Accessibility Tool Kit
The purpose of the Accessibility Tool Kit is to look through the accessibility lens and learn more about the diversity found within and surrounding the Deaf community.
Deaf Literacy Initiative Emerging Level Curriculum Guideline
Deaf Literacy Initiative Emerging Level Curriculum Guideline was developed in response to an
identified area of need in the Deaf stream; a curriculum guideline to support practitioners in
providing standardized quality instruction to Deaf adults who are at emerging level in one or all
areas of literacy development including understanding and using American Sign Language
within OALCF context.
Deaf Literacy Initiative as Lead Deaf CAMERA Assessor: An Examination
Since 2006, DLI has lead the way in adapting a valid literacy assessment tool to meet the cultural and linguistic needs of the Deaf Stream. They have trained assessors who are Deaf and fluent in American Sign Language (ASL). They have been successful in assessing learners across the province. This paper will review relevant factors determining whether they should continue to provide this service, or for literacy programs to take on their own.
Learners' workbooks and practitioner's guides
Click to learn about the Workforce and Workplace Literacy resources for anyone seeking to improve their employment and literacy skills.


If you play a musical instrument, you need materials to make playing that instrument easier. Violinists need rosin, a sticky substance, for their bows. When you pull the bow across the strings, the rosin temporarily sticks to the string, pulling the string slightly. Upon its release, the string snaps back into place, creating the characteristic sound of a violin. You can purchase rosin at most music stores, but some violinists prefer to make their own.
Things You'll Need:
- Table Router
- Pine Tree Sap (Sylvaros)
- Hand Torch
- Rubber Strips
- Table Saw
- Sap-Gum Wood
Prepare the wood molds. Cut a trough along the length of a piece of sap-gum wood on the table router. The large groove will hold the rosin, and the edges will provide a place for you to grip when applying the rosin to your violin bow. Cut the sap-gum wood into molds the size of a matchbox with a table saw and remove rough edges with sandpaper.
Place the molds side by side and end to end with rubber strips in between each mold. This will prevent the rosin from spilling out of the molds as you pour.
Combine the Sylvaros and beeswax in a saucepan and heat the mixture until it is around 300 F. The liquid should have the appearance and consistency of molasses.
The rosin must cool slightly before being poured into the molds, but continue to apply a small amount of heat with a hand torch to prevent the surface from glazing over and to force any bubbles in the mixture to the surface.
Slowly pour the rosin into a row of sap-gum wood molds. Place a piece of tin over the next row of molds to facilitate moving to the next mold. Avoid pouring rosin onto the edges of the molds.
Use the hand torch to again force any bubbles in the rosin to the surface as the rosin cools.
- The extreme temperatures needed to manufacture rosin can cause serious injury if you mishandle the rosin.
Patrick Wilson earned a bachelor's degree in music education from Western Illinois University in 2000. He then taught public school instrumental music for seven years before entering the world of professional writing. In 2008, Wilson became a content writer for websites as well as a freelance blogger. Wilson has contributed to such websites as eHow, COD and Answerbag.


As scholars and teachers, who we cite in our research and who we teach in our classrooms has the power to make and remake our fields. This power can be used to center certain forms of knowledge and ways of being, but also to discipline or even silence others. In light of the current events revolving around the Black Lives Matter protests, we realized that the world of music education was and is very White-dominant, underscoring the racisms embedded in this field and the need to start rethinking how exactly music scholarship is defined.
With the project ÒReframing the Music Classroom: Incorporating Anti-Racist Practices and BIPOC Voices,Ó we commenced a process aimed at criticizing and then eradicating the racism from our research and curricula. The core of the project is a subject guide that will be available via the Northeastern library website and recommends an array of resources to incorporate in music classes. The guide is divided into four sections, focusing on: the work of BIPOC music scholars; anti-racist pedagogy; racism, anti-racism and protest within music; and BIPOC artists who contributed to the evolution of music within the 20th and 21th century. In addition, a curated selection of the gathered materials is featured in a biweekly newsletter that is addressed to all music majors and music faculty.
With this presentation, we will give insights on the motivations behind this project and on the curatorial process. We will discuss the immediate outcomes of the projects along with the envisioned broader impacts


Diego Rivera, artist and man of fire, celebrated with Google Doodle
Diego Rivera wasn't just a brilliant artist, he was also a compelling man whose life held violence and controversy. Google celebrates the muralist with a Google Doodle on Thursday that mirrors Rivera's style.
"If I ever loved a woman, the more I loved her, the more I wanted to hurt her," Rivera once said. "Frida was only the most obvious victim of this disgusting trait."
He referred to artist Frida Kahlo, whom he married in 1929. Theirs was a stormy relationship filled with extramarital affairs and fighting.
But stormy relationships were a habit with Rivera. He famously sliced Russian-born lover Marevna Vorobieff in the neck, and she later did the same to him.
On Dec. 13, 1886, Diego María de la Concepción Juan Nepomuceno Estanislao de la Rivera y Barrientos Acosta y Rodríguez was born in Guanajuato, Mexico. His father's occupations included work as a teacher, and his mother was a doctor. Life was comfortable, and Diego began drawing at age 3. His father built him a studio with canvas-covered walls. That was just the beginning of Rivera's talent for creating art on walls.
Rivera, tutored at one time by Spanish painter Chicharro, pursued his art education to Europe, where he became part of the Parisian art world for a decade. For a time, he embraced cubism: "I don't believe in God but I believe in Picasso," he's quoted as saying.
Rivera was a communist and an unapologetic atheist. His mural "Dreams of a Sunday in the Alameda" included a sign saying, "God does not exist." For years, the painting was not shown while Rivera refused to remove that inscription. He finally did remove it, all the while proclaiming his atheism and saying that religions were "a form of collective neurosis."
Rivera's talent, ultimately, was as undeniable as his violent temper and volatile life.
The Museum of Modern Art in New York recently brought together five of eight frescoes that Rivera created for a 1930s retrospective at the museum. The works, feverishly created by Rivera and assistants at the gallery in the six weeks leading up to the 1931 retrospective, are on display through May 14.
Photo: Painter Diego Rivera, with wife Frida Kahlo, during the Mexican Labor party's anti-fascist demonstration in Mexico City on Nov. 23, 1936. Credit: Associated Press


By Tom Barnes August 14, 2015.
Humans have been making music since the beginning of time.
More recently, science has helped us start to understand it — everything from how its waves move through time and space to how it heals and empowers us. The more we discover, the more we recognize its importance and power. But the more we know, the more questions we have.
The past few years have produced some groundbreaking findings in our music knowledge. Here are seven of the most impressive:
1. Learning music has a positive effect on teenagers' brains.
When budgets are tight in America's schools, among the first areas cut are often music class offerings. But that is to the detriment of our children's futures, as a June study out of Northwestern University underlines.
Previous research has uncovered numerous benefits of music education for young children, including how it improves spatio-temporal reasoning, verbal skills and impulse control. The June study proves that musical training can have similarly powerful neurological impacts right up through adolescence.
Researchers found that music accelerates neural development and can improve phonological awareness language skills. "Although learning to play music does not teach skills that seem directly relevant to most careers, the results suggest that music may engender what educators refer to as 'learning to learn,'" Nina Kraus, senior study author and director of Northwestern's Auditory Neuroscience Laboratory at the School of Communication, said, according to Medical Xpress.
Click here to read the complete article at Music.Mic


The enhancement of sustainable tourism education and training to primary school level and rural communities in Zimbabwe
MetadataShow full item record
The travel industry in Zimbabwe today, is the third largest foreign currency earner after agricultural produce, mainly tobacco exports and mining products. Tourism and hospitality makes an important and significant contribution to Zimbabwe’s economy in terms of employment creation, contribution to the balance of payments support and as a stimulator of capital for investments in both urban and rural areas. Tourism development is, however, grounded on the country’s unique cultural and natural heritage which is made up of sensitive ecosystems, encompassing national parks and wildlife. The increasing investments in tourism may cause adverse long term effects of developments in biodiversity and loss of wildlife. It is therefore, vital that communities living next to tourist attractions be educated so that they practice eco-tourism or sustainable tourism as a matter of priority. The focus of this study is to identify a curriculum for the education of primary school learners in Zimbabwe and for the training of rural communities living within or neighbouring tourism resorts and attractions. Such a curriculum should equip primary school learners and communities with the requisite knowledge to preserve and protect their environment effectively. Introducing tourism and hospitality education at primary school and community level enhances the implementation of eco- and cultural tourism to the maximum economic benefits of school learners and rural communities. In a bid to come up with a primary school curriculum incorporating tourism and hospitality education, some 145 out of a population of 250 respondents were interviewed in and around the tourist resort areas of Nyanga, Harare, Bulawayo and Victoria Falls. The study tendered a realistic and practical framework for the development of a primary school curriculum incorporating “Tourism and Hospitality” as a subject, which can also be used as an education or training guideline by communities next to resort areas and tourist attractions. Challenges facing rural communities regarding the implementation of eco- and cultural tourism were identified and strategies for the preservation and protection of the environment were proposed. Partnerships derived from best practices in environmental management and eco-tourism benefiting schools and communities, were also identified.


The origin and use of the phrase ‘An apple for the teacher’ offers great reading…..
Allegedly, the origin came from America where school children giving an ‘apple to the teacher’ cannot be traced to one definitive moment or source, but tradition seems to have been born between 1880 and 1920, with an early-19th century prologue. But let’s investigate deeply into the worlds history.
John Chapman, also know as Johnny Appleseed—‘ironic’, considering this story is about apples in the 19th century, first settled back in the early 1600s, with the none English first apple, it was the efforts of Mr Appleseed and fellow settlers in Northwest Territories in the early 1800s that made its way into society throughout the country.
Early-American apple trees were usually grown from seeds, not trained and nurtured, which results in sour or bitter fruit not suitable for eating. Well known for the makings of hard Apple Cider. Drunk by the ton full, back in those days it kept dysentery at bay. You could suggest it may have been the medicine of the era.
W.H. Ragan, the author cites more than 14,000 varieties of apples that were grown in the United States in that 100-year span. By comparison, approximately 100 varieties are commercially grown today.
So what happened to the other 13,900?
Cider became unwelcome by alcohol makers in the 19th century and apple orchards suffered from backlash from distilleries, but this welded the apple’s connection to alcohol.
Growers of the light green fruit had to rebrand if they wanted to continue to turn a profit. By 1904, “An apple a day keeps the doctor away” was a popular phrase on the general publics lips. The apple was now publicised as a healthy food for eating, not just for making cider related drinks.
So the phrase “An apple for the teacher” was born~
By 1918, every state required children to complete an elementary education. Even before these reforms, there was a tradition, passed down from life on the frontline, of giving the teacher food in return for their services. And while by the late 1800s, teachers were typically no longer paid in food harvested by a pioneer of families who couldn’t afford anything else, the custom symbolically persisted and spread, to the point where teachers and apples became synonymous.
Thus “An apple for the teacher” was born
Grabbing an apple for the teacher seems like an obvious choice. In short, we give apples to the teacher because of sheer practicality—with more students than ever reporting in the peak apple season of September—along with there being a quick grab and go, universally available, cheap, loved by a healthy nation.
Legendary songs followed, Bing Crosby and Connee Boswell sang “An Apple For The Teacher” in 1939. The film, Pinocchio saw Geppetto giving an apple to his little wooden son for his first day of school.
And so the legendary saying is rarely used these days but stemmed from a really interesting birth.


Measuring attainment of foundation skills in general education at a public university in the United Arab Emirates
Source of Publication
World Transactions on Engineering and Technology Education
© 2016 WIETE. To increase the employability of graduates, tertiary education must emphasise what are known as foundational skills, such as critical thinking, teamwork and information literacy, to name a few. These skills, however, are recognised as difficult to both teach and assess. In this article, the authors describe a novel performance assessment - the General Education Foundational Skills Assessment (GEFSA) - that can be used to teach and measure attainment of foundational skills for non-native English speaking students in a General Education programme, and the results of a pilot study conducted at Zayed University in the United Arab Emirates. The GEFSA is comprised of a scenario of an unresolved contemporary issue, prompts to engage students in an on-line discussion, and a task-specific analytic rubric to assess the extent to which students attain the targeted skills. This article focuses on the GEFSA Rubric development and the supporting instruments. The pilot study results indicated that the method could be used to both teach and measure the foundation skills, as well as to be used for programme assessment reporting purposes.
World Institute for Engineering and Technology Education
Education; Contemporary issues; General education; Information literacy; Performance assessment; Programme assessment; Public universities; Tertiary education; United Arab Emirates; Students
Rhodes, Anthony; Danaher, Maurice M.; Kranov, Ashley Ater; and Isaacson, Lisa, "Measuring attainment of foundation skills in general education at a public university in the United Arab Emirates" (2016). All Works. 2348.
Indexed in Scopus


We believe that when children are not read to before they start school, it is probable that they will never catch up. Unfortunately, most, if not all, of these children come from families of inter-generational poverty, where a book is low on the list of priorities. Research shows that by age three, a child in poverty hears 30 million fewer words than a child from a middle-income home. Not only do they have smaller vocabularies, these children lack the confidence and competence to compete with their classmates who have spent their pre-school years nose-deep in books.
A book can change everything. In order to increase the success of our collective future, we partnered with the Women, Infants and Children (WIC) supplemental nutrition program at two Lehigh Valley, PA locations: Casa Guadalupe in Allentown and Hispanic Center Lehigh Valley in Bethlehem. The idea was simple: donate custom libraries and give books to children aged birth to five at every quarterly visit. These books foster a life-long love of reading that will close educational gaps and open future doors of opportunity for these families.
Children whose families are enrolled in the WIC program are most likely to not be enrolled in traditional daycare systems, which inhibits their level of school readiness.1 The Birth-2-Five Program aims to educate parents on the importance of early intervention literacy. A lack of reading aloud at home is a major contributor to the “30 million word gap,” as mentioned above, between low-income and middle-income children.2 Furthermore, simply having books in the home can have a significantly larger effect on a child’s educational attainment than even the parents’ educational levels.3
“When our parents get handed a free book from Judith’s Reading Room they understand that this small gift has the potential to take their child out of the vicious cycle of poverty. They are able to escape to another world and forget about their problems for a short period of time. Without Judith’s Reading Room a lot of our families and children would not have access to books or have books be read to them.”
–Dawn Bush, WIC Clinic Coordinator, Casa Guadalupe
During the summer of 2013, we conducted qualitative research to observe the reading skill and interest levels of children in the “Birth-2-Five” Program. In 51 hours, we read aloud to and observed 92 children, noting their behaviors throughout each interaction. What we found was that though children showed an interest in books, a majority of children did not possess all of the foundational skills to set them up for academic success. Such results emphasize the importance of programs like the “Birth-2-Five” program to prepare children to start kindergarten ready to learn.
- Federal Interagency Forum on Child and Family Statistics. America’s Children: Key National Indicators of Well-being. By Katherine K. Wallman, et al. N.p., 1997. http://childstats.gov/pdf/ac2013/ac_13.pdf
- Hart, Betty, and Todd R. Risley. “The Early Catastrophe: The 30 Million Word Gap by Age 3.” American Educator Spring (2003): 4-9. http://www.aft.org/pdfs/americaneducator/spring2003/TheEarlyCatastrophe.pdf
- University of Nevada, Reno. “Books in home as important as parents’ education in determining children’s education level.” ScienceDaily. ScienceDaily, 21 May 2010.www.sciencedaily.com/releases/2010/05/100520213116.htm


The best source for free multiplication worksheets. Kids completing this worksheet solve problems involving multiplication by the number 6;
Multiplying decimals using number lines. Multiplication worksheets and online activities. When multiplying fractions, simply multiply the numerator (top number) then multiply the denominator (bottom number) and reduce to its lowest term.
You can also use the worksheet generator to create your own multiplication facts worksheets which you can.
Math explained in easy language, plus puzzles, games, quizzes, videos and worksheets. Help kids learn to multiply with this multiplication practice worksheet and the others on this page. Free interactive exercises to practice online or download as pdf to print. Our multiplication worksheets start with the basic multiplication facts and progress to multiplying large numbers in columns. Multiplying by 6 activities consist of multiple. Now we practice the worksheet on multiplication and division by 6 to see how they are related to each other. Want to help support the site and remove the ads? The best source for free multiplication worksheets. The title of each worksheet indicates the type of the fifteen multiplication worksheets below are based on the multiplication tables and can be used to help your child to practice and memorize multiplication facts. Then design your own worksheet. Students multiply numbers by 2 with included numberline for skip counting. One for the 'lots of' model ,and one section for the 'multiplied by' model. We emphasize mental multiplication exercises to improve numeracy skills. Math explained in easy language, plus puzzles, games, quizzes, videos and worksheets. Children begin their study of fraction multiplication by learning how to multiply a fraction by a whole number (such as 5 × 2/3) — typically in 4th grade. 6 times table worksheets pdf is one of those that i love to work on, because it lures me to elaborate calculations. These sheets will give your child a good grounding in basic. Become a patron via patreon or donate through paypal. Multiplying by 6 activities are free multiplication sheets, which will help your child or student to revise or learn how to multiply by 6 efficiently. All items are dynamic (can regenerate unlimited problems) unless otherwise indicated. Multiplying decimals using number lines. Here you can find the worksheets for the 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and 12 times tables. Multiplication practice worksheet six of six in this set. Multiplication by zero and one worksheet, 2. The best set of free multiplication worksheets on the web! You can also use the worksheet generator to create your own multiplication facts worksheets which you can. The following worksheets involve using the 3rd grade math. Multiplication by two with hundred chart worksheet. Listed from simplest to most difficult. Multiplication worksheets and online activities. A great addition to practicing your tables online is learning them with the assistance of worksheets.


The Szilvay Foundation
Colourstrings was the first to offer music education from a very young age in the UK and is the only approach that can be used all the way up to conservatoire level. In Finland it has been a core part of the state music education for more than thirty years and is now an internationally respected way of teaching music to children. Many local education authorities in Britain are now introducing Colourstrings into their schools.
Colourstrings is child-centred. The materials are colourful, stimulating and entice children to embark on musical adventures that will enable each of them to fulfil their musical potential through fun and creativity, without pressure. It is an extension of the Kodály philosophy: everything starts with singing to develop inner hearing. Central to the approach is the role of play and imagination – often the value of play can be overlooked in the rush to get on with the ‘real’ lesson.
Classes start at 18 months and involve most of the senses, taking the children on a musical journey. The children relish having fun, singing, clapping, marching, and socialising, without realising that the songs used in the kindergarten classes have been carefully composed to explore the different musical concepts - rhythm, pitch, melody, dynamics, tempo, character, form and style - in an enjoyable and stimulating but structured way.
All of this ultimately leads to an intrinsic understanding and love of music. By the age of 5 or 6, children are learning to sight sing, along with the basics of reading and writing stick notation. It is at this stage that they can choose an instrument to learn.
Instead of this being a daunting prospect, children are reassured to find the same melodies that they are familiar with reappearing in their instrumental lessons. This gives them a vital confidence and feeling of success from the very first time they pick up an instrument.
From the first instrumental lesson, children are encouraged to perform, compose and improvise while also reading and writing musical notation.
The Szilvay Foundation is a charity set up to promote the Colourstrings approach and provide teacher training. It has been training teachers in this country for over 20 years, and has educated thousands of children. The charity also runs projects in private and state schools throughout the UK and Ireland and provides INSET training.


Attention anybody who is screaming, struggling, protesting … being forced to revolt against an unjust and uncaring ‘system’ … so that Vulnerable Individuals and Groups … older people, children, people with disabilities, the homeless, etc., etc., etc … will be treated with dignity, equality and respect in our society … Ireland and the European Union. Pinch yourselves … we are Irish and Europeans !
It is helpful, as an introduction, if a distinction is made between human rights and social rights …
Social Rights: Rights to which an individual person is legally entitled, e.g. the right to free elementary education [Art.26(1), 1948 Universal Declaration of Human Rights], but which are only exercised in a social context with other people, and with the active support of a competent legal authority, e.g. a Nation State.
Commentary: In contrast to Human Rights, it is not protection from the State which is desired or achieved, but freedom with the State’s help.
Social Rights, as distinguished here, include and extend beyond current understandings of civil, political, economic, social and cultural rights.
Early in the year 2000 … the European Parliament issued a Working Paper (reference PE 168.629) with the title: ‘Fundamental Social Rights in Europe’. The authors were Mark Eric Butt, Julia Kübert and Christiane Anne Schultz. The manuscript was completed in November 1999.
Without getting into the fine detail of the Working Paper … the following Table, on Page 31, is very enlightening …
In the Working Paper, the Table is explained …
‘ The following Table is an overview of the contents of the Member States’ constitutions. It shows what fundamental social rights are enshrined in the constitutions. It is impossible, however, to forge a link between the existence of fundamental social rights and the existence and level of social benefits and institutions in the Member States concerned. This is clear, primarily, from Austria and Great Britain, their columns being empty – whereas they do, of course, have social rights.
The symbol … simple black box … in the table means that the right concerned is referred to in the constitution. The other symbol … shadowed white box … means that, though not explicitly enshrined in the constitution, it is recognised.’
The Countries are listed in the order … Belgium (B), Denmark (DK), Germany (D), Greece (GR), Spain (E), France (F), Ireland (IRL), Italy (I), Luxembourg (L), The Netherlands (NL), Austria (A), Portugal (P), Finland (FIN), Sweden (S) and Great Britain (UK).
Now … compare and contrast … paying particular attention to Ireland …
Interesting … isn’t it ?


Solfege and Sonority:
Teaching Music Reading in the
February 22, 2020
Join us as we welcome David Xiques! Solfege and Sonority is a participatory and demonstration workshop for teaching music literacy in a choral rehearsal, with a focus on the needs of teachers who work with young singers. It is based on David Xiques’ book, Solfege and Sonority: Teaching Music Reading in the Choral Classroom, published by Oxford University Press. The workshop lays out teaching sequences for melodic and rhythmic concepts, lesson plans, and concise strategies for introducing key techniques. The individual lessons themselves are short (no more than 4-6 minutes each) and comprehensive, encouraging singers to develop literacy of rhythm and melody together. The lessons are tied to the teacher’s current choral repertoire with the emphasis on teaching music reading and performance repertoire simultaneously in order to use precious rehearsal time in the most efficient manner. Participants will act as a “the chorus” as David leads the lessons of the introduction and reinforcement of the rhythmic and melodic elements, and will view videos of this approach working with young singers, all through diverse multi-cultural repertoire. The teaching procedures are based on tried-and -true practices while re-imagining the instruction for modern choral classroom situations found in many 21st century schools.
David J. Xiques is professor of music in the School of Music and Dance at San Francisco State University, where he teaches ear training and musicianship classes and directs the University Chorus. His teaching experience includes fifteen years in K–12 choral, junior and high school band, and general music classes. A Kodály specialist, he taught for 15 years at the Kodály Summer Certification Program at New York University. In addition, he is a professional singer, tenor, with the San Francisco Symphony Chorus, where he serves as assistant chorus director. He is a frequent choral clinician and presenter at professional music conferences.
Professor Xiques is the author of Solfege and Sonority: Teaching Music Reading in the Choral Classroom.
“A fabulous resource! David Xiques’s pedagogical processes towards music literacy for young singers through outstanding choral literature are clear. His sequencing is invaluable for the conductor who wishes to approach masterful musicianship with beginning choirs.” — Georgia A. Newlin, DMA, Adelphi University, Past President, Organization of American Kodýáy Educators
“A thoughtful presentation of concepts that will be of use to teachers at many levels, Solfege and Sonority is the most coherent and broadly applicable pedagogy I have seen on this very important subject.” –Joshua Habermann, Conductor, Dallas Symphony Chorus
Xiques has also published two choral arrangements with Alliance Music Publications: “Bashana Haba ‘a” and “Chants of Faiths”. And a third one, “The Promised Land”, an arrangement based on the shape note hymn from The Sacred Harp, will be available in 2020. All three are written for mixed chorus.
As assistant chorus director of the San Francisco Symphony Chorus, he prepared the Grammy Award–winning ensemble for performances of Mozart’s Mass in C Minor for Ingo Metzmacher, conductor. He also prepared the Chorus for the North American premier of John Adams’s Flowering Tree for Maestro Adams, who conducted the performances.
His work as a chorus director can be heard in a recording of Printemps on the CD Debussy Rediscovered, Premier Orchestral Recordings, released in 2000 under the Arabesque label. He worked closely with the conductor Emil de Cou, music director of the San Francisco Ballet Orchestra, in recreating Debussy’s original version of Printemps by restoring Debussy’s wordless chorus to the orchestration. Before this time Printemps had been heard only in an orchestral version.
Xiques earned his M.M. in Music Education with Kodály Emphasis degree from Holy Names University in Oakland, California, where he was a member of the faculty, and B.S. in Music Education from Millersville University in Millersville, Pennsylvania. He studied ear training and musicianship extensively with Erzsébet Hegyi of the Liszt Academy in Budapest, and conducting with Vance George of the San Francisco Symphony Chorus, as well as members of the 1995 Chorus America faculty at Saranac Lake, New York.


Admit it, we all like our kids to be smart! That's why we give them lots of tuition even at young age. Among all the academic-based tuitions, some parents tend to neglect the importance of music education to the children. Some might think that it is just a waste of time, or perhaps you might feel that the musical instruments are expensive. Nevertheless, even I admit that it is true. However, research had proven music education to bring certain benefits to the development of the children. Let's look at them.
1. Enhance academic skills and cognitive functions
Music and maths are often related. Learning music can help your children to better recognise patterns, divisions, fractions and etc. Music also boosts both the short-term and long-term memory. Besides that, physics is also related as the musical instruments operate base on vibrations.
2. Improves the physical abilities
Learning music forces one to develop their coordination skills between hands, arms, and feet while thinking at the same time.
Music performances are often in a group that requires good teamwork and communication skills between the players. This would help the children to understand their individual role to coordinate with their teammates in group work. Throughout the practice between the teammates, your children can get to know a lot of new friends as well.
4. Provides a healthy entertainment
Music is another type of entertainment that might do your children better good than playing games. It is fun to entertain them while providing good lessons.


Benefits of Early Childhood Music Education: 11 Reasons Kids Need Music More Than Ever!
Parents have lots of options when it comes to activities for their children. How’s a parent to choose between Baby Yoga and Toddler Soccer and Mommy & Me Cooking Classes and Musikgarten early childhood music education classes?
Here are 11 important ways children benefit from music education. Here is sound reasoning to help you make the smart decision to enroll in music classes!
- It’s highly logical: music improves reasoning skills! Children who take music lessons are shown to have unique brain functions compared to children who do not receive music lessons. In general, children with music instruction tend to score higher in memory, reasoning and in writing, math, and science. Source: PBS.org
- All together now: music teaches coordination! Playing instruments and learning rhythmic movement develops dexterity and coordination between the ear, brain, and body. Enhanced coordination, fine, and gross motor skills can open a world of possibilities, not only in the arts, but in sports as well. Source: Parents.com
- Excuse me ma’am, music cultivates social skills! Music classes require interaction with both adults and peers, and classes help teach respect, direction following, impulse control, teamwork and “musical sportsmanship” – that is encouraging and supporting each other. Through music, a child learns how to respect others and collaborate within a group to accomplish a goal. Source: Parents.com
- From the top! Music teaches children to practice. While practice may not always make perfect, music teaches children how to practice and why it matters. Whether they’re learning to play an instrument or simply learning about music, the act of practicing teaches children about self-discipline, patience, perseverance, resilience, and how to reach both short-term and longer-term goals. Source: Violinist.com
- Music boosts confidence and self-esteem!Learning about music and how to play an instrument takes work but the rewards are incredibly gratifying. A child’s confidence can be immediately boosted through understanding, reading, and performing. Even small achievements will boost a child’s self-esteem.
- Music is like “IQ food”! Studies show that children who were given music lessons over a year averaged three IQ points higher than other groups. And because music requires the use of both the right and left sides of the brain, it helps create new neural pathways and linkages that help improve overall brain function. Source: beautythroughimperfection.com
- Music teachers are many! We don’t have to tell you that music teachers are something really special! But when it comes to music, children also benefit from a whole world of mentors – from classical composers to popular musicians to experimental sound artists. Whatever a child’s preferences, there will always be an endless catalog of music and musicians available to inspire and teach them something new.
- Don’t forget! Music fosters short-term and long-term memory! Each of us can still remember the first song we were asked to memorize as youngsters, or even the 16 bars we practiced for hours upon hours. Learning music stimulates the hippocampus in the brain, which in turn supports short-term and long-term memory. Source: Psychologytoday.com
- Wait, what? Music can increase attentiveness and focus!The ability to pay attention—focus, listening, and staying on task—is deeply connected to academic performance. A research team at Stanford University found that music engages the areas of the brain involved with paying attention and focus, which can directly contribute to higher test scores in school. Source: med.stanford.edu; Oxford Journal
- ¡Fantastico!Music helps children learn other languages. Music training has been shown to physically develop that portion of the brain responsible for language development. A more developed language center allows for the mastery of a native language as well as foreign languages. Source: PBS.org
- Music is a trip! Because Musikgartenincorporates curricula, lessons and songs from other countries, children will learn about other cultures. Musikgarten won’t just open their minds; it’ll open up their worlds! With our uniquely global approach, children become curious about other cultures and may be inspired to follow an educational or career path that takes them to new and exciting places.
Check out https://www.musikgarten.org/ to learn about and find Musikgarten classes near you!
Reprinted with permission from www.musikgarten.org with a few edits.


It is known throughout history that lots of highly accomplished musicians, pianists in particular, have begun to learn playing instruments at very young ages. Throughout the past few decades and centuries, we have seen many child prodigies who displayed their genius to the entire world even before adolescence. For this reason, many eager parents have entertained high hopes for their own children to have a future career in music. Nowadays, it is very common for parents to enroll their children to take piano lessons and hire the services of private music instructors. With this scenario in mind, the question instantly arises as to what is the ideal age for a child to start taking beginners piano lessons, and that's what we will discuss in this brief article.
The truth is, parents from different walks of life have varying experiences and views as to what is the ideal age to allow their children to take music lessons. Some parents have tried to start their child's musical education as early as seven or eight years old. Others start much earlier. Despite the different preferences that parents may have, there is no guarantee that a child will display surprising improvement and absorption of knowledge at any particular age. In fact, there are so many factors that come into play when we take into consideration a young person's musical development. Things such as natural aptitude, emotional intelligence or stability, inherited intellectual traits, interpersonal skills, and other psychological factors affect the way a child learns music (particularly the piano). Bottomline is, it is good to enroll a child to a piano for kids course as early as possible. However, it still depends on the parent to decide what is the ideal age to start taking the lessons.
If you are a parent who is eager to begin your child's piano education as soon as possible, one of the factors that could help you make a decision is to observe your child keenly. Does he or she display musical tendencies or inclinations? Has your child shown any interest in playing the piano? Physically, do you think your child's hands are big and strong enough to start hitting the hard piano keys? Will a piano lessons for beginners program go hand in hand, or interfere with, your child's formal education in school at the moment? If you answered no to any of those questions, you might want to postpone the enrollment of your child to a piano course and wait for a year or two.
Although it is not necessarily important to start your child's piano education at ages below 5 or 6, you might want to begin stimulating his or her mind to develop musical awareness during those years. Buy some toys such as mini-pianos and guitars. Fill your home with melodic songs and tunes for your children to hear. Get your own piano at home and start teaching your child some simple monotone melodies like Happy Birthday, Mary Had A Little Lamb, or Silent Night. Once your child has developed this much needed psychological framework, that is the best time to introduce a formal music education program.


Visit a flower garden in the summer and you’ll see and hear lots of activity. Bees are buzzing and busily moving from flower to flower. Butterflies are quieter, but they’re visiting the flowers too. Ladybugs crawl and fly about. If you’re lucky, you might even see a hummingbird or two.
What’s going on here? Why is everyone so busy? These animals are attracted to nectar in the flowers. Nectar is a sweet liquid deep inside a flower. It provides food for bees, butterflies and even bats. These animals need nectar to grow, and also to lay eggs. Plants help animals, but the animals are helping the plants too. When bees and other animals move around flowers, they take pollen, which forms on the male part of the flowers, the anthers, and move it to the pistils, or female parts of the flowers. If the pollen lands in the right spot, it moves down through the pistils, to the eggs, which are inside the flower.
Fun Facts about Pollination and Fertilization of Plants for Kids
- Once the pollen meets the egg, a seed is formed.
- Seeds are usually formed in fruit. A berry is a fruit, so is an apple. Even a pea or tomato is a fruit because they contain seeds.
- Once the fruit is mature, it releases the seeds. The seeds land on the soil and create new plants.
- Seeds can’t get up and walk, of course, but they move away from the parent plant in many ways. By moving, they can grow in a place where there’s enough water, nutrients and light.
- Seeds have many ways of moving. Sometimes the wind blows them about. When animals eat the berries, the seeds come out in their poop. Some seeds, like cockleburs, attach to people and animals for a ride.
Pollination and Fertilization Vocabulary
- Nectar: sweet liquid in plants
- Pollen: powder or dust on flowers
- Anther: male part of flower, which produces pollen
- Pistil: female part of the flower, which moves pollen to the eggs
- Fruit: plant part that holds seeds
Learn More All About Pollination and Fertilization of Plants
Take a look at this interesting video all about pollination:
A video explaining the types and processes of pollination in plants.
Pollination and Fertilization Q&A
Question: What happens if a flower isn’t fertilized?
Answer: Sometimes a flower won’t receive pollen and develop seeds. Bees and other pollinators don’t come out in rainy, cold weather. Then the flower dies and drops, without producing seeds.
Question: Do all plants have both male and female flowers?
Answer: Some plants produce male and female flowers. Pumpkins and cucumbers, for example, have some flowers that are male and some that are female. The female flowers have a little bump at the base of the flower. This bump becomes a fruit if the flower is fertilized.
Enjoyed the Easy Science for Kids Website all about Pollination info? Take the FREE & fun Pollination quiz and download FREE Pollination worksheet for kids. For lengthy info click here.


Art, once considered an unnecessary addition that could be discarded if the schedule were too hectic or the budget too tight, is now gaining credibility for its contribution to cognitive development. Meriting the status of other school subjects, it may well be one of the most effective educational tools to pave the way into the twenty-first century. In fact, a quality art education program is considered by some as one of the hallmarks of excellent schooling.
Many teachers include art only to provide enrichment and variety to their programs, or perhaps a relaxing break in the normal routine of academics, a purpose that drastically undermines the value of art and reflects a lack of understanding regarding the developmental function of the creative arts. Furthermore, a teacher's own dismissive attitude about the importance of art undoubtedly prevents the children from reaping the benefits of a sound art education, since such a teacher will probably fail to present meaningful assignments. Not just any art activity qualifies as "hallmark status."
Why, then, are the creative arts so valuable? Do they really contribute to cognitive development? While the left and the right halves of the human brain fulfill different intellectual functions, most traditional school subjects tend to develop only the left side. Where a good art program is lacking, the right hemisphere, which is responsible for the more creative kinds of thinking, is generally left underdeveloped. Right brain focused activities, such as creativity, are major goals of arts education. And the ability to generate new ideas through expanded thinking is a basic ingredient of creativity. While some problems have only one solution, others do not. When asked to write a spelling word on the board, how many correct responses might a student make? In spelling, as in reading and mathematics, creativity may be no great asset. Yet, some problems in life may have multiple solutions, as corporate leaders, city planners and those whose jobs require divergent thinking have discovered. Problem-solving abilities, then, are a necessity of life. Unless we provide subjects such as art that focus on creative development, and therefore on right brain development, we are not providing a well-rounded education for the child. Not surprisingly, since the two sides of the brain are linked, recent research is indicating that where artistic development occurs, an improvement in general academic performance results. These findings are being clearly reflected in SAT scores.
Other well-known benefits of an art program include the development of heightened self-esteem, self-discipline, the ability to make qualitative judgments, improved visual discrimination, increased motivation to learn, fulfillment through productivity, and cultural and historical awareness.
As already mentioned, the kind of art program you choose is crucial to whether or not you accomplish the desired development in the children. A well-rounded art education course is the goal rather than a smorgasbord of arts and crafts activities or lessons in the fine arts.
The purpose of Choose Art is to provide such a program. Making a structured course available means teachers can provide meaningful assignments and students can receive a well-rounded art education.
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Studies show that students who can read proficiently by 3rd grade are more likely to graduate from high school and go on to college. While there are many important components of literacy development, the foundational skills learned in the primary grades provide the backbone of proficient reading.
Reading A-Z delivers a comprehensive array of standards-aligned resources to help you set your students up for success with a strong foundation in reading.
Reading A-Z Resources to Develop Foundational Skills
Alphabet Books, Practice Sheets, and Chants provide students with resources to recognize, name, and form letters, in order to read and write. Spanish and French Alphabet Books are also included.
Phonological Awareness Lessons introduce skills, have students practice and apply them, then incorporate a Read-Aloud Book to extend the lesson and support student understanding.
Build oral fluency, accuracy, expression, and comprehension with Fluency Practice Passages and Reader’s Theater Scripts.
Teach phonics effectively using explicit, systematic instruction and practice with Decodable Books, passages, lessons, and activities based on the Orton-Gillingham approach to instruction.
High-Frequency Word Books and Flashcards help students learn and recognize the most commonly used words. Spanish and French versions are also included.
Additional Resources and Features to Support Foundational Skills Development
Leveled Books at 29 levels of difficulty, complete with guided reading lesson plans, provide students the opportunity to practice foundational skills and reading strategies in context. Multilevel Books offer the same content at multiple reading levels. Spanish and other world languages are available.
SHARED READING BOOKS
Shared Reading Books support the building of a variety of literacy and foundational skills.
Measure student progress and improve learning with easy-to-use Alphabet, High-Frequency Word, and Benchmark assessment tools.
TUTORING & MENTORING PACKS
Convenient, well-organized, and educationally sound packs supply teachers, parents, and tutors with printable, research-based materials in six instructional categories: alphabet, phonological awareness, phonics, high-frequency words, fluency, and comprehension.
Learning Centers give students the opportunity to practice many foundational skills—phonological awareness, phonics, grammar and mechanics, word work, fluency, and writing—in a hands-on, engaging way.
A Leveled Reading Library for Every Classroom
Printable and Projectable Reading Resources for K-5


“The new national curriculum for computing has been developed to equip young people in England with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives. Through the new programme of study for computing, they will learn how computers and computer systems work; they will design and build programs, develop their ideas using technology and create a range of content.” (NAACE – ‘Computing in the National Curriculum’)
The Computing curriculum has changed significantly from the old ‘ICT’ curriculum – at Ashbrook Junior we have created specific long term plans for Computing, interpreting the programme of study and devising a range of activities under the headings of ‘coding’, ‘communicating’, ‘collecting’ and ‘connecting’, using a range of software and equipment. They also include specific E-Safety activities. These plans will be updated for September 2015 after evaluating their success.


Children’s Learning & Development
BTEC (Level 3) Extended Certificate (Single Award)
Students will learn about the needs of children and babies, studying patterns of growth and development and the influences on a child’s development. They will also study how a child’s early experiences can be facilitated through positive environments, relationships and safeguarding mechanisms. In addition, they will investigate the role of the National Curriculum in facilitating learning and development; this will include analysis of current literacy and numeracy strategies within Early Years settings. Students will also complete a quality work placement as part of their assessment.
Grade 4 in GCSE Mathematics and Grade 4 in GCSE English Language*
Unit 1 – External Assessment (exam) = 33%
Unit 2 – External Assessment (synoptic) = 33%
Units 3 and 5 – Internal Assessment (coursework portfolios) = 34%
Unit 1 – Children’s Development
Unit 2 – Development of Children’s Communication, Literacy and Numeracy Skills
Unit 3 – Play and Learning
Unit 5 – Keeping Children Safe
Students who have successfully completed this course have gone on to study early childhood studies, primary teaching and social work in further education. You should be aware that if you are interested in primary teaching you must already have a GCSE Grade 4 or above in English, mathematics and science. Some universities now ask that you have the BTEC Level 3 National Award to be accepted on a primary teaching course. However, you must also be aware that you need to study a curriculum subject at A Level to access primary teaching courses.
If you wish to pursue a career in caring for babies and young children, then this is the course for you. The course is a demanding academic subject and you will need to be committed to the course for two years. Students will be required to establish links with local primary schools for quality work placements and will need to be dedicated in order to meet coursework deadlines.
† Extended Certificate
Equates to one A Level
Graded Distinction*, Distinction, Merit or Pass (D*,D,M,P)
Studying English Literature at A Level will immerse students to an incredible world of poetry, prose and drama. It explores fictional texts which allows students to understand how they are created and how the characters, themes and plot come to life. This course...
BTEC (Level 3) Extended Certificate (Single Award) BTEC (Level 3) National Diploma (Double Award) BTEC (Level 3) National Extended Diploma (Triple Award) This course is for students who wish to pursue a career in any of the Health or Social Care services...
A Level Mathematics was the most popular A Level in 2016 with over 92,000 students completing the course nationally. A Level Mathematics is a fascinating course that requires a mature and dedicated mind, and enthusiasm for studying all aspects of the subject. It can...


Literacy begins at Birth’ initiative launched at TCI Hospital(Providenciales, Turks and Caicos Islands – Thursday, June 15, 2017): Learn and Lead Educational Centre has partnered with Interhealth Canada - TCI Hospital to launch an initiative called ‘Literacy begins at Birth’, which seeks to encourage parents and caregivers to incorporate language and literacy development into their child's daily routine from birth.
The initiative was officially announced in a Press Conference held at Cheshire Hall Medical Centre on June, 14th 2017. Every baby delivered at the Providenciales health care facility, and later Cockburn Town Medical Centre on Grand Turk, will receive literacy and language tips along with an early childhood board book, which parents are encouraged to read to their little ones.
Learn and Lead Educational Center believes that it is important for persons to take a more proactive approach to language and literacy development in the Turks and Caicos Islands. Research worldwide clearly outlines the need for quality early childhood home learning environments in order to help build stronger literacy foundations for children between birth and five years of age.
Babies learn phonemic awareness (the ability to perceive individual sounds in the stream of speech) at an early age. They learn from hearing a flood of words from their parents through positive conversations and a daily variety of read-clouds.
According to the Centre on the Developing Child at Harvard University, the science of early brain development can inform investments in early childhood. These basic concepts, established over decades of neuroscience and behavioral research, help illustrate why child development—particularly from birth to five years—is a foundation for a prosperous and sustainable society.
In the first few years of life, more than 1 million new neural connections are formed every second. After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient. Sensory pathways like those for basic vision and hearing are the first to develop, followed by early language skills and higher cognitive functions.
Children in the Turks and Caicos Islands typically commence formal education at the age of three. The greatest amount of brain growth occurs between birth and age five. In fact, by age 3, roughly 85% of the brain’s core structure is formed. Problems associated with literacy later in life are traced back to the earlier years of life in many cases.
Founder of Learn and Lead Educational Centre, Yolande Robinson, says parents and caregivers should be more intentional and targeted in their literacy and language intervention during this critical period. Children acquire the tools for language and literacy before learning how to speak, read and write. There is a higher likelihood of language improvement if a child is exposed to more vocabulary and utterances, which will improve both their receptive and expressive language over time.
Commenting on the partnership, TCI Hospital Chief of Medical Services, Dr. Denise Braithwaite-Tennant said:
“A literate country is an empowered country. Even Math problems start with a problem statement and one must clearly understand and comprehend the statement prior to attempting the numeric calculation. The majority of births delivered at our health care facility are recorded at Cheshire Hall Medical Centre. We have an immense opportunity to engage mothers in our care and provide these basic tools for literacy and language development. Today’s world is so heavily dependent on electronics and the missing component is the human touch and the bi-directional conversation. Mothers of all nationalities will be empowered by this book provided by Learn and Lead Educational Centre, which encourages children from birth to have an interest in reading, which today seems to be a lost art.”
Marketing and Public Relations Manager


ERIC Number: ED389970
Record Type: RIE
Publication Date: 1991
S+T+R+O+N+G Kids Life Skills Program: Levels K-5.
Silbert, Linda Bress; Silbert, Alvin J.
Strong kids have the fortitude to resist drug/alcohol abuse and other tendencies towards anti-social behavior. Research has shown that strong kids have attained a high level of development in six crucial areas. The S+T+R+O+N+G Kids Program builds upon each of these areas: (1) Self-Esteem; (2) Trust; (3) Responsibility; (4) Options; (5) Needs; (6) Goals. This program systematically introduces experiences for children from kindergarten through fifth grade that build self-reliant, confident children. Each level of the S+T+R+O+N+G Kids program contains 32 lessons, each designed to be used during one 30- to 45-minute session per week. The spirit of the program requires that all children and staff involved understand that emotional and social development does not occur in a vacuum. Nor does it take root if limited solely to the lesson time. An effort must be made to make this an ongoing lifestyle. For example, the children should be empowered to discourage the verbal barbs that so easily damage the self-esteem of their victims. Similarly, trust does not just happen--it grows. Each level provides a four-page teacher's guide. (JBJ)
Descriptors: Alcohol Abuse, Antisocial Behavior, Curriculum Guides, Drug Use, Elementary Education, Elementary School Curriculum, Elementary School Students, Learning Activities, Learning Modules, Lesson Plans, Needs, Objectives, Primary Education, Responsibility, Self Esteem, Substance Abuse, Trust (Psychology)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A


Kindergarten & 1st Grade-STEAM Bins
Using the STEAM Bins and task cards, the students created structures using the materials found in the bins. Each group of students had a bin that included materials like pipe cleaners, dominoes, Play-Doh, craft sticks, paper cards, base-ten blocks, tangrams, Unifix cubes, and Legos to explore and create.
2nd Grade & 3rd Grade-
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


- What are the examples of human development?
- What are the different types of development?
- What is development and its features?
- What is important for the development of a country?
- What do you mean by development?
- What is development and why it is important?
- What is importance development?
- Why is learning so important?
- How does development occur in society?
- What are 4 types of development?
- What are the 7 areas of development?
- What are the 5 areas of personal development?
What are the examples of human development?
Physical development involves growth and changes in the body and brain, the senses, motor skills, and health and wellness.
Cognitive development involves learning, attention, memory, language, thinking, reasoning, and creativity.
Psychosocial development involves emotions, personality, and social relationships..
What are the different types of development?
There are 5 basic types of development. Physical, intellectual, social, emotional, and moral.
What is development and its features?
(i) Development is a comprehensive term which include increase in real per capita income, improvement in living standard of people, reduction in poverty, illiteracy, crime rate, etc. Features. (a) Different persons have different developmental goals. (b) Income is a major component of development.
What is important for the development of a country?
Education has great potential to change the world when a society is educated, there is a great allocative and productive efficiency with rapid rates of development. … Thus, education is the most important step in the development of a country and everyone must promote it to the greatest levels.
What do you mean by development?
Development is a process that creates growth, progress, positive change or the addition of physical, economic, environmental, social and demographic components. … The identification of these traps enables relating to political – economic – social conditions in a country in an attempt to advance development.
What is development and why it is important?
The goal of Learning and development is to align employee goals and performance with that of the organization’s. Those responsible for learning & development within an organization must identify skill gaps among employees and teams then develop and deliver training to bridge those gaps.
What is importance development?
Economic development is a critical component that drives economic growth in our economy, creating high wage jobs and facilitating an improved quality of life.
Why is learning so important?
Learning is essential to our existence. Just like food nourishes our bodies, information and continued learning nourishes our minds. … Today, continuous learning forms a necessary part in acquiring critical thinking skills and discovering new ways of relating to people from different cultures.
How does development occur in society?
Development is the result of society’s capacity to organize resources to meet challenges and opportunities. Society passes through well-defined stages in the course of its development. They are nomadic hunting and gathering, rural agrarian, urban, commercial, industrial, and post-industrial societies.
What are 4 types of development?
The Four types of DevelopmentSocial Development.Emotional Development.Intellectual/Cognitive. Development.Physical Development.Child Development activities.
What are the 7 areas of development?
The 7 different areas of learning and development in the EYFSCommunication and language development. … Physical development. … Personal, social, and emotional development. … Literacy development. … Mathematics. … Understanding the world. … Expressive arts and design.
What are the 5 areas of personal development?
5 Areas of Development is a practical model that changes the focus of education to be more holistic. The goal is to show young people that the 5 dimensions of Cerebral, Emotional, Physical, Social and Spiritual are at-least as important aspects to a person as traditional academics in school.


There are actually MANY different roles that fall under the term “Museum Educator,” such as, Director or Chair of Education, Director of Public Programs, Curator of Education, Education and Interpretation Supervisor, Education Assistant, etc.
We like to think of museum educators as the pioneers of the museum world, working hard to share their museum’s unique collections and stories with the world by creating engaging and educational programs for visitors of all backgrounds and ages.
Museum Educator Job Description
Museum educators are responsible for developing and carrying out all of the museum’s various education and public programs, e.g., lectures, family, community and school programs, etc.
Educators are also sometimes in charge of their institution’s community outreach programs and writing curriculum around their museum’s collection.
Check out this job description for a Museum Educator at the University of California Berkeley:
This position involves planning and presenting educational programs that enhance public understanding of STEM subject areas. Contributes to educational research efforts, and assists in the development and production of written educational materials. Develops and presents gallery talks, lectures, seminars, symposia, and other educational programs. May coordinate volunteers and/or docents.
- Present high-quality STEM education programming and effectively manages instructional materials under general supervision.
- Under general supervision, develops instructional materials and activities.
- Contribute to the establishment and maintenance of effective partnerships.
- Document program evaluations and makes recommendations for improvements in a timely manner.
- Effectively executes some administrative responsibilities related to STEM education programs..
- Effectively applies basic organizational and problem-solving skills.
Museum Educator Salary
Most museum educator salaries fall in a range between $20,000 – $48,000 per year. Of course, it depends on the educator’s level of experience, responsibilities, job title, the size of the museum, and the type of museum.
Here are some examples of salaries from past museum educator jobs on museum.jobs:
- Museum Educator at the University of California Berkeley
- Education Director at the Imagine Museum in Florida
- Mary Ann MacLean Educator at the Illinois State Museum Society
Museum Educator Education Requirements
To become a museum educator, you typically need a degree in something similar to education, museum studies, or public history, and LOTS of previous work experience in the education field.
Some institutions with a particular focus, such as science, natural history, or art, may require a degree specifically related to their collection.
Most museum educator jobs do not require more than an undergraduate degree, however, having a Masters or Ph.D. can put you ahead when looking for higher salaried and titled positions.
Check out these awesome schools for museum educators and related programs:
- Museum Education Program at Tufts University
- Art Education Program at the Academy of Art University
- Art Education Program at the University of Georgia
Museum education is a great route for those that have always wanted to teach but aren’t sure that the classic classroom setting is the right fit for them.
As a museum educator, you will have the opportunity to work with, educate, and learn from a range of ages and groups, use real artifacts and works of art, and transform the museum into a welcoming space for growth, education and inspiration.


Reyna Monteau knows a culturally relevant learning environment is critical to her students’ success. Monteau is the principal of Hays Lodgepole (HLP) Schools in a district where more than 93 percent of students identify as Native American. HLP sits at the southern end of the Fort Belknap Reservation in north central Montana, home of the Assiniboine (Nakoda) and Gros Ventre (Aaniiih) tribes.
“People are so well-rounded when they have their culture behind them,” she says.
Monteau, who is Assiniboine, knows this firsthand. She has always lived on the reservation, participated in sweat lodge ceremonies, and learned from the guidance and leadership of women in her family. From her experience, she knows that teaching Indigenous culture—where students come from and who they are—is crucial to their personal and academic growth.
Monteau’s holistic approach reflects HLP’s mission statement: to instill strength and knowledge to walk anywhere on earth and fear nothing. This mission was inspired by a song from White Dog, a 19th-century Assiniboine warrior. After losing his family, White Dog began to take in orphaned young people. He shared his knowledge with the youth, guiding them to become the next generation of tribal leaders.
It’s fitting, then, that HLP carries on White Dog’s legacy today. Through culturally relevant and culturally sustaining practices and curricula, HLP educators help students build the traditional knowledge, foundational skills, and community connections they need to thrive.
Monteau’s leadership lies at the heart of this work. Nearly 10 years ago, she helped introduce a new Native American Heritage Day event: a traditional buffalo hunt held with students during the school day. Today, that celebration has transformed into a full week of events, including storytelling, traditional meals, jewelry-making, horse therapy, art therapy, smudging, making of horse regalia, and pipe ceremonies.
It’s more than a learning experience for students—it’s an opportunity for the entire community to unite in shared heritage, strength, and healing.
Beyond Native American Heritage Week, Assiniboine and Gros Ventre culture and heritage provide a pathway to student success all year. Lessons in traditional food and medicine teach self-efficacy and healthy habits. Native language instruction connects young people with their elders, an important tether to tradition, history, and identity.
In addition, many HLP students give back to the community, even when they leave school. Kenneth “Tuffy” Helgeson, a former HLP Nakoda language teacher, now leads a project to develop a comprehensive Nakoda curriculum. His small team includes several HLP alumni. Among them is Monteau’s daughter, whose digital portraits of Assiniboine leaders, elders, and students will accompany the curriculum. The team is also developing illustrations for traditional stories. These will be paired with audio recordings of elders reading stories in Nakoda. By linking Assiniboine traditions with modern technology, these former HLP students are celebrating their heritage—and carrying it on for future generations.
Monteau says educators in other communities can also successfully infuse their students’ culture into their schools. She recommends starting by learning from the community elders.
“Those are the best teachers,” she says. “They have the oldest teachings, and they are the most respected.”
In addition to honoring the community’s elders with gifts and tobacco, Monteau suggests connecting them with students. The mutually beneficial relationship builds respect and support while giving students another opportunity to learn and grow.
Another key strategy is finding ways to center Native culture across the curriculum. As a classroom teacher, Monteau developed lessons on the health benefits of pemmican and chokecherries, as well as the nutritional value of bison compared with other meat. She even led second-graders through the scientific method to incubate their own bacteria strands to see how they were affected by echinacea poultices.
Monteau also suggests that leaders build partnerships with the community. Educators should find ways to make it easy for community members to participate in events, such as providing traditional foods. They can also study community ceremonies and invest in cultural items and symbols that build pride for everyone, not just students. Monteau says HLP’s teepees are an example—whenever students set them up on the football field, it’s a form of healing for the community.
Above all, she says, you just need to start.
“Stay humble and be a student again. Learn, just learn. And always be respectful.”


The Natural Musicians activities cover almost all of the elements of the National Curriculum in a simple, enjoyable way.
The activities develops musical abilities, citizenship, numeracy, literacy, creativity, leadership, social skills and more. The advantage of the activities is that they are cross curricular and can be used as part of or form a scheme off work relating to a core subject – such as Numeracy or Science.
When we look at an object, what do we see? What sound would it make if you could hear it? Looking closely at nature and found objects we can see patterns, symmetry and numbers in the objects and be inspired by them to inform music making and movement. Through the activities we can engage in sequencing, handling data, do some measuring, look at ratios, geometry, solve problems, represent musical tracks in graphs and tables
By adding words to the sounds we enter literacy. By looking at what we have found, what it is, where it grows, how it grows and what part it might play in the ecosystem we enter the curriculum of science…
A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. [DfE, 2013]
When it comes to music The Natural Musicians system can deliver all of the above and following elements of the national curriculum (2014):
Performing, composing and listening
a. sing in solo or group contexts, developing vocal techniques and musical expression
b. perform with control of instrument-specific techniques and musical expression
c. practise, rehearse and perform with awareness of different parts, the roles and contributions of different members of the group, the audience and venue
d. create, develop and extend musical ideas by selecting and combining resources within musical structures, styles, genres and traditions
e. improvise, explore and develop musical ideas when performing
f. listen with discrimination and internalise and recall sounds
g. identify the expressive use of musical elements, devices, tonalities and structures.
2.2 Reviewing and evaluating
Pupils will be enabled to:
a. analyse, review, evaluate and compare pieces of music
b. identify conventions and contextual influences in music of different styles, genres and traditions
c. communicate ideas and feelings about music, using expressive language and musical vocabulary to justify their opinions
d. adapt their own musical ideas and refine and improve their own and others’ work.
If you want any clarification of terms, read on!
(Group contexts: These include singing in unison and in parts.
Developing vocal techniques: This could include using the voice to make music in a variety of ways, for example different singing styles, rapping, beatboxing, choral singing, scat singing, chant and other vocal styles from around the world.
Create, develop and extend: This includes composing original music, arranging existing musical ideas and creating new pieces using a range of existing material.
Musical structures: These include popular song structures, binary form, ternary form, variations, rondo, raga and 12-bar blues.
Styles, genres and traditions: Different types of music across time and place (styles), music for different purposes (genres) and ways of working and producing music that may reflect a specific cultural or social function (traditions).
Musical elements: These include pitch, duration, dynamics, tempo, timbre, texture and silence.
Musical devices: These include repetition, riff, ostinato, call and response, canon, sequence, inversion, cyclic patterns and ornamentation.
Musical tonalities: These include major and minor keys, atonality, modulation and different types of scales.)


As I was reading the Fordham Institute’s survey of K-8 math teachers over Common Core last week I wondered, “what K-4th grade math teachers?” That’s not to say some school districts don’t have specialists, but most elementary schools, especially early grades in elementary schools, are comprised mainly of generalists not specialists.
The elementary school “generalists” are having a problem with Common Core math according to an article in The Hechinger Report.
Depth of understanding was hailed by its architects as a cornerstone of the Common Core, a set of educational guidelines for what students need to know in each grade in English and math that have been adopted in 43 states and the District of Columbia. The problem is that most elementary school teachers did not learn math that way, and many now struggle to teach to the new standards.
An April 2016 study of a large urban school in Georgia reported the frustration of many elementary level teachers. Only two out of ten teachers there said they were very familiar with the standards and one out of four reported no training on how to teach to them. If the Common Core is to improve the math education of U.S. students as intended, experts agree that teachers who are meant to get students excited about math and become proficient in its basic concepts need more help and support. Yet the exact nature of that support and how to provide it are debated.
…“Elementary school teachers are generalists,” said John Ewing, president of Math for America, a non-profit that offers fellowships to teachers. “Their content knowledge is less than what a specialist would have so they don’t understand math in a broad way. Preparatory programs have to be more attentive and have a way to develop teacher expertise.”
So the onerous is on college elementary education programs to suddenly turn these teachers into specialists and learn math in a way they didn’t experience growing up.
This is the same reason parents struggle with Common Core math as well. The whole idea is completely asinine. For starters the math standards for elementary-aged students are not age-appropriate. Now they want teachers (and with some school districts – parents) to go back and learn all of these new methods when there was really nothing wrong with the way elementary school teachers and parents were taught.
We sent a man to the moon before Common Core, all of American innovation happened pre-Common Core. Now suddenly our kids need Common Core’s asinine approach to math in order to succeed?
The article also notes:
Susan Lee Swars, co-author of the April 2016 study of a Georgia urban school and a professor of math education at Georgia State University, said she was called in to provide professional development for the school and ran the study to see what kind of help the teachers would need. It was the school’s second year of Common Core instruction, and only 7 percent of the teachers surveyed strongly agreed that they were prepared to teach the standards and many voiced the sentiment that they needed to “unlearn” math and relearn it again. Other teachers spoke of encountering a lot of resistance in the classroom when they tried to modify math class to be more about the process than the solution.
Of course there is going to be rebellion when you focus more on the process than the solution. In real life the solution is what matters and using the fastest method to reach that solution. With all the talk of trying to prepare students for STEM they are using an approach that is the furthest from what is done on the job.
“I used to be against specialists because in time of budget cuts, they’re the first to go,” Ewing said. “But if you want to teach Common Core properly, we’ll probably move to a country of specialists. I’ve come around on this.”
Yeah, let’s just totally restructure school faculty to make way for unproven standards, more nonsense!


Have you ever heard the saying “If you want to grow your child’s brain, teach them music”?
Research shows that when we move or play to music various areas of our brains are being activated simultaneously related to language processing, memory, sensory processing and even areas associated with emotion…… in fact, neuroscientists have identified that learning music provides the most activity for the brain at one time! Studies related to music and the brain have also identified that the most beneficial time for music education is before the age of 5!
Watering whole has a very strong focus on music because we know how important it is at this critical time in each child’s development. Our focus on music not only helps to develop musicality and rhythm, but also helps each child with cognitive function, language development, emotional regulation and even helps their memory systems to work!
1- Little Musos:
Included in our mornings offered to all the children is a wonderful outsourced weekly music programme called Little Musos. Little Musos is a uniquely developed curriculum that allows for an active and playful approach to music where children discover the foundations of: Rhythm & Tempo, Melody, Pitch & Tone, musical dynamics and Musical Form. The children are so captivated by the lessons and get exposed to so many wonderful instruments, as well as different styles and genres of music.
2- Music appreciation:
The first step in learning to play music is listening to music… and the more varied the exposure the better! At the Watering Whole we introduce a wide repertoire of music in our music appreciation focus. During various times of the day, especially morning puzzle time and free indoor play after snack etc, we play different genres of music – from classical, to jazz, to music from around the world. This is then further enhanced during our ring time and dance sessions where the children spend time learning various dance moves, such as the waltz, hip hop and even the traditional Hawaiian hula!
3- African Drumming and marimba:
Another important element of music is learning about rhythm and beat! Our morning ring-time and orchestra sessions all include a wide repertoire of songs that focus on clapping, playing to or dancing to various rhythms and beats, but our weekly drumming sessions is when we really get into our rhythm and groove! The children are introduced to a wide variety of Xhosa songs and beats to further enhance our dual language programme and the children’s rhythmic development.
4- Intellidance® Kids:
Intellidance® Kids explores dance concepts through imaginative play while developing movement skills, balance, flexibility, and co-ordination. Instrumentation, sensory props, and simple dances support the development of musicality and self-expression, helping all children become confident movers and shakers!
Research shows that in order for our brains to effectively process music our vestibular systems need to be activated through movement! Intellidance combines music and movement concepts together to provide the greatest impact on neural development and learning!
The children also have rather a lot of fun exploring and playing instruments in our orchestra sessions. We have a wide variety of instruments including egg shakers, rhythm sticks, xylophones, drums, castanets, bells and even a mini marimba. All of which not only develop musicality, but also encourage a dynamic environment of working and creating together!


29% of adults in Wisconsin and 4% of adults in Ozaukee County struggle with literacy and numeracy lacking such skills as the ability to use a bus schedule or to calculate the total on an order form. For individuals struggling with literacy, the ALC is a lifeline for obtaining and keeping family sustaining employment and engaging with their community. Our tutors assists students to develop:
Low literacy often means living in poverty: 7% of Ozaukee County residents live at or below the poverty level. Another 20% fall into a category called ALICE. This acronym means: Asset Limited, Income Constrained, Employed. Although they are working their wages are not sufficient. Better literacy and numeracy skills offer people a better chance at getting hired, promoted, and earning a higher income.
HEALTH AND FAMILY LIFE
A parent with low literacy skills is more likely to have a child who has poor grades, behavioral issues, and whom may eventually drop out. Children from families with low levels of education are ten times more likely to have low literacy skills than their peers from more highly educated families. Studies have shown that a mother’s literacy level has a direct impact on the educational success of her children. In addition higher literacy allows a parent to advocate for their child with their teacher, doctor or in other practical situations.
ECONOMIC GROWTH AND DEVELOPMENT
Improving the literacy skills of the workforce has a positive impact on businesses in Ozaukee County. Employees with stronger literacy and numeracy skills will help a business become more efficient and effective. Investing in literacy also saves the community money. According to the National Coalition on Literacy improving basic adult education skills could save $200 billion in government support programs. Therefore, improving basic adult education skills has a positive impact on all of us. A better educated workforce means an increase in workplace efficiency, higher income, families who are more independent and children with a brighter future. Adult Literacy Education supports families and builds more stable communities.
A shared language promotes freer and more opportunities for social interaction and cultural exchanges, as well as promotes community engagement and better understanding among community members. Today, 7% of Ozaukee County residents speak a language other than English at home.


As an Alternative Learning Pathway, we recognise that the students in our care require more support. Students accessing the ALP experience a range of barriers to learning, which can result, in time, in difficulty accessing a mainstream curriculum, disengagement, lack of confidence, reduced options in later years etc. With this in mind, the focus of the pathway is basic skills building (literacy and numeracy in particular) to ensure students make progress and can access the curriculum in a meaningful way, going on to achieve success in KS4 and later life.
It is important that all students are supported and challenged to make outstanding progress, despite any learning difficulty. A focus on supported, engaging and meaningful learning experiences, whilst encouraging independent learning. Again, these experiences will have a strong focus in both Mathematics and English.
The learning process looks at past academic achievements and then uses these as a springboard. Lessons are interactive, concentrate on the individual learner and have a focus on culture capital, enhancing the learning experiences of the most vulnerable learners in our school.
Students accessing the ALP Pathway experience a range of barriers to learning, which can result, in time, in difficulty accessing the mainstream curriculum, disengagement, lack of confidence, reduced options in later years etc. With this in mind, the focus of this pathway is basic skills building to ensure students make progress and can access the curriculum in a meaningful way, going on to achieve success in KS4 and later life.
In the ALP curriculum, students also have the opportunity to develop fundamental literacy and numeracy skills in a smaller, primary-like environment, with a primary trained classroom teacher, whilst exploring some of the knowledge and skills needed to progress on to KS4 Humanities and Languages. The curriculum model has been designed to ensure options are not narrowed when it comes to KS4 choices. More importantly, the curriculum should help develop understanding of and inspire students’ curiosity about the past and the world around them (locally and globally).
The ALP Pathway itself runs for two years, at which point, where appropriate, students continue in to the Entry Level Pathways, or transition in to mainstream pathways. In the ELP, students receive additional support for core subjects.
By the time students have completed the proposed two years (Y7 & Y8) as part of the ALP group, they will be more able to access the learning in Y9. An important aspect of learning is the preparation of the students to be more independent.
Enrichment opportunities will enable the students to gain ‘Culture Capital’ with external visits being an integral part of the curricular expectations within the ALP. As the most vulnerable learners, this ‘hands – on’ learning approach will bring the areas of study alive, provoking more interest in both learning experience and progress.
We want our ALP students to develop literacy and numeracy skills so that they are functionally literate, are confident readers and are able to communicate effectively, both verbally and in writing.
Over the course of the two year programme, students will have frequently been given the opportunity to explore a wide range of good quality texts, in order to develop their literacy skills, but also to develop their emotional literacy, empathy and cultural capital through additional enrichment opportunities, using culturally rich topics, as well as through their broader curriculum (including humanities and languages, the Arts etc), and the additional opportunities to explicitly develop their social communication skills.
Literacy and Numeracy
To demonstrate progress against personalised literacy and numeracy targets relating to:
To demonstrate progress against personalised literacy targets relating to:


The social benefits of recreation could be traced back to the crib and stay till the last years of life. In the present day, work and leisure are nonetheless strictly separated, but leisure time and recreation are among the most necessary facet of modern life, showing how the history of leisure and recreation has altered throughout time, and change into increasingly well-liked as folks gain more freedom from work and toil.
Many Nationwide Forests have a variety of completely different recreational actions. For instance, like a seat-belt youngsters who’re under the age of thirteen should put on a life jacket at all times. Preventative health – regular exercise, physiological benefits from delicate train, and stress discount all are made easier by having leisure and recreational activities readily available.
Recreational activities for kids are an essential a part of the educational expertise for many children. Constructive lifestyle growth – contributing to society, social interplay, growth of leaders, being part of organized sports activities all encourage good lifetime activities.
National Forests supply an excellent number of activities which many people take pleasure in. The social advantages of recreation have created one of the world’s largest industries, leisure and recreation. One of the major Montana recreation activities is fishing.
The History Of Leisure And Recreation
The Vital Importance Of Recreation For Senior Citizens
The people labored onerous, the Church forbade many forms of leisure, but there have been still leisure pastimes to assist develop the growing historical past of leisure and recreation.
recreation activities for older adults, recreation activities meaning, indoor recreation activities examples, recreation activities for senior citizens, recreation activities indoor
Advantages Of Leisure And Recreation
It’s believed that there are about 600 million disabled people across the world. Fishing is one other of the nice American recreational actions. Many mates and their families take pleasure in getting collectively for these actions. Horseback driving guides provide a variety of provides from a one-hour experience to all-day and multi-day tours, usually combined with mountaineering or fishing.
And so a lifetime of leisure pursuit begins. Sports activities activities enhance large motor skill development and social abilities. Many people can go fishing and sit on the bank of the lake, river, or stream all day, whether the fish are biting or not.
Enjoyable Leisure Activities For Disabled Individuals To Hold Fit And Healthy
Recreation applications are a number of the most stunning and enticing ideas on this planet. 5. Recreation and leisure actions may also help alleviate depression. You must choose the type of activity that you just wish to partake of and the leisure space that gives that sort of activity. With the developments in know-how, over the current couple of years, most sports turned obtainable to disabled folks as well.
Studies have proven that one of the essential social advantages of recreation is the knitting together of humanity in group activities. Again, research shows that older people who participate in leisure actions have better coping behaviors in response to tense life events … Read More..


Buy D.El.Ed.501, 502, 503, 504, 505 Guide Books & Help Books – 2018-19admin
Untrained teachers have a chance to upgrade their qualifications with the Diploma in Elementary Education (D.El.Ed) offered by NIOS. It is compulsory for teachers working in government primary schools. They must pass the exam and obtain certifications. For this purpose their task becomes easier when they can access GPH D.El.Ed. study materials in Hindi and English.
Nios D.El.Ed. Programme Important Tips & Information
The NIOS D.El.Ed. programme is designed for untrained teachers in primary and upper primary schools with the objective of helping them develop better teaching skills. Here are some important tips for NIOS D.El.Ed.
- Teachers must obtain state sponsorship to undergo the two year programme.
- Teachers must meet eligibility criteria of senior secondary qualification or 50% marks in graduation level.
- The course lasts two years. It is best to refer to D.El.Ed. guide books and D.El.Ed. solved papers to succeed at first attempt.
D.El.Ed. Programme Structure
Students pursue a programme that empowers them with knowledge and skills to improve classroom teaching, mobilize community, take part in school administration and implement development plans. All these topics are covered in GPH, NIOS D.El.Ed question papers slanted with success in exams in mind.
GPH D.El.Ed. Solved papers focus on theory forming the first part and practical’s forming the second part. Topics include contextual issues, teaching at primary and upper primary level and internship in schools. Within these topics there are compulsory subjects and optional. The course also includes topics on Understanding Children, Elementary Education in India, Pedagogic Process, Community and Elementary education, Learning Languages, Art Health and Physical Work Education and others. D.El.Ed. Study material is the best source to get knowledge about these topics and D.El.Ed solved papers help students succeed in exams.
1) Objectives of the Programme
Further information about D.El.Ed. programme objectives:
- Empower teachers to improve teaching and address diversity in context of teaching
- Develop capacity to follow child-friendly process and familiarize them with suitable methods
- How to teach children about leadership and problem solving
- Learn about safeguarding children’s rights.
2) Target Group & Edibility Conditions
- Untrained working teachers teaching classes I to VII with senior secondary qualifications of 50% marks in graduation with 5% relaxation for SC/ST/OBC candidates
- Students must obtain state sponsorship.
- The course duration is two years.
- Registration is valid for 3 years so students can prepare with NISO deled question papers for the topics they have missed and complete the course.
4) Medium of Instruction
- Students have a choice of studying in Hindi or English medium.
- GPH provides appropriate study materials, guides, question papers and solved papers in both languages.


Fostering Social & Emotional Well being
Our primary school environment and curriculum are flawlessly designed to suit the requirements of pre-teenagers. Our program adopts a wide range of activities, resources and learning methods to foster a dedication towards education. Our primary school program is designed to be significant, challenging, relevant and engaging. It focuses on nurturing a student’s academic success as well as emotional wellbeing. Students of our primary school gain authentic experiences and get exposure to real-world applications. A child's education is not limited to the traditional boundaries of subject areas but is strengthened and enhanced by them.
Our team focuses on building the strengths of the students, increasing their interest range and employing their experiences to help improve the confidence to learn both reciprocally and independently. By developing complete coordination between parents and teachers, we create a mindset of excellence in children and nurture them to be responsible human beings. Here at ICS, we look forward to guiding them in their quest for knowledge and encouraging them to imbibe diversity in culture, religion and beliefs.
Why Primary School at ICS?
The primary school program at Indian Central School is different from others. We believe that every child is unique and must have a stimulating educational environment to help them grow physically, psychologically, emotionally & socially healthy. Hence, ICS lets children learn in a safe environment, where they are encouraged to share their ideas and are provided with strategies to understand their strengths and weaknesses.
What we teach
Our primary school curriculum is based on the CBSE syllabus. The academic subjects taught within this program are English, Mathematics, Environment studies, Second language as Hindi/French with the third language as Arabic. Creative Art, Music, Dance, Art & Crafts, Physical education also plays a vital role in the curriculum. We include extracurricular activities like inter-house competitions & sports and other co-curricular activities. Thus, apart from developing an enquiring and curious mind, our curriculum enhances the physical skills of the students and teaches them the significance of active and healthy living
Teaching methodology are
Enhanced problem-solving capacity
Promoting critical thinking
Practical involvement in the process of learning to increase retention, enhance problem-solving capacity, brainstorming, promote critical thinking and integrating technology into the classroom are a few outstanding features.
Engagement Activties at ICS Primary School
Teach Through Games
Celebrate Diverse Festivals
Share New Ideas
Stimulate With Questions