Music on prescription: Train your body and brain
Music is intertwined in the daily life and social events of many cultures around the world. However, the music sector has suffered great budget cuts during the past decades. Did you know that music has multiple beneficial effects besides making you smile?
Many orchestras have suffered budget cuts over the past decades, forcing them to merge or even disappear. During this time music education has also vanished in numerous primary schools, although it plays such an important role in the social and cognitive development of children. May 22 was National Buy a Musical Instrument Day. It is never too late to finally buy that guitar or piano and pursue your musical ambitions. Making music can help not only to lighten your mood, but also to train your body, brain, and social skills.
Music makes you smile, focus or relax
Listening to music can make you smile, but also help you regulate your body’s arousal state. Choosing the right song can make you feel either happy, focused, or relaxed. So what is known about the underlying neural mechanisms that drive this? Music can induce physiological responses regulated by neurons in the brainstem. Slow music is related to a reduction in blood pressure, heart rate, and respiration, whereas faster music is related to an increase in these measures. Furthermore, listening to relaxing music (e.g. no words and slow tempo) has been shown to diminish stress, even in patients undergoing surgery. This is probably because music can distract you and regulate your mood. Musical interventions, including classical or meditative music, have also been shown to decrease stress hormone levels.
Music helps you lose weight
Listening to music makes your work-out more enjoyable. Music is also a cue for movement that helps you start your physical exercises and maintain them. Moreover, actively performing music, such as singing or playing an instrument, triggers the release of endorphins. Endorphins are also known as the “feel-good hormones” as they create a happy feeling. It has been demonstrated that these endorphins can help you burn calories by mobilizing energy stores. Music is not a replacement for regular physical exercise. However, listening to music can help you optimize your work-out, and making music can help you burn even more calories.
Music enhances cognitive skills
Music lessons in children have been related to cognitive enhancements, such as a higher IQ. Actively playing a musical instrument has been linked with greater cognitive enhancements than merely listening to music. Moreover, making music increases brain connections. These brain connections are reflected in white matter tracts, which have been linked with cognitive skills. Research has demonstrated that musicians have larger white matter tracts. Starting with playing an instrument at a young age has been linked with even larger white matter tracts.
Music boosts your social skills
Making music together with others, such as in an orchestra or choir, also involves a lot of social processes. Some examples are communication, peer collaboration, and dependability. Performing music in a group can also facilitate group cohesion and promote positive peer interactions. These social aspects of music can be exploited in music therapy to enhance social skills. Music therapy has indeed been shown to improve social skills in children and adolescents with social skill deficits. This has been shown in young people with a variety of disorders linked with social skill deficits, such as autism spectrum disorders and anxiety disorders.
Empower children with music education
Are you still hesitating about finally buying that instrument after reading all these beneficial effects of music? Making music can improve your mood, health, and cognitive and social skills. This is why music education is such a crucial part of children’s development. Although music education in primary schools was very sparse about a decade ago, new initiatives have stimulated its return. One example is 'meer muziek in de klas', which aims to give all 1.6 million Dutch primary school children structural music education. These initiatives should be encouraged and continued.
Another fantastic project to bring classical music to children in disadvantaged neighborhoods started in Brazil. Projeto Guri provides music education and the collective practice of music to over 50 thousand students in São Paulo. This also enables children from the poorest favelas of Brazil to play an instrument, which would otherwise be unaffordable for their families. A similar initiative has emerged in the Netherlands, which started in the multicultural neighborhood “de Bijlmer” in Amsterdam. Stichting Leerorkest provides music education to children during school. It gives them the chance to play an instrument and make music together with their classmates. This shows that music can even pave the way for social inclusion.


The renaissance of Chinese Erhu fiddle led by Liu Tianhua
Erhu Players by Wahyu Srikaryadi
Made from exotic woods and snakeskin, the erhu fiddle is the most common ethnic instrument used in both orchestral and traditional Chinese music. The two erhu strings tuned to the interval of a fifth provide great comfort when played Chinese pentatonic melodies in various tempos.
Introduced to China a thousand years ago by the nomadic peoples of Central Asia, the erhu has evolved into its numerous analogs in the music traditions of neighboring countries including Mongolia, Korea, Japan, Vietnam, and Thailand. Today, the instrument is actively popularized worldwide through many genres such as rock or jazz, while the Chinese government constantly seeks a way to limit the export of python-skin erhu by offering synthetic leather instead.
Erhu is an academic instrument due to the study program in elementary schools and conservatories and its inclusion in the Chinese orchestra. Despite the impressive history of development, a stable repertoire for the erhu began to take shape only in the 20th century when musician Liu Tianhua composed his impressive works.
Liu Tianhua was born in 1895 in Jiangsu province into the family of a late Qing dynasty scholar. Having a strong interest in music from childhood, Liu started his training in high school, specializing in Western music theory, violin, and piano.
Paying tribute to Western classical theory, Liu Tianhua had a special passion for ethnic music, devoting a lot of time exploring the Chinese tradition and mastering the art of melody from skillful folk artists of his time. Liu is also considered to be a prominent instrument designer who greatly enhanced the sound of the erhu, turning it into a solo instrument.
Despite Liu's untimely death in 1932, we can enjoy his virtuosity thanks to surviving early records. In his time, the erhu still had silk strings which were almost completely supplanted with iron in the 1960s.
Listen to Sigh Of Ailment performed by the maestro himself:
Liu earned many pupils and followers during his pedagogic career when he was appointed to teach Chinese music at Peking University in 1922. Unfortunately, only 10 of his compositions for solo erhu are known but they form a foundation of traditional Chinese music education today.
Liu's orchestral compositions combined Western and Chinese traditions, creating the perfect conditions for gentle erhu variations. Listen to his rich orchestral work Song By A Sick Man performed by erhu virtuoso Wang Guo Tong who learned his skill from one of Liu's students:
Depending on its size, a modern Chinese orchestra includes a string section of more than twenty erhu and other bowed string instruments of the same construction such as gaohu and zhonghu.


Advocating for Early Childhood Learning
Every child needs effective early childhood development to be successful. But disadvantaged children are the least likely to get it. When we invest in, develop, and sustain the early education and development of people — our nation’s greatest natural resource — everyone wins.
Investing in Children’s Early Development
Individual children develop at their own pace, including their interests, temperament, style of social interaction and approach to learning. Ages 0 to 5 are critical for building a foundation of literacy for a child, which is really about the early relationship a child develops with a parent or caregiver. The frequency that a parent reads to a child or the number of words a parent speaks to a child, for example, can negatively or positively affect the child’s later academic achievement.
Circumstances and stresses in families, such as low income or poor access to health care, can hinder children’s success. Research shows that at-risk children are more likely to be behind their peers during their formative years.
90% of a child’s brain and 85% of a child’s intellect, personality, and social skills develop in the first five years. Unfortunately, 96% of public spending on education occurs after age 5 when children begin kindergarten. Therefore, as a society, we are not putting our resources where they will have the most impact.
Getting Behind and Staying Behind
Children who start behind in kindergarten are more likely to stay behind as they move through school. Nationally a child behind in first grade has less than a 13% chance of catching up to grade level — and that can follow a child throughout their educational journey.
If a child is not a moderately skilled reader by the end of third grade, the child is less likely to graduate from high school. Being intentional about supporting children’s learning in the 0 to 5 age range will positively impact the quality and effectiveness of their education from kindergarten through 12th grade.
74% of children who are poor readers in third grade are still poor readers in ninth grade.
A Model Showroom for Positive Impact
Combining service delivery with professional development and advocacy, Educare is among the most compelling and promising models of early childhood education reform. Like other Educare Schools, Educare Arizona serves as a showroom to demonstrate what high-quality, well-implemented early learning programs can look like.
Our unique work helps convince policymakers, business leaders, and others who invest in early childhood learning that they can make a significant difference in life for our society’s most disadvantaged and underserved children.
Educare Arizona and other Educare schools participate in significant policy change efforts to increase the levels of private and public investment in the first five years of children’s lives. We encourage government to look at early childhood funding in new and innovative ways.
Through our policy efforts, Educare Arizona creates new champions for early learning by demonstrating what is possible in actual early learning classrooms. By partnering with families and advocates, Educare collaborators across the nation have become powerful voices for change. Ultimately, Educare Arizona’s goal is to produce a dramatically new standard of effectiveness that delivers long-term gains for children living in and near poverty. Research proves that such gains are possible and well within our reach.
A Training Ground for Learning Professionals
Besides helping develop the social and cognitive development of infants, toddlers, and young children, Educare Arizona also serves as a training ground for early learning professionals. In addition to visiting our school, early learning professionals observe and receive coaching in the teaching methods and practices that Educare Schools have developed over the past decade.
By bringing high quality approaches to the children they serve, Educare Arizona helps raise teaching standards and educational outcomes. By building communities of learning and practice, Educare Arizona extends itself beyond our walls so that all children can share the dream of equal opportunity for all.
Successful Policy Work in Behalf of Children
Examples of policy wins from Educare sites across the nation include the following:
Educare of Omaha helped advocacy and philanthropic leaders make the case for Nebraska to dramatically increase its investments in early learning programs. The Nebraska state constitution now declares that learning begins at birth, and a $60 million public-private endowment is expanding quality birth-to-three services.
Educare Chicago opened in 2000, after which Illinois increased state funding of early childhood investments by over $172 million and moved toward fully funding preschool services.
Educare of Tulsa helped inspire a $25 million pilot program to promote the school readiness of at-risk children. After visiting Educare of Omaha, the Kansas governor supported establishing an $11 million early childhood block grant with a set-aside for infants and toddlers.
Educare of Central Maine opened its doors in 2010. But even before opening, it helped to promote expanding state prekindergarten programs, redirecting funds to early education and prevention programs, and improving the state’s child care quality standards.


Lauren Hayes takes the idea of “feeling the music” to a literal level. Hayes, assistant professor in Arizona State University's School of Arts, Media and Engineering, a transdisciplinary unit formed between the Herberger Institute for Design and the Arts and the Ira A. Fulton Schools of Engineering, works with haptic technology, or touch-based technology. Haptic feedback allows composers and performers like Hayes to deeply understand new and self-built digital instruments and to know how the music actually feels, which influences the musical outcomes both in composing and in the live performance.
But Hayes is more than a composer and performer. She also sees the benefits of researching haptics and of expanding education in electronic music.
“My current research in this area involves a Herberger Institute-funded research project in collaboration with ASU Speech and Hearing Science examining the benefits of using haptic feedback for music perception in cochlear implant users,” Hayes said.
Throughout her career she has given multisensory workshops that use vibration and music to explore the links between sound and touch. These workshops included working with several groups, from those with sensory impairment to students with learning difficulties to people with autism.
Earlier this year she spoke with Cycling ’74, a company that creates software for artists, about a large-scale project she worked on called Sound, Electronics and Music. The project provided education on various topics related to sound and music technology to around 900 school children in Scotland.
“A particular emphasis was placed on providing a form of music education that would engender creative practice that was available to all, regardless of both musical ability and background,” Hayes said in the interview. “The findings and outcomes of the project suggest that we should not be restricting the discussion of how to continue to educate future generations in the practices surrounding computer music to the university level. We may be failing to engage an age group that is growing readily familiar with the skills and vocabulary surrounding new technologies.”
Hayes hopes expanding electronic music education will bring more people to the art form. Her research on this project won her the Best Paper Award at the International Computer Music Conference in 2016.
“If we do the hard work surrounding how we present and teach music technology, and to whom, we might have a much richer diversity of people making electronic music, which, of course, can only lead to better art and better music,” she said.
In November, Hayes will present her research on education for digital music and her research on haptic technologies at Ableton’s Loop 2017, a three-day summit for music makers to exchange ideas at the cutting edge of music, technology and creative practice. Digital culture students in the School of Arts, Media and Engineering use Ableton's Live software tool, which allows electronic musicians to easily take their work out into the world and onto the stage.
“I'm particularly excited by Ableton's approach to diversity within its programming, sensitively curated with a 'Don't say: Do!' approach,” Hayes said. “Looking at the other participants it's a hugely inspiring collection of musicians, technologists and educators working at the forefront of creative music technology, with whom I hope to exchange ideas and foster new collaborations.”


Traditional Swiss Sports
What would you do if you had no television, no computers, no soccer team and no video games? You’d work during the day, of course, but when the work was done, you’d probably invent your own games. That’s how many of the world’s games and sports began. Schwingen, or Swiss wrestling, dates back to at least 1200. This game was started by Swiss farmers and dairymen. When the chores were done, they took turns wrestling to see who was the strongest.
Unspunnen is a huge boulder that came from a glacier. It is so heavy that most people can’t even lift it. The strongest men in Switzerland compete to see who can lift and throw it the farthest.
Fun Facts About Traditional Swiss Sports for Kids
- Schwingen is an ancient game, but it was forgotten until people reintroduced it 1805. France ruled Switzerland at the time and the organizers wanted the Swiss to remember their ancient traditions.
- Unspunnen first became an organized sport at a festival to celebrate the departure of the French and Switzerland’s freedom.
- Men participate in yearly competitions and festivals. Winners don’t get money. Instead, they receive useful gifts, such as a young bull, cowbells or furniture.
- One player loses at Schwingen when both his shoulder blades touch the ground at the same time.
- The wrestlers play in a ring filled with sawdust. The winner wipes the sawdust off the loser’s shoulders to show good sportsmanship.
Traditional Swiss Sports Vocabulary
- Swiss: from Switzerland
- Dairyman: someone who raises milking cows
- Glacier: huge, ancient sheet of ice
- Boulder: large rock
- Departure: leaving, exit
All About Traditional Swiss Sports Video for Kids
Here’s a great video for kids on Traditional Swiss Sports:
Traditional Swiss Sports Q&A
Question: What do the Swiss wrestlers wear?
Answer: Swiss wrestlers wear pants and a shirt. They wear a pair of shorts over the pants. The shorts are rolled up so their opponents can hang onto them.
Enjoyed the Geography for Kids All About Traditional Swiss Sports info? Take the FREE & fun Traditional Swiss Sports quiz and download FREE All About Traditional Swiss Sports worksheet for kids. For lengthy info click here.
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Reading intelligently is a skill. It is a skill which requires practice, because as the complexity of literature and the response to that literature increases, so must the students' abilities along with it. Before a student can read intelligently, several foundational skills should already have been established.
An ability to focus and sustain attention is needed.
A foundation of literature for new connections to be built upon is important.
An imagination, one that has been nurtured over the years, allows for the movement from this world to another.
Oral narration practice trains the mind in keeping an orderly flow of ideas.
Observation skills train the child to be alert to distinguishing characteristics and details and then practice in classifying and arranging them.
These skills should have already been developed so that the student does not need to use large amounts of attention and energy in sorting out the general flow of ideas from a selection in literature, freeing him/her up to look more closely at the subtleties and details. The details are what separate reading from intelligent reading.
The lower years are spent in building up these very skills listed above, as well as others which will lend itself towards the development of the intelligent reader. Keeping a focus on synthetic responses to literature in these years is important, so the emphasis should be on increasing the body of knowledge and looking for how this body is interconnected.
Imagine that you've dropped a pebble in a still pond. Do you see the concentric circles which flow out from the center? Building skills in this curriculum would look like this if a model were to be made of it. Students in the lower years start in the center with simple narrations such as retellings or creative responses. Each year, as the student grows and develops, the narrations begin to add to the center base with narrations which increase in their complexity, matching the increase in the complexity of the literature. The center is not neglected, so retellings still have a fundamental place in this model. Narrations will include: preparation for reading the work, a question or brief conversation connecting the reading to previous readings, the reading itself, a narration following the reading, an opportunity in the closing to have a conversation of the work and perhaps, as needed, a parting thoughtful comment by the teacher on some point to further consider. As the lower years student begins to reach the end of this level, literary devices will be introduced.
The upper years continues to build on the foundation put in place from the lower years. At this time, the student's skills in narration, observation, attention and other skills are well in place and this curriculum will add more knowledge of literary devices: what they are, what role they play, how to find them in literature and where to include them in their own writing. A commonplace notebook, literary terms notebook, essays and even the Great Ideas Discussions will include opportunities to work with these new literary terms. Also, the grammar of poetry will be studied more intently and then applied to poetry read. For some select books each year of the upper years, the students will also keep an active reader notebook. This notebook will allow students to write down unknown words or phrases, questions that arise while reading, quotes that are interesting and other thoughts the reader might have while reading a literary work. These practices aid in creating an intelligent reader.
Charlotte Mason and members of the PNEU found multiple ways for students to narrate which greatly expanded on their skills in discerning author techniques, noting and applying literary terms, making comparisons, studying character and recognizing the deeper themes in literature and these same variations can be found in this curriculum. These skills and variations in practicing these skills make up the core of the intelligent reader and this, in turn, creates intelligent writers too.


RIDGEWAY ELEMENTARY SCHOOL MISSION:
Ridgeway Elementary School nurtures children’s intellectual, artistic, moral and ethical development by building a caring community guided by the principles and practices of Responsive Classroom.
We understand and support the role of students as active participants in their own learning. We foster literacy development within the balanced literacy approach, and we offer an inquiry-based, hands-on experience in mathematics, science and social studies. We encourage children to develop as critical and creative thinkers in the arts classrooms where they learn to perform and read music on their own and in ensemble. Students grow as unique individuals as they synthesize abstract ideas into original visual art creations. We motivate children to use their bodies in movement as they develop their kinesthetic understanding of the world through athletic and nutritional education. We utilize a variety of resources such as iPads, laptops, interactive white boards, document cameras and desktops as we teach students to become critical thinkers and inclusive citizens of our world.


Transparent Reporting on Government's Progress
Target: The target for the Numeracy Index rate is at or above 75 per cent by 2024
The K-12 Numeracy Index is trending very slightly upward as we continue to move towards the target.
The K-12 Numeracy Index provides a single, over-all measure of student learning progress and outcomes related to numeracy at key grades in the K-12 system. The index aggregates data from five different sources (Grade 3 and 4 Numeracy Assessment, Grade 7 Number Sense and Number Skills, Grade 12 Essential Mathematics, Grade 12 Applied Mathematics, and Grade 12 Pre-Calculus) across three school programs (English, Français, and French Immersion) in public and funded independent schools.
The index is weighted by the number of students being assessed, so assessments being completed by more students are weighted more than assessments being completed by fewer students.
2017/18: 54.0 percent
2018/19: 55.0 percent
Numeracy skills are essential foundations towards better educational outcomes, economic well-being, and social inclusion. Monitoring this indicator is essential to ensure that government’s educational programs for children are working effectively in improving their foundational skills.
Established in January 2019, the independent K-12 Education Commission will provide recommendations to improve the K-12 education system in Manitoba. The commission’s report is expected to be released publicly in March 2020.


The Weekend Camp Program includes 'CONVERSATIONAL ENGLISH', ‘CODING’, ‘ARTS’, ‘DANCE’, and ‘MUSIC’.
This is online learning, where the American teacher from the USA teaches the student of age group 6 - 9 years in the Language Lab of Sifal School virtually. At the same, there will be a local English teacher to assist the class.
Programmers (coders) are in high demand. Having children learn to code at a young age prepares them for the future. Coding knowledge helps the kids understand better problem-solving techniques. Coding is fun and satisfying. This is why childhood is the perfect age to start coding. With the experience of running the largest software company (based on the number of employees), and the premier Computer Science and Information Technology college in Nepal, Deerwalk and its sister institution, Sifal School is the perfect place for any child to learn coding.
This helps in improving social skills, wellbeing, reduction of stress/ anxiety and the development of creativity and self-expression. Dance is a medium for sensing, understanding, and communicating ideas, feelings, and experiences.
According to science, music can help us be better creative thinkers. The researchers have validated the fact that music education from an early age helps develop cognitive abilities, better memory, and language development. Listening to happy music promotes more divergent thinking - a key element of creativity.
Through arts, students develop various skills like resilience, courage, resolve and a positive mindset to help them master their craft, do well academically and succeed in life after high school.


A computer tool and framework for analyzing online revisions. Based on the work of researchers such as AdamsCunninghamHatcher, Hulme and Ellis it was important to identify a way to generalize the skills the students were learning at the clinic into academic work at school.
Comparisons of spontaneous and word processed compositions in elementary classrooms: In Experiments 1 and 2 each tested 36 good readers and 36 poor readers who were in Grade 5. Phonics is the association of letters and sounds to sound out written symbols Snider, ; it is a system of teaching reading that builds on the alphabetic principle, a system of which a central component is the teaching of correspondences between letters or groups of letters and their pronunciations Adams, Specifically, two hypotheses have figured prominently in the literature.
Alternatively, the association of language and reading problems with behaviour problems may rest on a common underlying condition such as a neuromaturational delay that results in poor achievement in both domains. Associations between toddler-age communication and kindergarten-age self-regulatory skills.
After her review of literacy research and many remedial reading programs she expressed that it is essential to include direct teaching about phonemes and how to blend and segment the sounds in words.
Digit naming rate Second Half of Kindergarten; Screen. Effect of error information in tutorial documentation: Additionally, Guzzardo Tamargo, R. Self-editing behavior in real-time computer-based writing: In this section, we discuss only measures that have been demonstrated to be valid and reliable.
In Experiment 1, children in grades 1 to 3 rejected fewer pseudohomophones e. The word processor as an instructional tool: Journal of Abnormal Child Psychology ;35 2: Written expression in boys with ADHD: Again, a follow-up comprehension question is presented to ensure that participants indeed pay attention to the meaning of the sentences.
Identify familiar short poems such as "I scream you scream we all scream for ice cream. The Texts Have Arrived: Researchers have addressed how children learn to read, what abilities and skills a child must possess to read, and what teaching strategies are most effective in teaching children how to read.
The participants are presented with written letter sequences and asked to decide for each of them whether it is a word or not.
For example, Elston-Guttler et al. Later, the researchers  addressed that both the serial and parallel process are accounted for the lexical organization and lexical access.
A Case for a Matthew Effect. As with screening measures, teachers must establish decision rules about how to gauge the progress of their students. To this end, we answer three questions: In addition, while teaching phonological awareness is a very important factor in teaching reading skills, further research has shown that when phonological awareness training is combined with other aspects of reading the development of literacy skills is significantly higher.
It may be that during spelling and writing activities children begin to combine their phonological sensitivity and print knowledge and apply them to building words.
Our description of the role that phonological awareness plays in reading development conspicuously fails to address the connection of phonological awareness and spelling. This failure is not an oversight, nor should it be perceived as a statement of our beliefs regarding the importance of spelling.
Intonation Patterns in the English Spoken by English Mentors - The scope of the study The Informants have been selected from APIIITs. This study has been restricted to the analysis of 30 informants, out of which 19 are male and 11 are female.
Two new research studies cast doubt on the role of phonological processing difficulties in dyslexia. One study, from the UK, suggests that previous research showing phonological dyslexia to be more common than surface (or visual) dyslexia is likely the result of the way that the research was structured.
Study Guide Overview and Test Objectives Field Elementary Education automatic word recognition, spelling, and fluency. dictionary, thesaurus, spell-checker, grammar checker, word processing program) Objective —Understand the generation and expression of ideas and information through written, oral, visual, and nonverbal.
Phonological Awareness: Instructional and Assessment Guidelines. By: David J.
Chard and Shirley V. Dickson.
This article defines phonological awareness and discusses historic and contemporary research findings regarding its relation to early reading. Phonological Processing and Its Role in Literacy Programs: Empirical Foundations for Literacy Links.
UROK Learning Institute. Introduction: Reading is a skill that is emphasized in almost all aspects of an individual’s life: school, work, travel, etc.A study of phonological processing in word recognition and its role in life


A Study of Motivation and Problem Solving Using LEGO® Education BuildToExpress™ in Elementary Social Studies Lessons
Cindy Little, Ph.D.
BuildToExpress™ is a process that focuses on developing academic, social, and cognitive skills in individuals from ages six to adult. The process uses LEGO® Education Expressions Sets that allow for the building of thoughts and ideas and contains the following four core elements:
- The Challenge: A facilitator asks participants to build something.
- The Building Phase: Participants build their responses using their individual LEGO sets.
- The Sharing Phase: Participants share their model with others.
- The Recap: The facilitator and participants summarize what was learned.
The main purpose of this mixed-methods study was to investigate whether or not this process impacted motivation and problem-solving skills in fourth-grade students during social studies lessons at an elementary school in central Texas.
The research design encompassed the following three primary objectives:
- To find out if students experience flow while using BuildToExpress
- To find out if using BuildToExpress increases intrinsic motivation
- To explore teacher and student perceptions of using BuildToExpress while solving problems
To ensure the validity of the study, the following steps were built into the research design: Choosing three classrooms (two experimental and one control) with similar student populations; triangulation of data collected on flow (two trained observers comparing observed flow behaviors with student self-reports); the use of a standardized, psychometrically valid and reliable instrument to measure intrinsic motivation (the Children’s Academic Intrinsic Motivation Inventory) in an ABA modified time series experimental design; and a list of interview questions used across all group interviews.
The results of the study were very favorable:
- All students experienced mid to high levels of flow across every study session.
- Test results supported the idea that BuildToExpress increased intrinsic motivation (see below).
- Student and teacher interviews revealed that BuildToExpress positively impacted problem solving.
A bit about Dr. Little:
Dr. Cindy Little holds a Ph.D. in educational psychology from Baylor University, an M.A.T. in gifted education from Whitworth College, and a BA in elementary education from Northwest University. She is currently an instructor at Baylor’s School of Education where she teaches research methods and child development courses. She also has extensive experience as a senior editor and managing editor of gifted education journals, has more than 16 years experience working in pre-K through university level learning environments, and owns her own research and consulting business (www.innovrecon.com). Her areas of research interest and expertise are the theory of flow, creativity, critical thinking, and qualitative research methods.
A firm believer in constructivist, hands-on approaches to learning, Dr. Little regularly incorporates the use of the BuildToExpress process into her university coursework. She believes that in order for her students to become the best teachers, she needs to model best teaching practices. It is not enough for students to simply hear a lecture about how to use the BuildToExpress process. They need to experience the process and learn through it for themselves. She has found this approach to be very successful with her students as they find the process highly motivating and a new way to learn. It is always fun to watch adult students set their laptops, pencils, and notebooks aside and begin to build such things as their personal paradigms of education or models of best parenting practices. Dr. Little believes the BuildToExpress process holds great potential for learning across all ages of students, and she will continue to use it in both her teaching and research.


Music possesses unique qualities that can promote a child’s affective and cognitive development.
The mission of the music education program of the Chesapeake Public Schools is to empower students to experience music as a source of personal enrichment, as a vehicle for the constructive expression of emotion, and as a complex intellectual discipline.
Inherent in that goal is the development of skills in the areas of music literacy, music performance, and critical thinking, as well as the fostering of life-long enjoyment and appreciation of music. Music education is an integral part of the overall curriculum of the Chesapeake Public Schools.
With this in mind, a structured, sequenced program of instruction has been developed.
The Chesapeake Public Schools music curriculum is aligned with the National Standards for Music Education as well as the Virginia Music Standards of Learning which are organized in four content strands:
Perform, Create, Investigate, and Connect.
The Perform content strand includes activities in which students demonstrate their mastery of musical concepts through singing, playing instruments, and moving to music.
The Create content strand highlights self-expression and use of notational tools in creating original compositions as well as improvising, both vocally and instrumentally.
The Investigate content strand involves theoretical skills such as notating, reading, and analyzing music, as well as historical perspective and evaluative tools.
The Connect content strand explores the commonalities between music and other disciplines.
Although presented separately for organizational purposes, the content strands are integrated throughout music instruction at all grade levels. They provide the framework that guides the instructional process and shapes the activity or experience.
All elementary students in the first through fifth grades receive weekly instruction in music. Fifth-grade students may choose to participate in beginning string orchestra classes. An elective, performance-based program of study in band, chorus, and orchestra is provided in grades 6 through 12. In addition, non-performance music electives, including music theory, music survey, and beginning guitar, are offered at the high school level. Each year, computer technology plays an increasing role as a valuable tutorial and instructional resource in all music classes.


Results from a new working paper by HCEO Co-director James Heckman and co-authors show that high-quality early childhood program can yield up to a 13 percent return. “The Life-cycle Benefits of an Influential Early Childhood Program” details the costs and benefits of a long-term study of The Carolina Abecedarian Project (ABC) and the Carolina Approach to Responsive Education (CARE).
ABC/CARE were two identical early childhood programs launched in the 1970s in North Carolina that were evaluated by randomized trials. Participants joined the programs at 8 weeks of age and continued until age 5. Long-term follow-ups were conducted with participants through age 35. The comprehensive programs, which targeted disadvantaged children and their families, combined health, nutrition, family engagement, child care, and early learning.
Heckman and his co-authors, Jorge Luis Garcia, Duncan Ermini Leaf, and Maria Jose Prados, document outcomes across multiple life domains, estimating “a statistically significant aggregate benefit/cost ratio of 6.3 and a rate of return of 13.0% per annum, even after adjusting for the welfare costs of financing the program through taxation.” The researchers calculated both the value of the program in helping mothers enter the workforce and the long-term health benefits in their analysis.
The authors also find that ABC/CARE was one of the few programs that permanently boosted IQ. “The data speaks for itself,” Heckman said. “Investing in the continuum of learning from birth to age 5 not only impacts each child, but it also strengthens our country’s workforce today and prepares future generations to be competitive in the global economy tomorrow.”
The results from the paper are highly relevant for current policy discussions around the importance of high-quality early childhood education. As the paper notes, about 19 percent of African-American children today are eligible for ABC/CARE. “High-quality early childhood programs can boost the upward mobility of two generations by freeing working parents to build their careers and increase wages over time while their child develops a broad range of foundational skills that lead to lifelong success,” Heckman said.


A teacher’s teacher
Education students get constant feedback in this classroom
When Beth White is in the classroom, the teaching hat never comes off. One minute she’s instructing her undergraduate education students about the finer points of literacy methods and reading assessment and in the next she’s guiding a room full of elementary students through a reading and writing exercise.
The clinical instructor of elementary education in USC’s College of Education also consults with the classroom’s regular teacher to provide the undergrads with an up-close look at how the teaching process really works.
“The most important tool in the classroom is the teacher’s brains,” she says, and to that end she strives to give her students the tools they need to help every student achieve.
“I tell them they have a tool belt full of strategies and teaching techniques. Which tool they pull out of their belt depends on the situation, and that’s what we’re learning every day.”
White began teaching middle school in 1990 and continued in the classroom for 10 years before earning an education specialist degree at Carolina. She now teaches literacy methods and reading assessment to pre-service teachers in the elementary education program.
“I have my students for two semesters, spring and fall, and when they first come to me we have to unpack how they learned to read and write,” she says. “Some of it may be effective practice and some not. Reading is a meaning-making process and writing is conveying meaning, so we have to start from there in learning the best practices for teaching students those skills.”
The cornerstone of White’s teaching is location — most of the instruction takes place in an actual elementary school classroom with fifth-graders in the spring and second-graders in the fall. The setting is authentic and provides frequent teachable moments, she says.
“One of the things students in the elementary program are taught is the importance of building relationships with students,” she says. “They spend time getting to know students because classroom management is about building community. If a student doesn’t trust you, he’s not going to learn.”
White devotes much of her time to observing in the moment and providing constant feedback to her students. “I’m trying to teach them to look for patterns in their small students, and I’m trying to do the same thing with the undergraduates,” she says, noting that she often records teaching sessions in the classroom so that her students can watch themselves interacting with the elementary students notice their own teaching patterns.
“I’m trying to grow them to become professionals who can one day become policymakers,” White says. “I want them to question the status quo and not to be program followers only. That’s how we can change things for the better in K-12 education.”
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Connecting Tortillas to the Garden: Teaching Entrepreneurship to Elementary School Students in Honduras
As portrayed in the news, Honduras is a place of economic struggle and a challenged education system. Despite the country’s strife, Lolita and I decided to visit the area and were relieved to find evidence that efforts are being made to help the country’s children. Cerro Grande (the Big Hill) is a small elementary school located in a low income neighborhood in Tegucigalpa, the country’s capital. Incorporating entrepreneurship and small business management into the regular academic curriculum, this school is striving to change the outcome for its students. Under the leadership of the director, Professora Irma Lopez, the school staff has taken limited resources and a lot of creativity to develop school gardens and create workshops topics ranging from food preparation and manufacturing to carpentry and handicrafts for the home. Teachers work alongside students to produce goods for the local markets to earn money for the school’s needs while teaching reading, writing, mathematics, science, health and computer skills. The organization incorporates all grade levels, from first through sixth, and all students, boys and girls, into a comprehensive program recognized as a pioneer in elementary education.
We were met by Silvia Zavala, chief agriculture officer and head of the school garden program, and given a tour of the school’s facility. She took us around the workshops, school garden and to a couple of classrooms and introduced us to many of her colleagues and the students involved in the school’s activities.
Situated on the steep hillside behind the school classrooms and assembly area are the terraces that contain the school garden. Soil is scarce atop the underlying rock base so used car tires are placed in rows and filled with soil and organic matter to serve as the substrate for the plantings of herbs and vegetables. Empty PET water and soda pop containers are trimmed and used for seedling trays or filled with water and used as boundaries for planting beds.
Drip irrigation is installed throughout the garden. It not only demonstrates a modern agriculture practice but teaches water conservation in a region subject to periods of drought. The school is able to partner with agriculture technicians supplied by iDE, an international NGO focused on establishing family gardens in Honduras. The group also built a large cistern to store water and installed mechanical pumps operated by the up-and-down action of the kids playing on a seesaw or on a modified step masters – providing both exercise and entertainment while filling an overhead container that gravity feeds water through the irrigation tubes.
The students study the soil and learn when they need to add compost or lime to fertilize the plants. They use worm bins to decompose the plant wastes and use vermicompost teas to supplement the natural fertilizers.
The lettuce, mustard, beets, carrots, bell peppers, tomatoes, chayotes, cilantro, parsley, squash, and beans are harvested throughout the year and sold in the local Saturday market outside the school grounds.
The School Kitchen
In this part of the school, the students learn the techniques of food preparation and food hygiene using produce from the school garden or from the local farmers market. The students learn how to elaborate products that are commonly consumed in the local households like jams made from tropical fruits such as pineapple, papaya, black berries and mango. Tortillas are eaten daily and the school produces their own value added version incorporating carrots and beets from the garden. Besides the corn base, the added vegetables enhance the nutrition and add color to the traditional staple. They taste great, too.
Silvia said that the program influences the children’s eating habits since the daily mid- morning snacks produced in the school kitchen may be the first meal for those not able to eat breakfast at home. She also went on to say that many students are now starting gardens in their homes. We were happy to see that Slow Food principles of good, clean and fair food are becoming part of the lifestyles of everybody connected to the Cerro Grande School.


Today’s guest post equips us with some great lines of advocacy for arts integration in general as well as a trend in colleges where art students are encouraged to work towards an education degree. As always, we would love to hear your take on this! ~EMP
As STEM (science, technology, engineering, and mathematics) initiatives are making major national headlines throughout the nation, more and more interest is being put on the sciences in primary education and among young girls. Of course, there’s no question that science education and STEM initiatives are an important aspect of primary education. However, these initiatives have also opened up debate on the importance for arts integration in the schools. For some time now, the arts and the sciences have been endlessly contrasted. The way that our society’s interests seem to picture them is as enemies in the classroom—one cannot focus on both STEM integration as well as art integration. Of course, this isn’t the case at all. Arts integration is instruction that integrates content and skills from art such as dance, music, theater, and the visual arts, with other core subjects. Students can learn about biology or algebra through the use of content and some form of arts.
Arts integration in the classroom has been hugely lacking in the past several years as teachers are forced to focus more carefully on teaching for standardized testing and meeting national requirements. On top of these constraints, many teachers who are not art savvy and do not have experience with the arts in some form or another can find it challenging to integrate art practices into their curriculum. Arts integration occurs when there is a seamless blending of content and skills between an art form and a co-curricular subject. Obviously, this can be challenging to accomplish.
Why Arts Integration is Important
Using interactive and imaginative art projects to teach class materials helps to effectively engage and motivate students. Students can engage and interact with the material they are learning in a new and fascinating way. Art education and integration supports academic achievement while also enhancing the school climate and improving social behavior. Creativity is one skill that schools and teachers are fighting to develop in their classrooms. Fostering this creative drive alongside traditional learning materials and strategies is key. When performed properly, arts integration in the classroom can really bring a lesson, subject, classroom, and school alive. Students and teachers alike explore their imaginations and creative capacities to learn new material and realize new information.
Many undergraduate and graduate programs in teaching offer strategies for incorporating the arts into the classroom. Some universities are trying an arts integration program that brings together college art students and college teaching students. These programs combine the education program with an art degree or art minor, encouraging current art students to pursue a career in teaching outside of solely the art realm. Students who are a part of this program would volunteer in elementary, middle, and high schools to promote the study and practice of art. They would also work with current teachers in a shadowing program so that the students can gain valuable in-classroom experience and the teachers can utilize the students’ expert art knowledge to facilitate stronger arts integration.
While this program has not taken off at all universities across the nation, many schools at the primary and secondary level are seeing the benefit of combining the art major or minor with an education focus. Programs that utilize the college youth who are passionate about art and looking for a meaningful career path, like this one, do a wonderful job of demonstrating the value of arts education and creating a platform where arts education is a logical step. Teachers looking to integrate more art into their curriculum, but are wary about their own artistic skills and vision can look to their local universities and colleges to enlist the help of college art students. Arts integration is a wonderful way to re-invigorate a classroom and help inspire both student and instructor.
Byline: Kate Willson is a blogger and freelance writer for collegecrunch.org. She is passionate about all things education and is particularly interested in life after college in today’s society. You can reach Kate in the comments below.


By Teachers, For Teachers
A great way to build student comprehension of a text is to provide students with pre-, during, and post-reading strategies. In order to actively engage students in their text, you will need to provide students with an array of teaching strategies, as well as remind them that reading requires them to think with their minds before, during, and after reading.
After or post-reading strategies provide students a way to summarize, reflect, and question what they have just read. They are an important component of the pre-, during, and post-reading strategy and is the core of good comprehension.
Here are three post-reading teaching strategies to try in your classroom today.
The exit slip after reading strategy is used to help students reflect what they have just learned. It helps them process concepts and express how or what they feel about the content learned. This strategy requires students to think critically (a skill that is essential in today’s world).
Exit slips are great because they only take students a few minutes to do, and educators get a quick informal assessment of how well the students understood what they have just learned.
Frame routine is a classroom strategy that employs using a graphic organizer to assist students in organizing topics, main ideas, and key details of what they have just read. This technique helps students summarize what they have learned from the text they have just read.
Question the Author
Questioning the author is a strategy that requires students to pose questions and engages them actively within a text. This comprehension strategy challenges students understanding of the text and encourages students to ask questions of the author.
Question the author has many benefits, one being that it engages all students in the text. It also helps to solidify their understanding, as well as learn to critique the authors writing.
Teacher demonstration and modeling of each post-reading strategy is absolutely crucial in order for the strategy to be a success. Post-reading strategies such as the ones mentioned above really drive home the fact that once you have completed your reading, you still have to understand what you have just read. Students need to summarize key points after reading to help them comprehend the information that was learned, longer.
What after-reading strategies do you like to use in your classroom? Do you have favorites that work well in your classroom? Please share with us in the comment section below, we would love to hear your thoughts.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


If your kids balk at the idea of putting sunscreen on AGAIN, it might be time for a little sun prints science. In this experiment, children will see how UV rays break down the chemicals that make up colors and reveal the hidden shapes below. This project is best when completed on a day of full sun. The more bright and direct sunlight you have, the more dramatic the results will be.
Outdoor Sun Prints: Summer Science for Kids
Kids will love seeing the shapes left behind the objects placed on paper. For more fun, have the kids try to identify the objects after making the prints. You’ll need just a few things for this activity:
- Plastic film wrap
- Outdoor objects (leaves, rocks, sticks, etc)
- Construction paper
Have the kids arrange their objects they collect onto their papers. The can just lay them down randomly, or make a scene or design.
Cover each design in plastic wrap. This helps prevent objects from blowing away and targets the sunlight.
Leave the objects out for about 2-3 hours. The longer you leave it out, the more dramatic the results will be.
Remove the objects to reveal the dark prints of the objects left on the paper.
It’s amazing how powerful the sun is!
Sun Prints Science Experiment Explained
The sun’s UV rays break down chemical bonds in objects, which removes colors and bleaches fabric, paper, and paint. Sun prints work by shielding certain areas of paper from the sun, which remain the dark original color while the rest of the paper gets lighter. The results are more dramatic the longer the paper is left out in the sun. After this experiment, you should have no trouble getting your kids to put their sunscreen on. If the sun is that powerful on paper, just imagine what it is doing to your skin!


How an Art Education degree can postively impact your students
*The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**
A guest post by Lizzie Weakley
The curriculum for all education majors incorporates at least one prerequisite art education class. This is bolstered further with required integrated lesson plans in Language Arts, Math, Social Studies, and even Science. Empirical data has shown that cognitive skills, learning styles, social development, and sensory and motor skills are positively impacted by art lessons. Art education programs go further by specializing in specific methods, tactics, strategies, and tools for classroom instruction. Programs equip teachers with resources that target ways to teach every content area through the application of art.
Art and Other Content Areas
Integration and differentiation are the terms used in education for finding innovative ways to fill lesson plans and curriculum with chunks of knowledge. Once educators take a step back, they realize how easy it is to create curriculum that is specific and broad at the same time. Specifically, Language Arts melds reading a book and completing a collage, or learning a new math technique by creating a model. Social Studies and Science use opportunities in much the same way. For example, developing a terrain map or drawing globes with details of each hemisphere tap Social Studies constructs, while engaging students. Science projects such as producing models of the solar system build efficacy as well as knowledge. The best part is that students are not aware they have just taken part in an art lesson.
The Skills Developed by Art Education
Cognitive skills are the cornerstone of gaining knowledge and processing information. This comes in the form of several learning styles. Art uses visual, kinetic, and even auditory to ensure all learners have a clear understanding in their learning language. Social development is taught with interaction between teachers and peers. Students learn to express themselves with art projects instead of words. This comes in the form of students presenting their projects to the class or displaying them in the classroom. Manipulation of materials allows students to develop sensory and motor skills at their individual pace. A variety can be used including clay, paint, and everyday objects such as shoe boxes, food items and more. In addition, self-esteem, spatial acuity, sequencing, and critical thinking are exercised. Planning age appropriate curriculum has a myriad of possibilities through the art education prism.
While the arts program across the educational spectrum has declined with daily classes, steps have been taken to ensure students are still exposed. This is because of the intrinsic value it brings to the holistic learning experience. Art education degree holders bring integration expertise to the table. In essence, they are magicians that cast a spell on students with hands-on applications that deliver enduring life skills.
Lizzie Weakley is a freelance writer from Columbus, Ohio. She went to college at The Ohio State University where she studied communications.


Find out how doctors, scientists, and even politicians worked together to bring an end to this deadly disease in the United States.
- Polio has been around for thousands of years. An Egyptian mural depicts a priest with a withered leg, one of the common results of this dreaded disease.
- In the 20th century, polio epidemics in the U.S. killed thousands of children and left many more paralyzed. Some who were not paralyzed were crippled for the rest of their lives or had deformed limbs. Polio could also cause blindness and general muscle weakness.
- Children who were paralyzed often had trouble breathing because their lungs no longer worked correctly. These children were placed in machines called “iron lungs.” The machines pushed the lungs up and down, essentially breathing for the child.
- Some good things came out of the polio epidemics. Recovery from polio required long periods of physical therapy. Treatments for polio helped doctors discover treatments for other conditions. The first intensive care units were developed to treat polio.
- In 1952, Jonas Salk produced the first widely used polio vaccine. Albert Sabin introduced a second vaccine a few years later.
- Today, polio outbreaks occur in just a few places in the world. Doctors hope that disease will eventually disappear for good.
Questions and Answers
Question: Did Franklin D. Roosevelt have polio?
Answer: Yes. Roosevelt was a rising politician when he got polio at the age of 39. The disease left him weakened and paralyzed. Roosevelt refused to be defeated. He left politics and spent several years exercising and working to regain his health.
When he finally came back to politics, Roosevelt worried that the American public wouldn’t accept him. At that time, people with disabilities were ignored, mistreated, and often placed in asylums out of view of the public’s eye. They were not allowed to work. Roosevelt’s personality and leadership helped him change people’s perceptions of disabilities. He served four terms as president and helped make new laws protecting people with disabilities.
See photos of President Roosevelt.
Cite This Page
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MLA Style Citation
Declan, Tobin. " Polio Facts – Healthcare for Kids ." Easy Science for Kids, Feb 2020. Web. 16 Feb 2020. < https://easyscienceforkids.com/polio/ >.
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Tobin, Declan. (2020). Polio Facts – Healthcare for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/polio/
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Washington, Seattle, Minneapolis, Atlanta, Pittsburgh, Denver, St. Paul, Boston, St. Louis and San Francisco. What do these cities have in common? They are the 10 most literate cities – the ones having the greatest literacy development in the U.S. You have to go down the list to number 21 to find Austin. Then you have to skip down the list to number 37 to find Dallas. If you go to very near the bottom of the list, you will find San Antonio, El Paso and Corpus Christi at numbers 73, 74 and 77, respectively.
Facts about Texas literacy rates and literacy development
- Texas has 6.5 million residents who speak a language other than English at home, almost double the national percentage, composing 38.6 percent of the Texas population (Texas LEARNS, 2005).
- A rise of 1 percent in literacy scores leads to a 2.5 percent rise in labor productivity and a 1.5 percent rise in GDP (The Economist, August 28, 2004).
- There are 3.8 million adults in Texas without a high school diploma (Texas LEARNS, 2005).
- Literacy programs in Texas are only serving 3.6 percent of the 3.8 million in need of adult basic education services (Texas LEARNS, April 2005).
- Texas has slipped from 45th to last among states ranked by percent for citizens in 2005 (age 25 and older) who have a high school diploma or GED (Murdock, 2007).
- Dropouts cost Texas $9.6 billion annually (United Ways of Texas).
Indicators of improvement
Austin jumped from number 23 in the previous survey to number 21. Dallas jumped 10 spots. Plano, Fort Worth and Arlington made comparable gains. Here is some other important information about the annual survey: It is not about whether people can read. It is about whether they do read. The survey measures cities based on data from six key indicators of residents' use of literacy: booksellers, education level, Internet resources, library resources, newspaper circulation and periodical publishing resources.
Why does Texas need literacy development?
Research shows that people in whom literacy development is evident are more likely to have better self-esteem, improved health and higher wages than those with undeveloped literacy skills. In today's job market, literacy development is absolutely essential.
Why pursue a master's degree in literacy studies?
With a master's degree in literacy studies, you can help facilitate Texans' literacy development. A master's degree in literacy studies provides you with a chance to encourage Texans to read, learn and acquire skills for the rest of their lives. Positively reinforcing reading in even one student's life can have a profound impact on society.
The literacy rate for some Texas cities is not where it should be. Texans need encouragement to read more often. While notable gains are occurring, there is still a great deal of work to do.
Have a question or concern about this article? Please contact us.


Hedon Primary School curriculum
At Hedon Primary School we aim to provide the children with a curriculum which is broad, purposeful, engaging and above all stimulates the children to learn. We have a theme based approach which reinforces the links between subjects so that relevant learning connections are made across curriculum boundaries.
In addition to acquiring skills and knowledge we aim to help the children to grow in confidence and independence so that they have a sense of self-worth, are willing to try new things, respect others and are well prepared for life and work after primary school.
What are the main changes?
The aim is to slim down the content of the curriculum in almost all subjects, though not in primary English, maths or science.
The government says the new curriculum does not tell teachers “how to teach”, but concentrates on “the essential knowledge and skills every child should have” so that teachers “have the freedom to to shape the curriculum to their pupils’ needs”.
The new curriculum covers primary school pupils, aged five to 11, and secondary schools pupils up to the age of 14.
A new curriculum for 15- and 16-year-olds will come into force from September 2015.
Which subjects are affected?
There are changes to the content of all subjects in the national curriculum. A summary can be found on the Department for Education website.
- In maths, children will be expected to learn more at an earlier age – for example to know their 12 times table by the age of nine
- History will take a more chronological approach than under the old curriculum
- In English, pupils will learn more Shakespeare and there will be more importance placed on spelling
- The new computing curriculum will require pupils to learn how to write code
- In science, there will be a shift towards hard facts and “scientific knowledge”
How were the decisions on the curriculum changes made?
The government appointed a panel of experts, which included subject specialists and teachers, to devise the new curriculum.
Their brief was to emulate the world’s most successful school systems, including those in Hong Kong, Singapore, the Canadian state of Alberta and the US state of Massachusetts, in international tests.
The aim was to combine best international practice with best practice from schools in England.
The government says the curriculum has a strong focus on basic skills “plus real freedom for teachers to decide how best to teach”.
It says it wants pupils to leave school with the knowledge and skills they need to succeed in the real world.
How is the national curriculum organised?
The reorganisation does not include any changes to the four key stages in England. These are:
- Key Stage 1: Ages five to seven (Years 1-2)
- Key Stage 2: Ages seven to 11 (Years 3-6)
- Key Stage 3: Ages 11-14 (Years 7-9)
- Key Stage 4: Ages 14-16 (Years 10-11)
- Key Stage 5: Ages 16-19 (Years 12-13)
The new curriculum also retains the main subject areas – English, maths, sciences, history, geography, art, modern foreign languages, et cetera.
Download the 2014 Primary National Curriculum
Primary National Curriculum


By Holly Warren, Principal
We're so lucky to live in an area with many school options. Sometimes it can be overwhelming to know what's right for your child. Should a school be play-based? Stringent in academics? Forty-three years ago, a group of parents asked these same questions. Their answer: start a brand new school and name it Rivendell.
Rivendell provides students with a strong academic foundation in a creative, nurturing environment. All students have personalized learning plans that allow us to teach to the whole child. Our students realize their potential to become well-educated, imaginative, responsible and engaged people.
Our students enjoy the benefits of multi-age classrooms. Our school has four grade levels: Preschool, Younger Kids, Middle Kids, and Older Kids. Below, I explain what happens at each level and why Rivendell is where students learn to grow.
Read more below or contact admissions now!
Rivendell Preschool (3 - 5 year olds): Instilled with Independence
Rivendell’s academic preschool is an immersive introduction to school. We focus on early literacy and numeracy skills through fun hands-on work jobs. Preschoolers take part in weekly "specials" including Spanish, art, music, science, and PE. Along with academics, students learn mindfulness and responsibility for their actions. Our teachers are there to help students work through challenges. This helps children become independent and take pride in their problem-solving abilities.
Rivendell is where preschoolers learn to grow.
Rivendell Younger Kids (PK - 1st Grade): Empowered to Explore
Our Younger Kids program stimulates the learner in every child. Students receive personal learning plans and individual instruction for reading, writing, and math. As part of their weekly specials, Younger Kids begin attending computer class. Responsibility, independence, self-esteem, and empathy develop through work and play. In our safe environment, children take risks and explore their creativity.
Rivendell is where Younger Kids learn to grow.
Rivendell Middle Kids (2nd - 3rd Grade): Motivated Toward Mastery
Persistent learning and mastery of skills and concepts is a focus for Middle Kids. Students move through the curriculum at their own pace and with appropriate challenges. Interpersonal skills, conflict resolution, self-responsibility, initiative, and independence are further developed. Middle Kids teachers encourage students to take risks and challenges in their learning.
Rivendell is where Middle Kids learn to grow.
Rivendell Older Kids: Prepared for Opportunity
Rivendell Older Kids have skills to take on the future - middle school, high school, and beyond. A growth mindset and love of learning enable students to do whatever they set out to do. The curriculum is challenging and includes new concepts to ensure Middle School readiness. Along with academics, teachers encourage self-advocacy and relationship building with teachers and peers.
Rivendell is where Older Kids learn to grow.
Rivendell Graduates: Prepared for What's Next
Rivendell graduates leave with lifelong friends and mentors. Our graduates are people who:
- Are active participants in their learning.
- Enjoy challenges because they aren’t afraid to fail.
- Work well independently and also as collaborators.
- Accept themselves and others for who they are and recognize that we are all unique.
Wherever your student is in their academic journey, Rivendell is where they can learn to grow. Enrollment is now open! Get started here.


This is the indispensable guide to learning how to sight-read choral music. Using special interactive technology, renowned choral educators Ralph Allwood and Timothy Teague take the user from the very basics of sight-reading to a level at which they can sing confidently in a choir.
This guide provides clear explanations, exercises, tips and tricks on:
Whether you are 7 or 70, a beginner or an experienced singer, this book will improve your ability to read music and help you to enjoy singing to the full.
This book is supported by SoundWise. It includes a range of interactive digital features:
SoundCheck (powered by Match My Sound)
This unique assessment and feedback software lets you use your phone, tablet or computer to help you practise. SoundCheck listens to you sing, then gives you instant feedback on how to improve!
eBook A digital edition of your book to read on any device.
Video Tips and demonstrations from the authors.
Instruments - Delivery is FREE within the UK for all instruments. This price you see is the price you pay.
(Instruments over £100 are always sent by our Express service, regardless of the service selected in the checkout.)
Sheet music, accessories & gifts - We offer 3 services:
We are one of the top suppliers of woodwind, brass and orchestral strings across Sussex and are main agents for most of the instruments we sell. We only list instruments we normally carry in stock.
Our instruments are fully checked and set up through our workshop to ensure perfect playing.
The Piano Teacher's Survival Guide (Anthony Williams)
Simultaneous Learning Practice Starter Cards: Paul Harris
D'Addario Reserve Clarinet Sampler Pack
The Violin Collection: Book/Online Media (Chester) SOUNDCHECK
ABRSM Piano Star 1: 24 Pieces For Young Pianists Up To Prep Test Level
ABRSM Piano Star 2: 26 Pieces For Young Pianists Prep Test Level
Vamoosh Flute Book 1: Book & Cd (Thomas Gregory)
ABRSM Piano Star 3: 24 Pieces For Young Pianists Prep Test Level To Grade 1
ABRSM Oboe Sight-Reading Tests Grades 1–5
Notepad: A Very Important Note
ABRSM Oboe Sight-Reading Tests Grades 6-8
Spectrum For Violin & Piano (ABRSM)
Tico Tico: Clarinet Solo (Abreu) (Billaudot)
Gateway To German Diction-vocal
15 Composizini Da Camera: Soprano Voice And Piano (Ricordi)
Encore: Book 1, Grades 1 & 2 Piano (ABRSM)
The Violin Lesson: A Manual For Teaching And Self-teaching The Violin
Improve Your Teaching: Virtuoso Teacher: Instrumental And Singing Teachers: Textboo
Journal/Notebook A6 Black Notes Silver Clef
Winfield Standard British Oboe Reed
26 Italian Songs And Arias: Medium High: Vocal & Cd
Oxford Music Education Series: Assement In Music Education
Definitive Audition Songs: For Men Singers: Piano Vocal Guitar: Bk&2cds
Musical Dominoes Set - Gold Bag (Seconds)
Messiah: HWV 56 Vocal Score (Urtext) (Barenreiter)
Sing At First Sight: Foundations In Choral Sight-Singing: (Beck/Surmani/Lewis
How To Blitz! Sight Singing: Training For Your Eyes & Ears (Samantha Coates)


Putting Pieces into Perspective: A Case Study on Exploring School Accountability for Young Children’s Language and Literacy Growth
The era of accountability calls for a growing demand of assessment tools in the educational field. In the context of language and literacy education for young children, increasing evidence inform educators that authentic assessment and criterion-referenced measurement are aligned with curriculum and met with national standards for accountability (Cook, 2004; Grisham-Brown, Hallam, and Brookshire, 2006; Grisham-Brown, Hallam, and Pretti-Frontczak, 2008 ). Endeavors were made by two researchers to explore the use of a newly constructed assessment tool, and its implementation. The case study method was adopted. One mainstream preschool practicing curriculum-based authentic assessment with the use of the newly constructed language and literacy assessment tool participated in the study.
The study aimed at exploring school accountability by putting pieces into perspective with a focus to children's language and literacy development as an area to start with. The study addressed the research question, "Do the use of curriculum-based authentic assessment, and the Language and Literacy assessment tool (HKIEd, 2007) support the accountability requirements of PIs?”
Data collection for this case study was multi-sources, including achieves from a previous project (2005-2007), interviews with school staff and previous project consultant, documents and artifacts provided by school staff. Data description was documentary and data analysis was interpretive.
Three levels of accountability were presented, including the classroom/child level, the school/curriculum level, and the regional/PIs level. A working assessment system was inferred from the case. A discussion of the research question was written. This paper emphasized the significance of conducting studies related to assessment, curriculum, and school improvement in meeting accountability emphasis in this century.
Keywords: Accountability, Young Children, Language and Literacy, Authentic Assessment
Lecturer, Department of Early Childhood Education, The Hong Kong Institute of Education
Dr. Siu-man Wong
Assisstant Professor, Department of Early Childhood Education, The Hong Kong Institute of Education


Interactive Board Game for Learning Music Theory
WiSys is seeking strategic partners interested in production scale-up and market and distribution expansion of this music theory board game. Opportunities also exist for development of derivative works, including a related app.
Stage of Development:
The game has been field tested and adapted by music teachers and students. An initial batch of 50 games has been produced, and preliminary validation of market interest has been demonstrated by the sale of all units through exposure at a state-level music education conference, an independent retail store and word-of-mouth. Access to a sample game is available for evaluation by interested parties.
Learning music theory is a difficult challenge that is well-known in the field. For example, one-third of the AP students mentioned above did not receive test scores high enough to earn college credit or placement. To enhance music theory understanding, there is a need to complement difficult course work with creative teaching methods. The use of games is one such method. While there are several games that focus on music theory at the elementary level, there are few that target students who are more advanced. Among the higher-level games, there is a tendency to focus narrowly on specific aspects of music theory, yet students are required to take comprehensive tests covering multiple concepts.
A University of Wisconsin-Green Bay, Sheboygan music instructor and private music studio owner has developed It’s JUST Music TheoryTM – a board game that helps students master challenging music theory concepts. The game is novel in that it comprehensively covers intermediate and advanced level music theory topics in an interactive platform that students find engaging. It’s JUST Music TheoryTM is designed for 4-6 players who move about a board and answer questions to test and improve their competence in a wide variety of theory skills. Examples of such skills include terms, intervals, spelling triads, chord functions, and key signatures. In addition to enhancing overall music theory knowledge, the game provides questions that are geared specifically toward progressive music theory tests. As students advance in their learning process, encounter new variables, and face new tests, replaying the game continues to provide reinforcement.
- Practice for music theory tests: Advanced Placement (AP), Music Teachers National Association (MTNA) state theory exams: AZ, CA, IL, MI, SC, TX, UT, WI;
- Students considering a college music major;
- Parents of music majors;
- Public and private music schools and teachers;
- Music associations;
- Music camps.
- Fun - an engaging way to learn a challenging subject;
- Interactive - students help each other learn;
- Comprehensive - to win, players must pull many aspects of music theory together;
- Covers intermediate to advanced level concepts;
- Can be replayed to navigate multiple variables;
- Includes an answer key to facilitate and reinforce learning.


In 2013, 22% of Hispanic adults (25 years and over) had earned an associate degree or higher, compared to Asians (60%), Whites (46%), and African Americans (31%). ~ U.S. Census Bureau 2013 Current Population Survey
It’s that single factoid that encapsulates the future of Latinos. Pretty dismal — and ironic since it’s been proven that ganas exist among Latinos to go to college and get a degree.
Latino enrollment in higher education was the second highest of racial/ethnic groups. In 2012, Latino students represented 16% of undergraduate students, while Whites were 58%. [NCES, Digest of Education Statistics 2013, Table 306.10]
In fact, the story of Latinos and education seems to swing from one extreme to the other with some successes, some failures and a whole lot of potential. To get a clearer picture of the state of education with Latinos, Excelencia in Education has released the Condition of Latinos in Education 2015 Factbook.
From early childhood learning to entering the workforce to Latinas in STEM careers to which colleges are graduating the most Latinos, the free downloadable report features the latest Census information and educational statistics that when taken together act as a digital crystal ball revealing an uncertain future if more Latinos don’t embrace, persist and graduate from college or technical programs.
According to the fact book, more Latinos have earned an associate’s degree versus a bachelor’s; Over half of Latino students at 2-year colleges needed remediation; and the top three disciplines where Latinos have been earning associate degrees consistently for the last ten years were liberal arts (38%), health professions (16%), and business (12%).
But associate’s degrees aren’t enough to get the kinds of jobs that provide economic security in the future. More Latinos are getting that message.
Latinos increased bachelor degree attainment in the last ten years. In 2013, 3.1 million Latinos had earned a bachelor degree as their highest degree earned. This was a 63% increase from the 1.9 million Latinos who held a bachelor degree in 2004.
Unfortunately, when it comes to getting a master’s or doctorate, Latinos lag way behind their peers.
Fewer Latinos have earned a master’s degree as their highest degree than other groups. As of 2013, 3% of Latino adults had a master’s degree as their highest degree, compared to Asians (15%), Whites (8%), and African Americans (6%).
Latinos earned doctoral degrees at lower levels than other groups. As of 2013, 141,000 Latinos had earned a doctoral degree as the highest degree earned, compared to Whites (2.6 million), Asians (502,000), and African Americans (192,000).
As President Obama said in his State of the Union Address, “By the end of this decade, two in three job openings will require some higher education.”
It’s a prediction that’s already coming to fruition — and leaving many Latinos behind.


Can social media help students who are not doing well in their studies? Yes, says a new research.
“Young people today use social media not only to stay connected with their real-world friends, but also to engage in self-expression and identity formation,” said first author Martin Lalonde from Concordia University.
In the new book ‘Youth Practices in Digital Arts and New Media’, Martin Lalonde and his supervisor Juan Carlos Castro investigate how an after-school programme in Quebec is revolutionising learning for at-risk youth by using social media as a teaching tool, rather than a classroom annoyance.
Castro and Lalonde engage with students and educators at Maison Kekpart, a Montreal-area community centre for at-risk youth.
The centre offers a unique programme known as La Releve, which provides professional work experience for young people facing academic challenges.
Students ranging in age from 13 to 17 participate in an internship in multimedia production, led not by traditional teachers, but by artists, who themselves are active in those areas.
The goal: help kids become more engaged in their formal schooling by giving them the tools to use social media to build the professional, civic and social competencies that will guide them through their adult life.
“La Releve taps into that natural, social impulse and uses it to show participants that they can use those outlets to build professional skills,” Lalonde said.
“Through La Releve, they learn skills that can help them express themselves more clearly, as well as land a job.
“At the same time, they start to actively understand that education can be useful to them, and that it can directly apply to their lives.
“That’s an attitude that they then take back to their regular school settings,” said Castro, an assistant professor of art education.


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John Singer Sargent, 1856–1925, Rushing Brook, ca. 1904–11.
Sargent painted some of his earliest watercolors when he was as young as ten years old. From childhood, the format afforded him a versatile medium with which to record the people and places that captured his attention. The inscription on the verso suggests that this bold watercolor was painted at Purtud, north of Courmayeur, Italy, but the site could well be another of the many alpine regions the artist visited after 1900.
If you are not completely happy with your purchase for any reason, we will provide a full refund or exchange.
John Singer Sargent was an American artist that is widely considered the "leading portrait painter of his generation" for his displays of the luxury of the Edwardian era. He created roughly 900 oil paintings and more than 2,000 watercolors during his career, as well as countless sketches and charcoal drawings.
His parents were American, but he was born in Florence and trained in Paris prior to moving to London before enjoying international acclaim as a portrait painter. From the beginning his work was characterized by exeptional technical skill, particularly in his ability to draw with a brush. His commissioned works were in line with the grand manner of portraiture, while his informal studies and landscape paintings displayed a familiarity with Impressionism. In later life Sargent turned away from what he felt were the restrictions of formal portrait work, and devoted much of his time and energy to mural painting and working en plein air. He lived much of his life in Europe."
Macclesfield was once the centre of the English silk weaving industry and the world's biggest producer of finished silk. The area has been printing silk for over 300 years and at one point had over seventy mills operating in the town. The town is close to a water supply that passes through limestone, and when used in washing and dyeing it gives silk a uniquely attractive lustre.
Our silk scarves are printed at a mill that has been producing printed fabric on the same site for the past fifty years and the process uses water sourced from its own reservoir.
Located in New York City, and colloquially known as 'the Met', the museum was founded in 1870 for the purposes of opening a museum to bring art and art education to the American people. It is the largest art museum in the United States and, with over 7 million visitors in 2016, was the second most visited art museum in the world, and the fifth most visited museum of any kind.
The permanent collection contains over two million works which is divided among seventeen curatorial departments. This consists of works of art from classical antiquity and ancient Egypt, paintings and sculptures from nearly all the European masters, and an extensive collection of American and modern art. The Met maintains extensive holdings of African, Asian, Oceanian, Byzantine, Indian, and Islamic art. It is also home to encyclopedic collections of musical instruments, costumes and accessories, as well as antique weapons and armor from around the world. There are also several notable interiors installed in the galleries, ranging from first-century Rome through to modern American design.
Canaletto 1697 - 1768, The River Thames with St. Paul's Cathedral on Lord Mayor's Day, c.1747-8 100% Silk Hand Rolled Designed and Printed in Britain 90cm x 90cm Free Worldwide...
Petrus Christus, active by 1444 – died 1475/76, A Goldsmith in his Shop, 1449. 100% Silk Double-sided Designed and Printed in Britain 90cm x 5cm The painting used on this...
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Panels of Achilles, France, 1779-1782 © Victoria and Albert Museum, London 100% Silk Hand Rolled Designed and Printed in Britain 90cm x 90cm Free Worldwide Delivery Depicting a different moment...


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- Art Education
The oldest drawings in the collection are medieval miniatures and antiphonary pages from the time between 1330 and 1500, including six from the succession of Johannes von Valkenburg in Cologne. In terms of works of the Mannerism and Baroque periods, Dutch drawings from the 17th century make up the greater part of the collection.
The 18th century is amply represented by a large collection of more than 600 architectural drawings and plans by Johann Joseph Couven and his son Jakob. Examples of 19th century works include drawings and numerous studies for the Aachen Town Hall frescoes by the Aachen-born artist Alfred Rethel, but also more than 50 aquarelles and gouaches by the Aachen-born Romantic artist and Schirmer pupil Caspar Scheuren.
Classical Modernism as represented by a few individual drawings. These include a permanent loan from a private collection of 19 aquarelles, gouaches and coloured chalk drawings. Some gouaches and drawings from the second half of the 20th century are by artists from the region and include several works by Herbert Falken.
One of the main focuses of the print section of the collection is on German prints from the 15th and 16th century with numerous pages by Albrecht Dürer and his contemporaries.
But the collection is also amply stocked with Dutch and Flemish prints from the 16th and 17th century. These include 32 etchings by Rembrandt as well as numerous copperplates from the engraving workshop of Peter Paul Rubens.
The collection also boasts solitaires in the form of a rare first edition of the Carceri drawings of Giovanni Battista Piranesi as well as first editions of Goya's famous four series of etchings as bound editions: the Caprichos, the Desastres de la Guerra, the Tauromaquia and the Proverbios.
The 19th century is represented by prints from English and French painter-etchers and several German impressionists. Six print cycles by Max Klinger (Rescues of Ovidian Victims, Eve and the Future, Intermezzi, A Love, Brahms Fantasy, Of Death Part Two) and a collection of works by German expressionists exemplify the graphic art of the late 19th and early 20th century.
Due to their photosensitivity, the objects are not on show in the permanent collection.
On request, we can gladly set out selected works of the collection of prints and drawings for perusal in our library.


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Earth Science FREE Education Worksheet for Kids
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Nov 5 2014
First you can introduce music education for kids by always playing music in the morning or in the night before you kid wants to sleep. There are some best music and songs that you can play. You better choose classic music and song because classic music and song will be able to make your kids feel better and relax especially when they are difficult to sleep. When you always play music every day, your kid will know that music is better for them. They will love to listen to music.
Second, in this modern era, there are some music courses and music schools that offered to you. If you don’t have skill in music and you don’t want to teach your kid with wrong thing, you better bring your kid to music schools. There are some experts that will teach your kids about music. They will teach about basic of music and make your kid easy to play some instruments too. You can try two ways to introduce music education for kids above now.