Skolvägen eller garagevägen studier av musikalisk socialisation
Sammanfattning: In this dissertation project, three studies of socialisation in music are presented. In study one, two groups of musicians, one from a University College of Music and the other, a rock group from the non- university music scene, were asked to arrange and record a finished version of a ‘rock song’, especially created for this project. The second study treated how music students in teacher training programs, and students without formal music education experienced and interpreted the diverse versions of the songs created. The third, a interview study, focused more exclusively on the informants early musical socialisation and how their different learning strategies and experiences of music correlated with their wish to start and maintain studies in music education programmes. The theoretical background for the project as a whole reached across several research fields, for example Music pedagogy, Psychology and Social psychology. In study one, information concerning thinking and acting before and during the studio recordings was collected. Results showed that the final versions of the songs created, belonged to stylistically different genres of composition. The College Group made a jazzy pop song and the Rock Group’s version was within the style of hardcore music. The two versions not only sounded completely different, they were also within a musical province, which the other group felt strong antipathy for. The observation data and information from the interviews showed very separate attitudes to music making and to learning strategies when playing in an ensemble. Listeners’ comments in study two, clearly showed that the populations differed in experience of tempos, intensity, variation and focus on the lyrical material. The students with formal training in music preferred other styles of music than other undergraduates, and showed more diffuse knowledge of music styles within the rock genre. Study three indicated that students at music colleges are socialised with a specific set of values, which exclusively prevail within colleges of music. The final stage in a long process of development is their time at the music college. The study also shed light on the relationship between formal and non-formal learning amongst pop- and rock musicians. Results would suggest that in the way one is performing music and which genre that is to be favoured, is motivated by the way one has played and learned music. Early musical influences, formal musical training and musical preferences – the musical socialisation – is influencing people’s interpretation of both institutional and non- institutional learning environments. The students are educated within a school context with its associated set of values and norms regarding musical, tastes in music, musical form and performance, as well as gaining musical competence. Future music teachers must be prepared for meeting an audience with a broad range of different music experiences and expectations. It is reasonable to expect that what is to be demanded of music teachers, is to be open minded and have understanding which is to be emphasized in multicultural societies. Music teachers, and the music teacher education in music colleges, must thus learn to understand and cope with many different learning situations. The question is whether music colleges have the “right stuff” for providing this competence during the student’s years at school?
Denna avhandling är EVENTUELLT nedladdningsbar som PDF. Kolla denna länk för att se om den går att ladda ner.


In this article I am going to talk about two of the most important elements to successful practice of a musical instrument. If you can embrace and incorporate these two elements into your daily practice you will progress faster and with less effort compared to most music students.
The 10,000 Hour Rule is Untested
K. Anders Ericsson ran a study back in the 1990’s that concluded the best musicians simply do more ‘deliberate practise’. In other words, they practiced with intention citing that the average accomplished violinist had done between 4600 hours to over 10,000 hours of deliberate practice claiming a direct correlation between skill mastery and hours practiced. This was considered the end of the story until recently. A review of Ericsson’s claims noted that the amount of deliberate practice does not solely account for the differences in performance. What’s more, Ericsson’s claims were not tested. It was a theory based on highly accomplished musicians and ignored all those musicians who had done equal amounts of practice with very different results. For more details check this article entitled ‘Practice Alone Does Not Make Perfect, Studies Find‘
Right To Wrong Ratio
It appears that the way you practice is a big deal when it comes to practicing a musical instrument. To be specific, the ratio of right to wrong when learning a skill or song was found to be a significant differentiator between the average professional musician and those who were considered the best. This may seem like a simple idea but in reality most music students rush when learning and therefore have a high ratio of wrong to right execution. It is therefore critical to practice at a slow enough speed to play correctly. Think of it like a tennis match. Each time you do it right you get closer to winning the game. Each time you get it wrong you get pushed back and have to work harder to win. If you play a perfect game you win every point and expel less energy.
Repetition with Variations
So now lets go to the next step and thats understanding how to practice beyond just getting it right. A study conducted at Johns Hopkins discovered there was a trick to reducing the time required to acquire a new skill. If you make small variations oppose to straight repetition you can learn faster. They claim that reconsolidation is at work. This is where existing memories are called up and modified with new knowledge. Learning a musical instrument is all about fine motor skill development which is done via repetition. Add small variations and you turbo charge the fine motor skill development. Most musicians tend to repeat without variation. Variations help to keep our minds alert and in a learning state. For instance, let us say you are learning a new chord on guitar. The typical approach is to place your first finger on the note followed by the second finger etc. Many guitar students never think to vary this order. Instead of starting with the first finger, start with the second finger and so on. There are literally an infinite number of ways to vary almost any exercise.
When practicing guitar, aim for 100% accuracy by playing slowly. At the same time incorporate variations. This might even sound contradictory but note the chord example above. Its all about approaching the same skill from different angles.


John Oliver Killens Workshops are collaboration between local colleges and Bibb County public schools. These workshops improve 3rd to 5th graders reading comprehension and math skills in preparation for the CRCT.
When the economy took a nose dive back in 2008, businesses all over the nation felt the impact. One of the hardest hit areas were within the arts community. The Tubman African American Museum began noticing the number of schools and community groups booking tours were diminishing at a faster pace. In many surrounding counties, budgets had almost completely eliminated arts education and field trips, two key factors that affect both academic excellence and economic impact for many of our cultural institutions. In Bibb County alone, over 42.5 million dollars were cut in eight years.
For economically disadvantaged students, school is oftentimes the only realm in which they are likely to be exposed to art education and specifically, African American studies. Over 75% of Bibb County students fall into the low income category. The Tubman saw this not so much as a determent, but an opportunity to make a strong impact on the lives of these children, and put Macon on the map nationally. What we were able to uncover was what numerous studies have confirmed: arts education allows children to express themselves creatively, increases their self-confidence, and improves overall academic excellence.


If you would like to participate in discussions, please sign in or register.
Could someone please direct me to any articles that discuss the use of implicit and explict memory with respect to how one learns to play piano (or any instrument, for that matter)?
Thanks, and stay safe,
This isn't quite what you asked for, but may be relevant: Robert A. Duke, Carla Davis Cash, and Sarah E. Allen, "Focus of Attention Affects Performance of Motor Skills in Music," Journal of Research in Music Education 59 No. 1 (2011), 44–55. The authors conclude that performance was most accurate when students focused on the results of their actions rather than the actions themselves.
Hope this helps!
SMT Discuss Manager: firstname.lastname@example.org


Smarter Teachers Produce Smarter Students. This (Partly) Explains the Country Rankings in PISA.
The OECD’s Programme for International Student Assessment (PISA) continually illustrates how the reading, science and mathematics performance of 15-year-olds differs across countries. Differences in teacher quality are commonly cited as a key determinant of these huge differences. In a recent study, my co-authors Eric A. Hanushek (Stanford University), Simon Wiederhold (KU Eichstätt-Ingolstadt), and I use internationally comparable data on teacher cognitive skills – one important dimension of teacher quality – to investigate this claim.
Teacher skills differ strongly across developed countries
We use unique data from the OECD’s Programme for International Assessment of Adult Competencies (PIAAC) to compute – for the first time – consistent measures of teachers’ skills in numeracy and literacy across 31 countries. Figure 1 shows that teachers’ skills differ widely. For example, average numeracy and literacy skills of teachers in countries with the lowest measured skills in our sample (Chile and Turkey) are well below the skills of employed adults with just vocational education in Canada. In contrast, the skills of teachers in countries with the highest measured skills (Japan and Finland) exceed the skills of adults with a master’s or PhD degree in Canada.
Teacher skills partly explain differences in student performance across countries
We relate these country-level teacher skill measures to individual-level data on student performance in math and reading from PISA. Figure 2 shows that the cross-country differences in teacher cognitive skills partly explain international differences in student performance. For instance, students in Italy and Russia would experience an increase in math performance equivalent to the learning progress of an entire school year if their teachers were brought up to the skill level of teachers in the highest-performing country (Finland); students in Spain, the United Kingdom, and the United States would experience an improvement of about three-quarters of a school year. Bringing teachers in each country to the Finnish level would reduce the international gap in PISA scores by about one quarter.
Can other country factors explain the relationship between student performance and teacher skills?
Critically, our analysis controls for a wide array of other factors to rule out alternative explanations for our results. Most importantly, we account for all differences between countries that are constant across subjects (e.g., educational spending, average cognitive skills of the population, and general cultural background such as importance of education) by relating differences in teachers’ cognitive skills between numeracy and literacy to differences in students’ performance between the same two subjects. This method yields similar results as when relating teachers’ numeracy skills to students’ math performance, or teachers’ literacy skills to students’ reading performance separately.
Additional analyses strongly support the interpretation that our findings indeed reflect the impact of teachers’ skills. When we relate student performance to the cognitive skill levels in other broad occupations assessed in PIAAC (e.g. managers, scientists and engineers, health professionals, and business professionals), we find no systematic relationship. Only the skills of teachers are found to be consistently related to students’ performance in PISA.
What can policymakers do to improve the cognitive skills of teachers?
Our international data also allow us to investigate how policy choices
affect the skills of the teacher workforce and ultimately, student outcomes. Importantly,
we find that international differences in wage premiums paid to teachers (given
their gender, work experience, and cognitive skills) are directly related to
teachers’ cognitive skills. These results speak to the potential value of
increasing teacher pay. However, policymakers will need to do more than raise the
pay of teachers across the board to ensure positive results. They must ensure
that higher salaries go to the most effective teachers.
 We use Canada for the skill comparison as it has by far the largest national sample in PIAAC.


Reading to your children can do wonders for their future success.
According to the American Academy of Pediatrics, reading aloud to your children and talking about pictures and words in age-appropriate books can strengthen language skills, literacy development, and parent-child relationships.
What’s more, a study conducted last year by a number of pediatricians shows for the first time the biological effect reading to your kids has on their brains.
MRIs revealed that children with greater home-reading exposure had greater activity in the parts of the brain that help with mental imagery and narrative comprehension.
So what are the best books to read to your kids?
As part of its Storybook Project, NPR asked a number of authors, actors, politicians, philanthropists, scientists, and musicians to reveal their five all-time favorite books they’ve read to their kids, and the list so far makes a great jumping-off point for any parent priming their kids for success.
Check out the sampling below, and head to NPR’s ongoing Storybook Project, for more parents and why they chose their favorite books.
“Reading aloud was my favorite part of being a parent to young children, hands down,” Anne-Marie Slaughter, mother of two and president and CEO of the New America Foundation, tells NPR. “I often hunted up and read them books that my grandmother read to me and that I can still recite together with my father. They are enchanted stories, shared memories, distilled love.”
Some of Slaughter’s favorites are:
Robert Fagles’ translation of ‘The Odyssey’
When her sons were younger, Slaughter tells NPR they would read simplified versions of the Iliad, the Odyssey, and the Greek myths.
“One day when they must have been about 5 and 7 I brought home the actual Odyssey, in Fagles’ wonderful translation, and just read them the first page or two so that they could hear what the real thing sounded like.
“They loved it; we read it slowly, but all the way through,” she says.
Rosemary Wells’ ‘Edward Unready for School’
Slaughter tells NPR that her family members are big Rosemary Wells fans and love all her books.
“But perhaps because my oldest son is named Edward, this one became a particular favorite,” she says. “Edward is a young bear who just isn’t quite ready to join all the happy, busy kids at school. One look at his face on the cover says it all.”


Activities to Teach Prosocial Behavior to Preschoolers
Prosocial behaviors are included in every state's preschool standards and in the goals for Head Start. These behaviors typically include the sharing of materials, taking turns, cooperating with others toward a common goal and empathizing with others. Training in these behaviors starts early and continues throughout life.
Read a book about sharing, and have the children suggest solutions to the various problems posed.
Distribute an insufficient number of materials for a task, then wait for the children to devise a solution; if the children do not suggest a way to share, suggest one.
Give each pair of children one large sheet of paper and a pile of collage materials, then encourage them to share the materials to create one collage.
Have children "prepare dinner" in a play kitchen. Encourage them to devise a way to share the equipment -- for example, one child might use the stove while the other uses the oven; one child might cook while the other cuts vegetables for a salad.
Show two to three children how to blow bubbles. Tell children you will give them each a wand, but you have only one bottle and it can accommodate only one wand at a time. Children should take turns inserting their wands into the bottle.
Give a child a cup of red beads, and his neighbor a cup of beads in a different color. Give the pair of children one string, and ask them to create one necklace in alternating colors.
Children can play horseshoes to practice taking turns as well. A child throws one shoe one time, then lets another child do the same with his own shoe. After everybody has taken a turn, play resumes with the first child. There is no reversal of roles.
Children can also throw a ball back and forth. This activity requires turn-taking and role reversals as well.
Pairs of children can plant seeds to learn to cooperate. One child in each pair drops individual seeds into a furrow; the other child waters each seed.
Another activity involves placing a ball on top of a pillowcase held at the edges by two children. Children move across the room while keeping the ball on the pillowcase, or launch the ball into the air catching it on the pillowcase. Increase the number of children, and use a sheet rather than a pillowcase.
They can also learn cooperation with an activity where each child holds the handle of a spoon in his mouth. The teacher places a plastic Easter egg on the spoon held by the first child. Children pass the egg from one to the other using only the spoons held in their mouths.
Play charades in which the words guessed refer to emotions. For example, one child pretends to be angry, while the other children try to guess the word "angry."
Children work in pairs. A blindfolded child goes through an obstacle course as directed by his sighted partner. The course should be on a soft material, and children should go through it on their hands and knees.
Children exchange gifts. Each child asks what his partner would like, then designs and creates a gift accordingly.
- 1 Center on the Social and Emotional Foundations for Early Learning: State Planning
- 2 Early Childhood Learning and Knowledge Center: "Curriculum in Head Start"; Helen H. Taylor, et al.; 2001
- 3 ChildrensBooks guide: Sharing
- 4 Book Nook: " I Can Share"; Karen Katz
- 5 "Social and Emotional Development"; Dave Riley, et al.; 2008


Dead End, Beaufort, 1940
Watercolor on Paper
Gregory Ivy came to Woman’s College (UNCG) in 1935 and founded the Department of Art. In 1941, with the help and support of other staff and community members, he established an art gallery, now the Weatherspoon Art Museum. A talented painter and an inspiring teacher, Gregory Ivy influenced generations of students, and shaped art education at UNCG. Ivy is also identified as an important mid-century modernist. Ivy was interested in an alternative approach to painting-to find basic lines and visual rhythms that felt like the forces of nature rather than copying them faithfully in a realistic way. Ivy used bold lines and big, broad strokes to convey the physical sensations he experienced. In 1938, Ivy established a summer art colony held at Beaufort, North Carolina which focused on landscape painting. Dead End, Beaufortis a watercolor stemming from Ivy’s time in Beaufort during the summer session of 1940. Over the course of his long career, Ivy participated in exhibitions along side major artists such as Edward Hopper, Jackson Pollack, John Marin, and Marc Chagall at institutions including the Brooklyn Museum, the Metropolitan Museum of Art, Corcoran Gallery in Washington, D.C., and the Art Institute of Chicago. The Weatherspoon Art Museum houses a major collection of Ivy’s work.


CBSE SYLLABUS FOR CLASS 10
CBSE Class 10 Syllabus for academic session 2020-21 is available now.
The curriculum for secondary classes is planned in a very good manner for students. So, they can get a clear understanding of various Subjects. It is a perfect tool for students. They can plan their schedule for study.
CBSE offers various additional subjects at Secondary level along with main subjects. In CBSE Curriculum for Class 9 and 10 there are total five compulsory subjects including two languages and three main subjects.
All of these Five subjects are compulsory to study at Secondary Level. These includes:-
SUBJECT 1: Language-1 (Hindi Course A or Hindi Course B or English Language & Literature)
SUBJECT 2: Language-2 (Any one language from Language Group other than Language-1)
SUBJECT 3: Mathematics -Standard or Mathematics – Basic
SUBJECT 4: Science
SUBJECT 5: Social Science
Additional(Optional) Subjects includes:-
SUBJECT 7: Any one Vocational(Skill) Subject
SUBJECT 8: Any one from Academic Electives or 3rd Language from Language Group other than Language-1 & Language-2(already selected as main subjets).
Subjects of Internal Assessment:-
- Art Education
- Health & Physical Education
Important points to follow while selecting subjects:-
- Out of the languages, one shall be English or Hindi, both English and Hindi can also be offered simultaneously.
- The same language can be offered only at one level i.e. Core/ Elective.
- The List of Skill Electives available is attached. Subjects as prescribed under Skill Courses are to be opted. However, Scheme of Studies may be referred.
- Physics (042) and Applied Physics (838) cannot be taken together
- Chemistry (043) and Applied Chemistry (839) cannot be taken together
- Mathematics (041) and Applied Mathematics (840) cannot be taken together
- Informatics Practice (065) cannot be taken with Information Technology (802) and Web Application (803).
- Business Studies (054) and Business Administrations (833) cannot be taken together.
The additional subjects are optional to study. A student can choose 6th and 7th subject as additional subjects.
CBSE Curriculum aims at developing holistic individuals because it is based on Scholastic and Co-Scholastic evaluation. The Syllabus for all the main subjects gives importance to clearing the concepts of students in every aspect of life.
Each year CBSE (Central Board of Secondary Education) releases the syllabus for class 9, class 10, class 11 and class 12. The syllabus contains very important information about the structure of course, practicals, question paper design as well as prescribed text books.
In conclusion, you must go through the latest CBSE Syllabus for 2020-21 in order to get good score in your final examinations. As a result, you will have a thorough knowledge about all the subjects. It is also important to select latest edition books to keep yourself updated.
You can download class 10th Syllabus for Science, Mathematics, English, Social Science, Languages and Vocational Subjects including Information Technology, Retail, Automobile etc. available here.
CLASS 10 MAIN SUBJECTS SYLLABUS 2020-21
CLASS 10 LANGUAGES SYLLABUS 2020-21
SAMPLE PAPERS FOR CBSE CLASS 10
SAMPLE PAPERS FOR CLASS 10
Various sample papers for class 10 are also available here. You can practice these sample papers to increase your marks in final exams.
CBSE syllabus is based on National Curriculum Framework-2005.


13 – 17 years old
This weekly program focuses on the development of various art styles, creative design skills and techniques in drawing and painting. In this class, students will be guided in honing their technical drawing and painting skills at their own pace in line with comprehensive studies of various art movements, artists and art concepts.
What We Teach
We encourage students to experiment a wide range of materials, so as to have an understanding of each media and use it to express themselves.
A good foundation is the core of every practice. In Chalk n Pencils, we aim to help our students build a good foundation and practice,
Apart from technical skills, we also encourage them to develop their ideas, so as to guide them to think out of the box.
What we do
A Conducive Space for Art Learning
Chalk N Pencils was set up in a small studio space, with the idea of a small teacher-student ratio in mind. We believe in creating a conducive learning space to provide quality art education for those who seek to express themselves.


Babies may not initially understand every word read to them, but they are learning. From listening and memory skills, to vocabulary, reading plays an important part in a baby’s development.
The Benefits of Reading Aloud
The more a baby is read to, the more words he or she is exposed to. In addition, reading to a child helps with concepts like letters, colors, numbers, and shapes. Depending on the book, babies can be introduced to the world around them, whether it’s routines like bathing or eating, or simple objects like apples or dogs.
Perhaps one of the most important benefits of reading aloud to a baby is the bonding that takes place between parent and child. The sound of a parent’s voice is comforting and when connected with books, it makes reading a pleasurable experience.
What to Read to Babies
Remember that babies like to hear a mom or dad’s voice, so start with books that rhyme or have some type of medley to the words. Nursery rhymes are a great resource. Simple stories and bright or bold illustrations will grab their attention. As the baby gets older and starts to grab, move to vinyl or cloth books. Board books are great for babies as they begin to hold things. There are also great texture books available for a child to touch and feel.
When to Break Out the Books
Don’t wait until the newest release is in the home library to start reading. The main thing is to just read. Try to find a little time every day to read. The American Academy of Pediatrics suggests reading a book a day as early as six months. Remember, what works for one baby may not work for another. Try right before naptime or bedtime and if those don’t work consider times when the baby is fed and dry. Just keep trying a few different times before until the right combination is found. Keep it as close to that time as possible to help establish a routine.
Holding a Baby’s Attention While Reading
This is a time to bond , so get comfortable and cuddle with the baby. Don’t worry about reading the book word for word. Ask questions about the book every once in awhile, even though a child can’t answer yet. If there are characters or animals in the book, don’t be afraid to give them voices or make the actual animal sounds. If there’s a favorite book and a child responds to it, it’s okay to read it over and over again. On the same token, if the baby doesn’t appear to enjoy the book, stop reading it and try it another time.
Reading to babies plays a big part in their enjoyment of books and their literacy development. By knowing what to read, and when and how to read it, a child may develop a love for reading early. Make reading as fun as possible. Just relax and read.


Upper elementary readers who persist with reading difficulties face both academic and emotional challenges when they do not make reading gains equal to their peers. Decades of research has shown that persistent treatment resisters respond positively to a systematic multisensory phonics intervention. In my action research study, I examined how 5th and 6th grade struggling readers responded to a multisensory phonics intervention. Following the eight-week intervention, students made gains in word reading accuracy and demonstrated increased confidence in word reading skills. Implications of the study bolster the importance of providing phonics instruction to older struggling readers.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
"A Systematic Multisensory Phonics Intervention for Older Struggling Readers: Action Research Study,"
Networks: An Online Journal for Teacher Research:
Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Other Education Commons, Other Teacher Education and Professional Development Commons


Study Support at MCSS
MCSS supports all students to learn to their full potential. We deliver high quality educational outcomes for all, including students with Learning Difficulties. Our intention is shown by the various support systems we have in place. We provide developmentally appropriate educational opportunities through differentiation, grouping, support and one to one learning experiences in an engaging environment.
Support measures include:
- Response to Intervention - a multi-level instructional framework aimed at improving outcomes for all students
- Numeracy support - can be provided by withdrawing individual students for one-to-one support.
- English as a Learning Dialect (EaLD) - support for assignment tasks in addition to English tutorial support.
- International Paying Students (IPS) - IPS students are provided with support for assignment tasks in addition to English tutorial support.
- Aboriginal and Torres Strait Islanders (ATSI) - ATSI students meet once per week on a Wednesday with AIME (Australian Indigenous Mentoring Experience), in addition to English tutorial support. See Indigenous Program
The Quicksmart Numeracy program at Melba Copland Secondary School will be recommencing this semester with selected Year 7 Mathematics students. This tutoring program gives the students extra opportunities to practice their numeracy skills and their mental computation.
Students meet individually with a Quicksmart instructor three times throughout the week. The aim is to provide intense support focused on basic knowledge and understandings that can equip students with the skills necessary to engage more successfully with classroom instruction.


We can create a bespoke education project for students to work on throughout the year as part of a weekly community service programme, CAS project, or linked to the Duke of Edinburgh’s Award.
Our EduSTEM and EduLIT programmes aim to improve practical science education and train volunteers and teachers in phonics training. We can create projects for students to get involved in supporting these programmes remotely, or create other subject specific projects with communities.
In 2019 we also introduced a STEM-focused project which enables students to learn about teaching and learning in the Ghanaian context directly from our Head of STEM. Students then created their own science experiment videos and resources using resources that could be found locally. Physics teacher, David Roche, said: ‘As a teacher, I found the experience hugely rewarding, seeing the collaborative efforts of our students and students in Ghana come to fruition.’
In 2019 we ran a literacy focused community service placement at Sevenoaks School. As well as providing learning opportunities on literacy and international development, students worked with our Ghanaian Head of Literacy Development to produce Ghana-relevant phonics cards and literacy resources – and see these used in practice. They also worked with a Ghanaian illustrator to create a collaborative storybook based on local events – ‘Kwame’s Adventures.’


Philosophy and Mission
We believe that elementary education is a means of encouraging children to become persons who derive satisfaction from and make contributions to society. We feel that it is our responsibility to develop and enhance basic educational skills, sound moral values, and positive self-concepts, and work attitudes. It is our desire to give each child an awareness of, and appreciation for, a changing world of scientific, cultural, and economic advances. We feel that each child is a unique individual and we must provide for individual differences in order to help each child develop to his or her fullest potential. In doing so, we hope to develop a well-adjusted, functionally efficient, healthy, and happy citizen.
Central Park Elementary believes that ALL students can learn and develop emotionally, academically, and personally in a safe, positive school setting. Central Park has a commitment to maximizing the educational successes of all students and to bridge the learning and achievement gaps between our students that exist for a variety of reasons.


ELM-305/5050TE Foundational Literacy Skills And Phonics
ELM-305 Foundational Literacy Skills And Phonics: Teacher candidates of ELM-305/5050TE Foundational Literacy Skills And Phonics course will study the foundational skills to enlarge proficient readers with the capacity to understand texts across a range of texts and disciplines. Additionally, they build extra knowledge on the topic of concepts, phonics and word recognition, phonological awareness, and fluency to promote early literacy and independent readers. The prerequisites of this course are: ECS-125 and ELM-210. Fingerprint clearance has been required for this course.
ELM-5050TE Foundational Literacy Skills And Phonics For Current Practitioners: By studying ELM-5050TE Foundational Literacy Skills And Phonics For Current Practitioners course, educators will examine tools and strategies for effective research-based phonics instruction. It consists of various topics like assessment in and instruction of phonemes, graphemes, spelling, phonemic awareness, phonics, and word recognition for reading and writing. They will also discover the relation of deficits in phonemic awareness, decoding, spelling, and word recognition to reading disabilities.
Are you a student of ELM-305/5050TE Foundational Literacy Skills And Phonics courses and searching for the most reliable and excellent online academic services providing companies? Facing difficulties in finding reliable source of assistance? If yes, then do not run and select Mywordsolutions. We know that finding trusted assignment help organization is very difficult for the students but you can completely rely on our online services as we never do fraud with the students, and always provide best solutions to all the students at the best prices. Moreover, you can check the reviews and feedback of our customers for your satisfaction. Buy our precious ELM-305/5050TE Foundational Literacy Skills And Phonics assignment help and assessment help services today.
Excel With Our High Quality ELM-305/5050TE Foundational Literacy Skills And Phonics Assignment Help And Assessment Writing Services!
Are you finding ELM-305/5050TE Foundational Literacy Skills And Phonics courses assignment writing tough? Looking for the excellent quality online assignment help and assessment writing services provider as you are not capable to write your assignments by own? If yes, then you have come to the right place. At Mywordsolutions, we take care of our customers and their academic needs and try to fulfill them as per the expectations. We promise you that you will never feel embarrassed in front of your classmates and university professor by using our exclusive ELM-305/5050TE Foundational Literacy Skills And Phonics courses homework help services. So, why are you waiting for? Share your academic dilemmas with us to get instant solution.
Access our finest ELM-305/5050TE Foundational Literacy Skills And Phonics assignment help services for other related courses, such as:
- ELM-200 Child and Early Adolescent Development and Psychology Assignment Help
- ELM-510 Creating and Managing Engaging Learning Environments Assignment Help
- ELM-361 Instructional Methods and Strategies for Integrating Science and Health Assignment Help
- ELM-540 Foundational Literacy Skills Assignment Help
- ELM-5800TE Methods of Teaching Elementary English Language Arts Assignment Help


By the time of kindergarten entry there is an achievement gap between children from low income families and those from higher income families. This gap continues to grow as children progress through school – low income children are less likely to complete high school, attend college, or find well-paying jobs. An important component of school-readiness is how well children are able to successfully navigate social and emotional situations. Social-emotional skills, for example, help children (and adults) get along with others and focus on tasks. The question is: How can we narrow the achievement gap between low- and higher-income children?
One factor that influences educational disparities is differences in family income level and children’s early learning opportunities at home. Indeed, by four years of age, children in low-income families have heard about 30 million fewer words than wealthier children. Such gaps are troubling given the strong links between early home environments and children’s development of social, emotional, literacy, and numeracy skills, which are critical for later academic success.
The story is not just about how economic resources shape cognitive learning – children’s early acquisition of social and emotional skills also creates meaningful differences in long-term success. Children who enter kindergarten with poor social-emotional skills have more difficulty forming and maintaining friendships, more behavior problems, and lower levels of academic achievement. Emotion regulation and self-regulation skills contribute to a variety of other skills that help children succeed in school including following directions, maintaining focus on a task, engaging in classroom activities, and working independently – skills that affect self-confidence, peer relationships, and coping with stress, which in turn affect academic success. But there is hope. Social-emotional skills can be developed via strategic interventions, and children who start out at a disadvantage may be able to overcome learning gaps.
One promising parenting intervention is Ready4K. Ready4K leverages the power of text messaging – texting is nearly ubiquitous (especially among traditionally underserved families) and extremely inexpensive and easy to scale – to support parents and enhance the home learning environment. Each week, Ready4k sends text messages with information and activities related to school-readiness skills to parents of preschoolers. So as not to overwhelm parents, and in an effort to help them build new parenting “muscles,” the information is provided in bite-sized pieces and recommended activities take only a few minutes a day and build on existing family routines. Ready4K has already used text-messages to improve preschoolers’ early literacy skills. This year, for the first time, the program will include text messages to support preschoolers’ social-emotional skills. For instance, it encourages parents to increase their children’s self-confidence by letting their children make choices. As another example, the new messages promote perseverance in children by praising their efforts on a difficult task. The hope is that stronger social-emotional skills will provide a solid foundation for children’s future success in school. By harnessing the power of text messaging (which most people have already) to deliver useful information to parents, we hope to help parents to raise the next generation of socio-emotionally competent children and narrow the achievement gap.


Philip V. Allingham. [You may use this image without prior permission for any scholarly or educational purpose as long as you (1) credit the person who scanned the image and (2) link your document to this URL in a web document or cite the Victorian Web in a print one.]by George Cruikshank, 1792-1878. 9 cm by 17.4 cm wide black-and-white print (source unidentified). 1844. This illustration appears in Sack, p. 317, which does not identify the source of the image but which states, "—/Drawn by George Cruikshank about 1843-4." Scanned image and text by
Cruikshank represents a ragged school at the Saffron Hill slum in London, which Charles Dickens visited on behalf of philanthropist Angela Burdett Coutts in 1843. This visit undoubtedly shaped his conception of Ignorance and Want — and the importance of elementary education as an antidote to poverty — in A Christmas Carol).
Sack, O. "Dickens and Field Lane Ragged Schools" The Dickensian (December 1908): 316-318
Last modified 31 August 2009


Winning at the mental game is one of the biggest challenges for many athletes. They tend to get distracted easily, make simple errors, or fail to bounce back after making mistakes. If you don’t win the game mentally first, winning on the field of play becomes much more difficult, if not impossible. Athletes need to learn to focus on what they can control, communicate as a team, and remain teachable with a growth mindset.
In order to for this to happen they need to learn how to develop mental skills that can help them become more confident, help them focus and overcome mistakes. The most important mental skill that can help athletes with these problems is focus. How to get focused, how to stay focused and how to shift their focus effectively are basic building blocks for the development of mental skills. Developing focus and concentration skills are absolutely essential in today’s competitive enviroment that is filled with distractions and diversions. By teaching athletes to focus and concrete on what is important at each moment you will enhance their performance significantly!
Winning the mental game is built on many different mental skills but athletes need 2 foundational skills:
1: The ability to focus on one thing in the present moment for a period of time, often referred to as attention span
2. The ability to shift your focus on the task at hand in the present moment, called mental flexibility
In today’s society many people are losing this important skill of attention and focus. In 2015, Microsoft published a study that showing the average attention span to be about 12 seconds in the year 2000 and then falling to 8 seconds in 2013, which could indicate many folks only have 8-11 seconds of attention before getting distracted. In the popular movie, “Up” talking dogs are on an evil mission but yell squirrel and become distracted by hunting a squirrel each time a squirrel is spotted in the city. The dogs veer off from the mission and many times forgot it altogether as if they can’t help getting distracted by this furry critter. They saying “Squirrel” is a great example of how common the distraction phenomenon has become a part of our culture. However, by helping athletes reduce distraction and increase attention span to 1-2 minutes or even more can give them a big advantage in their sport as well as other areas of their life; including school, social or family life.
Winning the mental game is about becoming aware of your thoughts and emotions, how they affect the body and your play on the field. Mental training for athletes in focus and concentration supported by other key mental skills can help many athletes learn how to use this awareness to their advantage. The primary goal of winning mentally is to teach athletes to allow their skills and abilities to emerge automatically with your mind quiet and focused on the task at hand. With this level of focus, some studies have a posited that an athlete can access flow state more often and stay in flow longer. This can help create higher performance, more sport enjoyment and help athletes bounce back after mistakes.
Benefits of focus training
- Decrease in stress, anxiety & burnout
- Increase in sport satisfaction, focus & decision making
- Enhance in performance overall
- Increase in self-Awareness and self-control
- Increase in ability to access flow or “get in the zone”
60 minute workshop
At SatiMind we created a workshop to help athletes develop focus techniques and develop key mental skills to help athletes decrease simple errors, overcome mistakes, manage emotions under pressure and keep their focus in the present moment. This workshop was developed with the latest research in several different fields from sport and performance psychology, mindfulness, resilience as well as implementing the best technology for mental training. Train your athletes to focus on what they can control and to have more influence over their focus by changing their relationship to their thinking. Through mental training athletes can learn how their mind works and how to perform at their best despite the conditions, stress or pressure.
“Winning the Mental Game” workshop is perfect for any sports team or athlete whether at the high school, college or professional level
Insights from the Founder, Erik Leslie


The resources above are accessible to parents / students to support their children if extra resources are required while at home.
The Primary School Curriculum can be accessed on www.curriculumonline.ie should you wish to view the aims and objectives of each class level. This will give you an idea of the content at each level. Please be mindful that all children learn at different rates and respond to different styles.
INTO Tips and Tricks for Home Learning: Click here
Irish Primary Teacher Advice for Parents: Click here
The Covid 19 Response Plan for the Safe Opening of Schools is available here:BSRAC Covid 19 Response Plan 22 10 2020


This text brings together the work of 15 elementary education experts who support an integrative approach to educating second language children.
The paperback edition is a collection of articles from fourteen elementary education experts who espouse an integrative approach to second language education - one that goes beyond language teaching methodology - to cover a wide range of issues affecting the academic and social success of language minority children. The volume deals not only with second language development, but with the development of the whole child. Rather than focusing on language instruction, it addresses the entire curriculum, and instead of restricting itself to classroom learning, it examines the role of the school, family, and community.
First Cambridge text to cover second language education for children
Goes beyond language teaching methodology to address the social and educational needs of second language children
Takes a holistic approach to second language education
Provides solid, research-based treatments of language education issues


Free high-quality online professional learning courses for educators are now open for registration for the fall 2020 session, which starts October 5. The Friday Institute for Educational Innovation is offering six courses and a series of modules that cover a variety of topics aimed to support educators in their practice, especially as it relates to remote teaching and learning. During this fall session, there will be two new course offerings that are built around the Institute of Education Sciences (IES) Practice Guides for teaching math to youth children and teaching K-8 English learners.
Every course is designed with educators in mind. Courses are self-directed, peer-supported, project-based and allow for blended learning opportunities. They are flexible and can be accessed at any time, in any place and on any device.
Enroll now for the following courses:
This course will help participants more effectively prepare students with limited English proficiency in elementary and middle grades with the skills they need to be successful in school. Teaching K-8 English Learners focuses on the foundational skills that enable English learners to understand academic vocabulary, integrate oral and written English language into content areas, develop written language skills and participate in small-group interventions for literacy and English learner development. The course draws on the recommendations of the IES Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide.
The Teaching Math to Young Children online professional learning course will help participants develop a deeper understanding of developmental progressions in early math, investigate common methods of progress monitoring that inform instruction and use classroom activities and teaching structures to support young children to view and describe their worlds mathematically. This course is organized around the IES Teaching Math to Young Children Practice Guide.
Based on the research-based strategies we’ve shared with North Carolina educators over the past few months, these strategies will be focused beyond the COVID-19 crisis and will support participants in bringing remote learning to the classroom whenever it is needed. During this course, participants will:
- Learn best practices, resources and strategies to set their remote learning classrooms up for success
- Get focus on supporting students with limited connectivity, learning differences and other unique needs
- Develop an action plan for their remote learning classrooms
Build your own foundational understanding with this course of how social and emotional learning (SEL) skills are essential to student learning. Participants will also see examples of how others are teaching these skills, learn strategies to apply to their classroom, and share ideas with colleagues in their school, community and around the globe.
Coaching educators to create digital learning environments is a challenging, important and highly collaborative role. Individuals who play this role are instrumental in cultivating a digital, personalized blended learning culture within their school, district and/or state. This course allows participants to learn along with colleagues from other schools and districts to enhance digital learning content knowledge and further develop coaching strategies.
This course will help participants more effectively prepare students in grades K–3 with the skills they need to become successful readers. Teaching Foundational Reading Skills focuses on the foundational skills that enable students to read words, relate those words to their oral language, and read with sufficient accuracy and fluency to understand what they read. The course is organized around the recommendations of the IES Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade Practice Guide.
Can’t wait to get started? These courses are already open:
- Teaching the Beauty and Joy of Computing Curriculum
This course provides professional development and support for teachers of the BJC high school computer science curriculum.
- Teaching the Computer Science Discoveries Course
The Teaching the Computer Science Discoveries Course is a deep dive into content to bolster educators’ computer science understanding and the pedagogy underpinning Code.org’s Computer Science Discoveries
More information about each professional learning opportunity can be found at The PLACE.


This project equips 300 working children with an education and the opportunity for a brighter, safer future. We collaborate with employers and families to release the children for regular learning periods with community teachers at our local education centres. Targeting children in hazardous work, we provide a foundation in education and support to leave work and enrol in school or vocational training. They also get medical care, food and time to experience the joy of learning and being a child.
Despite the employment of children being against the law in Bangladesh it is nevertheless commonplace. Instead of going to school to learn and enjoy their childhood, poverty compels 3.45m children as young as 5 to work in jobs where they are exploited, abused and at risk of harm. These are the forgotten children that no one wants to talk about, a group not touched by other NGOs.
The project's approach is holistic. We persuade employers to release children from work to attend an "UKBET Centre for Working Children". Here children are taught basic education and survival skills and can progress into vocational training and non-hazardous occupations. We provide their employers with health and safety training and at the same time confront and discourage their future employment of children. We attack the root causes of poverty by helping parents find alternative income sources
This project will transform the lives of 300 children engaged in hazardous works and their families. UKBET has developed this approach over the past 7 years and we have the evidence that it works. Children leave hazardous work, gain literacy and numeracy skills and go back to school or vocational training. Siblings no longer follow older brothers into work. Ultimately it will change the culture of employing children and reduce if not eliminate the number of children engaged in hazardous work.
This project has provided additional documentation in a DOCX file (projdoc.docx).
Documentary on the project(Full Version)
Facebook page link of UKBET
Hazardous work list-Bangladesh. Ref: ILO website
Newspaper reference on hazardous child labor


Resources for Black History Month
Below are some resources teachers may find useful when teaching students during Black History Month and beyond:
Africans in America
This is a four-part series depicting the following eras: of Terrible Transformation, Revolution, Brotherly Love and Judgment Day. Each part includes a historical narrative, a resource bank of primary sources and a Teacher's Guide to use with the television series by the same title.
Black History Teaching Resources
These lessons are provided in the Smithsonian Education website.
Black History Month: Smithsonian's History Explorer
Explore Black History Month by using lessons
, podcasts, activities and primary sources.
Colonel Charles Young was not Alone: The systematic destruction of the African American Office Corps in World War I
This lesson by Ohio retired social studies teacher Paul LaRue focuses on an African-American officer during World War I.
The King Papers Project
This is a research effort to assemble and disseminate information about Dr. Martin Luther King, Jr., and the social movements that he led. Stanford University has brought together the papers, speeches, sermons and unpublished manuscripts of Reverend King. Five volumes of a 14-volume edition of the most significant works of Dr. King have been published.
The Long Road Home: African American WWI Veterans Return to Their Communities
This lesson by Ohio retired social studies teacher Paul LaRue focuses on the return of African-American soldiers after World War I and the challenges they faced.
The National Museum of African American History and Culture Website
Visitors have the opportunity to shape its content. Using the Share Your Memory link, visitors can submit a story, photo or audio recording that tells something about them or a moment in African-American history.
National Association for Music Education
Lessons and resources related to contributions of African-Americans to music.
NEA - Black History Month Lessons & Resources
The National Education Association’s website offers a selection of lesson plans that cover a variety subjects that can be adapted to multiple grade levels.
On This Day: Martin Luther King, Jr. Day - Life, Death, Legacy
To commemorate Martin Luther King, Jr. Day, C-SPAN Classroom has aggregated a number of video resources to help students learn more about the day, key events in his life and his legacy related to the civil rights movement.
Six Teaching Tools for Black History Month: Edutopia
Resource links provided in Edutopia’s website.


The Feelings lesson plan encourages children to recognise and talk about their feelings and emotions through a variety of musical fun activities. It is suitable for children from 3 – 7 years old and it is 13 pages long with 6 printables included.
The Feelings & Emotions lesson plan focuses on:
- Learning solfege with chime bars or resonator bells
- Playing a variety of percussion instruments, recognising the steady beat and the rhythm.
- Listening and concentration skills
- Singing together with actions, new vocabulary, speech development and solo responses.
- Social skills; working in a group, following instructions and building confidence.
- Imaginative movement to music, learning to connect music with emotion and feelings and developing creativity .
These plans are not intended to read as a script, as everyone will have their own teaching style. More, I hope that they will provide you with in-depth guidance for a number of related activities that I have found in my years of teaching to be particularly effective and engaging combinations.
I have purchased every lesson you have available and LOVE them all!! I lead music classes for toddlers and preschoolers and I love how each of your lessons builds on each other. They are easy to adapt for the different ages. The parents of my students love that their kids are learning early music education while having a blast and that the kids go home and sing and stomp out rhythms. I would highly recommend your plans to everyone. And I look forward to seeing the other lessons.


Updated: Sep 10, 2019
The statement above is heard too many times and still sends chills down an educator's spine.
A common misconception, that surprisingly continues to be embedded deep in the minds of many parents, is that early learning is only for parents who want their children to be geniuses, high-flyers or GEPers.
This is not true. The sole intent of thoughtful early learning is to ensure that children are given sufficient time to pick up, and more importantly master, foundational skills that would undergird their ability to learn and develop.
To not provide them with such a foundation is in fact, ironically, depriving them of a childhood.
How? When the reality of unavoidable academic responsibilities come knocking, a child whose foundational skills are underdeveloped will face high pressure -- having to back-paddle to pick up those skills, while the rest of his cohort and peers power ahead.
It breaks our hearts when parents only come to us when a child is entering primary school to try establish basic reading skills. Such a delay is a true loss as by this time, many children are literate and are ready to explore the power of the written word, as well as express their creativity through it.
Early learning simply encourages incremental learning, and incremental (proper and steady) learning is always the most meaningful and effective.
The world has changed significantly since we, the parents, were kids. Singaporean households (among other first-world nation households) are more affluent and educated, which in turn results in more informed parenting.
Such translates into a raised national academic standard as a large segment (increasing every year) of children are learning at a much higher level than what we would have expected of a child their age, say twenty years back.
How can such learning progress be achieved without placing unnecessary pressure on an individual? Consistent systematic learning that makes sense, coupled with enough time given for mastery.
Of course, to swing into the other extreme in response to this article and expect your child to learn complex skills without setting the foundation right, or when he/she is not developmentally ready, is silly.
Even exposing your child to every untested cognitive sharpening method or strategy in an extremely commercialised and profit-driven education market can be very damaging.
We just urge you to be informed, be aware, be participant in your child's learning development.
The discipline of slow, steady and consistent learning is a habit that needs to be set from the most developmentally appropriate age -- not ridiculously young but none of us want to fall into the trappings of complacent parenting either.
We thank you with all our hearts. Here's a happy video of our children reading to add some cheer to this pretty sombre post!
The I-CL Team


Northam school provides several program options for all students.
English Only students are given instruction only in English.
English Language Students:
1. Receive instruction in English. Through a Structured English Immersion Program (SEI) beginning, early intermediate and intermediate English learners are provided with the following strategies:
- Daily English Language Development class
- Specially Designated Academic Instruction in English to support language needs.
- May use primary language support if needed.
English Language Development instruction is explicit, systematic oral language and literacy development to increase content vocabulary that is provided by an authorized, trained teacher. Teachers use Specially Designed Academic Instruction (SDAIE) in English strategies in all content areas that are taught at the student's language ability level.


The School of Education MicroMasters allows learners to take five courses focused on educational innovation and improvement, with a specific focus on the principles and application of Improvement Science. These courses can be used by practicing teachers, leaders, and reformers to advance their current knowledge and earn a certificate. Those who successfully complete the MicroMasters and are admitted to the School of Education can also be granted advanced standing that will reduce the credit-hour requirements for a master’s degree specializing in such areas as Educational Leadership and Policy, Teaching and Learning, New Media and Literacy, or Urban Pedagogy.
The need to accelerate young children’s literacy development has never been greater. Fortunately, decades of research studies reveal some practices that help children develop key literacy knowledge and skills more quickly than other practices.
In this professional learning opportunity, Professor Nell Duke will support elementary classroom teachers and literacy coaches in learning about specific instructional practices that are likely to accelerate young children’s literacy development. She will also share some key findings related to social and emotional support for young children in these difficult times.
Education Technologies for Meaningful and Transformative Learning
The University of Michigan School of Education Advanced Education Technology Certificate is a competency-based teacher certification that aligns with the ISTE Standards for Educators (nationally recognized standards in K–16 teaching with technology).
Apprenticing students as readers, writers, and thinkers in the disciplines
Disciplinary literacy instruction—teaching your students to become proficient readers of various disciplines—has quickly become a hot topic among high school educators. Disciplinary literacy has gained traction as an educational priority since it has the potential to better support students’ literacy and increase their access to deeper content knowledge. It aids them in becoming college and career ready.
Have you ever heard that computers "think"? Believe it or not, computers really do not think. Instead, they do exactly what we tell them to do. Programming is, "telling the computer what to do and how to do it."
Before you can think about programming a computer, you need to work out exactly what it is you want to tell the computer to do. Thinking through problems this way is Computational Thinking. Computational Thinking allows us to take complex problems, understand what the problem is, and develop solutions. We can present these solutions in a way that both computers and


Evidence –Classroom-Based Reading Instruction Proven to Identify and Remediate Reading Deficits for emerging readers.
Developed by Mona Iyer, an early childhood educator and Montessori specialist for over 25 years, K-Reading Kickstart integrates Orton-Gillingham methods and Montessori techniques.
The objective of K-Reading Kickstart (K-Reading) is to provide a strong foundation in reading, writing and comprehension to young learners, and moreover, identify learners with reading difficulties and other comprehension issues. K-Reading enhances reading skills by identifying different learning paths for groups with different learning abilities.
Phonological awareness is the key predictor of reading in young children. Research shows that concrete phonological skills develop strong reading skills. Phonological awareness is a broad term that incorporates several skills. It is the ability to hear and manipulate the sound structure within words, i.e. recognize that language is made up of words, syllables, rhymes, and sounds (phonemes). This knowledge occurs in oral language initially. It is a critical aspect of early literacy development and is linked to the attainment of reading, comprehension, and spelling. According to National Research Council (Snow, Burns, & Griffin, 1998) and National Reading Panel (NICHD, 2000) the critical components for teaching young children to read are:
Multisensory Structured Language Education (MSLE) and Montessori techniques can work together to enhance beginning reading skills in preschool and kindergarten children. Since the Montessori method is systematic and multisensory, it blends well with MSLE to provide optimal results for early literacy development. The educational methodology and learning modules using such a blended approach for reading and literacy development among young learners is presented here as a one-year program.
K-Reading is designed as a one-year program for emerging readers (preK/K) in a classroom setting, to be run by one teacher and one or more assistants. Assessment tools enable the teacher to group students according to reading ability. These tools also enable early identification of those students with more profound reading deficits who may require more specialized outside intervention. K-Reading also presents modules that address potential learning issues using a staggered approach enabling repetition of foundational aspects (re-teaching) by creating sub-groups.
Figure 1 provides an overview of how the program works.
This program offers a ‘prescriptive’ approach to reading and writing i.e. when a lesson is taught, the curriculum allows grouping of students according to their abilities and progress, and provides time to repeat lessons as required. This helps student groups to move at a pace that is appropriate for them. For example, a student may require individual attention or additional group time to learn a concept. However, issues like dyslexia or dysgraphia may have to be addressed outside the program through specialized interventions.
Course dates: September 26-7 and October 3-4 2020 from 9:30-3:30 each day. Classes will be held live online each day.
Early Bird Rate: $800-- (available until 9/1/21)
Regular Price: $875
Practicum: Optional but highly recommended, available for an extra fee.
Bi-Monthly supervision: Six meetings online or onsite with one video-recorded lesson.
Graduate Credit Available from Trinity University for an additional feel. . Contact us at [email protected]
Materials (included in course fee)
Manual with lesson plans, sample activities (412 pages)
Words & Sentences:


OUR APPROACH TO LEARNING
Many schools talk about personalized learning, but what do they really mean by this?
At Nord Anglia International School, New York, creating a truly personalized learning environment for your child is one way that we will ensure that each child makes outstanding progress that is personal to them.
Establishing a personal approach starts from the moment you first begin speaking with us, even before you have applied. We welcome you to get in touch so we can discuss how our approach would work for your child.
Contact us to talk about personalized learning for your child.
Knowing Every Child
A truly personal approach to learning isn't just about knowing their names and their grades, it's about really understanding your child as a learner, their personal learning preferences, strengths and areas for growth. Parents regularly comment on how well all the teachers know their child and the impact it has on their learning.
Personal Success Plans
We can confidently assure success as every student has their own Personal Success Plan that is prepared together with you, your child and our outstanding teachers.
We work in partnership with you and your child to set individual goals for every lesson. Your child might be working in partnership with their classmates, but the goals they may be working towards in the same lesson could be quite different from one another. This encourages every child to thrive.
The Personal Success Plan is regularly reviewed, achievement celebrated and new ambitious goals agreed.
Homework Designed for Your Child
The Personal Success Plan extends beyond the classroom and into their homework. Your child will come home with their homework assignments set specifically for them and not always identical to every other child in their class.
Active Participants in Their Own Learning
Learning isn't something that should happen to you, but something that should happen with you. By being active participants in setting their own learning goals, styles and approaches to presenting their work to their teacher and class, your child will feel a strong sense of responsibility towards their own learning and development.
The Benefits of a Highly Structured Curriculum
Alongside the International Curriculum your child will also follow elements of the English National Curriculum in our school.
The English National Curriculum differs from the US and other education systems by providing a highly structured approach for teachers to be able to assess and progress your child's performance on a individual and constant basis, rather than as a class and only over a long period of time.
Whereas some curricula will merely assess children based on their ability to progress from points A to Z over the course of a year, the English National Curriculum is designed to recognize that not all students start at point A, and not all students will end at point Z at the same time (some may already be there!). The more structured approach of the English National Curriculum lends itself to greater personalization by recognizing that some students are already at point D and should aspire to quickly be at point G, while other students are at point B and their immediate goal should be to aspire to point C.
Here your child will:
- Advance their learning faster from the Early Years stage than in other schools. The English National Curriculum offers a fail-proof system for developing reading, writing and numeracy skills amongst young learners faster than many other systems of education.
- Through our unique hightest quality learning approach, your child will become a better learner now and in the future.
- Have the opportunity to leave school with the ability to speak second and third languages (French and Spanish) and not just the single second language that many US schools will offer.
- Join a global family of schools with outstanding academic success rates. In Nord Anglia Education schools around the world we exceed global averages for examination success rates and send one in five of our students to the world's top 30 universities.


Our curriculum meets the expectations set out in the National Curriculum document. It is broad and balanced. It has been developed to suit our pupils and to fill gaps in their experiences, academic, social nurturing, moral and spiritual; it is a whole person education.
We are a Roman Catholic school and our mission statement and ethos are part of all we do and built on the examples Jesus shows us in the Gospels. We try to ensure children see real life examples of the Gospel message through our fundraising and Mini Vinnie work focused on helping people.
We teach subjects discretely unless the overlap is clear. We also include topic themed weeks/days so pupils have experience of learning in a cross curriculum way too e.g. Money Week, Maths Week, Arts Week, African Week, French Days.
Many pupils are EAL or language deprived so we have high emphasis on vocabulary building across the curriculum. We run interventions such as Talk Boost, Talk Partners, and in-house lunchtime interventions. Referrals to Speech and Language are high. We encourage talk using Talk Partners in lessons and approaches such as P4C and No Pens Day.
Behaviour policies are clear. Boundaries are set and behaviour expectations are high. Our expectations are based on our RC ethos and our beliefs in the Rights Respecting Agenda, we hope our children see that everyone is respected and treated fairly and given what they need. This is an important part of our curriculum and is taught specifically in RE and PHSE as well as in curriculum subjects. Sometimes there is a conflict between our expectations and those at home but our views are shared with parents and most families support them. Our work on achieving a Rights Respecting Award has supported development in this area.
Many of our pupils have limited experience of the world, thus we ensure that we include in our curriculum exciting visits out and interesting visitors coming to us on a regular programme. Our Humanities curriculum is particularly rich in these experiences.
Our site is limited so visits are also important to develop pupils physically and to give them residential, forest school, adventurous activities which are difficult to provide on-site.
We have the highest expectations of our children and hope they will continue to flourish in the education system. We run a raising expectations programme in which pupils learn about a variety of jobs and the training needed for them. They learn about what is on offer in colleges and universities and industry. They make visits to places of work.
Our pupils come from very diverse backgrounds and we need everyone to feel accepted and comfortable. We use our international work as a vehicle for the appreciation of different cultures including European, African, French, Spanish, Indian and Chinese. We have an International Award from the British Council. We regularly visit places such as London and Edinburgh.
Art education is important to us. Some of our pupils have limited experience in Arts subjects so we ensure we cater for this by all pupils in KS2 having musical instrument tuition each week. We have a school choir. We are developing an orchestra.
Our PE curriculum has a strong dance element and we take part in the Dance Festival. We invite experienced artists into school to work with pupils to develop their Art skills. An example is the water colour artists we use on a regular basis. We regularly use the nearby Art Gallery and the educational opportunities they offer. All of these activities ensured we keep our Arts Mark Award at Gold level. We regularly visit museums and theatre productions and have performers in school.
We run an in-depth PHSE programme as sometimes the social skills of some of our children are low. The programme covers British values, racism, safety, drug and alcohol issues, healthy eating, exercise as well as basic manners, respect and anti-bullying. There are strong links to our RE programme. We ensure pupils have an experience of a school residential and use it to prepare them for transition to secondary school. Our visits to parliament either in London or Edinburgh engages pupils and ensures they are made aware of how our country is governed and how laws are made.
We endeavour to educate the “whole person” at Corpus Christi and we are continually looking to improve our curriculum provision. We offer emotional and mental health support via programmes such as Sun Beams, Rainbows and individual counselling.
In the future we hope to extend the opportunities for residential visits to more year groups. We also hope to increase the amount of pupil input into designing the curriculum.


Teach Your Baby To Sit
Staying seated without help is a step forward in a baby's muscular and motor development.
Teach your baby to sit and ignore the myths that this affects their spine.
Encourage them gently, in the same way that you encouraged them to lift their head and turn around in their crib.
As long as you don’t force them and do the correct exercises, your baby will not be in danger while learning this new stage of their motor skill development.
Exercises to learn to sit
Children’s development happens in stages. And a very important stage is learning how to sit without needing support or help from parents.
When working towards this goal, pediatricians recommend a series of exercises and games for your baby to strengthen their hips and shoulders, and maintain balance in the sitting position.
At 6 months, your baby should be able to lift their back while on their stomach, turn their head and roll over. These are all signs that it’s a good time to also start teaching them how to sit.
Don’t think twice. Teach your baby to sit and put these exercises into practice.
1. Sit them on your lap
Every time you can, sit them on your lap with their back resting on you. Hold their hands so they feel safe and sing a song to make them more comfortable.
It is important that they are sitting correctly. Ensure that they are as erect as possible.
2. Turn it into a game
Grab your baby under the arms and play while sitting them down. Make happy faces every time you put them in this position.
Then stop. Get them ready. Lay them down. Go back to sitting down with the same happy expressions and phrases. They will understand that it is a game and will adjust to this new position better.
3. Let them make an effort
Put your baby on their back. Make raspberries on your fingers or clap your hands so that they get excited and give you all their attention.
Then grab their little hands, take them and let them go while you say encouraging words. This will excite your child and make them want to hold you.
When you can see that they are holding you tight, try to lift them little by little as long as they make an effort to get up.
During this exercise, it is not necessary that your baby reaches the sitting position. If your baby makes an effort, that is more than enough.
4. Sit and lay them down several times in a row
Put your baby on their back. Pick them up by the hands and lift them until they are sitting. Hold them for a few seconds and put them back down.
Perform these steps ten times in a row while you sing or count one two, one two. One when sitting and two when they lie down.
5. Sit them down and hold them
Sit your baby on a hard surface and push their arms forward so that their hands rest on the floor. Hold them by the hips and leave them like that for a few seconds.
This exercise should be done after the ones explained previously. At this time your baby should feel comfortable and understand the sitting position.
Teach your baby to sit
While learning, it is essential to ensure that the child feels comfortable and remains interested.
Teach your baby to sit up, but if you see that they are crying or aren’t comfortable, don’t force them.
Leave the exercises for another time and play with their favorite toys instead.
All stages of motor development must be achieved step by step and with their “consent.”


Crystals Quiz – Fun FREE Online Earth Science Kids Quizzes
Enjoy this Easy Science for Kids Crystals Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Crystals. You need to answer all the questions to be able to get your score. You can do this fun quiz about Crystals again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Crystals.
About the Earth Science Crystals Quiz
Our easy earth science quizzes are a free science general knowledge quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Crystals Geography quiz helps your kids learn fun facts about Crystals while enjoying this FREE interactive online quiz.
If your kid is enjoying home-schooling, or is in an after-school enrichment program, then this is a fun activity, with reading comprehension benefits for kids in grade 1-5. Kids will enjoy competing against their classmates and friends, to see who scores highest, doing this fun online Geography quiz on Crystals.
As a reading comprehension training activity for kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or set a limit on the number of times they can read about the Crystals quiz topic, before they do the actual earth science kids quiz.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Crystals quiz and our other fun quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Crystals quiz answer they think is correct, and at the end you get the quiz score. Your child can try unlimited times doing the Crystals quiz, till gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Crystals? Check out all our other fun Free Quiz Questions at our science kids website. Visit our Easy Earth Science for Kids Website Crystals page. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Crystals Quiz – Fun FREE Online Earth Science Kids Quizzes - ." Easy Science for Kids, Dec 2020. Web. 01 Dec 2020. < https://easyscienceforkids.com/crystals-quiz-fun-free-online-earth-science-kids-quizzes/ >.
APA Style Citation
Tobin, Declan. (2020). Crystals Quiz – Fun FREE Online Earth Science Kids Quizzes -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/crystals-quiz-fun-free-online-earth-science-kids-quizzes/
We've recently added
- Fingerprint Identification Experiment
- Forensic Science
- Stem Cells
- Stem Cell Worksheet
- Buffalo – Part of the Bovidae Family
- Buffalo Differences Worksheet
- Draw the Buffalo Worksheet
- Who invented it?
- Famous American Inventors (Top ten and their Inventions)
- Vaccines and Antibodies
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
Sponsored Links :


The Arts at Southfield
‘The Arts are an essential element of education, just like reading, writing, and arithmetic …music, dance, painting, and theatre are all keys that unlock profound human understanding and accomplishment.’
At Southfield Primary School, the Creative Arts encompass a range of subjects, including performance across art, music, dance and drama. It is our belief that a cohesive Arts education will help to identify and meet key objectives which run through all these subjects.
Our environment stimulates creativity and innovation to enable our children to unleash their imagination.
We believe that by developing skills in creative and performing arts we develop a child's individuality and self-confidence.
Art and Design
“Art is not what you see, but what you make others see.” Edgar Degas
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design.
They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
Our Art and Design Curriculum Statement
“And hand in hand, on the edge of the sand, they danced by the light of the moon.” Edward Lear, The Owl and the Pussycat
Dance transforms images, ideas and feelings into sequences of movement that are personally and socially significant.
Dance allows people to discover, explore and develop their natural instincts for movement, enabling students of dance to develop not only their motor skills but also their mental and emotional personalities.
The National Curriculum states that in Key Stage 1, pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. In Key Stage 2, pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.
"The most valuable asset a nation has is the creativity of its children." Alan Plater (Playwright)
Drama is an artform, a practical activity and an intellectual discipline. A drama education, which begins naturally with learning through dramatic play, will eventually include many elements of theatre. Like the other arts, it involves imagination and feelings and helps us to make sense of the world. It does this through the creation of imagined characters and situations, and the relationships and events that they encounter.
“Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything.” Plato (Ancient Greek philosopher)
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon


Earning a master’s degree in education for teaching music may be a best option for individuals interested in sharing their knowledge and passion for music with younger generations of students. Students in a master’s degree program in music education are likely to spend a great deal of time learning music and top educational theory.
Not many people have the ability to learn and master musical instruments. Fewer still have the desire and capability to share their gift with students who are eager to pick up an instrument. Individuals who are intimately familiar with a particular type of music and are filled with a passion to help others discover similar capabilities may be well-suited to pursue a master’s degree in teaching music.
There are a variety of educational paths that may be well-suited for those who wish to become music teachers. Whether students wish to specialize in music education, private instruction or music therapy, there are many degree options that may be ideal for learners of all sorts.
Depending on the type of degree you wish to pursue, courses will differ. Students who want to pursue a career as a private tutor or instructor that specializes in one particular instrument may take classes pertaining to the type of music they're most familiar with. This could include guitar, piano, cello or violin. These courses may further familiarize students with the instrument, how to play it and how to excel in conducting or composition.
Individuals who are interested in teaching, whether by private instruction or through an institution, may choose to earn a degree in music education or teaching. Along these degree paths, students are likely to be introduced to classes that show people how to teach music to interested learners. Students might specialize in teaching grade-school students, or they can opt for courses that would allow them to pursue careers teaching learners in a collegiate environment. Individuals opting for an educational emphasis may take classes pertaining to childhood development or psychology, as these classes are designed to help prepare individuals to work with younger students.
Music teachers work in a variety of settings, from colleges to private homes to nonprofit organizations. Those who wish to pursue careers with elementary, middle or high school students may be well-suited for a career as a music education teacher. According to the U.S. Bureau of Labor Statistics, middle school teachers had a median annual salary of $53,4301 in 2012, while high school teachers earned a median salary of $55,050. 2
Those looking to pursue careers in the collegiate environment may earn higher salaries, especially if they work at an institution that specializes in music education or music business. As of May 2013, the BLS estimated the median annual salary for college music professors was $72,630.3 Often, these instructors have flexible schedules, which permit them to tutor individuals in their spare time for additional funds.
The music industry has undergone a measurable shift over the past decade, as digital streaming and cloud technology made their way to the public forum. Teaching practices in the industry have reflected such changes, so those who wish to teach music must make an effort to remain well-versed with the industry and its practices. These individuals must also be willing and able to convey information to students, ensuring their pupils are ahead of the times as well.


The brand new online platform offering free phonics resources, activities and games for parents, educators and children!
Select the Soundcard Slideshow link to watch and listen to a series of images and audio that show the chosen phoneme used in common words. Select the Printable Download link to download a PDF file with all the words and images from the slideshow. Print and cut out the cards to create double-sided soundcards for off-screen practice.
The Phonics.com program has been developed to align with the Common Core K-5 Reading Standards Foundational Skills:
The first release of Free resources, the Phonics Alphabet, covers the 42 phonemes that make up the English language. These are essential for reading fluency and are taught in the Common Core order.
More resources will be added throughout the year. Register below to be one of the first to know!


Graphic Organizers for Educators
1. Basic computer file management knowledge: Opening, saving and uploading files; creating folders, etc.
2. Knowledge of copying and pasting pictures from the Internet
3. Word processing or skills including the use of SmartArt and/ or graphics recommended
Note: This course will not provide step-by-step instructions on using SmartArt or tables. Ideas for graphic organizers will be provided and then teachers are expected to use the time to create their own custom designs using the technology of their choice.
1. Word Processing Software
2. Adobe Reader 11.1.01 or later
You can download this application for free at Adobe.com/downloads
Professional Learning Objectives
1. Using course text and guided instruction, learners will research and analyze effective brainstorming and fact-storming graphic organizers to help students organize ideas as a pre-writing exercise with 100% completion.
2. Using course text and guided instruction, learners will create and compare organizational tools such as the Vocabulary Notebook and Word Chart to see which tool is more effective and how to integrate it to enhance student reading comprehension, with 100% completion.
3. Using course text and guided instruction, learners will develop an assessment graphic organizer to objectively assess student work, with 100% completion.
4. Using course text and guided instruction, learners will utilize all skills in creating 2 custom graphic organizers to implement with their students in class. Teachers will also integrate a subject matter of their choice and integrate a combination of the most effective organizers that will work for their students, with 100% completion.
5. Using course text and guided instruction, learners will provide a written explanation on how the custom graphic organizers will support their students’ learning goals with 100% completion.
Common Core Standards
• CCSS.ELA 1.1 Foundational Skills (PreK-5)
• CCSS.ELA 1-8.2 Reading Informational Text
• CCSS.ELA 1-8.3 Reading Literature
• CCSS.ELA 1-8.4 Writing


Fun Bridges Quiz – FREE Interactive Science Quizzes for Kids
Enjoy this Easy Science for Kids Bridges Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Bridges. You need to answer all the questions to be able to get your score. You can do this fun Bridges Quiz again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Bridges.
About the Bridges Quiz & our FREE Online Quizzes
Our science questions for kids quizzes are a free to use interactive online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Bridges quiz helps your kids learn fun facts about Bridges while enjoying this FREE general knowledge quiz for kids.
If your kid is being home-schooled, or is enrolled in some extra-curricular program, then this is an easy science activity, with reading comprehension benefits for kids in first to fifth grade. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun and free science quiz for kids on Bridges.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you set a restriction on the number of times they can read about the quiz topic, before they do the actual easy science quizzes we offer.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other science quiz games, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Bridges quiz answer they think is correct, and at the end you get the quiz score. Your child can try doing the Bridges quiz again, till he or she gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Bridges Quiz – FREE Interactive Science Quizzes for Kids - ." Easy Science for Kids, Dec 2020. Web. 02 Dec 2020. < https://easyscienceforkids.com/fun-bridges-quiz-free-interactive-science-quizzes-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Bridges Quiz – FREE Interactive Science Quizzes for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-bridges-quiz-free-interactive-science-quizzes-for-kids/
We've recently added
- Fingerprint Identification Experiment
- Forensic Science
- Stem Cells
- Stem Cell Worksheet
- Buffalo – Part of the Bovidae Family
- Buffalo Differences Worksheet
- Draw the Buffalo Worksheet
- Who invented it?
- Famous American Inventors (Top ten and their Inventions)
- Vaccines and Antibodies
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
Sponsored Links :


The best way to find Ebooks is with the Medical Ebooks Search. There are subject sets for public health and for epidemiology, so start by picking the one most likely to contain your topic, or search by typing a keyword in the box.
You can also search in the library catalog, click the "Library Search" tab, enter your keyword, and use the filters to narrow the results to certain campus locations, or to electronic resources.
Find the Ejournals by searching for a word in the name of the journal (not by the title of an article). Consider related terms that might be useful. To narrow your retrieval, choose more specific terms; to broaden your search, think of umbrella terms that are on topic but less specific. Remember, you are only searching the name of the journal, not for individual articles (see PubMed for that).
Health literacy is the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions.
Health literacy is dependent on individual and systemic factors:
Communication skills of lay persons and professionals
Lay and professional knowledge of health topics
Demands of the healthcare and public health systems
Demands of the situation/context
Health literacy affects people's ability to:
Navigate the healthcare system, including filling out complex forms and locating providers and services
Share personal information, such as health history, with providers
Engage in self-care and chronic-disease management
Understand mathematical concepts such as probability and risk
Health literacy includes numeracy skills. For example, calculating cholesterol and blood sugar levels, measuring medications, and understanding nutrition labels all require math skills. Choosing between health plans or comparing prescription drug coverage requires calculating premiums, copays, and deductibles.
In addition to basic literacy skills, health literacy requires knowledge of health topics. People with limited health literacy often lack knowledge or have misinformation about the body as well as the nature and causes of disease. Without this knowledge, they may not understand the relationship between lifestyle factors such as diet and exercise and various health outcomes.
Health information can overwhelm even persons with advanced literacy skills. Medical science progresses rapidly. What people may have learned about health or biology during their school years often becomes outdated or forgotten, or it is incomplete. Moreover, health information provided in a stressful or unfamiliar situation is unlikely to be retained.
What is literacy?
Literacy can be defined as a person's ability to read, write, speak, and compute and solve problems at levels necessary to:
Function on the job and in society
Achieve one's goals
Develop one's knowledge and potential
The term “illiteracy” means being unable to read or write. A person who has limited or low literacy skills is not illiterate.
What is plain language?
Plain language is a strategy for making written and oral information easier to understand. It is one important tool for improving health literacy.
Plain language is communication that users can understand the first time they read or hear it. With reasonable time and effort, a plain language document is one in which people can find what they need, understand what they find, and act appropriately on that understanding.
Key elements of plain language include:
Organizing information so that the most important points come first
Breaking complex information into understandable chunks
Using simple language and defining technical terms
Using the active voice
Language that is plain to one set of readers may not be plain to others. It is critical to know your audience and have them test your materials before, during, and after they are developed.
Speaking plainly is just as important as writing plainly. Many plain language techniques apply to verbal messages, such as avoiding jargon and explaining technical or medical terms.
U. S. Dept of Health and Human Services