place where they "get" music theory
Below you can see an infographic which describes how a teacher might use our materials to take students from a point where they have no functional "joined up" understanding of how music theory works to a place where they "Get It!"
There is more to this than our key signatures worksheets though......?
Printable Music Theory Worksheets
In addition to the above materials there are a host of similarly styled resources and worksheets covering minor scales and pentatonic scales (major and minor) as well as a whole load of stuff designed to ingrease student's understanding of blues scales etc?
It is not the intention that every student should complete every worksheet. This material is intended to introduce principles and then test and reinforce understanding of those principles. The music worksheets and handouts provide a simple, flexible and powerful resource to music educators and help with the development of a functionable and workable understanding of the principles of music theory.
The worksheets are not specific to a particular style of music or exam syllabus (as the reality is that Bach used the same twelve notes as Charlie Parker?)
Once they have been downloaded you can print these invaluable music education resources straight from the hard drive of your computer or drop the files onto a memory stick and take them into your school or college for photocopying etc. Whatever suits the way you work? Any way you choose you can be sure that for the rest of your teaching career you will always have access to first class music worksheets.
DOWNLOAD 300+ Music Theory Worksheets NOW!
A lifetime of re-usable resources for only $18.00
How to access your simple "one click" download
It's not just about key signatures worksheets, we cover an awful lot of ground here.
You can buy your music theory worksheets in complete safety via any major credit card (through paypal) or directly through your paypal account if you have one. If you choose to use a credit card, rest assured that we never see your credit card details as paypal do all of that for us.
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In the (rare) event that something should go wrong with the order/download process just email me at email@example.com
I will check the order and send you the links that will get you to your stuff.


The Fifth Grade writing program is implemented with a keen eye toward the developmental leaps a student must make when entering the middle school years. Reinforcing the idea that the process of writing is a system, and encouraging the class to see composition as construction, fifth graders are creating a “toolbox” with which they can use to access and hone their writing craft. Approaching our written work with an eye on process and the notion of revisiting and revising allows us to be more productive, organized, and in control of our finished product.
Most importantly, our fifth graders become more independent and fluent writers, confident that they are communicating their interior thoughts clearly and with intention.
The overarching questions that we pursue include:
- What tools can I collect this year to add to my writers toolbox?
- How can I access my toolbox to become a more creative and independent writer?
- How can I best communicate through my writing?
Writing practices are explored through various genres including:
- Essays: Persuasive, response to literature, five paragraph with thesis statement
- Free writing
- Short story
- Expository writing: Note taking, paraphrasing, summarizing
- Journal writing
- Letter writing
- Picture/Word Prompt writing
Grammar and mechanics are addressed within the context of daily writing assignments through mini lessons that are generated from authentic student work. This direct teaching method keeps the information relevant to the writers, allowing the students to embed grammar lessons into their work as they are creating it.
The Fifth Grade math program equips students with the foundational skills and dispositions necessary for future success in mathematics. The core curriculum resource is TERC’s Investigations 3. Supplemental resources are used to ensure that students have rich opportunities to work on topics including Number Sense and Operations, Algebraic Thinking, and Geometry and Measurement. The curriculum is full of engaging problems that allow students to construct their own understanding about important mathematical concepts and to build connections between big ideas. Classroom tasks focus on discovery and insight rather than lecture and rote memorization. Problem-solving experiences are carefully balanced with opportunities to develop understanding of procedures and computational fluency.
Number Sense and Operations in Base Ten
- Fluently solve multi-digit multiplication and division problems using a variety of strategies including the standard algorithms
- Solve multi-step word problems using all four operations
- Represent decimals on grids and number lines
- Compare and order decimals to thousandths
- Identify fraction and decimal equivalents
- Round decimals to the nearest one, tenth, or hundredth
- Add, subtract, multiply, and divide decimals
- Recognize and use place-value relationships to explain patterns when multiplying or dividing by powers of 10 including placement of the decimal point
- Develop estimation strategies for multi-digit whole number and decimal operations
Number Sense and Operations with Fractions
- Represent fractions using area models (rectangles), rotation models (clock), and linear models (number lines)
- Compare and order fractions by using strategies including landmarks and equivalents
- Add and subtract fractions and mixed numbers with unlike denominators
- Multiply fractions, mixed numbers, and whole numbers
- Compare the size of factors and the size of the product and explain their relationship
- Divide a unit fraction by a whole number and a whole number by a unit fraction
- Develop estimation strategies for fraction operations
- Reinforce familiarity with factors and multiples
- Classify numbers as prime, composite, or square
- Learn and apply divisibility rules to problem solving situations
- Use order of operations to evaluate computation problems
- Write and interpret expressions involving grouping symbols
- Write simple expressions to record calculations
- Use tables and graphs to compare two situations
- Represent real world and mathematical problems by graphing points in the coordinate plane and interpreting the graph in the context of the situation
Geometry, Measurement, and Data
- Use attributes to classify triangles and quadrilaterals
- Understand concepts of volume and solve problems involving the volume of rectangular prisms and figures composed of rectangular prisms
- Make line plots to display data sets involving fractions and interpret line plots to solve problems
- Solve measurement conversion problems within a given system of measurement


The recorder is a great instrument that is played by everyone from the complete beginner up to the conservatory-trained professional. So why are recorders and recorder books used so much for music education in the schools?
• Recorders and recorder books are inexpensive.
• Recorders are not easily breakable.
• Recorders are light and don’t require a specialized embouchure. Recorder books are easy to understand – making them usable as a starter music book for young students.
• Recorders come in a few different sizes, so ensemble/choir music can be played without teaching new instruments.
• Hundreds of different recorder books exist for recorder instruction.
The Recorder Fun Book Series for Young Students is designed for the young, elementary school recorder student. Used in hundreds of elementary schools throughout the nation, the recorder book introduces recorder students to the wonderful world of music making. (A CD is available for fun, play-a-long accompaniments to all recorder songs in the recorder book.)
The Big Song Book for Recorder is a compilation of more than seventy recorder songs using just six notes. It is two recorder books in one – with the first half featuring letter names inside the note heads and the second half with traditional musical notation.
Really Easy Recorder Tunes for Young Students is a great follow-up or companion book to The Recorder Fun Book – filled with lots of fun and easy to play songs.
The Book of Easy Duets for Recorder is a collection of traditional songs written in two part harmony for the beginning recorder student.
Thirty Famous Patriotic SOngs for Recorder contain many of the most famous patriotic songs ever written.
Fifty Famous Classical Themes for Recorder is a more advanced recorder book that contains some of the world’s most famous melodies.
Christmas Duet Fun Book for Recorder contains more than two dozen easy to play Christmas and Hanukkah recorder duets for a festive holiday season.
The Politically Correct Book of Holiday Songs for Recorder is, well, you can guess . . . a politically correct collection of recorder holiday music of all faiths.
The Recorder Fun Book for Young Students
Audio Play-a-Long Song List (Click here to buy the CD.)
Over 200 Music Fun Book titles are available at
amazon Prime members receive FREE two-day shipping.


Literacy and numeracy are of critical importance if students are to be academically sound and over 80 students from the Barrouallie and surrounding communities recently got the opportunity to sharpen their skills in these areas.
This, through a four week vacation program hosted by the Ministry Of Education.
Education Officer Arifa Ryan Charles said the Barrouallie summer program began in 2018 to provide the necessary assistance to students to sharpen their literacy and numeracy skills.
She said the program has grown since then, with an increase in the number of participation. Charles said with the support of the Peace Corps volunteers as well as local teachers, the program has been able to provide the necessary guidance to the participants in a fun learning environment.
Charles took the opportunity to appeal to members of the community and the corporate sector for their support , in order to improve the literacy and numeracy outcomes of students in the area.
Some of the participants highlighted what they learnt during the four week long program.


By Angela Howard
Fourth graders at Westwind Elementary were thrilled with the presence of the Texas Tech University Stringed Project who played for students during their music class. Dr. Blair Williams, Assistant Professor of Music Education and Director of the TTU Stringed Project, brought instruments and other professors to teach the students about various types of stringed instruments. Students learned about the color of sound, pitches, octaves, and more. Professors played songs from movie themes so students could hear the difference between the instruments.
After teaching about the instruments, Dr. Williams allowed students to take a turn trying out various instruments. Dr. Williams is inviting fourth graders to go to Texas Tech and learn how to play a stringed instrument. Students who choose to do so will also have the chance to perform for the public during a concert. Several Westwind students have participated in this project in the past and had a great experience.


Lake Eyre is the largest salt lake in Australia. This lake is actually comprised of two different lakes which are Lake Eyre North and Lake Eyre South. Both of them are connected by a thin body of water called the Goyder Channel which is 15 kilometers long.
The basin of this lake covers an area of more than one million square kilometers. It is located in a very dry section of the country and it often has very little water in it. The water in the lake is even saltier than the water in oceans.
Quick Facts: –
- The Lake was named after the English Explorer Edward John Eyre in 1840.
- He was the first outsider to see the lake and the British ruled the country at that time and they named the lake after him.
- The original name of Lake Eyre is ‘Kati Thanda’, given by the local Arabuna People.
- The area around the lake was inhabited by the Arabuna People.
- The Lake Eyre National Park was established in 1985. There is no public access to this area.
- Anna Creek is the largest cattle station in the country and it is located on the south-eastern side of this lake.
- The lake is Australia’s lowest point with 15.2 meters below sea level in Belt Bay and Madigan Gulf.
- It is normally dry and it fills completely only an average of twice in about hundred years.
- This happens because of the high evaporation rates in the region.
- It is also the fourth largest terminal lake in the world.
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Books by This Author
Written in a user-friendly question and answer format, this outstanding guide compiles a number of questions and concerns from administrators around the country and provides concise answers written by more than 50 leading ELL experts and researchers. Major themes include policy and accountability requirements, the school-community connection, language acquisition, program development and implementation, assessment, and advocacy. Strongly recommended for pre-service study groups, professional development activities, and professional learning communities.
In this must-read guide, experts Nancy Cloud, Fred Genesee, and Else Hamayan lay out a research-based yet practical and accessible approach to reading and writing instruction for ELLs. Designed for ELL teachers, mainstream teachers, and reading specialists, the book offers an excellent foundation on what we know about literacy development in ELLs before offering numerous classroom strategies on topics such as: emergent literacy in a second language; helping ELLs become biliterate; academic language and literacy; connecting reading and writing; and assessment.
Rather than asking the question "disability or language difficulty?", this outstanding guidebook lays out a framework for strengthening ELL academic support; improving the methods by which educators gather information on their students; and building a collaborative team to manage this process and identify culturally and linguistically-appropriate interventions. The second edition includes in-depth discussions of RTI and standardized testing and how they fit into the well-structured framework of ELL support.
Books by This Editor


Frevo is a Brazilian artistic expression comprising music and dance, performed mainly during the Carnival of Recife. Its quick frenetic and vigorous rhythm draws upon the fusion of musical genres such as marching music, Brazilian tango, square dance, polka and pieces of classical repertoire, performed by martial bands and fanfares.
The music is essentially urban, and like the accompanying dance, ‘Passo', is vigorous and subversive. The dance stems from the skill and agility of capoeira fighters, who improvise leaps to the electrifying sound of steel orchestras and bands.
LICENCIAMENTO: para obter permissão para usar este material ou pedir uma cópia em CD/DVD, entre em contato com o editor ou o autor diretamente. Também pode referir-se ao nosso FAQs 6 to 9 (em Inglês)
|Access to knowledge||Art education||Artistic creation|
|Basic education||Basic sciences||Communication and development|
|Community participation||Creative cities||Cultural diversity|
|Cultural events||Culture and development||Culture education|
|Culture of peace||Early childhood||Earth sciences|
|Education and development||Environmental awareness||Freedom of expression|
|HIV and AIDS||Health education||Higher education|
|Historic sites and cities||Human rights||Human sciences|
|ICT in Education||Inclusive education||Intangible heritage|
|Literacy||Memory of the world||Natural heritage|
|Non formal education||Research||Sexuality education|
|Silk road||Slave route||Technical and vocational education|
|UNESCO history||Underwater heritage||UniTwin|


This brief makes the case that a more reasoned, realistic approach to school reform — one that builds a solid foundation for learning by providing coordinated, enhanced learning opportunities every year from PreK (for three- and four-year-olds) through 3rd Grade (PreK-3rd) — offers the best chance for raising achievement. This paper challenges three pervasive myths about early and elementary education:
Myth 1: Elementary schools are doing just fine; problems begin later.
Myth 2: Good PreK programs guarantee later success.
Myth 3: Solving the “Fourth-Grade slump” will reverse today’s widespread pattern of underachievement.


Embedding opportunities for developing procedural fluency within rich mathematical contexts.
Doctoral Dissertations and Projects.
The participants were general and special education secondary school teachers involved in effective co-teaching partnerships. Data was collected from five partnerships, utilizing focus groups, interpersonal behavior theory questionnaires, classroom observations, and individual interviews.
The researcher analyzed the data using systematic grounded theory procedures of open coding, axial coding, and selective coding to develop a theory grounded in the data collected about the process by which teachers overcome problems in co-teaching.
The theory, Achieving Symbiosis, reflects three main stages of this process. In Initiation, a co-teaching relationship begins. Then, teachers work at becoming effective in the Symbiosis Spin. Finally, Fulfillment is achieved when all the pieces fit together to create an effecting co-teaching partnership.
The theory is presented as a hypothesis for future research to explore later.
Insight gained from this study supports co-teachers as they work through the process of creating effective co-teaching partnerships, as well as administrators who support co-teachers in their buildings.Introduction The Universal House of Justice Bahá'í World Centre March 3, To All National Spiritual Assemblies Dear Bahá'í Friends, The corner-stone of the foundation of all Bahá'í activity is teaching .
The role of co-investigator, in which the teacher leaves the classroom for half a day to work on a selected research project, is delineated. Teacher collaborators become involved as active participants with professional researchers in .
Does your staff need Co-Teaching training?The K Teachers Alliance can help you plan your in-service professional development at no additional cost.
With inclusion on the rise, teachers are sharing classrooms more than ever and becoming an effective co-teaching partner is a teaching essential. 10 Geography Games for Kids.
Introduction The Universal House of Justice Bahá'í World Centre March 3, To All National Spiritual Assemblies Dear Bahá'í Friends, The corner-stone of the foundation of all Bahá'í activity is teaching . Set up as an investigation in pairs; students need to plot points to make a straight line and match the lines with the correct equation. j. educational computing research, vol. 44(3) , investigating tpack: knowledge growth in teaching with technology margaret l. niess oregon state university.
Key Stage 2, Primary/Elementary, Ages Years. Geography interactive teaching resources for your IWB, PC and Mac.
The UK’s Leading Providers of Investigation and Fraud Training Courses & Solutions. UK businesses are open to a variety of risks, chief of which are fraud, theft, and criminal activity. John Hicks President and co-founder, Chinese medicine lecturer and clinical supervisor. John is president and co-founder of the college. He is also a module leader for skills and techniques. The web extra supplements that support the lesson plans provided in Coteaching Reading Comprehension Strategies in Secondary School Libraries are arranged here by chapter. Additional materials and information on building a culture of collaboration are available at the author’s website, attheheels.com Chapter 1: Collaborative Teaching in the Age of .
Investigating teacher misconduct The vast majority of the more than 50, teachers in Washington state are dedicated and hard-working professionals. A very small fraction, however, commit acts that call into question whether they should be reprimanded or have their teaching certificate suspended or revoked.
Number of teacher investigations. Co-Teaching: An Executive Summary College of Saint Joseph GSP January 16, Co-teaching is a strategy that ensures students with disabilities have access to the same curriculum as regular education students while still receiving specialized instruction.


This article was published in Teaching and Teacher Education, Volume 26,
Issue 2, Author(s): Christina Lim, “Understanding Singaporean Preschool Teachers' Beliefs about Literacy Development: Four Different Perspectives”, Pages 215-224, Copyright Elsevier (February 2010).
Investigating teachers' beliefs may shed light on their activities in the classroom, and in turn, on the pedagogical process itself. It is, however, not easy to study teachers' beliefs empirically.
Q-methodology has been used over several disciplines to systematically investigate individuals' points of view on a range of issues. A study involving Q-methodology was conducted in Singaporean preschools to investigate some teachers' perceptions of early literacy development and instruction.
The study revealed four viewpoint groups among the 30 preschool teachers who participated in the study, and possible teacher characteristics that distinguish the viewpoints from each other. The results suggest that the differences in viewpoints are indicative of differences in cultural expectations held by various groups of teachers.


5-6 YAŞ ÇOCUKLARININ YAŞADIKLARI EVİN YAPISININ İLKÖĞRETİME HAZIR BULUNUŞLUK DÜZEYİNE ETKİSİ
Keywords (Original Language):
|Author Name||University of Author||Faculty of Author|
Bowman, B.T., Donovan, M.S., Burns, M.S. (2001). Eager to learn. Washington, DC: Academy Press.
Duncan, G. J., Brooks-Gunn, J. And Klebanov, P. K., (1994). Economic deprivation and early childhood development. Child Development, vol. 65, pp. 286-318.
ERIC Clearinghouse on Elementary and Early Childhood Education Urbana I. ERIC Identifier:-ED389475.
Farver, J.A.M., Xu, Y., Eppe, S. Ve Lonigan, C.J. (2006). Home environments and young Latino children's school readiness. Early Childhood Research Quarterly, vol.21, 2, pp. 196-212.
Halle, Z. Ve Zaff, C. (2000). School readiness: Helping communities get children ready for school and schools ready for children. Research Brief. Ed: Carol Emig. Washington: Child Trends Social Science Research.
Hannon, P., Wemberger, J. Ve Nutbrown, C. (1991). A study of work with parents to promote early literacy development. Research Papers in Education, V.6 No:2, pp.77-97.
Kappan, D. (1994). The transition to school: Why the first few years matter for pre-school education . Bloomington, vol.76, 3, pp.194-200.
Katz, L.(1991). Readiness: Children and schools. ERIC Digest: ED330495.
Landesman, S. And Ramey, C.T. (1989). Developmental psychology and mental retardation: Integrating scientific principles with treatment practices, American Psychologist, vol. 44, pp. 409¬415.
Landry, S. Swank, P. R., Smith, K. E., Assel, M. A. And Gunnewig, S. B. (2006). Enhancing early literacy skills for preschool children: Bringing a professional development model to scale. Journal of Learning Disabilities, v.39, 4, pp.306-24.
Leventhal, T., Senler- O Hagan, M. B., Brooks-Gunn, J., Bingenheimer, J.B. and Earls, F. J. (2004). The homelife interview from the Project on human development in Chicago neighborhoods: Assessment of parenting and home environment for 3- to 15- year-olds. Parenting: Science and Practice, v.4,2-3, pp.211-41.
Love, J. M. et al. (1992). Final report of the national transition study: Transitions to
kindergarten in American Schools. Portsmouth. N.H.: RMC Research Corporation.
McLoyd, V.C. (1998). Socioeconomic disadvantage and child development. American Psychologist, vol.53, pp. 185-204.
Ramey, S. L. And Ramey, C.T. (1992). Early educational intervention with disadvantaged children - to what effect?. Applied and Preventive Psychologyvol. 1, pp. 131-40.
Raver, C.C. ve Knitzer, J. (2002). Ready to enter: What research tells policy makers about strategies to promote social and emotional school readiness among three and four year olds. Washington, DC: National Center for Children in Poverty.
Tepperman, J. (2000). Preschool builds school readiness. BANANAS, National Association for the Education of Young Children. Children's Advocate, Action Alliance for Children.
Unutkan, Ö. P. (2003). Marmara İlköğretime Hazır Oluş Ölçeğinin geliştirilmesi ve Standardizasyonu. İstanbul: Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, Yayınlanmamış Doktora Tezi.
Walker, D. et all. (1994). Predictions of school outcomes based on early language production and socioeconomic factors. Child Development, vol. 65, pp. 606-21.
Zill, N. ve diğerleri. (1995). School readiness and children's developmental status. ERIC Digest.


3 - 5 years program
Three to five year old children are rapidly developing a more complex understanding of concepts and are highly motivated to explore and set challenges for themselves, their friends and the teaching team.
We encourage children to:
- Act as initiators, investigators, explorers, problem solvers and creators.
- Ask questions, listen to the ideas of others and to develop their own hypotheses on a range of ideas and concepts.
- Develop a spirit of cooperation and a caring and responsible attitude towards everyone in Mia Mia.
Our program focuses on:
- Fostering self-esteem, emotional wellbeing, communication and respect for others; and
- Developing relationships, self-expression, collaboration and self-help skills.
- We believe these characteristics and behaviours are essential for children in their transition to school and lifelong learning.
Our curriculum focuses on:
- Daily integration of the visual and performing arts, science, mathematics, language and literacy development, communication and problem solving.
- The individual child in the context and experiences of the group, and within family and community, providing them with challenges or reinforcing their existing knowledge.
- Support and guide children in decision-making about indoor and outdoor experiences they wish to explore.
- Work with the children in small groups and on a one to one basis.
- Guide children to represent their ideas through various symbolic means such as drawing, painting, clay work, physical movement, storytelling, writing, socio-dramatic play and discussions.
- Provide children with uninterrupted time on their own, or to engage with friends throughout the day.


It is no secret. More women graduate from college than men. The failures of male students may stem from our American culture and early childhood learning experiences. So says Ali Carr-Chellman. Every college instructor needs to understand his or her students, and this video will help you understand some of the lower achieving men you may have in your class.
Make Learning a Game
It is far beyond the scope of this article, and this website for that matter, to teach you how to design instructional games. However, games are one way to engage students and make learning fun. And games tend to appeal more to men than women. The point is this. If you are frustrated because the men in your class are not paying attention and are not learning, it may because you are not appealing to what amounts to a new learning modality – GAMING.
© 2010 Paul A. Hummel, Ed.D.
June 11, 2011