ODE Fine Arts
ArtBabble is a great resource for our teachers, and we want to help you get the right videos for your classroom. We created the “For Educators” page for teachers to quickly and easily find what they are looking for. We are re-launching with only a few lessons, but hope to continue expanding this section of our site.
A great collection of art resources created by Google.
This is the home page of The Incredible Art Department (IAD), the oldest art education website on the internet.
Emphasize the importance of art education throughout the year with TeacherVision’s art lesson plans, printables, activities, quizzes, and references, perfect for art teachers at the elementary, middle, or high school level.
Khan Academy video resources for art history
KinderArt has free art lesson plans, craft activities and fine arts lessons for all ages – from toddlers to teenagers and beyond.
This site has been created by Battelle to provide assessment examples for the arts. The site also has PD modules for art teachers. The site and resources are free for Ohio teachers.
The National Arts Centre (NAC) presents ArtsAlive.ca Music, a great place to discover the excitement of the performing arts!
A great collection of resources for music teachers.
Music Educators Toolbox. This set of free online resources for music teachers includes lesson plans and activities, summative and formative assessments, video, and more.
This is a collection of 25 great music resources. NOTE: There are some dead links on the menu on the left side of the page.
This site has multiple resources for the different music courses in K-12.
This site has been created by Battelle to provide assessment examples for the arts. The site also has PD modules for music teachers. The site and resources are free for Ohio teachers.
This is a resource site of both free and paid resources for vocal resources.
This site from Early MusiChicago has numerous resources for vocal music.
Yale has put together this collection of music resources for vocal music.


“Can anyone guess what this word might mean?” Rose Campion, a senior at USC Thornton, holds up a cube with music terms written on each side and pointed to one: forte. A few students shout out a guess: “Strong!”
“It looks like Spanish, doesn’t it?” Campion asks. “And you’re right. Forte is the Italian word for ‘strong,’ and in music, when we say forte, that means to play or sing loudly.”
The cube is a teaching device that helps fourth graders in Campion’s Adventures in Music class understand the three dimensions of musical sound. Each set of opposed faces forms a complementary pair, like forte and piano for loud and soft. Campion rotates the cube and has her students demonstrate high and low pitch, and fast and slow tempos.
It’s an effective device for teaching music terms, but it also compliments what the students are learning in their math and English classes: how the six directions fit into three-dimensional space and how most adjectives have opposites.
At a time when many schools are pushing music and arts programs to after-school and weekend schedules, the success of the USC Thornton’s Community Engagement Program makes a case for music’s importance in a well-rounded academic curriculum.
“Math skills are enhanced in music education. They’re using logic,” said Kevin Dempsey, principal of the St. Agnes School. He’s welcomed Thornton’s choir and general music programs year after year. “We’re an under-resourced school,” he said. “The Thornton program preps them, gets them excited and keeps music alive in them.”
Indeed, USC Thornton’s programs encourage students to embrace the attitude that learning is a continuous process and not a set of hurdles. In programs like Adventures in Music, they can track their strengths and weaknesses and improve one area at a time through steady practice.
“Some students don’t even realize that they have musical talent. Because they’re exposed to it, they start developing this love for music,” said Monica Garcia, whose fourth-grade class at St. Agnes took part in the Community Engagement Program’s choir festival. Garcia said that as the year went on, students began to sing their music on their own at recess and lunch. They organized their own practice groups and exchanged tips on their technique. And in their other school subjects, they began to demonstrate a sharper eye for detail and greater willingness to push through tough problems.
Malika Morris, a fourth-grade teacher at Vermont Elementary, agreed. She said that in music class, students who feel out of place in their academic school subjects learn to feel at home at school. “[Music] teaches to the different modalities that kids may have,” she said. “All kids may not necessarily be visual learners. There might be kids who are auditory students as well.”
Campion, whose cube helps students visualize opposite terms, explained that her mission as a music teacher goes beyond providing students with a creative outlet.
“It’s important for kids to learn music not just for the notes and rhythm,” she said. “It’s about teamwork, building their self-confidence.”


Best Facts About Antarctica Video for Kids
Antarctica is the largest desert in the world. It is a cold desert. The name Antarctica has been derived from a Greek word meaning ‘Opposite to the north’. It is also the coldest, windiest, driest and highest continent of our planet. On this continent, temperature can dip below to -133°F. It contains more than 90% of the freshwater of the earth. This continent was first sighted during a Russian expedition in 1820. It is the only continent with no reptiles. Antarctica does not have any time zone. A total of 38 countries signed a treaty that prohibits military activities, nuclear explosions, nuclear waste disposal and mineral mining in Antarctica. This treaty was signed on December 1, 1959.
Quick Facts: –
- Husky dogs have been banned from here since 1994.
- The average thickness of ice sheet in Antarctica is about 1.6 km.
- The Belgica Antarctica is the only insect native to Antarctica.
- Most of the people believe that polar bears are found in Antarctica but it is not true. They are only found in Arctic.
- The entire continent has only one ATM.
- Antarctica is surrounded by the southern ocean.
- There are over 300 lakes beneath the Antarctic ice sheet.
- It is the fifth largest continent.
- Vinson Massif is the highest point on Antarctica with a height of 16,362 feet.
- This continent is home to Mount Erebus, the southern most active volcano in the world.
- The dry valleys in Antarctica are the driest place on the entire earth.
- Emile Marco Palma became the first human to be born on Antarctica on January 7, 1978.
- Deep Lake in Antarctica is too salty to freeze even in temperatures as low as -4°F.
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Living in Texas artist Ann Scango is the founder and operator of the Scango Collection. An art gallery the Scango Collection exclusively features works by female artists. An artist herself Ann Scango whose name is well known in Texas creates 2 and 3D artworks. Her mediums are both human-made and occur in nature. To create a piece she might combine polyurethane foam with sticks and dirt or whatever else she finds around her home city of Austin. Scango sees her gallery as an expression of her passions art, the empowerment of women, conscious pieces of art, and the environment.
Not surprisingly, Ann Scango is concerned about the lack of emphasis schools place on art education. She recently wrote about a 2002 Ted Talk given by Mae Jemison on that very topic. It was Jemison’s assertion that schools don’t appreciate the relationship between art and science. As a doctor, astronaut, and dancer Jemison embodies that relationship. Diminished government funding also contributes to the decline in art education. Mae Jemison called for schools to strike a balance between test preparation and teaching critical thinking. As Ann Scango see it in the 16 years since Jemison delivered that talk the problem has continued unabated.
Schools that include the arts as part of their curriculum are either magnet or private schools. Scango understands why underpaid teachers are forced to accept an approach to education that she calls “restrictive”. For teachers job security is tenuous. A lack of access to current textbooks and learning materials pose another problem. Ann Scango’s article reaches the conclusion that the current educational methods will produce citizens without critical thinking skills thus negatively impacting future innovation. Ann Scango warns that if schools do not alter the way they approach education the US will suffer for it in the long run.


Our unique after school numeracy program is designed to help students struggling with mathematics. This special program supports students who are having difficulty meeting the provincial standard. The after school numeracy program is designed to incrementally improve the elementary and beginner high school students’ skills in math.
Elementary School Numeracy
Students currently at the elementary levels, grade 7 and grade 8 can get extra help with math after school.
Secondary School Numeracy
Students currently at the secondary school level grade 9 can get the help they need with mathematics. At the grade 9 level, students are learning the fundamentals of mathematics.
Students with a strong understanding of these critical skills are better positioned for the rest of their secondary school career and typically get higher marks.
How are we doing so far?
Our Continuing Education Student Improvement Programs have tremendous success with improving the academic skills of struggling students. Parents, students and instructors all concur that the after-school student programs work effectively.
What do people say about our programs?
“I have more confidence; I can do the work; I am not nervous now.” -Student
“Excellent program; highly effective.” -Parent
“I was able to give my lower level students strategies to hep them in the classroom. I could observe their confidence levels increase more and more each session.” -Instructor
“The Grade 7 and 8 After School Numeracy programs have been developed to enhance numeracy skills that classroom teachers have identified as necessary for students to be successful in all strands of numeracy at the intermediate level.” – Steve Johnston, Writer – Grade 7 & 8 After School Numeracy Programs.
How to Get Started
The After School Numeracy programs consist of 10 sessions. Classes are normally an hour and a half and run outside of the regular school day. This program is available all year from September through to June.
The principal, in consultation with teachers and parents, will identify students eligible for the after school numeracy program.
Together we can help struggling students become extraordinary students.
After School student improvement programs are dependent upon securing sufficient student enrollment in classes.
Karen Tsuji, Literacy/Numeracy Programs Consultant
Continuing Education Hill Park Learning Centre
We help you – help students.
After School Literacy is FREE
Continuing Education Remediation Programs are ministry funded and support the day school program by offering after school or summer instruction that is explicit, focused and targeted where students can improve their literacy and numeracy skills in an innovative environment.
Principals and Vice-Principals along with staff work closely with Continuing Education to determine how to best take advantage of these valued learning opportunities for our HWDSB students.
Continuing Education offers thanks and appreciation to all HWDSB educators who access the numerous modules and wishes them continued success as we strive for improved student performance and positive relationships together.


Multi-tiered Systems of Support (MTSS), formerly Response to Intervention (RtI), is a framework of instruction that provides support to ALL students to ensure mastery of grade-level content standards. The tiers of MTSS provide varying levels of support for students who are struggling to reach mastery as well as those to exceed grade-level.
MTSS provides a framework that incorporates high-quality core instruction, screening, progress monitoring and data-based decision making to provide effective instruction.
MTSS centers on three tiers of instruction:
Tier 1 instruction, also known as core instruction, is at grade level instruction that each student receives on a daily basis. For the majority of students, Tier 1 instruction will meet their academic needs.
Tier 2 instruction is supplemental instruction, at grade level, for students who need additional support in learning grade level material. Tier 2 instruction is intended to be timely and coordinated with Tier 1 instruction.
Tier 3 instruction is intensive support provided to students who are struggling with significant learning gaps and need academic and/or behavioral support. Typically these students do not have the appropriate grade level skills yet to be successful in solely Tier 1 and Tier 2 instruction. Tier 3 provides yet an additional level of intervention to help students develop foundational skills.Students receiving Tier 3 instruction also receive Tier 1 and 2 instruction. Students are entered into the Tier 3 interventions based on a referral to the School Intervention Team (SIT).
At all three levels, student progress is monitored regularly.All students are assessed with benchmark assessments three times per year.Students receiving Tier 2 and 3 instruction are progress monitored more frequently.


Once one gets acquainted with the definition of what Inner Circle Economics is, you’ll probably realize that the entire global economy is pretty much driven by this economic model.
What is Inner Circle Economics?
Inner Circle Economics is simply an economic model which is driven by certain players in certain industries keeping business opportunities amongst themselves. They keep business deals within their inner circles, so too knowledge about their core market and others, as well as information which can be capitalized on economically.
Micro-Level Inner-Circle Economics
Inner Circle Economics as practiced on the micro-scale can be spotted by just looking around the small to medium businesses operating no further than in your community. There’s probably one truck from one bakery which comes around to deliver fresh bread to all the local shops around and chances are each of those stores is stocked up with goods and produce that comes from a very small selection of the same sources.
I’m in no way suggesting that all the moms and pops operating their little mom-and-pop, corner stores in and around your neighborhood are part of some knee-breaking cartel. Rather, the economic structure they form a part of resembles that of an organized force which may very well be invisible even to them, but a force which takes the form of inner circle economics nevertheless.
Macro-Level Inner-Circle Economics
At the macro-level, this is where inner circle economics gets serious! If you’re all alone out in the corporate world then you’re pretty much at the mercy of a few people who have long since determined your fate. Okay, so it’s not like they have a role waiting for you somewhere in one of their organizations, but based on your skills, qualifications and experience you pretty much have a few options you’re limited to pursuing.
Inner circle economics at the macro level has the biggest multinational organizations keeping major business deals amongst themselves to the point that the Competitions Commission often has to come sniffing around thoroughly.
The Origins of Inner Circle Economics
Inner circle economics goes all the way down to the elementary education phase where institutions of learning pretty much act as a feeder system to this economic model. The moment a learner is placed in a certain school and they follow a certain academic path, their options going forward can pretty much be mapped out quite accurately and that is where inner circle economics originates, amongst a few other places.
There’s definitely an element of elitism which governs the Inner Circle Economics doctrine, largely driven and perpetuated by what is often a minority group which holds large quantities of capital under their control. For example, it would be extremely difficult if not near-impossible to break into the global oil market as a brand new oil prospector. The same applies to large-scale property development – established players in each of those markets and many, many others have an institutionalized structure which has them knowing exactly where to source their raw materials and where to resell the value they subsequently create.


SEPT. 2019 UPDATE:
THIS CLASSROOM IS FULL, BUT WE HAVE A WAITING LIST.
Our 2nd-3rd grade programs offer a fun, safe, nurturing environment for your growing child to discover, explore, and learn to their fullest potential. In these early elementary years, we focus on maturing classroom habits and procedures to carry them throughout their school career.
Our second graders are focused on mastering the phonics they learned in Kindergarten and First Grade. They apply that knowledge to their reading throughout the curriculum in the form of choral reading, free-reading, and read alouds. Meanwhile, our third graders are learning about the different parts of a story including, but not limited to, setting, characters, and plot. With grades combined, we have adopted the PALS reading program that teaches students to challenge themselves and coach each other as they develop stronger reading skills. We also encourage regular writing with prompts and introduce expository writing, persuasive writing, and narrative writing. They use an easily laid out program to help them develop pre-writing skills and editing skills to get a polished final draft.
During our math lessons, we focus first on the concrete working towards the pictorial and abstract. This means lots of hands-on activities to master concepts. This strategy focuses on teaching students how to problem-solve teaching students to apply what they have learned to new concepts that they have yet to master. In second grade our largest focus is on mastering addition and subtraction with renaming while our third graders are introduced to multi-digit multiplication and division. Through our Singapore Mathematics curriculum, the students master the concept and then focus on being able to write them in the “standard” algorithmic format.
Our social studies and science lessons are taught several times weekly. Our social studies program focuses on community connections as they dive into U.S. history and citizenship. In Science, we learn from the life, physical and earth sciences through the use of our textbook and added experiments, including the scientific method. We also have an individual science project each year where we can explore science at home.
Our Bible studies focus on memorization of key verses throughout the school year and reading directly from Scripture. We highly value the skill to deduce information from God’s Word as it applies today. Students learn how to find information with the reference given, and pick apart key verses to find deeper meaning ultimately acquiring a deeper understanding of our Loving God.
We also provide several enrichment classes to add to our curriculum. These lessons are taught by various teachers who have an expertise in each area. Our view of whole-hearted education includes: Art, Music, Physical Education, Computers, and Spanish.
Julie taught 5th-8th grades at St. Luke Lutheran School in Santa Rosa before joining the teaching staff at PHCS in 2016. She was born and raised in Sonoma County and is glad to continue to call it home.
She earned her Bachelors of Arts in Liberal Studies with an emphasis on Elementary Education and her teaching credential from Concordia University in Irvine, CA. After all that hard work, Julie took a break from teaching and education to work in customer service and caregiving. During this time, she met her husband John and now they have 2 young daughters, Annie and Olivia.
Julie leads her family like she leads her classroom; with lots of enthusiasm and mutual respect. Julie also enjoys spending time crafting, reading, camping, and enjoying the outdoors with her family and friends. She and her family spend a lot of quality time out at the ocean, playing in the sand, and discovering tide pools.
She is a member of Mt. Olive Lutheran Church and her favorite Bible verse is Romans 8:28 "And God works for the better of those who love him, who have been called according to his purpose." This verse has guided her throughout her life journey and helped her appreciate the blessings in her life.


It’s every homeschooling mother’s worst nightmare to find that her child is struggling to learn to read. She begins to feel like a failure. She wonders if the public schools would have better resources. She wonders if she taught something wrong. She fears that her child may have a serious health problem.
Another problem families sometimes face is that curriculum doesn’t perfectly fit where their children are in abilities. For a short time, they feel trapped between levels and don’t know what to do.
Let’s talk about what to do for children who are struggling to learn to read.
Check Your Teaching Methods
Just in case, let’s take a peek at your teaching methods. If you find a problem here, it will be very easy to fix! 🙂
- Have you thoroughly read the introduction to each level of phonics? If not, please start here!
- Are you consistently doing phonics every school day?
- Try to have your daily reading, writing, and spelling lessons at the same time and place each day. The room should be orderly, uncluttered, and without too many distractions. A predictable daily routine has been shown to create a state of mind that is conducive to learning.
- Have your child face in the same direction each day, working at a comfortable table. This will help orient your child in space and in the awareness of left-right directionality.
Check Your Child’s Abilities
- Is your child really ready to learn to read? Check out these signs of reading readiness.
- Could your child have a real learning disability? Some reading problems are really an indication of a brain injury. Check out our blog post on learning problems for more information.
- Here is a website with an extensive list of speech and reading resources.
Having a child read directly from the Bible, daily, without any other phonics instruction (besides help on the spot to sound out or decode a word) has been proven to help with brain injuries.
Give Your Child Time
If your child is showing any signs of difficulty with the level you’re using, we strongly recommend backing up a level. Yes, it will be ridiculously easy for him. No, it doesn’t mean that he is dumb or will never graduate from high school! It simply means that his brain needs time to practice what he has already learned, until it becomes second nature to him.
Sometimes it really does no good to rush things. Children all develop at different rates, and they don’t develop as steadily as curriculum makes it appear. All curriculum is generic; we are writing an ideal checklist of things to learn. However, our children’s brains don’t learn at the same pace as the scope and sequence. Some weeks, your child will learn very quickly. Then he will seem to hit a plateau where it appears he is learning nothing. Sometimes, because of sickness, days off school, or stress, he can actually appear to regress.
It’s no big deal! Our materials are not graded, and there is no rush. Go slower! Go back! Take time off of learning new materials.
And what should you do in the meantime? Should you just skip reading altogether?
No, we recommend that you continue to practice what you have already learned together.
- Once a day, review all the sounds your child has learned so far.
- For children who know most of the sounds in Level 1 but need practice before continuing to Level 2, have them read small portions per day of Webster’s 1824 American Spelling Book, pp. 15-38. They should read the words aloud to you, reading both across a row and down a column.
- Correct any speech problems by having the child repeat problem words carefully and clearly. You may wish to have him look in a mirror as he says the word.
- Give his handwriting time to catch up with his reading ability. Use our weekly copywork suggestions, or see our remedial course.
- Dictate 5 words per day from Webster for your child to write.
- Have your child practice his reading on fun books. Make it easier by having him read a page, then you read the next page, and back and forth until he tires. Then you can finish reading the book aloud. Pay attention to what page you’re on when he wears out, and note if his endurance increases over the weeks.
- When you catch your child reading anything on his own, with emotions such as laughter because he is involved with the story, you know success is close at hand!
After a month or two, pull out the curriculum again, using it consistently for a week or two. Then evaluate. Is your child ready to continue, or do you need to wait a bit longer?
As always, feel free to email us if you need more specific help!


This project promotes open access materials and has been funded with support from the European Commission - Erasmus+ program. These materials reflect the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
[Project Number: 2016-1-HR01-KA201-022159]
Project: Handbook for reluctant, struggling and poor readers
Key action: Cooperation for innovation and the exchange of good practices
Action: Strategic Partnerships
The most imapcted field: Strategic Partnerships for school education
Project Start Date: 1-09-2016
Project End Date: 31-08-2018
Project number: 2016-1-HR01-KA201-022159
Millions of children throughout Europe enter secondary school able to read, but not well enough to do well in school. Their reading is hindered by obstacles they cannot yet overcome by themselves. They need the help of competent others, especially the help of professional teachers. With specialised support, these young people can develop good, even excellent literacy skills. By identified need for explicit instruction and educational support on reading strategies together with psychological support to build up motivation and self-confidence, individual readers’ needs will be carefully identified. Through methodology of metacognitive approach that gives students tools for comprehending and studying written texts, through motivational activities, best practices and methods will be implemented in order to define efficient ways to successful promotion of reading with RSP's. These activities will allow students to interact, be creative and ultimately grasp key concepts from the motivational texts.
Handbook for RSP reader’s project treats literacy as an essential part of the human right to education. The right to literacy in this project is translated into the right to support: nobody struggling with literacy should be left to struggle alone. Addressing the needs of RSP readers, this project aims to improve their reading skills by helping them to overcome their lack of confidence in their own capabilities as well as their lack of motivation. By applying metacognition and reading comprehension strategies, imminently incorporated in the final product of this project (O2), their reading will become more conscious and strategic. Such practice will have a positive impact on the reading motivation by enabling the students to exercise their autonomy and their ability to think with ultimate impact on the development of their self-regulative capacities. Changing the self-concept of RSP readers by involving them in texts will be the main objective of this project.
Bearing in mind that Struggling readers are a heterogeneous group, so no single teaching strategy works for all of them, this project offers a mix of instructional strategies adapted to the level of their competence so that they can benefit from it. Once students realize they have their own role in the educational process and feeling of self-determination, they will much less likely give up and become more willing to continue to develop their skills even when they encounter difficulties. In order to achieve these objectives the project will propose a compilation of appealing text materials that will meet RSP readers’ interests. It can be said that RSP's benefit from texts that are authentic, interesting and relevant. The primary factor in selecting reading material will be toward an increase of interest and engagement by focusing on improving RSP readers’ self-efficacy in reading. Successful strategies and practices for tackling reading difficulties are rarely addressed in the curricula. Innovative curricula will be produced as part of this extensive package. It will propose the model of gradual transition from canonical and academic literacy across subject areas in all kinds of media, primarily through ITC, in order to meet actual needs of RSP readers. While the leisure time activities of adolescents are strongly influenced by the use of the new digital media, their use in lessons is sporadical. Possibly, this provides evidence for a problematic gap between the reading behaviour in school and in leisure-time, and points to the fact that school does not meet the demands of multi-modal reading and media literacy. This project will include media literacy and ICT into reading instructions in order to improve the reading capacity of RSP readers.
The project initiative will help secondary school teachers/educators/librarians/psychologists /instructional trainers/stakeholders in development of skills needed to support struggling readers. Teacher development training modules (O4) offered within this project will pursue a simple task to improve their competencies in reading instruction. The aim of this project is to raise the quality of teaching and learning through innovative methods that would ultimately create change in the literacy paradigm. Moodle platform, accompanied by appropriate teaching materials and resources (texts, videos, links to websites, students’ activities, and assessment tests) will be presented to help teachers introduce sustainable development into classrooms. All the materials will be developed by the project partners. We believe that ultimately, the project results will be able to help the educators and national decision makers to achieve what EU experts are calling for.


"I believe childhood is a unique time of life, it is to be valued and enjoyed". Mirelle Loutfy, Director
The Dulwich Hill Childcare Centre program is based on the fact that the most important years of a child’s brain development and learning patterns occur from infancy to age five. Our curriculum and methodology take advantage of the windows of opportunity in these years to give your child the best start toward a lifetime of learning.
Based on the principles of the Early Years Learning Framework (EYLF), and the concept of ‘emergent curriculum’, Dulwich Hill Childcare Centre has designed our children’s program with a focus on the 5 key learning outcomes:
1. Children have a strong sense of identity
2. Children are connected with and contribute to their world
3. Children have a strong sense of wellbeing
4. Children are confident and involved learners
5. Children are effective communicators.
The 5 Learning Outcomes are designed to capture the integrated and complex learning and development of all children across the early childhood age group range.
The Self program has been designed to assist children to understand and manage their feelings as well as identify and respond to the feelings of others.
The Self Program encourages co-operative play and builds confidence for children to explore new challenges, while guiding them to make positive choices and assisting them to reach their full potential.
The Body program has been designed to establish healthy physical activity patterns, as good health and physical wellbeing is fundamental to a child’s ability to develop, learn and grow.
The Body program focuses on both fine and gross motor skills, and it introduces experiences to develop hand-eye coordination, balance, strength and flexibility. We also encourage children to develop independence and take increasing responsibility for their own health and physical wellbeing.
The Literacy program has been designed to develop strong language and literacy skills, which include letter identification, phonics, vocabulary, writing skills, pre-reading skills and introduces our children to foreign languages.
Numeracy and mathematics provides children with the opportunity to acquire numeracy skills and learn mathematical concepts, such as identifying numbers, counting with one-to-one correspondence, number value, sorting, matching and classifying different objects and shapes, patterning and sequencing.
The Numeracy and Mathematics program also focuses on science experiments that explore cause and effect as well as construction through a variety of mediums.
The Creativity program provides children with the opportunity to express themselves, their ideas and their world, through a variety of different artistic mediums which include creative arts, dramatic play, music and movement.
Our Planet Earth program provides children with the opportunity to learn about the world and the important role and responsibility they have to care for the environment. Children learn about environmentally sustainable practices through experiences such as recycling, worm farming, composting and urban farming. The Planet Earth program assists children to notice and reflect on their interactions with the physical world.


EDUC5477 Teaching English to Speakers of Other Languages (TESOL) Curriculum II
- 6 points
Availability Location Mode Not available in 2020 UWA (Perth) Face to face
- This unit builds on EDUC5467 Teaching English to Speakers of Other Languages (TESOL) Curriculum I by extending students' understandings of the English language learning requirements of TESOL students in a range of senior secondary education situations. Students consolidate and augment their professional expertise by critically examining their own teaching performance in their first school experience placement and by developing a professional portfolio.
- Students are able to (1) demonstrate an awareness of the developmental needs and interests of adolescent learners in English as an Additional Language or Dialect (EALD); (2) demonstrate a repertoire of teaching and learning strategies relevant to the secondary EALD curriculum; (3) demonstrate a detailed understanding of the current EALD curriculum; (4) demonstrate sound specialist content knowledge; (5) plan and evaluate student centred instructions for effective and engaging learning; (6) plan for literacy and numeracy learning; (7) evaluate and develop instructional resources for secondary EALD including a range of educational technologies; (8) apply a range of assessment and evaluation processes and strategies as appropriate for EALD; (9) demonstrate an awareness of diverse student learning needs through the planning of differentiated learning and the selection of differentiated resources; (10) incorporate multicultural perspectives, particularly Aboriginal and Torres Strait Islander perspectives; (11) communicate effectively and professionally (in writing, orally and non-verbally) with peers, university staff and other professionals; (12) prepare forms and templates for communication with parents; (13) demonstrate high standards of professional conduct, including appropriate self management, when engaging with peers, school and university staff and other professionals; (14) reflect on personal and professional development and plan for future learning as a member of the EALD teacher community; (15) work collaboratively with colleagues; (16) use research findings to improve practice; and (17) demonstrate research and information and communication technology (ICT) skills.
- Indicative assessments in this unit are as follows: (1) explanation of an ESL examination; (2) development of a professional portfolio; and (3) microteaching and tutorial participation. Further information is available in the unit outline.
To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve the requisite requirements(s) or a mark of 50 per cent or greater, whichever is higher and specified in the unit outline, for the explanation of an ESL examination, development of a professional portfolio, and microteaching and tutorial participation components.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Gemma Contos
- Unit rules
- EDUC5467 Teaching English to Speakers of Other Languages (TESOL) Curriculum I; EDUC5481 Professional Practice I; and enrolment in the Graduate Diploma in Education
Master of Teaching (Secondary)
- EDUC5482 Professional Practice II
EDUC5500 Professional Practice B
- Advisable prior study:
- at least six units relevant to this curriculum area, including at least two units at Level 3. Relevant units could include a foreign language, English
- Contact hours
- total workload: 150 hours; contact hours: 30 hours. Further information available in the unit outline.
Essential readings are provided through CMO (Course Materials Online).
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


January 28, 1915: Veto of Immigration Legislation
To the House of Representatives:
It is with unaffected regret that I find myself constrained by clear conviction to return this bill (H.R. 6060, "An act to regulate the immigration of aliens to and the residence of aliens in the United States") without my signature. Not only do I feel it to be a very serious matter to exercise the power of veto in any case, because it involves opposing the single judgment of the President to the judgment of a majority of both the Houses of the Congress, a step which no man who realizes his own liability to error can take without great hesitation, but also because this particular bill is in so many important respects admirable, well conceived, and desirable. Its enactment into law would undoubtedly enhance the efficiency and improve the methods of handling the important branch of the public service to which it relates. But candor and a sense of duty with regard to the responsibility so clearly imposed upon me by the Constitution in matters of legislation leave me no choice but to dissent.
In two particulars of vital consequence this bill embodies a radical departure from the traditional and long-established policy of this country, a policy in which our people have conceived the very character of their Government to be expressed, the very mission and spirit of the Nation in respect of its relations to the peoples of the world outside their borders. It seeks to all but close entirely the gates of asylum which have always been open to those who could find nowhere else the right and opportunity of constitutional agitation for what they conceived to be the natural and inalienable rights of men; and it excludes those to whom the opportunities of elementary education have been denied, without regard to their character, their purposes, or their natural capacity.
Restrictions like these, adopted earlier in our history as a Nation, would very materially have altered the course and cooled the humane ardors of our politics. The right of political asylum has brought to this country many a man of noble character and elevated purpose who was marked as an outlaw in his own less fortunate land, and who has yet become an ornament to our citizenship and to our public councils. The children and the compatriots of these illustrious Americans must stand amazed to see the representatives of their Nation now resolved, in the fullness of our national strength and at the maturity of our great institutions, to risk turning such men back from our shores without test of quality or purpose. It is difficult for me to believe that the full effect of this feature of the bill was realized when it was framed and adopted, and it is impossible for me to assent to it in the form in which it is here cast.
The literacy test and the tests and restrictions which accompany it constitute an even more radical change in the policy of the Nation. Hitherto we have generously kept our doors open to all who were not unfitted by reason of disease or incapacity for self-support or such personal records and antecedents as were likely to make them a menace to our peace and order or to the wholesome and essential relationships of life. In this bill it is proposed to turn away from tests of character and of quality and impose tests which exclude and restrict; for the new tests here embodied are not tests of quality or of character or of personal fitness, but tests of opportunity. Those who come seeking opportunity are not to be admitted unless they have already had one of the chief of the opportunities they seek, the opportunity of education. The object of such provisions is restriction, not selection.
If the people of this country have made up their minds to limit the number of immigrants by arbitrary tests and so reverse the policy of all the generations of Americans that have gone before them, it is their right to do so. I am their servant and have no license to stand in their way. But I do not believe that they have. I respectfully submit that no one can quote their mandate to that effect. Has any political party ever avowed a policy of restriction in this fundamental matter, gone to the country on it, and been commissioned to control its legislation? Does this bill rest upon the conscious and universal assent and desire of the American people? I doubt it. It is because I doubt it that I make bold to dissent from it. I am willing to abide by the verdict, but not until it has been rendered. Let the platforms of parties speak out upon this policy and the people pronounce their wish. The matter is too fundamental to be settled otherwise.
I have no pride of opinion in this question. I am not foolish enough to profess to know the wishes and ideals of America better than the body of her chosen representatives know them. I only want instruction direct from those whose fortunes, with ours and all men's, are involved.


Educating kids in food is the arguably the key to tackling child obesity. Whilst parents do have an important role, if children can develop a good understanding of food, they can make their own good choices.
Consider this dooming report from the WHO in 2014:
The number of overweight or obese infants and young children (aged 0 to 5 years) increased from 32 million globally in 1990 to 42 million in 2013. In the WHO African Region alone the number of overweight or obese children increased from 4 to 9 million over the same period.
The vast majority of overweight or obese children live in developing countries, where the rate of increase has been more than 30% higher than that of developed countries.
If current trends continue the number of overweight or obese infants and young children globally will increase to 70 million by 2025.
Without intervention, obese infants and young children will likely continue to be obese during childhood, adolescence and adulthood.
Obesity in childhood is associated with a wide range of serious health complications and an increased risk of premature onset of illnesses, including diabetes and heart disease.
Exclusive breastfeeding from birth to 6 months of age is an important way to help prevent infants from becoming overweight or obese.
An embarrassingly small amount is done about these and other such damning statistics. It starts with education. At school. And preferably, primary school. Kids need to be exposed to food and taught the basics about what is good, what is bad, where the food they eat comes from, the different types of food, how food affects the whole world, why food is important for our health, and so on.
This presents a challenge: How to we get kids interested in this? An easy and obvious way to introduce them is to incorporate cooking into the primary school curriculum. At the very minimum they need to be exposed to fresh foods — from meat and fish, to seasonal and local fruit and veg. Even continental and unusual foods. They need to be able to touch, taste, smell, and experiment with simple ingredients.
We keep banging on at parents to take responsiblity for their children’s diets, and yes, this is true to a certain extent; but what if we turned the tables and instead focused on increasing the awareness in the kids themselves? What if we could reverse the roles; what if the children started educating their parents? What if 8-year-old Johnny could say no to the double cheeseburger? If children were educated and parents made aware, progress would be a lot faster.
Cook and TV star Jamie Oliver has done fantastic work in recent years to raise awareness in food across the globe. He launched the food revolution project, which last year saw every single country on the globe sign up to. Anybody can sign up. The food revolution is a fantastic project and every year it has a food revolution day. On this day, millions join forces and raise awareness firstly of the project, and then of the core values and how we personally can make change happen. Jamie’s latest campaign is one close to my heart. He is trying to do exactly what I outlined in this article. You can help the food revolution project here.
Obesity is just a minor issue when you think of the other problems we face as a human race — heart disease, cancer, neurodegenerative diseases, to name just a few. Adopting a healthier, more serious and respectful approach towards food — towards our own bodies — signifies just how serious we are about ridding the world of these horrible realities.
What are your views on education? How do you think we can educate kids about food? How else can we effectively tackle obesity/malnutrition?


Illnesses related to water, sanitation, and hygiene (WASH) are the world’s greatest threat to young children. Pneumonia and diarrhea claim the lives of more children under age five than measles, AIDS, and malaria combined. Knowledge can be a powerful antidote—that’s why proper WASH education is so critical.
Our global campaign to bring meaningful sanitation and hygiene education to kids is called WASH UP! Sesame character-filled storybooks, games, videos, and teacher training materials that make healthy habits easy to understand, practice, and adopt.
Sesame’s lovable characters have the unique ability to reach children and model behaviors around topics adults may see as taboo, such as toilet use and menstrual hygiene. Take our global health ambassador, Raya, an energetic six-year-old who’s guiding conversations all over the world about clean water, handwashing, and proper latrine use. Raya always remembers to wash her hands with soap and water and wear her sandals in the latrine to avoid contracting illness. She encourages children to share what they learn with friends and family, making good habits contagious.
Now at work across Sub-Saharan Africa, Latin America, and the Middle East, WASH UP! is measurably shifting attitudes and behaviors in communities around the world. In Nigeria, kids who participated in the program were twice as likely to wash their hands after defecation. Children in India who participated were 48% more likely to use an improved latrine at home. In just two years, WASH UP! has reached over 52,000 children in Zambia and is now part of the country’s primary school curriculum.
With results like these, we’re expanding WASH UP! to accomplish even more. By 2020, we aim to reach 3.5 million children and caregivers in 15 countries, including Syrian refugees. As the program grows, we’re doubling down on a community-based approach to menstrual hygiene management, one that targets girls before they begin menstruating. That means less illness, more days of school, and more girls free to reach their full potential.
When you support Sesame Workshop, you’re making a positive difference in the lives of children around the world. Join us!


What is a Reptile Video for Kids
All about reptiles
This easy to understand video explains a lot of interesting facts about reptiles.
Fast facts: –
- Most of the reptiles lay shelled eggs.
- The breath atmospheric air.
- They have dry and hard scales as a covering or bony external plate.
- Most of them are cold blooded. It means they do not maintain a constant body temperature. They need regular sunlight to keep their body warm and maintain the temperature.
- They are ancient creatures. They are believed to exist for around 320 million years.
- They have smaller brains relative to their body size.
- Crocodiles and alligators are reptiles.
- Turtles, snakes, lizards and tortoises are also reptiles.
- They do not need any energy to keep themselves warm. It is the reason, they require less food.
- They can be found on every continent of this world very easily except for Antarctica.
- The biggest reptile is the salt water crocodile. It can reach up to 12 feet in length and weigh up to 900 kg approximately.
- The heaviest snake is Green Anaconda and the longest is Reticulated Python.
- The smallest reptile is the mini chameleon.
- Most of the time, people confuse between reptiles and amphibians but both are very different.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun reptile facts for kids ." Easy Science for Kids, Feb 2020. Web. 24 Feb 2020. < https://easyscienceforkids.com/what-is-a-reptile-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun reptile facts for kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/what-is-a-reptile-video-for-kids/
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This study explores ways in which jazz education practices in Manitoba secondary schools might be redesigned to better reflect those aspects of jazz that should make it a valued part of music education and public schooling. Procedures include a selective examination of the nature and value of jazz, an examination of the value of jazz education to music education and public schooling, and an email interview with selected Canadian expert adjudicators.
Jazz was found to be a musical practice that holds tremendous potential for music education and public schooling due the adaptable kind of musicianship it engenders, and its potential for outcomes that are educational in nature. Current practices, based on the observations of selected Canadian experts, often fail to reflect those aspects of jazz that should make it a valued and valuable part of music education and public schooling. An alternative, praxially-based model curriculum is offered based on the findings.
|School:||Brandon University (Canada)|
|Source:||MAI 45/03M, Masters Abstracts International|
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HIST3007 Crime and Punishment in Britain 1600–1900
- 6 points
|Not available in 2020||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 3 option in the History; Criminology major sequences
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 3 elective
- This unit draws upon a wide array of primary and secondary sources in order to provide a critical assessment of how crime was perceived, controlled and punished in the seventeenth, eighteenth and nineteenth centuries. It has three main aims—firstly, to examine changes in crime and perceptions of crime over this period; secondly, to investigate the manner in which law enforcement and criminal justice systems were reformed in response to changing needs and perceptions; and thirdly, to critically assess the competing theoretical frameworks which have been advanced to explain reform.
Key questions to be addressed include—What was the rationale behind Witchcraft? What did contemporaries regard as crime, 'social crime' and 'social protest'? How did the early modern criminal justice system function and in whose interests? Why did prisons and transportation replace public executions as the cornerstone of many penal systems? What historical explanations have been advanced to explain the transition from an unpoliced to a policed society? And how can long-term trends in crime, including class and gender variations, be explained? England forms the main focus of the unit, but comparisons are drawn with other parts of the United Kingdom (not least as Scotland had its own criminal justice system) as well as other countries.
- Students are able to (1) describe and assess the basic methodological issues characteristic of the discipline of History; (2) describe, assess and evaluate methodological issues used in the study of criminal justice history; (3) demonstrate detailed understanding of developments in crime, policing and punishment, c.1600 to 1900, and an appreciation of the historiographical interpretations that have been advanced to explain them; (4) analyse a wide range of source materials using methodologies and theories appropriate for criminal justice history; (5) relate their independent source interpretations to the complex historiographical debates about crime, criminals, law enforcement and penal structures; and (6) present advanced arguments in both written and oral assessments using the conventions of the historical discipline.
- Indicative assessments in this unit are as follows: (1) tutorial/workshop participation; (2) a research essay; and (3) an in-class reflective essay. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Associate Professor David Barrie
- Unit rules
- a Level 2 History unit
EURO2201 European Civilisation
GEND2902 Men and Masculinities in History
LAWS1110 Crime and Society
LAWS2223 Criminal Justice Systems
- HIST2248 Crime and Punishment in Britain 1700–1900
- Contact hours
- 3 hours per week
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


What is Read North East?
Read North East is a creative campaign to raise children’s literacy levels in the North East.
Led by the National Literacy Trust and supported by Penguin Random House UK, the Education Endowment Foundation and Greggs PLC, the campaign focuses on encouraging parents to talk and read to their babies and children. It is continuing to strengthen the culture of reading across the region and engage businesses to play an important role in addressing the literacy challenge.
What is the National Literacy Trust?
The National Literacy Trust is a national charity dedicated to raising literacy levels in the UK. Our research and analysis make us the leading authority on literacy. We run projects in the poorest communities, campaign to make literacy a priority for politicians and parents, and support schools.
- Last year we directly supported the literacy of 116,290 children through our programmes
- We supported literacy in 5,529 schools and 184 early years settings
- 47,786 children and young people took part in our annual literacy survey and we released four research reports with the findings
- Our campaigning had a media reach of 262m and an equivalent advertising value of £5.2m
What is the North East Literacy Forum?
The National Literacy Trust works in partnership with the North East Literacy Forum to deliver Read North East campaign, building links with other regional and local literature and education partners, and wider leisure and cultural organisations.
We brought a number of key regional organisations together including Seven Stories, New Writing North and the Northern Children’s Book Festival to form the North East Literacy Forum. Every member of this group has an interest in the North East and many are delivering literacy services or initiatives within the region.
The forum steers the campaign, enabling us to best harness local and regional knowledge and introduce new activities to inspire local children to get reading.
We are also working with national partner-funders: Penguin Random House, Greggs plc and the EEF, all of whom will enable us to capture the imagination of families and take our messaging to the widest possible audience including those in the areas of greatest need.
What is the literacy need in the North East?
The North East has some of the lowest literacy levels in the country. 17% of the population aged 16 to 65 (about 283,500 people) have literacy levels at or below that expected of a 9 to 11 year old, which affects how parents and carers support their children’s literacy development.
The literacy challenge in the region has been reinforced by our data analysis with Experian, which found that 60% of wards in the North East have significant literacy need, and the region is second most at risk of literacy problems in the country.
How do I use the Read North East Logo?
We encourage partners to use the Read North East logo across their own materials and channels to help us to raise awareness of the campaign and show their support.
Where to use the logo
You could consider using the Read North East logo on:
- Your website
- Your email signature
- Promotional materials with a reading or literacy focus, e.g. posters and flyers
Process for using the logo
- Email Laura Flinn with details of where you would like to include the Read North East logo
- Laura will send you the logo in the relevant format
- Email Laura the document or a link to the website with the logo so we can keep track of where it is being used
- If your document is for an upcoming event or initiative, you may also want to share it with the North East Literacy forum and highlight how they could help you to promote it on social media
Dos and don’ts
- Where possible, try to include the Read North website (readnortheast.org.uk) and hash tag #ReadNorthEast alongside the logo
- Please do not alter or edit the logo in any way
- When your document has a coloured background, please ensure you use the transparent version of the logo


A Research Summary in Support of Kindermusik
by Deanne Kells, M.A.
Early childhood classroom teachers believe in the power of music to engage children. What scientifically based research supports the use of music and musical instruction to build early literacy skills?
This research summary answers that question, providing support to educators who wish to integrate music and musical instruction into their early language and literacy programs in schools. This research summary reviews high-quality experimental studies conducted in classrooms with young children receiving music education, plus relevant brain research that focuses on the impact of musical instruction on the brain.
The impact of music and musical instruction on early language and literacy development for young children is examined in the following areas:
• Reading Comprehension and Verbal Memory
• Listening Skills
• Vocabulary, Including for English Language Learners
• Phonological and Phonemic Awareness
• Writing and Print Awareness
• Impact on Children with Disabilities
• Family Involvement
Importantly, this recommendation is made not just for the value of the musical experience itself, but also because of the impact music and musical instruction can have on young children’s development of language and early literacy.


Carroll County Public Schools offer all students in grades 4-12 access to elective programs in instrumental music. In the elementary and middle school grades, students involved in the instrumental program receive small group lessons on their instrument as well as full ensemble rehearsal for the authentic study of musical literature. The small group lessons are scheduled as a rotating pull out from the school day schedule.
Instrumental music is one of the first opportunities a child's education for the child to formally reach beyond the required course of study into an elective. Children who study instrumental music develop a work ethic that emphasizes attention to detail and delayed gratification. These are two traits that are found in the most successful academic students. Since lessons are a pull out program, children will have the opportunity to develop habits of personal responsibility, such as making sure that they get any make up work completed that occurred while they were out of the room. Therefore, this is a discussion that parents should have with your child before joining the instrumental music program.
Many parents wonder if their child is ready for this responsibility, but research tells us that students who participate in instrumental music pull out lesson programs, academically out perform their peers who do not participate in the pull out programs. These benefits don't come easily but are well worth the effort required by the student and the effort of support given by the parent and the teachers.
The high school instrumental programs offer opportunities to explore sophisticated literature and active involvement in curricular as well as extracurricular music program experiences. Enrollment in these classes fulfills the fine arts graduation requirement mandated by the State of Maryland. The high school music programs offer course work that can provide students with the ability to begin their journey to have music as a profession or to gain a richer insight to a life long avocation.
Although many people in the community know the instrumental ensembles for their performances at the various school and community events, the focus of our program is on comprehensive musicianship – specifically, the development of musical perception, aesthetic sensitivity, and technical mastery. Certainly there are other social enrichment by-products and the development of priceless life skills learned by all of our instrumental music students, but these are in addition to the foundation of our instrumental program's number-one priority – music education of our students.


Functional skill have been introduced by the government to help develop and gain confidence in using these skills during every day life when out in the real world, theses skills are language and literacy, numeracy and ICT and can be embedded in any course taken, When I teach beauty therapy these skills will be introduced in all different ways, Language and literacy- students will have numerous handouts that they will have to read and assignments to complete, they will also be set research tasks on certain aspects of beauty therapy this will be a good way of improving language and literacy skills.
During the course there will be plenty of group discussions where students will be encouraged to take part helping to develop language skills One teaching method I can use to develop English are question and answer sessions helping with language skills also. During the course students will be required to fill out client record cards and consultation cards. Numeracy- during beauty therapy students need to understand percentages to be able to mix certain products together, timekeeping and time management are very important aspects of a beauty therapists day numeracy is an essential skill for this.
Also things such as stock taking and ordering require numeracy skills. During the course each student will take part in reception duties this will involve dealing with money and giving change. ICT- students will have the chance to develop ICT during there beauty course by completing certain tasks that require them to do research on the internet, also during the course students be set tasks to create leaflets and price lists using the computer.
There may also be times when I will need to send out information using email. Also reception duties will include using a computer to book appointments for clients. These skills will be done within the classroom and embedded in the course to allow students to develop on these skills, if given things just to go away and do on there own and without the tutor following up on it the tasks may not be done as some students haven’t got the recourses and time to do it in there time out of college.


Why Music Education is Important
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Why Music Education is Important
August 23, 2018
Music Education is a great for just about every student who joins and there are probably hundreds of reasons why they should join. This list focuses on the data of why music education participants have a higher chance at a successful life. Beyond the basic reasons of developing a strong work ethic and building life-long friends, there is evidence that even more benefits come from being a part of these groups. The multiple studies show that these students excel in many other areas in life.
Music Education helps Students Develop Better Memories
There have been studies done with evidence that music education helps with memory. It’s to be expected that a musician would have better musical memory, but there are signs they may have better verbal memory as well.
For example, multiple studies have shown that musicians are better are recalling a list of words than those who aren’t musicians. In a study shared by Psychology Today, students had to recall a set of 20 words. Then they had to recall a set of 40 words that randomly included the previous 20 words. They then had to identify which words were old and new. The students who had music education did better with this exercise than the students with no music experience.
This study shows a similar result as well.
Music Education Students Tend to get Better Grades
There is recent evidence that suggests there may be a correlation between good grades and continued music education. In this study shared by Pacific Standard, 180 students were selected because they were at the top of their class. At the time these students were selected, everyone was in music education because it was required for their first two years of secondary school. But for the final three years, it was optional. Every year, the average grades of the students that had chosen to continue with music education were higher than the students who did not.
This study at Whitworth University shows the same result. Analyzing an incoming class of freshmen, here is what they found:
High School GPA:
All freshmen – 3.6708
Band freshmen – 3.7077
All freshmen – 595.34
Band freshmen – 611.07
All freshmen – 600.09
Band freshmen – 615.71
Also note that “All freshmen” includes the band freshmen, so the numbers for freshmen who weren’t in band are even lower.
Music Education Students are More Likely to Attend College
The Harmony Project and researchers at Northwestern University have found that over 90% of high school seniors who participated in Harmony Project’s free music project in Los Angeles went to college even though dropout rates in the area can be as high as 50%. Many other studies have found that a large portion of the Top 10 students in most graduating classes have a majority of them being in the band. Now, the correlation is not conclusive that students who are in band will have a top 10 class ranking but there is definitely a correlation of smart students doing activities with other smart students that improves the likelihood of college attendance after high school. In addition to surrounding yourself with other intelligent students, the skills of good time management, collaboration, and dedication to excellence that band requires are also key factors to not only getting into a college but being successful while there.
Music Education Students Learn to Grow from Adversity
Students that are in marching band or another music education program may have the ability to face adversity better later in life. In music education, they need to learn to recover from a poor performance whether it’s at a competition or at practice. They’re always trying to improve and this is no different from life itself. They learn to overcome hurdles and letdowns during their time in music education which can help set them up for success later in life.
Music Education Students Become Lifelong Friends
Students will learn to work as a unit. They will learn teamwork which is a skill they’ll continue using after they graduate. Everyone is working towards the same goal, and facing adversity together, a cohesive unit will be formed and they will learn how to work together.
Through teamwork, students will meet some of their best friends in marching band and some of those friendships will last a lifetime because of the shared experience of all the ups, downs, and everything in between in marching band.
At the end of the day, students will become better people all around through the teamwork, struggle, and triumph that music education provides.
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Is Your Child a Visual Learner?
Mom was surprised to learn her child was a visual learner. She had been through two psycho-educational tests. Then she had tried a tutor, then a dyslexia program and then a second dyslexia program. Then a friend suggested she look at
The 3D Learner Website and was amazed at how well it described her child.
Then she read our book, The 3D Learner and was convinced her child was a visual learner and a gifted visual learner to boot.
Then she started to read about the attention, eye-teaming, processing speed and working memory problems the visual learner often but not always has.
Mom added, there were two problems that did not make sense to me. One, my child had a large vocabulary but could not understand the small words.
Then, my child could remember things he had seen and experienced, but he could see a word on one line and not recognize it on the next line.
Then she read the quote from Dr. Silverman’s book Upside Down Brilliance and read,
“Phonics instruction does not need to be eliminated altogether, but sight word vocabulary needs to be built first. Then whole words or syllables can be compared and the pattern recognition capacities of the visual-spatial learner can be brought to bear”.
Now, for the first time, mom realized that phonics was important, but it was critical to first understand what the sight words mean and to learn how to recognize words he had previously seen and not mastered.
Given her son was a visual learner and appeared to have both an attention and an eye-teaming issue, she asked if there was any test for these three conditions.
We have done exactly that with our Success Assessment that screens for the visual learner and whether your child has an attention, eye-teaming or related challenge. You can do this with your child at no cost, you will get immediate feedback and you can call us at 561-361-7495 for a Stress to Success Strategy Session. Start by clicking on Success Assessment.


BJMMODEL COMMUNITY Linkage
- BJM Educational Support Centres (ESCs) is due to participation of local community members and the centre is half owned by them.
- Teacher interacts daily with the parents of students.
- Parents and other community members are free to reach us at any time. BJM encourages them to share their concern, or offer their advice for the better functioning of ESCs and in creating their community into a model one.
- Meeting with community members are conducted once every month by teachers. Meetings are held, keeping in mind the different types of issues regarding children’s attendance in school, performance, cleanliness, behavior etc. or Educational Centre’s administration, joint efforts in running the School Corpus Fund etc. Meetings are also conducted to discuss various issues like their health, cleanliness of environment, about their concerns on how to address their problems and needs.
- Women from the communities help in pre-school functioning by directly getting involved in various activities with children.
DONATE NOW For
a) Model Pre-school Education-
Bharatiya Jan Morcha considers pre-school component of education as most important in childrens’ formative years. The first 2,000 days in the life of a child is the most crucial and critical, according to the latest brain research. That is why our emphasis on pre-school education. We are well aware that if in this critical stage, they are not provided with proper stimulation, their ability to learn dies off. So in BJM’s pre-school education, children are provided appropriate teaching learning materials that help children in language development, cognitive development, motor skill development, aesthetic sense development and socio-emotional development, which are the key areas of child development. BJM ESC follow play-way method for pre-school children whichincludes rhymes, storytelling, music, dance etc. We have developed the syllabus of our own keeping in mind the institutional approach and pedagogy that encourages children to be in love with learning.
b) Model Adult Education-
b) We believe adult education to be one of the most important components of a model community programme, without which no specific goal can be achieved on a sustainable basis. In our adult education, we are teaching young mothers of the children we are involved with in school education. Apart from working on their reading , writing and basic mathematical skills, we are also educating and making them aware about different laws, health and hygiene standards, SHGs ( Self Help Groups), SMCs ( School Management committee) etc.
c) Model Primary Education providing Academic and Technical Support to Government schools and Teachers -
We help govt. teachers in making children independent learners apart from working on the child’s early language, literacy and numeracy skills at the first level. We facilitate teachers work on the related listening, speaking, reading and writing skills of children and play with alphabets to form words and sentences. We also help teachers in their daily lesson plan, creating new teaching learning materials, utilizing already unused learning materials, in Continuous Comprehensive Evaluation (CCE) and understanding child psychology.
d) Better health facilities -
We are in constant touch with the concerned government departments to organize health camps,provide safe drinking water, toilets and a clean and sanitized area.
e) Better surrounding and environment through adequate street lights, proper disposal of waste, segregation of waste material, garbage bins, covering of open drains, repairing of potholes and making the whole area litter free-
The people living in these slums are the poorest of the poor. Our work in the field of education has brought our institution close to the people of the area. They have also shown a keen willingness to work together for sustainable improvement of the environment and integrated development of their habitat and community. This has been amply demonstrated by their voluntary involvement in the cleaning up of the slum environment and improvement of the environment of the school.
f) Getting Aadhar, Ration cards, Bank Accounts and PAN cards made for everybody -
We constantly organize camps in our slum and follow up with the district administration, banks and appropriate government officers for ensuring that all the members of the community have these documents to enable them to avail benefits under various government programmes.
g) Creating Self Help Groups-
During meetings that we have with parents and residents to promote the cause of education, the residents, especially women, have expresseda keen desire to get involved in work and micro-finance activities which could help them earn additional income and endtheir dependence on local money lenders who provide loans on exorbitant interest rates to meet their urgent needs and thereby improve the quality of their lives.
Photographs of the work done by the community under the guidance and involvement of the team of teachers, volunteers and project director of Bharatiya Jan Morcha are evidence of the potential that exists in mobilizing the community for transformation of its socio-economic existence.


A CASE STUDY OF SARVA SHIKSHA ABHIYAN IN HAMIRPUR DISTRICT OF HIMACHAL PRADESH
India is a democratic, sovereign, socialist, secular and republic country. Imparting Primary Education is a constitutional obligation of the government. Article 45 of the Directive Principles of Indian Constitution and the 86th Amendment Act, 2002 state that it is the duty of the government to provide free and compulsory education to every child he or she attains the age of 14.The right of children to free and compulsory Education Act has come into force from April 01,2010.This is a historical day for people of India as from this day the right to Education will be accorded the same legal status as the right to life provided by Article 21A of Indian constitution. Every child in the age group of 6 to 14 years will be provided 8 years of elementary education in an age appropriate classroom in the vicinity of his/her neighbourhood. The objective of this paper was to study the enrolment of boys and girls students, enrolment of general, SC, ST and OBC category students, number of government schools and number of teachers, and student teacher ratio at the elementary level of Hamirpur District under the Sarva Shiksha Abhiyan.
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Naik, J.P. (1966). Elementary Education in India: The Unfinished Business. Asia Publishing house Bombay.
NUEPA (2009). Flash statistics, Elementary Education in India. Progress towards UEE. NUEPA: Department of School Education and Literacy, New Delhi.
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The first year of school sets the foundation for success. Children learn to become more independent, follow routines and learn essential skills that provide the platform for future learning.
Set your child up for success with these ten tips.
Teach your child to recognise and write their name before they start school. This will give them a sense of confidence that they can independently write their own name on activities that they complete.
It is also the perfect place to begin teaching children to read and write.
Once they know how to write their name, teach them to write their middle and last name and the names of the people in your family. At school, children regularly draw pictures of their family; they will feel extra proud of themselves if they are able to write the names of the people in their family as well.
Here is a two minute video that shows you how to teach your child to write their name.
2. Practise scissor skills. Your child will be regularly doing activities that involve cutting things out, so they will benefit from having the confidence to do this task independently and neatly. Start with cutting along a straight line and then practise cutting along a curved or angled line – show your child how you manoeuver the piece of paper with one hand and cut with the other. Try referring to the thumb as the “boss” because it goes at the top and the fingers underneath when cutting.
3. Teach your child to independently organise themselves at the beginning and end of the school day. When they get to school encourage them to unpack their own bag – each classroom has a specific morning routine.
Likewise, when they get home from school, make sure the first task is to unpack their bag and put it away. After a few months of following this routine, it will become automatic and your child will be learning how to be organised and self-sufficient.
4. Know the foundational skills that your child will need to learn to be able to read and write. In the first year of school your child will need to know the letters of the alphabet, how to correctly form each letter, how to blend sounds to read three and four letter words (cat, hid, stop) and how to hear sounds so they can write words. These skills provide a strong foundation to build upon.
The following video shows a simple activity that you can do with your child every week to develop all of these skills. For more information read our blog on this topic.
5. Make reading to your child part of your daily routine, for example, before your child goes to sleep each night. There are so many benefits that come from enjoying books together; it really is one of the easiest ways to not only provide foundational literacy skills, but to connect with your child and teach them about the world they live in. Here is a ten minute video with tips about reading to your child.
The Little Big Book Club is also a fantastic resource for parents.
6. Help your child develop a good understanding of the numbers 1 – 10. Start by getting your child to put them in the correct order and then practise writing them until your child is able to form each number correctly. Search for numbers in your child’s every day environment.
For example, a calendar, letter boxes, clocks or the TV remote. Teach your child to add up small numbers by posing question like, “We have three girls and two boys in our family. How many people do we have altogether?”
7. Put a 1 – 100 number grid in the bathroom or somewhere you child will see it every day. This will encourage them to practise counting using the number grid and make their own discoveries about number patterns within the grid.
8. Familiarise yourself with how children learn to read. You will be required to listen to your child read, so you need to understand that there is more to reading than recognising letters and words.
Children need to use the pictures and meaning to help them read as well as their understanding of how words flow and what sounds right. The two videos below explain how children learn to read.
Listening to your child read Part One
Listening to your child read Part Two
9. Make sure your child is learning to use the correct pencil grip! It is essential to get this right in the first years of school because it is very difficult to “fix” an incorrect grip when they are older.
You will need to monitor your child’s pencil grip throughout their first year of school because it is something that continuously needs to be worked on. For more information read our blog on this topic.
10. Develop a good relationship with your child’s teacher and work as a team to give your child the best start to school.
For more information on preparing for the first day of school, here is some useful information for Parenting SA.


Want to Study Suzuki in Olympia? The first small step to success is to play the piano every day. Sing every day.
Ear out songs you’ve heard before. Sing while you play. Ready for more success?
Of course you’ll learn to play the piano and sing in music lessons, however you’ll also be getting a total brain workout, according to Dr. Anita Collins, music professor and academic researcher in the area of music education at University of Canberra. Recently she created a video on just what happens to the brain during music education and why it’s so worthwhile. Could you use:
- improved cognitive funciton?
- longer-lasting memory systems using contextual tags and linking processes?
- increased language development?
- moderated emotional states?
- the power to solve complex logic, strategic, and conceptual life problems?
- greater brain health even later into life?
Neuroscientists have found that musicians’ brains function differently than non-musicians. FMRI (Functional Magnetic Resonance Imaging) machines and PET (Positron Emission Tomography) scanners allow scientists to see our brains working in real-time. Motor, visual and auditory cortexes of the brain all work simultaneously during music education. This creates a total brain workout and results in a larger bridge between the two hemisphere’s of the brain as well as more information traveling farther, faster, and more creatively. What would happen if you exercised your arms, legs and core regularly for a week, a year, 10 years? Would you become stronger? More physically successful? What would happen if you had music lessons for a week, a year, or 10 years? The answer has already been scientifically proven. Greater brain strength, willpower and emotional strength. Better brain health, improved brain function and all the important life processes listed above. I don’t know about you but I welcome such success! And there’s even more music can do because it’s fun! It’s enjoyable. It’s so satisfying to be able to play, sing, and perform great music you love!
Let’s get started one small musical success at a time. And I’ll help you each step of the way!
–Jackie Healey, B.A., music educator, performer, & advocate; lets sudy Suzuki in Olympia!


The Early Years Foundation Stage (EYFS) framework sets the standards that all early years providers must meet to ensure that children learn and develop well. It ensures that children have the knowledge and skills they need to start school and that they are kept healthy and safe.
Educational programmes must involve activities and experiences for children as follows:
Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
At Tip Top we incorporate the EYFS through all that we do on a daily basis. All planning relates to the areas of the EYFS, observations and next steps are linked to the EYFS and all of the rooms are set up to reflect the EYFS. Upon starting at Tip Top, all parents will receive a parent friendly copy of the EYFS to read through and highlight what point their child is currently at with their development. We then use the ‘What to expect, when’ to provide us with starting points.


The Importance of Adaptive Programming
Art and expressive therapy can seem like an illogical choice for special needs individuals. As it can require vocalization, social participation, and motor skills.
What people may be unaware of is... how adaptable the expressive arts programming is to special needs individuals, as it can adapt/change/incorporate limitation by using non-traditional material.
For example... painting with string instead of a brush, or using masking tape or stencils to create shapes and patterns to paint in.
As well expressive arts can incorporate sensory materials to engage in self soothing techniques like shaving foam, beads, and clean hands programming. The ability to adapt and change materials, techniques, make programming inclusive is why art therapies is a great and valuable addition to therapeutic programming.
Setting goals that anyone can achieve despite their limitations, and providing support so no one feels struggle or frustration is vital to our therapeutic perspective.
We can all participate together at our own levels and abilities and feel a sense of inclusion and pride in what we are able to create. It is important to support individuals and provide them the opportunity to learn, express themselves, and be included in a community. As well as present everyone with the opportunity to feel pride in what they can accomplish no matter the outcome.
Our perspective of:
- adaptation to needs... is what sets us apart from other services supporting special needs individuals.
We aim to provide service to whoever needs it and support them achieve and succeed in their therapeutic goals. Whether behavioural, motor skill development, language acquisition, emotional and contextual expression. Expressive arts therapy can be beneficial in all these areas, creating a well rounded perspective to therapy and developmental treatment.
written by Emily McLennan - Art therapist - BODiWORKS Institute


¿Science for kids?
Title: “Dynamics analysis and study the management of Galician coastline through GIS techniques”. It consist in three papers:
Do you want to know more? can I help you in something?
It is necessary an entire life to discover the Galician geography as their numerous natural spaces and the mark that events as glaciers have left in Galicia. The great diversity in this region allow to discover a new world in each moment. The way (Camiño de Santiago) as the joint of Galicia The Santiago way […]
A few days ago, we explain some curiosities about Galician geography, as the importance of natural spaces or the presence of very old vegetation. Today, we know in detail other characteristics about this region. If you walk with your eyes wide open, you can discover a new Galicia in each step. The Galician lithological contrast […]
The Galician geography is full of curiosities. In each route through forests you can discover the great geographic diversity of this region. Pay attention and enjoy. Galicia, the recognized Paradise Do you know that nearly 12% of Galicia territory are protected areas for their great environmental value? Flaunt about the Galician landscape is very easy. […]


FIRST STEPS IN MUSIC CERTIFICATION COURSE
The First Steps in Music curriculum is designed to prepare children to become musical in by being Tuneful, Beatful, and Artful. First Steps in Music for Infants and Toddlers provides developmentally appropriate activities that are well suited for children under three years old with their caregivers. First Steps in Music for Preschool and Beyond provides activities for children as young as three but appropriate for any aged child that needs to further develop their tuneful, beatful, and artful abilities. Folk songs and rhymes as well as classical music are the primary source materials that are used to develop their musical minds and abilities. Created by Dr. John Feierabend, this pedagogical approach contains everything you need to lead a music class for preschool and early elementary students, including: Echo Songs, Call-and-Response Songs, Simple Songs, SongTales, Action Songs, Circle Games, Beat Motion Activities, and more. Ample time will be spent on exploring complete lesson plans for a three-year curriculum.
Participants who successfully complete this course will receive an official certificate of completion for First Steps in Music from the Feierabend Association for Music Education.
CONTACT LAURA HARTZLER : HARTZLERL@bathwildcats.org