Clever Kiwi Reading Workbook
This book has been designed in conjunction with Sheena Cameron who is well known throughout New Zealand for her work in literacy. The book includes the following useful tools to assist children with their reading:
- WHAT DO GOOD READERS DO?
MY READING STRATEGY TOOLBOX
USEFUL GRAPHIC ORGANISERS
Sheena Cameron is an experienced classroom teacher who has taught in New Zealand, England and the United States, teaching at primary, intermediate and tertiary levels. Currently facilitates workshops for Auckland and Otago Universities. She co-ordinates and facilitates the Beginning Teacher Programme at Kohia Education Centre. Sheena is the author of ‘The Reading Activity Handbook’ (2004), ‘The Display and Publishing Handbook’ (2006) and ‘Teaching Reading Comprehension Strategies’ (2009).
By buying this NZ made product you are supporting the growth and use of farmed trees.
Features & Benefits
- 64 Pages of top quality white 80gsm paper
- Laminated cover - does not need to be covered, thus saving time and money.
- Big book size: 240mm x 340mm.
- Lined content pages (8mm)
- Made up of general work pages
- The inside cover and the back cover of this book has lots of handy information too!
- Support NZ Made and Eco Friendly
- Designed in conjunction with Sheena Cameron - author and literacy expert


Ignaz Semmelweis Biography Worksheet – Free Printable Science Hidden Word Worksheet for Kids
Free Ignaz Semmelweis Biography Worksheet – Download this educational free printable science hidden word worksheet for kids.
This interesting biography worksheet teaches kids easy fun facts about Ignaz Semmelweis. The Ignaz Semmelweis worksheet includes a fun search a word puzzle and a find the missing words game for kids.
Our free printable science worksheet is suitable for Pre-K kids, Kindergarten kids and Elementary school kids from Grade One to Grade Five.
Elementary school kids can use the hidden words game as a reading comprehension tool. Younger kids in Pre-K and Kindergarten, who cant yet read and write can use this printable science worksheet as a listening comprehension game.
Parents can use our fun Biography Worksheet about Ignaz Semmelweis to spend quality time with their kids interesting them in science and famous scientists.
Educators and Private Tutors can use our free printable worksheets to supplement cience lessons and extra-curriculum science programs for kids.
Learn more fun facts about Ignaz Semmelweis on our EasyScienceforKids website. Our free printable science worksheets for kids make learning fun and easy! Check out our free science worksheets, free printable hidden word games and downloadable word search puzzles.
Who was Dr. Ignaz Semmelweis? Dr. Ignaz was an early pioneer of antiseptic procedures. His full name is Ignaz Philipp Semmelweis. What was his contribution to medicine world? How did he save many people’s lives?
Find out more interesting fun facts about the Dr. Semmelweis by downloading the Ignaz Semmelweis Biography worksheet.
Free Ignaz Semmelweis Biography Worksheet
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By Teachers, For Teachers
Online social networking has become so much more than just browsing Facebook, Twitter and Instagram. It’s become a popular professional development tool that many classroom teachers use to help them stay connected with their colleagues, as well as other professional educators. In fact, social networking has begun to transform how teachers communicate with one another. Not only are teachers now able to connect with people all over the world, but they can also easily maintain their professional relationships by simply commenting on someone’s photo or status, or by privately messaging them. One of the greatest benefits of having a social media account is the ability for teachers to showcase themselves. Today, a prospective teacher can use a social networking platform as an informal resume where potential employers can learn more about them by simply scouring their profile and newsfeed, and learning more about their qualifications and experiences. There are a number of ways that teachers can use social networking to their professional development advantage. Here are a few suggestions.
Utilizing social networking sites like Twitter, Facebook, Instagram, and LinkedIn (the best professional development platform) can help teachers connect with other educators and gain more information. When teachers use social networking, they are able to form connections with other educators and professionals that can help their students get accurate information to increase their knowledge. For example, if students were learning about space, they can use their social networking connections to Skype with an expert from NASA to help their students gain more information about space. Another great example of using social networking to gain information is if students were learning about another country. The teacher can use their connections to plan a virtual field trip with another classroom to help them learn more information about the students’ unique lifestyle and culture from a firsthand resource.
Another way that teachers can use social networking to their advantage is to share their ideas with other educational professionals. These days, almost all social media platforms make professional development easy for teachers to share your teaching techniques and learn from others. Today’s teachers can compare notes on their techniques and learning styles, which is a great way to enhance their knowledge and learning experience in the classroom. Teachers can search these networking platforms by simply using the hashtags #teachersofinstagram, #edchat, #educator, or #teacherresources.
One of the best things about using social networking as a means of professional development is that it helps to keep teachers “In the know” about what is currently going on in education. In the past, teachers used to have to wait for a sign-up sheet to come out for any professional development training or courses that would help further their knowledge. However, today’s teachers are able to stay in the loop much easier by simply going on their social networking platform to gain professional development information. They can sign up for online courses, join a group chat, or scroll through their newsfeed to learn valuable information or sign up for a conference or teaching seminar.
One of the great benefits of social networking is its ability to help teachers establish key professional relationships that can help to advance their teaching career. LinkedIn is a great social networking site for professionals because it allows individuals to connect with not only the professionals that they already know, but also their contacts, as well as others in the field which whom they have never met. By building these connections, teachers are now able to establish more professional relationships than they have ever imagined.
Another way teachers can use social networking to their advantage is that it can open them up to diverse views. The more people that a teacher connects with on a social networking platform, the more insight they will get into different perspectives on educational topics. What a teacher once thought may change after connecting to a professional in the field who has a different perspective.
Professional development for teachers has come a long way. Through the use of technology, today’s teachers are able to connect with other professionals in their field which whom they probably wouldn’t have ever had the pleasure of meeting, since many of them are from across the globe. This powerful tool has become a great way to not only further ones’ career in the education world, but to gain valuable insight and knowledge.
We want to hear your opinion on teacher professional development through social networking. Do you think there are benefits to this type of communication? Please feel free to share your thoughts on this topic, we’d would love to hear your thoughts and opinions.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds Masters of Science in Education from the State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com, TeachHUB Magazine, and Hey Teach. She was also the Elementary Education Expert for About.com for five years. You can follow her on Twitter @empoweringed, on Facebook at Empowering K12 Educators, or contact her at Janellecox78@yahoo.com.


By Carol Strickland
An illustrated tutorial of prehistoric to contemporary world art, from cave paintings to video art installations to digital and Internet media in an easy-to-understand format.
This heavily illustrated crash course in art history is revised and updated from the second edition published in 2007, including a new chapter about recent artists and movements. Featuring succinct page-length essays, instructive sidebars, and more than 300 photographs,The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to the Present takes art education out of the realm of dreary textbooks, demystifies jargon and theory, and makes the history of art movements accessible to beginning art museum-goers – even at a cursory reading. From Stonehenge to the Guggenheim and from African art to Warhol, more than 25,000 years of art is distilled into five sections (prehistoric and medieval, renaissance and baroque, the nineteenth century, modern art, and contemporary art) covering a little more than 230 pages.
Paperback, 232 pages.
Want to save 10%? Become a Museum Member today!


Hobbies Playing Music 5 Ways to Introduce Musical Instruments to Young Children Things You Can Do at Home to Teach Music Concepts Share PINTEREST Email Print PeopleImages.com / Getty Images Playing Music Music Education Basics Music History Music Lessons Music Theory Playing Guitar Playing Piano Home Recording By Espie Estrella Espie Estrella is a lyricist, songwriter, and member of the Nashville Songwriters Association International. our editorial process Espie Estrella Updated February 26, 2018 Young children are very curious learners; they are open to new experiences especially if it is presented in an appealing manner. And, music is one of those things that most children love from a very young age. Some say it is innate. From the rhythm of mother's heartbeat while in the womb to experiencing the breathing patterns on their own, your child has a natural rhythm. You can help your child nurture it. Parents and teachers often use fun and creative ways of teaching music to young children. You really do not need a lot of money to do this, all you need is creativity and imagination. Here are five simple ways of introducing musical instruments to young kids: Use Everyday Objects A great way to introduce instruments to young children and teach an important musical concept like rhythm is to use everyday objects found in the home or classroom and treat it like a percussive instrument. Items like small pots and pans, pot covers, metal ladles, wooden spoons, salt and pepper shakers, bubble wrap, pencils, pens, rulers, and glass bottles filled with varying amounts of water can all be used to create various sounds. Introduce Real Instruments If you can, borrow some actual percussion instruments like bells, drums, maracas, or triangles and allow your child to feel the instruments, interact with the instruments on their own, let them discover the sounds that the instruments produce. Then, as they are hitting the instrument or producing sound on their own, pick up another instrument and play along with your child. Encourage them. After the child has experimented on their own with the instrument, try it yourself, demonstrate a simple rhythm or play the instrument for them. Your own experimentation and improvisation show your child that there is no right or wrong, it is about having fun and discovering the music from within. Create Your Own Another fun activity for children is to help them create their own musical instruments out of recycled materials. For example, you can experiment with making a small guitar out of an empty tissue box and rubber bands. Or, you can create a shaker by filling an empty container with uncooked beans or rice. This is a two-for-one lesson. Not only will you be fostering musical learning; you also show the value of recycling. Listen to Music Try to expose your children to music from various periods and cultures. Afterward, ask your child to identify at least one instrument from the music. Depending on the music, you can extend this activity by combining listening with dance or movement, like clapping, conducting, or foot tapping. This will help your child develop music appreciation and awareness of other types of music. Some may start to grasp the concept of a steady beat. Color Your Way Another simple way to introduce musical instruments to young children is by providing them with coloring books that feature different musical instruments. You can find musical instrument coloring books at bookstores or free printable coloring pages online. While coloring along, you might want to find a sound sample of the instrument, like a few sound bites, featuring the instrument that your child is coloring. By engaging multiple senses at once—sight, sound, touch—you deeply engage the child in the learning process and strengthen your child's connection to the subject matter.


VET teachers are finding themselves at the forefront of the nation’s adult LLN problem and pondering the seemingly mountainous task looming before them. While there has been money spent on researching the current LLN levels of Australians and on programs to make us aware that the problem exists, there appears to be little to help in really addressing the problem of low literacy of our learners.
It is imperative the VET teaching community develops strategies to share so learners can be effectively assisted. One government report suggested the following:
“Skilled teachers were also cited as a vital factor in improving adult literacy and numeracy, particularly as employees often resist being singled out for special treatment or formal training”.
“Teachers need to work within training programs that allow all employees to build their communication, language, literacy or numeracy skills within the scope of their job, as this approach is often more successful than targeted solutions where individuals are more likely to disengage from the learning process”. https://cit.edu.au/partnerships/industry_connection/2010_june/literacy_and_numeracy_holding_australia_back Accessed 23 April 2014
The challenge now is for VET teachers (and all teachers for that matter) to explore ways to help. One of these is developing strategies that work and sharing them with others. If you have found a strategy, activity or tip that you believe works well, please post it here and we will make sure it is shared with the VET community.
Together, nothing is impossible!


Level: Intermediate (Level 2)Awarding Body: Edexcel
Why study Maths?
GCSE Maths is a stimulating and rewarding course that is required by most universities and many employers. Additionally however, studying maths will greatly improve your numeracy which is a life skill that can have profound positive effects for you.
Having high levels of numeracy:
- Is linked with higher wages
- Will enable you to make sense of charts and information reported in the media
- Have financial capability – For example be able to select the cheapest loan, choose the most appropriate savings and insurance products and budget effectively.
Whereas low levels of Numeracy are shown to have extremely detrimental effects:
- Adults with low levels of numeracy are twice as likely to be unemployed
Currently 61% of adults lack health numeracy skills – which includes for example the ability to understand risks associated with disease, medicinal dosage and to manage their diet.
What can it lead to?
As well as learning specific mathematical skills and techniques, studying maths also equips you with many transferrable abilities such logic and reasoning skills, being able to break down complex problems into smaller parts and here in the St Charles maths department you will also greatly improve your confidence and team-working skills.
GCSE maths is required for almost all university degree courses and is also a requirement for many careers such as nursing, teaching, social work…
How is the course organised?
Board – Edexcel
Taught 4 periods per week with additional support workshops
How is the course assessed?
Foundation Tier is taught linearly so is fully assessed in 1 non-calculator and 2 calculator exams at the end of the year.
All papers are 1 hour and 30 minutes. They are all out of 80 marks are carry the same weight towards your final grade.
On foundation, the highest grade you can get is 5. Most universities require a grade 4 as a minimum, some require a grade 5.
If you and your teacher feel you are strong enough, you can do your exam in November.
During the year you will have weekly homework and homework test, as well as half-termly “Tracker tests”. For these assessments you will receive a variety of feedback including written, and verbal feedback during lessons.
What do I need to qualify for this course?
You need to have a grade 2 (E) already in GCSE Maths or to have passed a Level 1 Maths qualification.
All students require the usual mathematical equipment such as calculators, rulers, compasses etc.
Who are the teachers?
Our maths team here at St Charles consists of Head of Maths Sam Amin and maths teachers Balpreet Malhotra and Jessy John, and Lubna Hakim. Each of our teachers have maths degrees and many years of teaching experience.
Our Maths staff are always willing to offer support outside of class on top of our programme of support workshops.
Contact: Head of Maths Sam Amin
t: 020 8968 7755 ext: 243
What do students say about the course?
I learned a lot that I was struggling with before I started the course. This course will hopefully help me progress into the career path I want to take : )
I learnt new topics this year and this will help me in university
What Else Should I Know About?
Here in the Maths department we have some distinctive features that we are very proud of:
Extensive support programme – Weekly workshops led by staff. We also select some of our most successful A2 students to be paid to run workshops and mentor other students.
Access to a lot of resources on Moodle web platform which has practice as well as extension materials
Using big whiteboards to work in groups which students find useful and fun.


Student Success - Michael
Improving Academic and Study Skills
Part-time student builds foundational math skills and new organization strategies
Michael’s public school career started out well. At first his classes were small and he thrived. But all that changed in ninth grade. His small class of 20 swelled to a class of about 40 students, and soon Michael began to struggle, particularly with math and timed tests. During this time, Michael was also diagnosed with a slight learning disability related to ADHD and motor-skill usage, which made being organized and meeting assignment deadlines difficult for him.
In addition, Michael had missed learning some foundational skills in math and needed more individualized attention. His mother, Kelley, sought tutoring help for him, but the tutors insisted on using a remedial program for Michael. Since Michael is a high achiever, she was concerned he would become bored. Then Kelley learned of Brightmont Academy and enrolled Michael. Like Kelley, the teachers at Brightmont concluded that a remedial approach would not be ideal for Michael. "What he really needed was help building his skills within the regular, rigorous curriculum," explained Kelley. "That's the approach Brightmont took to help Michael become successful, and it worked."
Building Academic Foundational Skills in Math
Math was a challenge for Michael because he found the steps for solving math equations complicated and confusing. "I can only remember a few things at a time," Michael said. Now a junior in high school, Michael has made huge strides with Ashley, his math teacher at Brightmont Academy. His mother observed, "Ashley breaks the math processes down into chunks that are easier for Michael to understand, which helps him remember the steps to solving the equation. Michael's grades have improved dramatically since he’s been working with Ashley."
Learning Organizational and Study SkillsAnother challenge Michael faced was staying organized. "It was hard to keep my assignments straight," said Michael. He'd complete his homework at Brightmont ahead of schedule, but then forget to turn it in. "I would lose track of the assignments that I had already done. Sometimes, I'd lose them altogether." At Brightmont, Sharyn, his teacher for English, grammar, and social studies, helped Michael track his assignments and meet deadlines. "There's no magic bullet," said Sharyn. "I'd ask about his assignments. Sometimes we'd use checklists, and often, I'd request he bring back the corrected assignment and then I'd reward him when he did."
Unlike classroom instruction in a large public school, the approach at Brightmont is one-to-one. Michael receives individualized help with whatever he needs to enhance his learning. “Michael is excelling,” said Kelley. "And Sharyn reminds him to take advantage of his Individualized Education Program (IEP) accommodations, such as being able to have more time to take tests."
Staying on Track to Graduate
Kelley appreciates the biweekly reports she receives from his teachers that show Michael’s progress. She feels that Brightmont Academy is meeting Michael's learning needs. “It's been a journey, and Brightmont has really helped Michael succeed.” Michael is happier too, as he notes, "I can work one-to-one with a teacher at my own pace, which is usually pretty fast."
For the last two years, Michael has attended both Eastlake High School and Brightmont Academy, earning course credits from both schools. Next year he will graduate with a diploma issued by his public high school, Eastlake High School.


National Standards in Music Education
Terms in this set (10)
Singing, alone and with others, a varied repertoire of music.
performing on instruments, alone and with others, a varied repertoire of music.
Improvising melodies, variations, and accompaniments.
Composing and arranging music, within specific guidlines
Reading and notating music.
Listening to, analyzing, and describing music.
Evaluating music and music performances.
Understanding relationships between music, the other arts, and disciplines outside the arts.
Understanding music in relation to history and culture.
To be early is to be on time; to be on time is to be late.
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Traditional Turkish music education came to modern days with preserving its existence with the system named as “Meshk”. Training in Meshk system, within the master-apprenticeship context whether theoretical or practical, manner and mimicry along with tone studies are developed together with this education. Meshk, in which the teacher is performing an whole or a part of a work singing gently, in short it is a training system that makes its way to the memory with frequent repetitions. This also applies to verbal works, Saz (a Turkish stringed instrument) works, and Saz players.Instrument training is an important part of general music education and the use of instruments in music education plays a very important role. Turkish music, which is mainly composed of verbal works, the instrument-based method studies are unfortunately not at the expected level. One reason for this may be that the writing of musical notes in the past periods was not sufficiently used, another reason might be that Meshk training concept, which is applied by the teacher and student practically, there is no need for instrumental methods. As a result of this situation, there was no practical method for instruments written until the end of the XIX century in Turkish music. This paper analyses which techniques and Oud methods are used in Oud classes in Higher Education Institutes which teach Turkish music. The research first focuses on the concept of Meshk system in Turkish music education, after giving a general and historical information about the music instrument Oud, a comparative research was carried out on the Oud methods used nowadays. In the comparison made, the general features of the use of Oud such as grip, pressure, positions on the Oud instrument, technical informations such as etudes and various ornaments, as well as the processing of Turkish music theories such as the mode (maqam) and methods described are also discussed. Thus, in the light of the similarities and some differences in existing methods have been analysed method approaches specific to Oud.
Keywords:Oud in Turkish Music, Oud and method, Oud training,Meshk training and Oud methods


Thanks to the United Way of Northern Arizona, the Flagstaff Y Preschool has received additional funds for Early Literacy Enrichment. These grants are provided to enhance children’s literacy through activities in the focus areas of professional development and/or curriculum development.
The Y preschool teachers will develop language and literacy centers, exposing students to a variety of developmental tools. Looking to spark an interest in language and reading, the additional tools will support not only students, but provide resources for staff and parents. Staff will educate parents about the importance of early literacy development and offer resources to incorporate language activities at home.
Additional materials purchased with the grant will assist staff in documenting letter knowledge, storytelling, vocabulary development and phonological awareness. Staff will highlight a child’s grown in a variety of areas utilizing student portfolios. This information will help improve the parents’ understanding of language and literacy development.
For more information about the Flagstaff YMCA preschool, contact us today.


Dad's reading is new chapter of child language development
Fathers, as well as mothers, are being encouraged to read to their kids after new research has shown the impact dads can have for their child's language development.
The latest research from the Murdoch Children's Research Institute (MCRI) has opened the book on how children's improvement in language is influenced by the involvement of their dad.
Researchers found that when fathers read to their children at home, the child's language development increased as they grew older.
In a study using data from the Let's Read study that was funded by the Australian Research Council involving 405 two-parent families, fathers who read to their children at age two predicted better language development at age four.
Despite the recognised importance of the home environment in promoting child development, there has been very limited longitudinal research that has examined the role of fathers in promoting language and literacy development.
Also, these findings remained even after taking into consideration parent income, employment and education levels, as well as mother's reading practices.
Lead author Dr. Jon Quach said the research filled the blank pages on the role of fathers in supporting the language development of children.
"Maternal shared reading practices do predict literacy, but fathers' contributions were previously less certain," he said. "The findings also further support the importance of reading to children from an early age, by all adults in the child's life."


Music is so ubiquitous that it can be easy to overlook the powerful influence it exerts in so many areas of our lives - from birth, through childhood, to old age. The Social and Applied Psychology of Music is the successor to the bestselling and influential The Social Psychology of Music. It considers the value of music in everyday life, answering some of the perennial questions about music. The book begins with a scene-setting chapter that describes the academic background to the book, before looking at composition and musicianship. It then goes on to look at musical preference. What aspects of music are crucial in determining whether or not you will like it? In chapter 4 the authors consider whether rap and rock are bad for young people, highlighting some of the major moral scandals that have rocked pop music, and asking whether these have become more extreme over time. The following chapter looks at music as a commercial product. How does the structure of the music industry influence CD purchasing, and how does music affect customers in retail and leisure settings like shops and restaurants? The book closes with an examination of music education. How does musical ability develop in children, and how does this relate to more general theories of how intellectual skills develop? Do musical skills develop independently of other abilities? Exceptionally broad in scope, and written in a highly accessible style by the leading researchers in this field, The Social and Applied Psychology of Music will be required reading for anyone seeking an understanding of the role music plays in our lives.
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Cursive Writing Conservation
Thesis: Cursive writing, considered by many to be in its twilight, is significant in human development, a link to culture, and essential in our personal and creative individualism.
I. Cursive writing is conductive to memory, learning ability, and idea formation. A. Neural activity increases in the brain when writing cursive. 1. MRI scanning shows children who write have enhanced neural activity closer to that of adults (Bounds, 2010). B. Fine motor skill development, idea composition, and expression are increased. 1. Patterns for reading and writing skills are improved. 2. Coordination, visual, spacial, and internal control systems improve.
II. Cursive links us to our culture and historic past. A. Most of the great writers of our time used cursive. 1. The founding fathers wrote the Declaration of Independence with cursive. 2. Most of the letters of the Civil War are cursive (Bennett, 2009). 3. Hemingway, Twain, Shaw, and Conrad all used cursive. B. Cursive represents a simpler time and connects many us to our loved ones. 1. Cursive began in the 1700’s, but flourished in America and Europe. 2. Technology seems to be weakening the link to the past, but is no replacement.
III. Cursive is essential in personal and creative individualism. A. Cursive writing requires focus, determination, and teaches us perseverance (Ruszkowski, 2011) 1. It requires learning a new skill and the value of seeing things through. B. Cursive gives us our own personality and…


We all know that early music education for children has many benefits – intellectually, socially, emotionally and physically – the evidence is widely documented. So how do we teach a love of music?
Enrolling in a Kindermusik class is certainly a great way to make music part of your weekly routine and to instill a life-long love of music in your children. However, there is much you can do at home to encourage your children’s natural love of music. Fill your home with music and accompany your daily activities with a dance and a song. Expose your children to many genres and styles of music. Show them how much you love it yourself and they will value and love music too.
Here are some helpful and practical ideas for helping to make your child’s life even more musical:
- Sing to or sing along with your child. Sing to a pet or even a stuffed animal.
- Swing and sway to music, or dance through the water droplets of a sprinkler.
- Record your own songs and listen to your own voices and music.
- Vary your movements and instrument playing. Maintain a steady beat, move to a faster beat, then a slower beat.
- Discuss the music you hear. What does it sound like? What types of instruments do you hear?
- Sing or chant favourite tunes to help pass the time while waiting in line or while sitting in the paediatrician’s office.
- Explore musical sounds with home-made instruments, using boxes and other assorted containers, scrapers, shakers and jingles.
- Attend community concerts and other local musical events to give your child a taste of many types of music.
- Add music or songs to events and activities throughout your day – whether it’s wake-up time, play time, pick-up-the-toys time or bath time.
If you are enrolled in a Kindermusik (or have been in the past):
- Play your At Home CD – Children love repetition and the more you play the CD together, the more your child will be comfortable with the songs and activities.
- Use your At Home CD and literature book to add music to your nightly bedtime story ritual.
- Open up your Family Activity books and explore your Digital At Home Materials and use the ideas to expand on your music fun at home!
How do you include music in your home?


The years during which children and youth attend school to receive planned education are generally designed into two levels: elementary and secondary education. In Wilkinsburg School District (WSD), elementary education includes Pre-School and Kindergarten through sixth grade, while secondary education spans grades seven through twelve. Elementary education encompasses two levels: primary (Pre-K through 2nd grade) and intermediate (3rd through 6th grades). Secondary education has two levels: middle school (7th and 8th grades) and high school (9th through 12th grades).
District-wide School-Based Behavior Health Services are provided by a partnership consortium of at least 10 social, health and behavioral service agencies in Wilkinsburg and Allegheny County.


Grows & Glows Form
Try the Grows & Glows form as a quick way to give parents an update on how their child is doing. Use it to provide information on a specific skill or just to let them know how they have been doing in general. "Grows" are things the child is working on, and "Glows" are those things the child is doing really well at!
Download this quick easy participation award whenever you need to send home something to acknowledge a child's effort and participation!
Download this simple Preschool Diploma to recognize your students when they complete their preschool year!
Do you use portfolios in your early childhood program?
Portfolios offer an inside authentic look at children's abilities and progress. Check out the 2care2teach4kids Portfolio Pack in my Teachers Pay Teachers Store! This pack includes multiple assessment activities for checking children's knowledge of basic skills like identifying colors, numbers, and letters, as well as activities to assess their language and literacy development, their mathematical thinking, and their fine motor skills, and their social and emotional development.


For years Modern Curriculum Press Plaid Phonics has been trusted by teachers nationwide to provide effective phonics instruction. This trusted and proven program has helped more than 55 million children learn to read! Year after year, it continues to stand up to latest findings and validation studies as a standard in phonics instruction. The flexible, systematic and proven scope and sequence of Plaid Phonics provides children with the skills they need to master reading.
The 2011/2012 Modern Curriculum Press Phonics Level A student book contains the same comprehensive instruction as the 2003 version. The only difference is that cover artwork and internal photographs have been refreshed with updated graphics. Another bonus is the addition of perforated flash cards in the student book that indicate the corresponding page and lesson number that matches the student book.
MCP Plaid Phonics Level A builds readers with an abundance of skill practice, review and fun activities that appeal to multi-sensory learners. 304 pages, softcover w/ perforated punch-out flashcard section.
GRADE 1 - Plaid Phonics Level A, Grade 1 is the second book in the program. This level lays a foundation in phonics knowledge that continues in subsequent books. Goals include:
- Recognize basic sentence structure, capitalization and punctuation
- Read single syllable words which have simple spellings, like "cat"
- Sounding out and breaking long words into syllables
- Read simple words with irregular spellings, like "where"
Product Name: MCP Plaid Phonics Level A Student Book Grade 1
Publisher: Pearson Education - Modern Curriculum Press
Literacy development transitions into grades 4, 5 and 6 from phonics to word study integrating comprehension, thinking and writing skills thru a solid and well-structured approach that is designed to meet appropriate standards set forth for intermediate grade level students.
Modern Curriculum Press Plaid Phonics Teacher Guides, which are sold separately, facilitate easy lesson planning with an array of instruction and flexible teaching options.
Modern Curriculum Press Phonics is an ideal choice that provides all the necessary ingredients to teach students to master phonics and become lifelong readers!


It is no secret that a good education has the power to change a life. In an ever changing digital & technologically rich world in which we live, it is essential that we develop key learning skills for our students that enable them to be responsible global citizens that can contribute to our wider community.
These key skills include:
- Critical Thinking
These areas are incorporated into our whole school learning program within all subjects that are taught.
This is underpinned by our values of Respect, Trust and Pride.
Our school caters for a diverse range of student needs and provides a safe, modern learning environment that allows all students to reach their potential. We believe that all students can learn, teachers provide a challenging and engaging curriculum and the school offers a range of extra-curricular activities. Our students are exceptional young people that are able to achieve their goals in an environment that supports their development in all areas: Physical, Social, Emotional, and Academic. Students are encouraged to have a voice in their education. Teachers are all qualified and value learning and are skilled in supporting all students.
Early in 2019 our new Strategic Plan will be developed and this will have a focus on Literacy – Writing.
Along with providing quality teaching and learning in every classroom Mirboo North Secondary College have some key focuses across the college.
Literacy and Numeracy
Mirboo North Secondary College have a focus on literacy and numeracy across the school. It is well known that students with strong literacy and numeracy skills will be able to achieve to their highest potential. Literacy leaders continue to focus on the work of Nancie Atwell who is one of the most respected educators in the world. All staff regularly include literacy as part of their teaching in all subject areas. Students undertake a weekly word study to help improve their skills.
The school is committed to resourcing Literacy as a priority area for all students.
S.T.E.A.M. is the acronym for science, technology, engineering, arts and mathematics, and is a major current educational drive in all schools. Our students have had many opportunities to take part in S.T.E.A.M. activities organised by the South Gippsland Bass Coast LLEN – including a S.T.E.M. sisters and misters’ day, opportunities to take part in workshops run by the new Gippsland Tech School in Morwell and year 9 students have facilitated a STEAM day for grade 5 & 6 students in Mirboo North PS. Focus in this area will continue with a Learning Specialist appointed to lead this area.
Language and Cultural Exchange Programs
German Language Exchange
This program has been operating for the past 15 years. Our students visit our sister school in September for 4 weeks, allowing our students to develop their German Language skills in a rich diverse opportunity to live with native German speakers. The German students visit Australia in March for the same period of time. Lifelong friendships are formed and student learning of the wider world in which we live is enhanced. More details are available on the German page.
China Cultural Exchange
In 2014 a sister school arrangement was made with Changshu senior high school in the Jiangshu province of China. Students are invited to apply through a rigorous selection process in order to participate in the program that runs every two years. This is an opportunity for students to live with a Chinese family, attend school in China and visit culturally significant areas of China. In 2019 this is scheduled to run in October.
South Gippsland Trade Training Alliance
The South Gippsland Trade Skills Alliance is a partnership of schools and Registered Training Organisations which offers students access to VETiS programs in; Agriculture, Horticulture, Automotive, Carpentry, Electrical and Plumbing at Certificate III level.
Students undertaking any of these programs at the South Gippsland Trade Skills Centre will follow a ‘blended learning model’ which will include access to training via a combination of on-line learning materials, video conferencing learning sessions and direct tuition with ‘hands on’ activities.
This combination of experiences offers a significant shift in approach and the capacity to target students learning needs whilst reducing time students are out of their base school.
Schools in the Alliance:
Foster Secondary College, Mirboo North Secondary College, Korumburra Secondary College, Leongatha Secondary College, Wonthaggi Secondary College, South Gippsland Specialist School, Chairo Christian School and Mary Mackillop Catholic Regional College.
Registered Training Organisations in the Alliance:
Federation Training, Apprenticeships Group Australia (AGA), Community College Gippsland (CCG).
Given that each of the targeted industry areas has been identified as offering strong employment opportunities in the South Gippsland economy, this is a significant program opportunity for students in this area.
For more information on individual subjects please refer to the course handbooks, linked to below.


The future of the labour market is a constant debate - but while there are opposing attitudes on what it will look like, there is consensus that education systems need to prepare children for uncertainty and a changing productive landscape.
Employers routinely highlight a significant skills gap between the skills they desire and the outcomes that educational institutions currently deliver. This is compounded by youth unemployment, which limits peoples’ ability to learn on the job, and often deskills youth at a critical time as they transition to adulthood.
Innovation has continuously reshaped the employment landscape since the First Industrial Revolution, as we enter the Fourth Industrial Revolution, technological breakthroughs and global competition are ushering in jobs we couldn’t have imagined even a decade ago while, at the same time, displacing or shuttering entire industries. Early deindustrialization – a leapfrogging of the Western agriculture-manufacturing-services pathway exacerbates this problem, with automation of lowskilled work limiting options for many young children.
Education systems are only recently transitioning away from a knowledge-based curriculum to one that values competencies, with high-stakes national exams prioritizing the ability to perform repetitive tasks and memorize facts over curiosity, creativity, and confidence. Even among G20 Ministries of Education and within systems that are modernizing curriculum, adapting learning approaches, and improving responsiveness to the needs of employers, most still struggle to sync their content with the real-time needs of the workplace, given exponential rates of advances in technology and automation.
Designing education systems, and supporting others to design systems, to match these challenges is of growing concern within the G20 given the sheer number of youth across the globe, and the societal pressures created from high levels of youth un/ underemployment, and migratory pressures from those who can’t find work at home. Given the global nature of modern economies, Governments must work together on this issue.
This policy paper recommends the following actions to be considered by the G20 education ministers:
- The G20 should work to ensure that their curricula provide all children with the knowledge and foundational skills they need to learn; in a way that promotes social and emotional skills valued by employers.
- The G20 should reinforce the value of softer skills through improved measurement. This will raise the profile and importance of core skills.
- The G20 should employ a long-term view when designing education systems. Children in school now will be working until 2070 and their education will need to reflect future needs.
- The G20 should involve employers in curriculum design, jobshadowing, mentorship in schools, and teacher training, to facilitate alignment of their needs with the complete system.
- The G20 should work to improve options ensure that youth keep their skills active during the transition to the workforce.


- This seminar will introduce three of eight types of figurative language (alliteration, onomatopoeia, and idiom). Through mainly fictional texts( tongue twisters, comics, songs, etc.), you will identify these types of figurative language, determine their meanings, and formulate project-based activities to prove your understanding of these common figurative language types.StandardsCC.1.2.5.F Determine the meaning of words and phrase as they are used in grade-level text, including interpretation of figurative language.
- Elementary Education, Reading Foundation Skills
- Upper Primary
- Grade 4, Grade 5
- Material Type:
- Lesson Plan
- Tracy Rains
- Date Added:
- Media Format:
- Downloadable docs, Interactive, Text/HTML, Video
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The jury is out on whether or not children should be allowed to have screen time. While the experts unanimously agree that any child under the age of two years old shouldn’t have any exposure to screens during their earliest stages of development, but beyond this is a large grey area. Some parents prefer to have a blanket ban on virtually all tech until much older ages when children eventually reach school and are perhaps in a better position to handle technology. Other parents take a more liberal approach and start gradually introducing screen time at earlier ages to encourage a better relationship with the inevitable gadgets they’re going to be exposed to during their education.
Unfortunately, beyond restricting screen time under the age of two, there is no one universal agreement on what constitutes appropriate levels of screen time for young children. Various government health departments and other experts weigh in on the topic, but the wildly differing amounts mean parents are at a bit of a loss for what to do.
For parents who do choose to incorporate screen time at younger ages, then choosing to expose children to educational apps can be a fun and exciting way to encourage children to start to develop their academic skills before they reach the classroom. There are fortunately several different options when it comes to educational apps for children. They include:
The Endless Alphabet Series
The Endless Alphabet Series is an English-language vocabulary builder targeted towards young children. It includes the typical alphabet lessons that allow children to learn their ABCs, but also a series of vocabulary exercises that build up to 100 words. These aren’t just the standard words that children will become familiar with during the earliest stages of school. They include far more advanced words beyond their years like gargantuan and cooperate.
There is a free to play version that includes seven different word puzzles with a more limited vocabulary range. A one-time premium purchase unlocks the app in its entirety. Amanda from www.sellmyphone.co.uk/ believes it is an excellent purchase for parents seeking to offer an excellent academic experience to children in their earlier years before sending them to school.
Professor Astro Cat’s Solar System
Based on a hardcover children’s book of the same same, Professor Astro Cat takes children into outer space to teach them the various facts and figures of the planets in our galaxy. The app is an immersive experience that isn’t strictly limited to the bare basics of solar system travel either. Children will learn about the volcanoes on Venus, various rocket technologies that allow astronauts to get into outer space, and precise distances and calculations between planets. It is certainly an app worth considering for those who are interested in the wider galaxy around us.
Numeracy skills are something that many children struggle with during their earliest stages of school, so encouraging mental arithmetic from an early age is arguably one of the best ways forward before children get into school. Quick Math+ is an excellent app for children that encourages children to solve simple math problems against the clock and will introduce concepts with gradually increasing difficulty as children work their way through the app. Solving problems quickly will score points that can be exchanged for character upgrades in the game, which allows children to personalize their avatars to their own tastes and preferences.
Monster Physics is an interesting app that allows children to build various machines to complete assigned tasks in the game. By doing this, it reveals the basic scientific concepts behind physics and in particular focuses on how motion works. This means kids won’t only be able to build some rather interesting gadgets to complete various tasks, but also have a complete understanding of why their inventions actually work the way they do.
Peekaboo Barn Series
For the youngest learners, Peekaboo Barn encourages children to associate animal sounds with their corresponding animal in the app. The game begins with the typical farmyard animals that are appropriate for the early learning group, then starts to expand into more common exotics like llamas and owls. The game also reveals their native habitats and other interesting facts about the animals.
Whether or not you as a parent decided to include screen time in your child’s development is ultimately up to you. There are various schools of thoughts on the topic and choosing to limit screen time is something that would be beneficial for just about every age category, but choosing to include a few educational apps in their development experience like the ones above can set them on the right path before they enter school with a solid foundation of general learning that keeps them in line or even slightly ahead of their classmates. It’s never been a better time to take advantage of all of what technology has to offer you as a parent, but the question is will you allow it in your household?


What are Learning Differences (LD)?
Students who have learning differences are those who learn differently to typical students in the classroom because of a neurologically-based difference in their brains, making it difficult to acquire core literacy and numeracy skills. The number of students with this neurological difference is estimated to be between 10 and 15 %, meaning that in every class, there will be at least 3-4 students who will struggle to learn when taught with conventional methods. Learning Differences may also be known as Learning Disabilities or Specific Learning Disabilities. LD are not the result of laziness or poor intelligence.
Early identification of learning differences is important to allow provision of support for the student. Lack of identification and poor management of learning differences can cause severe anxiety in children, even leading to depression in students as young as 7 years of age. Identification of a learning difference is usually liberating for a child because there is a reason for their difficulties, and they come to understand their brain works differently to others - they are not “dumb”, “lazy” or “stupid”.
Here is a brief overview of the main learning difficulties frequently diagnosed.
Dyslexia is a disorder that affects language processing: reading, writing, spelling and speaking. Information is processed differently. For example, letters may be reversed, word order in sentences changed, words may move on the page, words or letters may take on a three dimensional appearance. The person may have difficulty reading from left to right or tracking down a page. he/she may have difficulty understanding abstract ideas, even jokes or puns.
Dysgraphia is a disorder that affects writing, spelling and handwriting. The person with dysgraphia will often find it difficult to write his/her thoughts on paper although he/she may communicate well verbally.
Dyscalculia is a disorder that makes math calculations, the memorization and application of math facts difficult. Ther person finds the processing of numbers extremely difficult.
Dyspraxia is a disorder affecting motor skill development. People with dyspraxia experience difficulty in areas that require fine motor skills.
Executive Function disorder affects a person's ability to plan and organize, to strategize and momorize, as well as to order space and time. People with this disorder find it difficult to use past experience for present situations and tasks.
Attention Deficit Disorder (ADD/ADHD) is different from LD. Although both are neurological in nature, LD is treated with educational and behavioral methods and ADD/ADHD is often treated with medication and therapy. ADD/ADHD affects a student's ability to focus and maintain focus, to control impulses, to control activity level.


Over the past few years there has been a growing movement to make coding a core part of school curriculum alongside reading, writing and math. Organizations such as Code.org, a nonprofit founded in 2013 that is dedicated to expanding access to computer science, have been steadily gaining steam, and in January 2016 former President Obama announced an initiative to increase access to computer science classes in schools.
The buzz around incorporating computer science into K – 12 curriculum is well-deserved. Not only does it give students the skills needed to enter the growing field of computer science, but more importantly it teaches them foundational skills such as problem solving and analytical thinking that will serve them well in all aspects of their lives. At St. Thomas School (STS), we introduce coding in preschool and continue building students' foundational coding skills through eighth grade so they can develop essential thinking, processing and communication skills that will help them succeed.
The Early Learning Benefits of Coding
The benefits of coding extend far beyond creating software and websites. Before students start working with software, they learn computational thinking skills, which is the ability to approach a problem in a structured and logical way. Applying computational thinking can help students reach solutions that they may not have seen if they hadn't broken down the problem in a methodical manner.
The storytelling aspect of coding can also benefit students' written and oral communication skills. In coding, there is a logical beginning, progression and ending to the program, just like a story. These skills can benefit students' writing.
Additionally, since coding can be challenging at times, students learn to persevere through setbacks and failures. This resilience will help them succeed as they undertake increasingly challenging classes throughout their academic journey.
Coding at St. Thomas School
Coding is like learning a language: it's easier to become fluent at a young age. At STS we introduce simple coding in preschool to help students understand that at its core, coding is a set of instructions. Preschoolers work with a Kibo robot and its basic wooden programming blocks to code simple instructions such as forward, light on and stop. From there, students move on to visual educational programming languages such as Scratch, which involves putting pre-written code in the right order to create interactive stories and animations.
We also recently partnered with Microsoft to introduce Micro:bit mini computers to our elementary and middle schoolers. The little devices are open development boards that allow students to run code on them to create everything from robots to musical instruments. Micro:bit computers give students the ability to get creative with coding – students use them to create micro insects, guitars and bracelets that are programmed to play games such as "Rock, Paper, Scissors."
Students with an affinity for coding can take a deeper dive into the concepts they learn in class by participating in after-school coding clubs. In coding club, students choose their projects so they can explore the concepts that are most interesting to them with mentorship and guidance from teachers and other students. For example, a third grader coded STS's humanoid NAO robot to ask his classmates multiplication problems and tell them whether their answer is right or wrong.
Teaching children to code at a young age helps them develop fundamental skills that will benefit them in whatever career they choose to pursue. We plan on continuing to integrate coding activities into the curriculum at STS in fun new ways, and we're excited to see the creativity and learning that will take place as a result.


Course No. ED430G, ED530G
Literacy Strategies for Grades 4 – 12 by Karen Tankersley is a great resource for teachers who need to help students improve understanding of textbooks and develop thinking skills critical to success in secondary education. It is rich in its ideas, and substantiates recommendations with excellent research. It deals both with skills and motivational needs of poor readers as they progress through the grades. There are many encouraging and interesting ideas to make the job of the secondary teacher more successful AND more lively.
This is the second book by Karen Tankersley, amplifying on her highly successful original book Threads of Reading: Strategies for Literacy Development, in which she explains that the teaching of reading is sequentially based, and continues to develop throughout school years. Her books are very readable, and her creative strategies make a teacher feel like getting started right away.
|We advise you to review and download the course syllabus before registering.
- Acquired engaging and practical ways to help students work in textbooks containing complex vocabulary.
- Rekindled motivation and encouragement of 4-12 grade teachers who may not have had sufficient instruction in reading strategies and yet are responsible for helping all students with reading assignments in their subject areas.
- Acquired some special suggestions including on-line resources for teachers whose students include English-Language Learners.
by Tankersley, Karen
Brand: Association for Supervision n Curriculum Deve
Text cost is approximately $12.50 used from Amazon.


ERIC Number: EJ1046485
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
The Efficacy of Exergames Played Proximally and over the Internet on Cognitive Functioning for Online Physical Education
Kooiman, Brian J.; Sheehan, Dwayne P.
American Journal of Distance Education, v28 n4 p280-291 2014
Exergames (active video games that require kinesthetic movement) played in proximity to other players or against a gaming machine have been linked to positive increases in cognitive functioning. This study tested to see if remote exergame play over the Internet had an impact similar to exergames that are played in proximity. The study shows that remote exergaming can result in positive gains in cognitive functioning.
Descriptors: Video Technology, Educational Technology, Physical Education, Motion, Competition, Cognitive Ability, Exercise, Internet, Proximity, Cognitive Development, Video Games, Teaching Methods, Instructional Effectiveness, Secondary School Students, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12, Comparative Analysis, Pretests Posttests, Experimental Groups, Control Groups, Statistical Analysis, Gender Differences, Age Differences
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Grade 8; Grade 9; High Schools; Grade 10; Grade 11; Grade 12
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Bender Visual Motor Gestalt Test


Publisher: Libraries Unlimited
Comprehensible and Compelling: The Causes and Effects of Free Voluntary Reading
It has been established that encouraging reading at all student levels supports literacy--not just literacy in terms of having basic reading and writing abilities, but in being able to perform advanced reading as well as having well-developed listening, speaking, and critical thinking skills. But what kind of reading has the most benefit for young learners? And why? Comprehensible and Compelling: The Causes and Effects of Free Voluntary Reading examines the most recent research and literacy testing results from around the world that document how reading materials must be comprehensible and compelling to bring success. It also presents research findings that show how libraries directly support literacy development, providing arguments and proof that will be invaluable in advocacy efforts for funding and program development.


The Kids & Chemistry program was developed in 1997 by the ACS as an attempt to give members the resources and training necessary to share science with children. In this program, they use their experience and training in science to bring hands-on activities to children ages 9-12.
The initial training should allow the participants be more at ease when working directly with elementary school age students. Students participate in a positive learning experience and hopefully students will become aware that:
Science and chemistry are a part of everyday living.
Science and scientists make positive contributions to everyday life
Chemists and other scientists are people like them
The Section became involved in the program under the aegis of Walter Siegl in September of 1997. Announcements for a training session for the program appeared in the Detroit Chemist in September and November of 1997 and again in January 1998. Twenty Section volunteers participate in the program. From this group, six persons were chosen as a "Leadership group". In late February and again in March, the six met with Jodi Greenblatt from the National ACS for day-long orientation and planning sessions.
In early May all 20 volunteers attended a training workshop to get ready for the first major trial of the program.That trial was an appearance at the Michigan Taste Fest held in Detroit's New Center Area near the Fisher and GM Buildings during the Fourth of July festivities. The group had a tent for their "first big" activity. More than 300 kids learned about pH, acidity and acid/base indicators . The activity was received enthusiastically by the participants as well as from parents and teachers who happened to be present at the festival. K&C volunteers included Jennifer Stelman (event leader), Lisette Maloney, Ron Schroeder, Felix Schneider, Charlene Hayden, Mary Kay Heidtke, Jennifer Hicks, Scott Harrison and Rebecca Ihrie.
For more information on Science for Kids click here.


The way we learn new information and skills may have changed significantly over the past twenty years, but no matter how many new technological tools we acquire, basic study skills are still a central part of education at all levels. Consistently, the most effective students — the ones able to rapidly master new disciplines and […]
Archive for the “Tutoring” Category
For students planning on applying to private schools in Canada or the United States, getting a good SSAT score is an absolutely essential component of the admissions process. The SSAT sets an international standard for admissions, and can be taken at the elementary, middle, or upper levels depending on the age of the child and […]
When most people think about education, they think about schools. But the reality is that while primary, secondary, and tertiary schools are where the bulk of formal education happens, children learn just as much if not more outside the classroom — from their parents, their peers, recreational activities like sports and music, and even the […]
For many parents, summer learning loss is a frustrating thing to witness. After watching their child struggle to master vital skills like writing and algebra over the course of the school year, summer comes along and seems to wipe the memory clean. Numerous studies on summer learning loss have been conducted, and scientists have consistently […]
Literacy is a critical skill, one that all children need to master in order to advance in their education. So it is perhaps unsurprising that so much of the emphasis in primary education is on helping students acquire the tools they need in order to engage in life long literacy development. One of the most […]
Knowing how to read, and knowing how to understand what you have read, are vital skills. According to a recent study, a shocking twenty-three percent of students who had a below basic reading level in third grade did not graduate high school by age 19. Students who were in the top tercile, on the other […]
How do we learn, and how can we use what we know about the brain to learn more effectively? For researchers in the psychology of learning, these questions are of paramount importance, and finding answers to them can help educators unlock their students’ potential and help them learn more efficiently. One of the central insights […]
One of the perennial challenges every educator faces is getting children engaged in learning. When kids are interested in a subject they learn quickly and voraciously, devouring books, educational films, and webpages related to their interests and sharing the information with anyone who will listen.
Keeping children invested and engaged in learning is a day-to-day struggle for most parents and one that can seem overwhelming. With so many distractions vying for a child’s time, instilling the values of discipline and the virtues of curiosity isn’t easy.
While most parents would consider literacy to be one of the most essential aspects of a primary school education, however, evidence shows that in Canada, literacy is declining.


The Collaborative Center for Literacy Development (CCLD) provides high quality professional development and research on behalf of improved literacy instruction and student achievement from early childhood through adulthood. In order to provide systemic support, CCLD works with early care professionals and educators to develop children’s early language and literacy skills. It supports initiatives that produce highly effective teachers and early care professionals who can facilitate the language and learning skills that guarantee future reading, writing, and school success. These early childhood professionals need to know theories of child development, how to meet the unique and varied needs of individual children, and how to plan a research-based curriculum delivered in an interesting and stimulating environment that contributes to the healthy development of young children. The benefits of such early care and education promote both cognitive and social development, as well as fostering language and literacy from birth to age five.
Young children are born with an innate curiosity and an enthusiasm for learning. Despite individual differences present at birth, every young child deserves the opportunity for care and education of the highest quality provided by excellent early childhood educators. To achieve this level of excellence, early childhood professionals need specialized training and education in practices that are most effective in promoting young children’s learning and development, i.e., developmentally appropriate practices.
Early Childhood Kentucky Reading Project
The Early Childhood Kentucky Reading Project (KRP) is a yearlong professional development initiative for birth to age five educators and early care professionals. The premise of the initiative is to create and implement a Learning Action Plan through instruction based on the participant’s teaching environment. The focus of the instruction is tailored to the participant’s specific needs and includes, but is not limited to, concepts of print, oral language development, early literacy skills, assessment, phonics, phonemic awareness, vocabulary, comprehension, writing, and differentiated instruction. Additional participant benefits include professional development resources and engagement in an active community of practice. Individuals or teams of educators may participate. The delivery format includes an intensive summer institute with follow-up professional development opportunities and coaching visits throughout the year.
Imagination Library Initiative
The Imagination Library Kentucky Project is an enhancement of the Dolly Parton Imagination Library book dissemination endeavor. The Kentucky-specific model includes the traditional premise of providing age-appropriate books to children from birth to age five; books are mailed monthly to each registered child’s residence based on funding community partners. The initiative builds on the books through targeted oral language and early literacy skills development through book videos, resources, and professional development/family literacy events.


Ditton Lodge Primary School Curriculum Statement
At Ditton Lodge Primary School, the curriculum is designed to help everyone:
Have a sense of belonging
Be ambitious to succeed
Have the knowledge they need to thrive and flourish in the 21st century global community
Excel as lifelong learners
Experience a world beyond Ditton Lodge
Alongside the above, our vision, and the values of our Ditton Lodge High 5, underpin our curriculum intent and our shared purpose.
To enable this, we ensure our whole school curriculum is rich and rigorous. We begin with a sense of belonging, fostered by strong relationships which are the bedrock of our teaching and learning. We invest time in building meaningful and positive relationships with one another.
We are ambitious for every person in our school and are clear about our high expectations for everyone. We provide strong and coherent learning opportunities alongside carefully planned additional experiences to enable children to discover new talents, skills and interests. Underpinning this is the belief that every child has the potential to achieve and excel.
We aim to provide a knowledge-rich and broad curriculum for our children. Each subject is taught discretely to allow children to build on previous knowledge and skills and to enable links to be made as their learning progresses. We place great emphasis on subject specific vocabulary as we believe this allows children to communicate confidently and effectively as well as providing the foundations for their future.
To enable children excel throughout their learning journey, and to encourage them to continue on that journey as their life progresses, we are clear about the intent of our school curriculum:
To secure for all children fluent and effective reading to enable them to access the wider curriculum, develop a rich vocabulary and enjoy reading for pleasure.
To secure for all children a fluency in number and an ability to manipulate number to support problem solving and reasoning.
To ensure children are able to communicate articulately and confidently in a range of forms and situations.
To offer for all our children the knowledge and understanding of how to keep themselves mentally and physically safe and healthy.
Our curriculum provides children with memorable experiences, visits and visitors from which they can learn. It encourages them to view the world outside of Ditton Lodge with excitement and curiosity. It makes for independent and confident learners who know about their community, the wider world and how to make a positive contribution.
To deliver these goals we are purposeful and strategic in our implementation of the whole school curriculum. Our rigorous self-evaluation informs school development priorities and CPD to ensure we are effective as a whole staff team in meeting these aims and continuously develop our subject knowledge.
We have created curriculum overviews which ensure coherence and progression in both knowledge and skill development across all year groups in every subject. Our timetable is carefully structured to include blocked areas of study. Immersion in a subject allows for expertise and depth of understanding. It allows us to foster children’s curiosity and interest, give them the chance to write with real purpose, make links and retain knowledge. It allows for an efficient use of resources and greater cooperation between staff.
Each area of study is well organised and coherent, allowing implementation of teaching through the use of Knowledge Organisers, Vital Vocabulary banks, Knowledge Strips and quizzes. The acquisition of knowledge is underpinned by the implementation of a variety of teaching methods intended to help children retain and recall their learning.
We use a range of assessments, including low stakes quizzes at the beginning and end of a study unit, ensuring that they support teaching and learning and promote progress for all children. Assessment processes reflect subject specific need and are viewed as a valued tool used positively by staff.
The development of our learning environment reflects our values and vision. We balance displays and opportunities to celebrate children’s achievements and work with working walls which support the learning journey for all children in all classrooms.


A good way to get children reading and writing and loving books is the tried and true bed time story, but there is more that can be done.
A child's ability to self-regulate i.e. pay attention, retain memory of what’s been taught and perhaps inhibit behaviours are critical for their success in literacy and language development.
"Self-regulation is an umbrella term to define children's abilities to keep information in their working memories, pay attention to tasks and even to inhibit behaviors that might prevent them from accomplishing tasks," said Lori Skibbe, Associate Professor in the Human Development and Family Studies Department from Michigan State University.
Children who could self-regulate earlier had higher language and learning skills through at least second grade.
"We've known that there is a relationship between self-regulation and language and literacy, but our work shows that there is a lasting impact. The early advantage of self-regulation means children are learning these critical language and literacy skills earlier and faster, which sets the stage for developing additional skills earlier as well," Skibbe said.
The research team assessed 351 children twice a year from preschool to second grade, on both self-regulation and on language and literacy.
When assessing self-regulation, the children were asked to play a game that required them to follow prompts from the researchers.
"We asked them to touch their heads, shoulders, knees and toes, similar to the childhood 'Simon Says' game," Skibbe said. "Then, we reversed or mixed the commands to see who could follow based on the instructions they retained."
The researchers looked at four language and literacy skills: comprehension; vocabulary; early decoding, or the ability to identify letters of the alphabet and read short words; and phonological awareness, or understanding the sound structure of language.
Some children are biologically predisposed to develop self-regulation skills earlier, Skibbe said, but there are things parents can do to help them in their development.
"By nature, humans are not effective multitaskers, and children need time where they focus on only one thing," she said.
"Parents need to be aware of how their children can regulate their own behavior based on what's going on around them. Parents can structure their home environment and routines in ways that support children," Skibbe said. A full night of sleep, playing games with children and having time without distractions in the background are things you might not think help language and literacy development, but they do."


Board: Catholic District School Board of Eastern Ontario (CDSBEO)
Educators: Carolyn Crosby, Carol MacKenzie, and Chantale Lauzon-Harris
Plan: To investigate how well locally developed/workplace pathways prepare students for post-secondary education.
Action: High school educators collaborated with college professors to examine high school pathways through the investigation of course content and curriculum expectations.
Reflect: The locally developed/workplace math skills align with the numeracy skills needed for many college trade programs, especially apprenticeships. This pathway can lead to student success in the workplace as well as in post secondary education.


A Home Away From Home
As Kindergarten is often the first step away from home, the soft and warming colours combine with the child-friendly architecture to provide a homely atmosphere where young children can flourish. Each of the four groups has its own specialist teacher, a cloakroom, cooking area and entrance to a large communal garden with swings, a sandpit, lawn and climbing trees to explore.
Water-colour painting, modelling, hand-crafts and baking awaken creativity, while the imagery of fairy tales, poetry, plays and songs encourages the child’s language skills and feelings. Circle games and outdoor play increase physical strength, agility and grace while seasonal festivals develop a meaningful connection with nature.
Learning to Be Part of a Community
Since young children learn by imitation, our Kindergarten teachers lead by example. Pupils discover the importance of watering the plants, tending the garden or feeding leftovers to the birds simply by observing and joining in. Each child has a daily job such as sweeping, washing the plates or taking peelings to the compost heap. The tasks repeated daily serve to integrate the individual child into their community.
Each group includes a mix of ages from around 3-6 years which means our older pupils help the younger ones, allowing them to gain a real sense of their growing capabilities. Snack time is enjoyed together round a large table which helps the group to learn social skills such as appropriate communication, how to negotiate and, where necessary, how to compromise.
The older children help to prepare the food and set the table which supports the development of numeracy skills as they weigh the ingredients, sort and match and practice simple counting in a real rather than abstract context.
Kindergarten education is comprehensive and stimulating. This encourages our youngest children to be at ease with themselves and to be eager, creative and responsive when they begin their formal education in Class 1.


Literacy is the competency with which a person uses written language to communicate - specifically, to read and write. Along with numeracy, it is one of the important foundations in education and one of the goals of schooling. The United Nations Educational, Scientific and Cultural Organization (UNESCO) and other international organizations consider basic literacy provisions to be a basic human right (Article 26 of the Universal Declaration of Human Rights guarantees elementary and fundamental education).
While, in most Western societies, literacy is gained through pre-schooling and primary schooling, as well as from parents and others, many fall through the gap. In the United States, in 2003, the National Center for Education Statistics conducted the National Assessment of Adult Literacy which concluded that 30 million - around 14% - of the U.S. population bad "below basic" literacy skills, meaning that they are unable to read anything beyond the level of a children's picture book.
Literacy and language acquisition
The effect of literacy on other skills, such as language acquisition, has become a focal point of research in linguistics and psychology, particularly since the 1990s. Literacy usually helps learning, such as by providing greater access to new vocabulary through written information. Literacy is gradually being identified as a key factor in language processing skills, i.e. literacy positively and negatively affects how well people interpret grammatical patterns, acquire the accent of another language, or perform in tasks involving the manipulation of linguistic utterances.
- And, more controversially, the use of information technology: the United Kingdom's "Skills for Life" policy considers ICT skills to be equivalent in importance to literacy and numeracy skills since they are all required to live and work in a technology-saturated culture.
- Overall Key Findings from the NAAL, USA Today Literacy Study: 1 in 7 U.S. adults are unable to read this story.
- Krashen (2003: 15).
- Tarone, Bigelow & Hansen (2009).


Inside: A collection of art appreciation for kids lessons and art class activities to engage students with works of art. (Most of them are FREE!)
Art Class Curator is dedicated to bringing a new kind of art education experience to classrooms everywhere. No more art in the dark with boring lectures and lifeless facts! We’re helping teachers ignite curiosity and spread a love of art by connecting students with diverse artworks from across time and cultures. Art teachers can cultivate empathy, critical thinking skills, confidence, and personal growth by curating art appreciation activities for kids that will transform generations.
Free Printable Art Worksheets
To make art appreciation lesson plans even easier, Art Class Curator offers a bundle of ready-to-go art lessons in the Art Appreciation Worksheet Bundle.
It’s as easy as 1, 2, 3!
1. Pick an artwork
2. Print one of the Art Appreciation Worksheets
3. Watch with joy as your students connect with and interpret art
Art Lesson Plans
Since Art Class Curator was founded in 2014, we’ve written hundreds of blog posts and classroom resources for art teachers. Find what you’re looking for in the categories below! You can also search the site in the sidebar if you are looking for something specific.
Art Appreciation for Kids
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Find classroom art projects and unique art making ideas here:
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Overview of the Visual and Performing Arts Curriculum
The JCPS Visual and Performing Arts curriculum is based on the Kentucky Academic Standards for Arts (National Core Arts Standards). The standards incorporate the four arts disciplines:
- Visual Arts
Schools are urged to provide their students with rigorous arts programs that emphasize creating, presenting/performing, responding, and connecting to the arts.
At all grade levels, students should have the opportunity to learn about the arts in the context of creating and presenting/performing. As students create and present/perform, they learn that the arts are basic to human communication and that they can use the arts to communicate specific meaning through their choices in the use of various arts elements and principles of design.
- Creating involves conceiving and developing new artistic ideas and work.
- Presenting for visual arts students involves interpreting and sharing artistic work. Performing is limited to the performing arts of dance, music, and theatre. Performing involves realizing artistic ideas and work through interpretation and presentation. For dance, music, and theatre students, performing addresses previously created works by a choreographer, composer, or playwright, as well as original, student-created works.
- Responding to the arts involves understanding and evaluating how the arts convey meaning. The arts are a tool for communication and are capable of delivering meaning through literal and emotional content. Responding to the emotional content of artworks involves actually feeling the emotion(s) set forth by the creator. Responding can also involve intellectual analysis of works of art in regard to their design, effectiveness and quality.
- Connecting to the arts involves relating artistic ideas and work with personal meaning and external context.
The visual and performing arts programs in the elementary grades center on an exploration of the arts disciplines: dance, music, theatre, and visual arts. Emphasis should be placed on exposing students to a variety of arts through active experiences in all four arts disciplines. This exploration includes a beginning of literacy development in the arts content areas, simple analysis and critique of the arts, and active creating and presenting/performing in the arts.
The visual and performing arts programs at the middle school level should center on establishing grounding in the arts so that students are able to communicate at a basic level in each of the arts disciplines: dance, music, theatre, and visual arts. Emphasis should be placed on exposing students to a variety of arts through active experiences in all four arts disciplines. Students may have already begun to, or at this level choose to focus on one arts discipline for more in-depth study. This will help students to prepare should they choose specialization in one arts discipline at the high school level. Grounding in the arts involves literacy development in the four arts content areas, analysis and critique of the arts, and active creating and presenting/performing in the arts.
At the high school level, students may choose to specialize in one or more arts disciplines. Specialization will enable students to study an arts discipline in an in-depth manner and work toward achieving proficiency and mastery in creating, presenting/performing, responding, and connecting to their chosen arts discipline. Students who specialize in an arts discipline will participate in performance-based arts courses designed to develop skills and understanding that will enable students to use that arts discipline as a high level communication tool. This is accomplished through the development of creativity and production or performance skills. Performance-based courses also connect the arts with their historical and cultural contexts as students study exemplary works and learn the impact of time, place and personality on the arts. In addition, these courses promote an understanding of the interrelationships among the arts disciplines and connections with other academic content areas.
Students choosing not to specialize in an arts discipline in high school should move beyond the grounding in the arts achieved at the middle school level toward proficiency in the arts. Emphasis for these students should be placed on exposing students to a variety of arts through active experiences in all four arts disciplines, and developing further understanding and appreciation of the historical and cultural significance of dance, music, theatre, and visual arts. A higher emphasis on the process of responding to the arts is a natural outcome of this more general approach to arts education, however creating and presenting/performing the arts remain as critical processes in the general education of all students and promote deep understanding and appreciation of the arts.


The idea that visual expressions are a visual language analogous to verbal language is the basis for perception of visual expression as a means of communication, thinking, and evaluation. The classroom environment, with its visual texts, is a kind of litmus paper exposing the hidden cultural and pedagogical beliefs and approaches of the creators of this environment and of its consumers. The classroom environment is also a kind of catalysis that drives, creates or strengthens types of cultural and pedagogical beliefs and attitudes.
Creating a learning community that trains teaching teachers is the dream of many educators. The model presented in the booklet is an attempt to suggest ways to realize this dream. The model is the result of the thinking and experience of the staff of the elementary education track at Beit Berl during the past few years. In our experience, it seems that creating a learning community involves creating a meaningful partnership between all the teachers, mentors, teacher students, supervisors, responsible local authorities, and parents.
This book deals with the life story of two professionals in the fields of psychology and education whose area of specialization is people with learning disabilities and attention deficit disorder, and concentration while they both themselves are facing similar difficulties. The book brings their memories and experiences along the life cycles: childhood, army, academic studies, employment, relationships and parenting.


63% of primary schools in Australia offer no classroom music . Despite the proven benefits of music education, most schools don’t have the resources for a music program in their curriculum.
Don’t Stop The Music is a three-part documentary series on ABC that follows the journey of a primary school from an underprivileged area of Perth embarking on a music program, and the transformative effects this has on the students, teachers and families involved.
Australian music sensation Guy Sebastian is on-hand to mentor and inspire the students, most of whom have never touched a musical instrument. Through Guy’s warm and supportive coaching, many heartwarming moments unfold and they begin to develop a love of music.
Guided by leading music educators, including Micheál McCarthy from WAAPA, teachers are given new tools to teach their students to play instruments and sing.
Don’t Stop The Music will screen as part of ABC’s annual Ausmusic Month in November. For the month of November, ABC celebrates and embraces Australian music across all its platforms with special initiatives, live performances and programming, highlighting and paying tribute to the diverse, depth and variety of Australian music.
Filmed over 9 months, the series follows primary school students at school and at home with their families as they learn, practice, struggle and persevere with their instruments. The students perform for their peers and are treated to performances from visiting bands and choirs and hands-on workshops as a culture of music begins to develop in the school.
The benefits of music begin to play out among the children, tempering disruptive behavior, bringing serial truants back to the classroom and providing a creative outlet for kids who haven’t excelled in traditional academic areas.
Featured in the series is Dr Anita Collins, an award-winning educator, researcher and writer in the field of brain development and music learning.
“Two decades of frenzied research has now found that music education grows, hones and permanently improves neural networks like no other activity.
Children who undertake formal, ongoing musical education have significantly higher levels of cognitive capacity, specifically in their language acquisition and numerical problem-solving skills. They also continue in education for longer, reverse the cognitive issues related to disadvantage, and earn and contribute more on average across their lifetime.”
In tandem with the series, the ABC, the Salvation Army and Musica Viva will launch a national appeal, encouraging people to donate unused or unwanted musical instruments that can be provided to school music programs.
- 63% of primary schools in Australia offer no classroom music  .
- Despite 90% of parents valuing music and wanting their children to be involved, access to quality music education in schools has become highly inequitable  .
- Recent studies have shown how incorporating music in a child’s education has life changing benefits; improving literacy, numeracy, confidence, behaviours and wellbeing
 National Review of Music Education Report 2005
 Music Australia's Music Is Good Fact sheet, Aug 2017
Production Credits: An Artemis Media Production, made in association with ABC, Screen Australia, Screenwest and Lotterywest. Producer Celia Tait. ABC Executive Producer Stephen Oliver.
Based on the format Don’t Stop the Music developed by Fresh One Productions Limited.
For more information or images, please contact Marketing Communications Specialist, Jillian Reeves on email@example.com or 02 8333 3969 / 0419 892 379.


POLS2216 Politics in the USA
- 6 points
|Semester 2||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 2 option in the Political Science and International Relations major sequence
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 2 elective
- This unit builds on the brief introduction to the study of US politics provided at Level 1. It examines American politics from the perspective of the tension between myth and reality, between America's pervasive ideology of individualism, limited government, equality of opportunity and pluralism, and the realities of concentrated economic and political power, inequality, and interest group leverage. The history and models of individualism, limited government and the free market are used to frame an analysis of America's system of divided governmental power, anti-interventionism and individual self-reliance. Various other issues are also explored by examining contemporary research into such matters as the decline of political parties, the rise of the mass media, and the focused power of the gun lobby and the central intelligence agency (CIA).
The lecture program is in two parts. The first part covers the pluralist and individualist, market-oriented models that predominate in both American ideology and mainstream political analysis, followed by criticisms of laissez-faire logic. Two key attitudes—suspicion of governmental power and support for individual freedom and self-reliance—are related to the design of the American Constitution, and the key institutions of Presidency, Congress, Judiciary and Federal System. The second part draws on political science research on individual opportunity, limitations imposed by concentrations of power, and welfare policy; cultural and media influences on politics; the decline of American political parties and the rise of voter apathy and alienation; the CIA and the constitution; and the power and significance of the American Rifle Association, one of America's most powerful lobby groups. There is a special session on the role of political advertising on television in American elections.
- Students are able to (1) explain the key concepts and analytic frameworks utilised by political scientists to explain US politics; (2) identify key features of American political culture and of the operation of the US political system—the elements that make the US distinctive among liberal democratic polities; (3) discuss, in an informed manner, the interaction of political culture, social structure and political institutions in modern US history; (4) demonstrate an understanding of the political significance of social and economic inequality in America, and the tension between American belief systems and political and socioeconomic realities; (5) apply frameworks for understanding political culture to the analysis of contemporary policy issues in the US; (6) communicate information, ideas and argument related to the field in a coherent and logical manner in both written and oral forms; (7) work effectively as a member of a tutorial group; (8) demonstrate research skills appropriate for locating and assessing relevant primary and secondary materials; (9) demonstrate practiced skills of problem analysis and critical reasoning applied to the subject matter of the field; and (10) undertake enquiry-based learning and research on topics related to the field.
- Indicative assessments in this unit are as follows: (1) written work; (2) tutorial participation; and (3) examination. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Adam Hannah
- Unit rules
- any Level 1 POLS unit
- POLS3316 Politics in the USA
- Contact hours
- up to 3 hours per week
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.