Sight words are the most commonly used words in the English language. Accordingly, a majority of the words that we read in a text are considered sight words. For example, “I” , “you”, and “the” account for ten percent of all words in printed English. As such, students learning to read greatly benefit by being able to instantly recognize and accurately read these words in order to build fluency and comprehension.
In general, teaching sight words is less focused on rules and letter sound knowledge. However, when sight words are coupled together with phonics instruction, we build strong, confident and fluent readers. Additionally, sight words are not a substitute for teaching phonics. Rather, sight word instruction helps students master reading words that frequently occur in a text, so they don’t have to stop and sound out every single letter or word.
There are many strategies and techniques to facilitate effective sight word learning. When I teach sight words I don’t have students sound them out or use their knowledge of letter sounds, as many of the sight words do not have a letter-sound correspondence. For example, sounding out the word “the” for a child, “t/h/e” does not work. Beginning and struggling readers may not understand how to pronounce the “th” letter sounds. Moreover, the first two counting numbers in English are not able to be sounded out, “one o/n/e” and “two t/w/o”! To help, I always use a non-verbal cue of circling the sight word or referencing it on our word wall. To clarify, we sound out other words, like CVC words, but not sight words. CVC words are words that begin with a consonant (C), have a single letter vowel sound (V), and end with a consonant (C).
To help reinforce sight word memorization, students need repetition and practice reading the words in context to help create mastery. For this reason, I use sight word fluency exercises, which allow the students to see the word, trace the individual letters on a pre-printed sheet, build the word by cutting out individual letters and assembling them in the correct order, and reading the word multiple times. Currently, I have found the most effective way to use the sight word fluency exercises is to show the word, say the word, trace the word, build the word, and read the word in context in a sentence. The sentence reading is then followed up with an opportunity to write it out on lined paper.
Struggling readers may have a difficult time moving from reading individual words to reading full sentences. Sometimes, children are overwhelmed when they see a sentence with 6+ words, but it’s critical for them to make this transition if they are going to be successful readers. If a child can read one word, then two, then three and so forth, they become more confident readers of full sentences. To aid in building this confidence I use sight word pyramid sentences. Sight word pyramid sentences increase the number of words a student reads and use both targeted sight words and words that can be sounded out. Students can simultaneously practice sight words and phonics. This is also a great way of providing repeated exposure to sight words. This helps the transition to reading words in context, which in turn helps build comprehension.
Language and literacy learning happen in a variety of ways as children are exposed to spoken and written language. Learning sight words is part of the SIS Reading Curriculum and is useful for early readers. Given the need to recognize high frequency and irregular words automatically, sight word instruction is one component of a comprehensive literacy program for early readers.
Article by Tim Smith, Teacher Primary School


Music training has well-known benefits for the developing brain, especially for at-risk children. But youngsters who sit passively in a music class may be missing out, according to new Northwestern University research.
In a study designed to test whether the level of engagement matters, researchers found that children who regularly attended music classes and actively participated showed larger improvements in how the brain processes speech and reading scores than their less-involved peers after two years.
The research, which appears online on Dec. 16 in the open-access journal Frontiers in Psychology, also showed that the neural benefits stemming from participation occurred in the same areas of the brain that are traditionally weak in children from disadvantaged backgrounds.
“Even in a group of highly motivated students, small variations in music engagement — attendance and class participation — predicted the strength of neural processing after music training,” said study lead author Nina Kraus, the Hugh Knowles professor of communication sciences in the School of Communication and of neurobiology and physiology in the Weinberg College of Arts and Sciences at Northwestern.
The type of music class may also be important, the researchers found. The neural processing of students who played instruments in class improved more than the children who attended the music appreciation group, according to the study.
“Our results support the importance of active experience and meaningful engagement with sound to stimulate changes in the brain,” said Kraus, director of Northwestern’s Auditory Neuroscience Laboratory.
The data was collected as part of a multi-year collaboration with The Harmony Project, a non-profit that has provided music education and instruments to disadvantaged children in Los Angeles for more than a decade.
Rather than using an active control group, the researchers looked for differences within the group of children participating in Harmony Project classes.
Unlike most music studies, which often estimate brain activity using paper and pencil tests, Kraus directly assessed the brain by strategically placing electrode wires with button sensors on the students’ heads to capture the brain’s responses.
Northwestern and the Harmony Project joined forces several years ago after Harmony’s founder, Margaret Martin, approached Kraus seeking scientific evidence behind the striking academic success of the students. Despite a dropout rate of 50 percent or more in their neighborhoods, 93 percent of Harmony Project seniors have gone on to college since 2008.
Previous Northwestern findings based on Harmony Project data have shown that two years of music training – but not one – improved the brains’ ability to distinguish similar-sounding syllables, a skill linked to literacy.
“Music, then, can’t be thought of as a quick fix,” said Kraus.
That previous research, published in September in the Journal of Neuroscience, indicated that the community music program can literally ‘remodel’ a child’s brain in a way that improves sound processing and was the first direct evidence that the music training has a biological effect on children’s developing nervous systems.
Children from families of lower socioeconomic status process sound less efficiently, in part because of noisier environments and also due to linguistic deprivation — or not hearing enough complex words, sentences and concepts. This puts them at increased risk of academic failure or dropping out of school, said Kraus.
“Think of ‘neural noise’ as like static on the radio, with the announcer’s voice coming in faintly,” said Kraus.
Music training may be one way to boost how the brain processes sound to remove the interference, said Kraus.
“Speech processing efficiency is closely linked to reading, since reading requires the ability to segment speech strings into individual sound units,” said Kraus.
“A poor reader’s brain often processes speech suboptimally.”
“What we do and how we engage with sound has an effect on our nervous system,” said Kraus. “Spending time learning to play a musical instrument can have a profound effect on how your nervous system works.”


In a competitive world like today’s, education is an important aspect. It makes an individual fit for society and moulds them into a better person. By imparting the knowledge, it aids in a person’s success by providing better opportunities, career options, and stability in life. In such a situation, parents are extremely careful about their children’s education.
As it is essential to provide quality education from childhood onwards, pre-school education has a huge role to play. It comes with tailor-made kids learning programs that act as a foundation for children’s future learning and development. Now let’s go through the importance of a pre-school learning program.
- It aids the cognitive and holistic development of children through various activities that help children’s overall growth.
- This type of education incorporates essential learning and technological learning, which is both educational and entertaining.
- Pre-school education is mainly aimed at children between the age group of 2-5; sometimes, it exceeds up to the age of 7. As this period is highly crucial in brain development, the education provided at this age greatly impacts children. It motivates children to gain knowledge and develops a passion for learning. Children start picking up words, start identifying colours, learns the numerical system and alphabets, etc.
- Kids learning programs are designed to provide opportunities to meet and interact with children of the same age group. They become more social, engaging and supportive. It aids to develop a helping and sharing mentality in children.
- Emotional growth is an important aspect. When there occurs a situation where the child has to confront a problem or an emotionally challenging situation, they become highly dependent on their parents. Although it is essential to be emotionally available for children, it is equally important to make them emotionally resilient. Studies claim that children who attend early childhood learning centres manage exceptionally well compared to children who don’t.
- Children who spent more time at home tend to be more comfortable around their family members. Lack of socialising and exposure makes them vulnerable in groups and group activities. Pre-school education helps them be comfortable within groups and encourages them to participate in games and other such activities.
- Proper nutrition is a necessity in the growth of children. It keeps their immune system healthy. Since lack of nutrition leads to various risks, the pre-school education centres provide nutritious food and maintain a healthy diet for the betterment of kids.
- It focuses on the individual growth of kids and targets the needs of each kid. These learning centres keep a record of progress and communicate with the parents on progress made by children. Teachers and caregivers thus give proper attention and care to the children.
- It helps develop organisational skills. Although pre-school learning centres provide both education and entertainment, it has a well-defined curriculum and schedule that provides specific time for learning, games and other activities. It also has set goals for the development of children. Thus it makes children more organised and helps them to fit into the schedule when enrolled in schools.
- It familiarises kids with school education by introducing them to textbooks. It helps in developing communication skills, reading skills, numerical skills, etc.
These are some of the benefits of pre-school education. It helps in the overall growth and development of children. Thus it is essential to enrol children in early childhood learning centres for their growth and bright future.
READ ALSO: Alex Trebek Net Worth


Adult & Workplace Literacy Training
Please contact the Saskatchewan Literacy Network for more information or to arrange for any of the following trainings.
Orientation to Saskatchewan Adult Benchmarks Levels 1 & 2
This one-day training presents the background and rationale for the development of Benchmarks for Level 1 & 2 literacy learners in Saskatchewan. It is open to literacy practitioners and those interested in developing a further understanding of how intake and assessment principles, portfolio use, and theme-based planning relates to the Level 1 & 2 Adult Literacy Benchmarks.
Learner Centred Intake and Assessment Guide for Literacy Programs in Saskatchewan
This one-day training provides an overview of the Learner Intake and Assessment process and provides participants with practical demonstrations on how to create an intake and assessment process. This is an adaptable tool that can provide an indication of the knowledge, skills, and progress of learners. The training is open to anyone interested in helping learners develop the skills necessary to build confidence and take charge of their learning outcomes.
Practitioners Guide to Numeracy Benchmarks Levels 1 & 2
Math is everywhere – in music, dance, banking, cooking, and recreation. This one-day workshop takes participants through a process that demonstrates how much math they apply and use every day and introduces lots of fun ideas about how to engage Level 1 & 2 learners in improving basic numeracy skills. Tools and ideas will help participants bring fresh ideas into their work with numeracy learners and reduces common fears about math.
Portfolio Development for Saskatchewan Adult Literacy Benchmarks Levels 1 & 2
This one-day workshop helps participants answer many questions: What is a portfolio? Why use a portfolio? How do you create a portfolio with your learners? This hands-on training will demonstrate the value of holistic or specific use portfolios. Participants learn how to help learners create a portfolio that affirms their strengths and skills that provides the foundation for their learning journey.
Essential Skills Training
This training provides participants with an understanding of essential skills and their importance in enhancing safety and productivity in the workplace. It is open to those interested in improving workplace safety, training, competency, job satisfaction, and employee retention.


Ed Emberley ' s drawing book of faces . Boston : Little , Brown . Emberley , E . ( 1977 ) . Ed Emberley ' s great thumbprint drawing book .
Author: Robert Schirrmacher
Publisher: Delmar Pub
Art and Creative Development for young Children, 5E, written for early childhood professionals and those preparing to work with children in child care, preschool, or a Kindergarten through third grade setting, is a comprehensive, must-have resource for setting up a developmentally appropriate art program. This updated text takes a child-centered approach to art education. It covers the important issues of creative experience, art and the developing child, special needs and diversity, children's artistic development, planning, developing, implementing and evaluating art, integrating art across the curriculum, roles and strategies that facilitate children's artistic expression, evaluation and assessment.


If you want to get prepared for entry-level work, an Associate of Arts degree typically only takes two years to complete. This degree, while demonstrating less skill than a bachelor’s or higher degree, serves as proof of a basic level of education in the field of study. What is an Associate of Arts in Graphic Design? A student enrolling in a graphic design program will develop a core underst… Read more
If you want to get prepared for entry-level work, an Associate of Arts degree typically only takes two years to complete. This degree, while demonstrating less skill than a bachelor’s or higher degree, serves as proof of a basic level of education in the field of study.
What is an Associate of Arts in Graphic Design? A student enrolling in a graphic design program will develop a core understanding of design fundamentals. These include typography, layout, packaging, and branding. Student will often learn to apply their skills in design to creatively deal with problems that arise in projects. Knowledge of formal design skills will translate to high quality artwork and visual communications.
An Associate of Arts in Graphic Design benefits students in a number of ways. In addition to the skills and principles practiced, students will also be able to identify appropriate audiences and implement the right design. Not only will students have a solid foundation in the creation of graphic designs, they will also be ready for entry-level work.
Completing a program in graphic design can be costly, though an associate’s degree will cost less than other higher degrees. Compare the costs of different programs and see what kind of aid you might be able to obtain.
A student who completes this degree will be prepared for entry into numerous graphic design jobs. These can be with teams producing graphics for video games and other media or creating advertising or web design. Graphic design jobs can range from designing the layout of a brochure to perfecting an ad or logo. Continuing from an Associate of Arts in Graphic Design into higher education will lead to further opportunities, including the possibility of becoming an instructor.
If you’re looking at different universities and having difficulty figuring out how you would make it work, online classes are a great option you may not have considered. Search for your program below and contact directly the admission office of the school of your choice by filling in the lead form.
9 Results in Graphic Design
- Popular Latest Title
The Associate of Fine Arts in Graphic and Interactive Design prepares students who intend to transfer to Bachelor of Fine Arts programs at four-year institutions and professio ... +
The Graphic and Web Design Program at GCC is designed for working professionals who need to upgrade their skill set, students preparing for transfer, and individuals seeking t ... +
The Associate of Fine Art degree program in graphic design teaches students how to develop design concepts and aesthetically arrange type and image in order to plan and produc ... +
The Associate of Arts in Graphic Design provides a comprehensive foundation of study, emphasizing the development of theoretical, practical, and technical skills within the Gr ... +
A graphic designer is a visual problem solver. To solve these problems, a designer must be skilled in typography, design, color, layout, packaging, photography, production, co ... +
The Associate of Applied Science degree in Graphics Design provides a degree alternative to students interested in programming, database administration, and introductory game ... +
Pratt Community College’s art major offers a foundation program for students who want to transfer to a four-year school in art education, studio art, or design. Small class si ... +
Graphic Design Program offers education in graphic design communications, using processes and technologies relevant to the professional design environment.
The Graphic Design area of study prepares students interested in the concept, design, technologies, and practical aspects of visual communications creation and production. Ind ... +


St Thomas More Catholic School is committed to developing Literacy and Numeracy skills in all of our pupils, in the belief that it will support their learning and raise standards across the curriculum. In addition to our English and Mathematics curriculum lessons there are many occasions in school when these important skills are promoted. Here are a few examples:
- Accelerated Reader Programme
- Y7 Reading for Rewards Programme
- Y7 Numeracy Ninjas Programme
- Reading and Creative Writing Clubs
- Termly Reading Challenges to pupils
- UKMT Challenges
- Staff ‘Recommended Reads’ are shared with pupils on a fortnightly basis
In addition there are a range of whole school strategies that support Literacy and Numeracy
- There are whole school strategies in place for correcting student errors in spelling, punctuation and grammar.
- Reading age data and support materials are shared with all staff.
- Regular CPD and Research and Development groups focusing on Literacy and Numeracy
- All pupils carry reading books and spend dedicated time in pastoral reading for pleasure.
- Literacy and Numeracy ‘Tool Box’ shared with all staff
- Whole school writing mats
- Debating Teams
As a school our key priorities are:
- Reading: To foster a culture of reading for pleasure.
- Writing: To ensure pupils write in an appropriate style to match their audience and purpose.
- Speaking and Listening: To ensure all staff and pupils promote the use of standard English though interaction in full sentences.
- Numeracy: To support Mathematical Fluency
- Numeracy: To develop Mathematical Thinking
“There are thousands of small solutions to the damaging inequalities that we observe in our society and they can be found in the English dictionary.” – Alex Quigley ‘Closing the Vocabulary Gap’
At St Thomas more we recognise that there is a growing body of evidence that illustrates the importance of reading for pleasure for both educational purposes as well as personal development. Evidence suggests that there is a positive relationship between reading frequency, reading enjoyment and attainment. Reading enjoyment has been reported as more important for children’s educational success than their family’s socio-economic status (OECD, 2002) and so is a key strategy in supporting pupils from a range of backgrounds, supporting equity.
We have therefore designed a bespoke reading programme at St Thomas More which is based on the 4 key cornerstones of Reading for Pleasure pedagogy:
- The reading environment
- Talking about Reading
- Book Recommendations
- Independent reading
This is implemented through specific EAR lessons within the English Curriculum, but also as a key part of our Wider Curriculum across the school.
All pupils in Years 7 & 8 have dedicated EAR lessons in which they will engage with their reading through talk and book recommendations as well as time to complete some independent reading. These usually take place in our recently updated library space and our supported by ‘Reading Buddies’
Pupils are issued with a Reading Log and we appreciate parental support in engaging with their child’s reading which is an important motivator for pupils.


7 reasons to Study a Chemical Engineering course
Chemical engineering is all about changing raw materials into useful products such as clothes, food and drink as well as energy. Chemical engineers focus on processes and products – they develop and design processes to create products, this is done by either focusing on improving existing processes or creating new ones. This means that they are also concerned with managing resources, protecting the environment along with health and safety.
Chemical Engineering draws on a wide variety of skills and knowledge. In fact the problem-solving and numeracy skills of chemical engineers are highly sought after by employers and help to explain why chemical engineers top the scales of all the major engineering professions.
Being an engineer is an admired job title; those who don’t study the subject will be impressed when they hear it. It takes a lot of hard work and effort to qualify as an engineer, so respect from others tends to come naturally.
Chemical Engineering is one of those fields which are still developing and with this development comes the need for vigorous research. For people who love to innovate and are creative, Chemical Engineering gives you an outstanding platform where you can showcase your talent. Innovativeness is always welcomed in Chemical Engineering.
Some professions attract the word “vocation”. Nurses and teachers are often associated with the view that it’s not just about the money, but the satisfaction of knowing that you’ve helped someone personally and profoundly. Chemical engineers have this opportunity too – better nutrition and improved health; greater social mobility; warmth and light; protection of the environment and many other measures valued by society are the result of our hard work.
Chemical engineers have many career opportunities. A graduate might perform groundbreaking scientific research, work as a field engineer, or occupy a senior management position. Graduates employed by multinational companies often travel all over the world.
The world is a small yet diverse place, both more global, yet at the same time dividing people like nothing else. Chemical engineering offers skills and knowledge that can be applied in any country or culture around the world today.
Chemical engineers generally feature at the top end of high earners. Graduate salaries give dentists and doctors a run for their money with starting salaries in the UK of around £30,000. Median salaries for Chartered Chemical Engineers reach around £70,000 and are even higher for those working in certain industries, which all leads to a great quality of life.
You have to be smart to be a chemical engineer, and, in all honesty, the title of the degree sounds fancy and complicated, which will impress at parties. There's also the respect that will come when you graduate from one of the toughest degrees on offer - which is why you will get a job.
Want to study a chemical engineering course? Contact us to find out more about the chemical course at London TFE.
PROCESSING, PLEASE WAIT...


Middle School Arts
Students who choose to participate in this year-long arts elective gain confidence on stage, develop their vocal strength and clarity, and gain experience working as an ensemble. It is an exciting opportunity to be part of a full-scale musical, as well as to perform in the holiday concerts and numerous assemblies throughout the year.
The Middle School art program challenges students to incorporate increasingly advanced concepts and techniques in their artwork, such as using perspective to create the illusion of depth and learning to use the pottery wheel.
Students can choose to participate in this year-long arts elective. In band, our young musicians learn technical skills such as correct fingering, how to read music, embouchure (mouth position), breath control, articulation (how to begin and end a note), and how to refine their sound. The program includes weekly small group instrumental lessons in addition to full band rehearsals. Band students who are ready to expand their range of skills also have the opportunity to audition for the Middle School jazz improvisation ensemble.
Band students can choose to study a woodwind, brass, or percussion instrument, including:
- Alto Saxophone
- Tenor Saxophone
- Baritone Saxophone
- Baritone Horn
- Bass Guitar*
*Students who choose guitar, bass guitar, or drums are also required to study a woodwind or brass instrument.
Our performing dance companies are open to all with opportunities for advanced dancers to excel in our top dance companies.
In graphic design, students use key concepts learned in their visual arts classes and apply them to projects in the Graphics Lab. Using editing software from iPhoto, Photoshop, InDesign, and Illustrator, they hone their design thinking through projects such as producing custom labels for products, creating their own comic book characters, and designing storybooks.
In music technology, students learn composing and arranging using applications such as Garageband, Apple’s LogicPro, and Digidesign’s ProTools. This will be a place where a students can learn how to become a sound engineer, a record producer and learn what goes on behind the scenes in the making and recording of music.
Middle School piano students have the opportunity to play in a variety of musical styles from classical to jazz, to expand their sight-reading and ear-training skills, and to practice composing their own pieces. Piano studies culminate in an annual Spring recital.
Each project—from a bean-bag chair to a hand-appliquéd quilt—teaches fundamental skills ranging from embroidery stitches to understanding the three types of fabric grains. Practice with a measuring tape trains students to see dimension, and the opportunity to create their own fabric print deepens their understanding of color. Experienced students have the opportunity to pursue advanced techniques such as draping and fashion illustration, as well as to incorporate wearable technology into their designs.
In shop, Middle Schoolers work with power tools and learn more advanced techniques such as joinery, veneering, and steam-bending wood. The fall and winter projects change in order to introduce students to different aspects of woodworking. The Spring project focuses on Adirondack chairs. In addition to Adirondack chairs, students can also make settees, rocking chairs, footstools, or side tables.
Through class discussion, hands-on practice, and the study of work by professional photographers and photojournalists, students develop both the technical and aesthetic skills of photography. Students explore composition and framing, light control, and shooting techniques for a wide range of subjects from portraiture to landscapes. By the end of the course, students are proficient in taking projects from concept to finished work and have the foundational skills to pursue advanced photography in high school and college.


Cepeda: Preschool doors should be open to all
CHICAGO -- My mom likes to tell the story of my first day of kindergarten: When we arrived, she had to restrain me from running off to join the crowd of kids pouring through the front door.
She always caps her story with: “I couldn’t stop crying and you didn’t even want to say goodbye to me because you were in such a hurry to get into school.”
I was so eager, in fact, that even before kindergarten, I vividly recall driving by the nursery school down the street, hungering to be let into what I was convinced was a magical wonderland of toys and stories a la “The Electric Company.”
But when I asked my parents why I couldn’t go to preschool, they looked at me like I’d grown an extra head. It wasn’t for us -- I had family at home to take care of me. That’s just how it was done way back then in the Hispanic community; the babies stayed home with mom or grandma until formal schooling started.
To this day, Hispanic kids continue to be underrepresented in preschools. There are lots of reasons, not the least of which are cultural and language-related. But the biggest and least surmountable is that there simply aren’t enough spots in affordable, high-quality preschool centers to go around.
The shortage is so acute for Latino kids that, according to Salud America!, a national Latino advocacy organization focusing on families, only 40 percent of Hispanic kids attend preschool, compared to 53 percent of white kids.
The effects of Latinos being more likely to live in child care deserts, and therefore less likely to attend preschool, are chilling because they are coupled with multiple factors that make for a shockingly rough start in life.
According to a new report from Salud America!, “The State of Latino Early Childhood Development,” Hispanic kids begin life with birth weights and developmental capacities that are similar to those of white children. But by 24 months, their capacities to reason, remember tasks, communicate verbally and identify letters, numbers, and shapes lessen significantly compared to white children. And these deficits “appear even more prevalent in Mexican-American children than in other nationality subgroups.”
The authors cite the usual suspects: lower education levels among Hispanic parents, larger family sizes in which individual children get a smaller slice of available attention, unemployment or underemployment, and the higher incidence of depression among Hispanic mothers. These, combined with the cultural assumptions that teachers are the only experts suited to teach kids literacy and numeracy skills, and low or no English skills create a perfect storm for Hispanic kids’ underperformance when they start kindergarten.
And those, sadly, are the best-case scenarios -- the statistics get even more dire when you factor in other hardships, many of which are quite prevalent.
Salud America! says that 28 percent of Latino youth suffer four or more traumatic experiences such as parental domestic violence, substance abuse, mental illness, criminal justice involvement, child abuse, neglect, poverty/homelessness, or parental death.
It’s difficult to write about such harrowing statistics. They reinforce the negative stereotypes that people, especially educators, have about Latino children, feeding the sense that these kids are beyond hope, while ignoring that not all Hispanic kids are disadvantaged.
But the truth is that even though you don’t have to look very far to find Hispanic valedictorians, and successful Latino business owners, brain surgeons and astronauts, a great deal of Hispanic children are in crisis. The bright side is that more widely available preschool for Latino kids can help close academic gaps before they become a life sentence of low achievement.
Universal preschool is not a magic bullet for all that ails public schools or low-income families. But it can be a much-needed intervention for the most vulnerable of Hispanic students, who are expected to make up about a third of all public-school students by the year 2026.
As of now, only 14 cents of every public education dollar are spent on early childhood education. This gives the edge to parents and families who can afford to put their kids in high-quality, unsubsidized preschool programs, while leaving the needy even further behind.
The low funding represents a lack of foresight and an ignorance of well-established research showing that the prekindergarten years are the most important, developmentally, for all children.
But ultimately, any money dedicated to preventing Hispanic infants from falling two years behind their peers before kindergarten even starts is peanuts compared to the costs of remedial education, social welfare programs and incarceration.
Reach Esther Cepeda at email@example.com.


Etude and exercise concepts are very important for instrument training, which is one of the most important steps in music education. In the last fifty years, it is promising that the training of instruments related to our traditional music has been placed on a certain discipline, and that the etude and exercise content has increased, especially on baglama. Moreover, it is thought that examining the existing studies on various criteria will be a guide for future studies.
This research aims to reach findings and offer suggestions by examining written / printed materials containing etudes and exercises, which have an important place in baglama / saz teaching, from various aspects. 8 books by 6 authors have been reached and the degree of inclusion of basic musical knowledge and theoretical knowledge; distribution of etude and exercises according to measure, sequence, mode and tone characteristics; targeted layouts and usage of different playing styles were examined.
Document analysis method, one of the qualitative research methods, was used in the study. The universe of research consists of written publications written about the baglama / saz obtained by the authors, the content of which is composed entirely or mostly of etude and exercises. 8 publications by 6 different authors were examined within the sample.
In the light of the findings; ; it has been determined that since most of them are aimed at intermediate and advanced levels, information on concepts such as baglama history, instrument maintenance and protection, etude / exercise / practice is not given and publications have been increasing in number in recent years. In addition, it has been seen that most of them were prepared according to the bozuk tuning and in most of the books, the goal was specified but not the level. Moreover; It has been found that in most of the books, etude and exercises are listed by numbering method, and the directions of plectrum are specified together with finger and string numbers.
Keywords: Baglama, Saz, Etude, Exercise, Practice, Instrument Education


Around 4 years of age, children begin to learn early literacy skills. Early literacy skills are the most important building block for future educational success. Confidence in reading will allow your child to thrive and learn. It is important to know the development of literacy skills and when to be concerned. Early intervention is key when delays are noted. Here, we will teach you all about literacy development, signs of difficulty and how to encourage literacy development at home.
Early Literacy Skills:
1. Learning new vocabulary words
One of the most important early literacy skills is expanding a child’s vocabulary. Children will find it easier to read and write when they have heard many of the words before. Parents can teach new vocabulary words by reading books daily and varying the types of books. Other ways parents can expose their child to new vocabulary words is by talking about new experiences, asking questions, and adding new words into daily vocabulary.
2. An Interest in Books
Cultivate an interest in books by starting to read to your child daily at an early age. Research shows that as early as 6-12 months of age, your baby begins to understand that picture represent objects and may show increased interest in certain books. Keeping a variety of appropriate books in your home is a great way to ensure books become a part of daily life. Is your child showing interest in certain shows or characters? Choose books with this theme to elevate their interest in reading even more!
3. Learning the ABCs
One of the first steps to familiarizing a child to letters is learning to sing their ABCs. When do kids start learning to sing the ABCs? Children begin to sing the alphabet song around 2 years of age and are able to sing the entire sound around 4 years of age. Around this time, children are also learning to recognize letters in print. Parents can begin working letter recognition by asking the child to identify letters in their own name. Letter recognition is a stepping stone to sound-letter associations.
4. Sound-Letter Associations
By 5 years of age, your child should begin to show an understanding of sound-letter associations such as “d” is for “dog.” Getting the opportunity to attend to a variety of print is helpful here. Draw your child’s attention to print in books, tablet games, cereal boxes, etc. Choose a letter, such as “B,” and model the sound while pointing to the letter. Then, move to words, “B is for ball.” It is helpful to use some of your child’s preferred items to draw interest.
Signs of Literacy Struggles
Parents and teachers often notice signs a child struggles with reading in the first grade when a child is beginning to learn to read. Children with repeated ear infections or speech delays often have difficulties learning to read. The following signs may occasionally represent a larger issue such as Dyslexia, Auditory Processing Disorder, or learning delays. Some early signs to look for include:
- Challenges in manipulating sounds in words such as rhyming or recognizing words that start with the same sound.
- Struggles when pronouncing new words and remembering them
- Difficulty breaking words apart into sounds
- Trouble blending sounds together to make words
- Challenges in remembering the names and sounds of the letters
- Weak phonological skills (substitutes sounds in words)
Seeking help for your child as soon as literacy development concerns occur is the most important step you can take as a parent or teacher. Our team of experienced speech language pathologists can help your child to overcome their literacy struggles. Our SLPs look at the entire picture and work from the bottom up until your child is confidently reading!


We currently offer the following music workshops – scroll down for more info on each one:
Music Technology + Production, DJ + MC workshops, Drumming workshops and Music Composition.
All of our workshops aim to engage students in Music in a way that links into the 2014 National Curriculum.
“Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.”
– National Curriculum Music 2014.
Brazilian drumming workshops exploring rhythms such as Samba & Maracatu are among our most popular sessions because they are so easily accessible to everyone involved. A typical session would begin with a short talk about the history of the music and a bit of information on all the different instruments. Participants then take part in rhythmic games and warm ups before moving on to the drums. We strive to give each participant the chance to play every instrument during the workshop. Our workshop leaders have been to Brazil several times to study traditional music and are professional percussionists. Workshops can be tailor made to suit your schools requirements running from 30 minutes taster sessions to several days! These workshops are a fantastic way of enabling your students to learn about another culture in a fun an exciting way
Music Technology + Production
Music technology can often seem confusing or complex when used without a little direction from someone who knows what they’re doing. Utilising software such as Reason or Ableton live, participants work in groups with one of our tutors to create melodies and program beats into the computer. This activity can be differentiated by using pre-programmed loops or spending more time to create your own. The end product can then be burnt onto a CD and given to the student to keep. Due to the nature of this work, it is best suited to small groups of two or three young people for around half a day. It combines well with our DJ + MC workshops. Our tutors for this workshop have degrees in Creative Music Technology and also work in the music industry.
DJ + MC Workshops
The classic setup of two turntables and a microphone is as popular today as it ever was, and is an integral part of many modern styles of music such as Dubstep, Grime, Drum & Bass and Hip Hop. One workshop leader teaches participants how to mix two tracks together using two turntables and a mixer via a computer with software called Traktor. A second leader works with the participants as they write lyrics and develop them into a song. The two groups then come back together so one participant is able to mix two tracks together whilst others rap over the top. We operate a policy of no swearing or offensive lyrics during these classes. This workshop combines well with the Music Production class we offer as participants are able to create tracks on the computer and then export them for use with mixing software. This workshop requires around three hours to reach a competent level.
Using the popular West African drums Djembes & Djun Djuns, participants take part in various warm up activities and rhythmic games as an ice breaker before learning a version of a tradition African rhythm. Participants learn about the history of these instruments, making it ideal for cross-curricular learning. The rhythms have different parts, some more simple than others, so it is also ideal for a large group of mixed abilities. Our African drumming workshops can be run with groups from anywhere between five to 50 people. Each participant gets the chance to try out different drums so everyone is included. All the leaders of our African drumming workshops have studied this music to a high level and have a deep understanding of the related traditions and culture. These workshops can last any time from 30 minutes to three hours, with one hour being the average time.
In groups, participants work to create an original piece of music involving as many young people as required. The workshop leader comes to the class with rhythmic or melodic starting points which are then developed by the young people themselves. The workshop is great for bringing together students that wouldn’t normally work or compose together by using a mix of instruments including guitars, drums, woodwind, brass, vocals & music technology to collectively create a unique piece of music. Within this class there is scope for older or more musically proficient students to lead the instrumental sections and help out participants with less experience. This class works best when booked for one or more whole days at a time or for an extended project such as creating music for a school production or play.


The National Quality Standards is an Australian wide initiative (governed by the Australian Children’s Education and Care Quality Authority – ACECQA) that focuses on the delivery of quality Early Childhood education in all Australian settings. It strives to achieve this by examining Early Childhood practices across seven quality areas. Quality Area 6 examines ‘Collaborative Partnerships with Families and Communities’ and seeks to articulate the importance of the three-way partnership that exists in a child’s journey through school.
Collaborative partnerships between schools and families are fundamental to achieving quality outcomes for children. When parents and teachers come together in positive partnership, it results in the best outcomes for our students. These partnerships place children’s development across social, emotional and cognitive domains at the forefront. On our Early Childhood Campus, throughout the journey, families remain our closest partners in this process.
Parent Teacher Interviews
I extend my gratitude to all staff and parents who took part in the Parent Teacher Interviews on the first day back. These interviews are a way of maintaining a positive and collaborative relationship between home and school. They also provide families with the opportunity to celebrate their child’s strengths and reflect on their child’s learning journey thus far.
Developing Early Literacy Skills
Oral language is an essential skill in Early Childhood literacy development and assists with successful reading and writing. Here are some activities you can engage in with your child to promote their oral language skills:
- Play ‘I-Spy” with your child. Focus on the initial sound “I-spy with my little eye, something that starts with the sound /c/’. Be sure to make the sound, not the letter name.
- Develop children’s semantic awareness. When driving in the car or sitting at a café, choose a theme (such as the farm, supermarket, zoo, kitchen etc.) and go around in a circle naming objects / items that can be found within that category. For older children, you can follow the alphabet as a prompt. Eg. Zoo: A – Alligator, B – Baboon, C – Cheetahs, D – Dingoes…)
- Use an extensive vocabulary when talking with your child. Pause to explain the meaning of a word that they may not have been exposed to before.
- Ask your child about words that rhyme. Eg. What words rhyme with (sound like) car?
- After reading to your child, ask them questions such as “What was that story about?” or “Did you like that character? Why?”
- Ask your child about something they enjoyed at school that week? Why did they enjoy it?
- Ask your child about the future… What are they going to do tomorrow? Or on the weekend? What do they need to do before they go to bed?
Marian STEM Festival
Congratulations Layla Bornmann Year 2 who has been recognised with a Marcellin Award for her example in being proactive by encouraging her peers to take pride in the cleanliness of the Marian Campus.
The Marcellin Award at Marian Campus is drawn from submitted nominations each Wednesday morning at Prayer Assembly.


Bank Teller Job Description
The sample bank teller job description outlines the typical duties, responsibilities and skill requirements for a bank teller job in a concise and well-structured format.
Bank tellers hold the front line job in a bank as they are the
employees that customers generally see and interact with first.
It is a
key banking position and experienced bank cashiers or tellers are in
high demand. Determining the right job requirements for a successful teller is core to job performance.
This job description clearly answers the question "What is the role of a bank teller?" and can easily be adapted for your specific banking job.
BANK TELLER JOB DESCRIPTION
Accurately and efficiently process and record routine transactions for bank customers including cashing checks, accepting deposits and withdrawals, processing loan payments and money transfers. Promote and advise on the bank's products and services.
Main Job Duties and Responsibilities
- receive and count working cash at beginning of shift
- identify customers, validate and cash checks
- accept cash and checks for deposit and check accuracy of deposit slip
- process cash withdrawals
- perform specialized tasks such as preparing cashier's checks, personal money orders, issuing traveler's checks and exchanging foreign currency
- perform services for customers such as ordering bank cards and checks
- receive and verify loan payments, mortgage payments and utility bill payments
- record all transactions promptly, accurately and in compliance with bank procedures
- balance currency, cash and checks in cash drawer at end of each shift
- answer inquiries regarding checking and savings accounts and other bank related products
- attempt to resolve issues and problems with customer's accounts
- initiate and open new accounts
- explain, advise on and promote bank products and services to customers
- identify referral opportunities and make relevant referrals
- ensure compliance with all internal controls and established policies and procedures
Education and Experience
- high school diploma or equivalent
- some clerical, administrative, cash handling, sales or customer service experience preferred
- knowledge of customer service principles
- relevant computer skills
- on-the-job training usually provided
Key Skills and Competencies
- strong numerical ability
- good listening and communication skills
- customer service orientation
- accuracy and attention to detail
- time management
- problem solving
- honesty and integrity
- stress tolerance
Your bank teller resume and job application
Use this bank teller job description for your resume. Easy-to-adapt and well written bank teller sample resume to help you build your own persuasive resume.
How to write a job-winning bank teller resume objectiveExcellent Bank Teller Cover Letter
What skills does a bank teller need?
Employers were asked what they consider to be the most important skills for a bank teller. They identified these 4 top skills.
- cash handling skills including strong numeracy skills and accuracy in all aspects of the work
- communication skills including good listening skills and the ability to communicate professionally and effectively
service skills including the ability to develop strong customer
relationships and giving top priority to customer satisfaction
- technical skills including good working knowledge of core computer programs
Prepare for the bank teller job interview
Preparing for a bank teller job interview? Go through these bank interview questions
Finance Interview Questions
Customer service is key to the bank teller job. Expect customer service interview questions in your job interview.
About banking employment checks
Bank job candidates will usually undergo a pre-employment check. Find out about the employment background check
Readers also liked
Simple steps on how to write a job description
Latest Update - Bank Teller Salary
job site reports average salaries for job postings on the site in the
United States for Bank Teller jobs is $15.40 per hour as of July 2021.
To Top of Bank Teller Job Description Page


Resources for Teachers
Take a look at some of our lesson plans and resources for primary and post-primary schools.
Poetry Day Ireland 2021: Resources for Teachers
Download our online Poetry Day Pack of inspiring activities and ideas for teachers, children and families to enjoy and connect with poetry for pleasure and learning.
This imaginative poetry package, created and compiled by poet and teacher Enda Wyley, complements the Primary School Curriculum and can be enjoyed not just on Poetry Day, but all year around! Download here
Léaghlait - Resource for Primary Teachers and Students learning Irish
leaghliat.com aims to provide primary teachers with digital resources to support them in the teaching of Irish, as well as support children and their parents in their practice of Irish at home. Students and teachers can learn by listeing to stories, poems and taking part in enjoyable lessons, all as Gaeilge.
You can visit the site here.
Poetry Ireland and Irish Aid WorldWise Global Schools Creative Writing Lesson Plans
Download development education creative writing lesson plans for post-primary schools. The plans explore global issues and are by Writers in Schools facilitators Nessa O'Mahony, Oisín McGann, Paula Leyden, Peter Sailsbury, Pete Mullineaux and Debbie Thomas.
Poetry Day Ireland 2017: Resources for Post-Primary Schools
Watch Martin Dyar read 'Death and the Post Office', watch Nuala Ní Dhomhnaill read and speak about 'Mo Ghrá-sa (idir lúibíní)', or download three development education poetry-writing lesson plans by Seamus Cashman.
>> Go to to 2017 Resources for Post-Primary Schools
Poetry Day Ireland 2017: Resources for Primary Schools
Lucina Jacob popped in to Poetry Ireland to tell us about Hopscotch in the Sky, her collection of poems with illustrations by Lauren O’Neill, which was published by Little Island Books and Poetry Ireland on 5 October 2017.
A handsome hardback edition with full colour illustrations throughout, Hopscotch in the Sky is a poetry book for young readers. The book has a seasonal theme, taking young readers from spring through to winter. There are poems about nature, the landscape, the weather and children’s experiences of the seasons from ice-creams to Christmas trees.
With stunning illustrations by artist Lauren O’Neill, winner of the Children’s Books Ireland Award for Illustration in 2016, the book will appeal to children aged 9 and above, and will make a perfect gift for families. You can buy the book here and the book also comes with a free to download accompanying ebook, The Hopscotch in the Sky Poetry Kit, which introduces children to the poetic forms used in the book. It's chock-full of ideas to encourage readers to try their hand at writing their own poems. It will be especially helpful also to teachers who would like to include writing poetry as a classroom activity with their pupils.
Poetry Day Ireland 2016: Lesson plans for schools
Watch Eileán Ní Chuilleanáin read and discuss her poem 'All For You', then follow the lesson plan. Ideal for students studying for Leaving Certificate English. Posters of Julie O'Callaghan's 'My Life' and Matthew Sweeney's 'Smile' are also available to download.
Primary Schools (Senior)
Watch poet Enda Wyley read and discuss her poem 'Bully', then follow the lesson plan. Ideal for 3rd-6th classes. A poster of 'Bully' is also available to download.
Primary Schools (Junior)
Watch poet Tony Curtis read and discuss his poem 'Poet and the Mouse', then follow the lesson plan. Ideal for Junior Infants - 2nd classes. A poster of Michael Rosen's 'Don't Put Mustard in the Custard' is also available to download.
Poetry Day Ireland 2015: Lesson plans for schools
Our lesson plans for Poetry Day Ireland 2015 included activies for primary schools by Nell Regan based on poems by Jack Prelutsky and Roger McGough, as well as an adaptable creative writing lesson plan for post-primary schools by Writers in Schools facilitator Pete Mullineaux, and a poem read by best-selling childrens' author Marita Conlon-McKenna.


- Early Years Policy 2020 (856KB)
- Nursery Curriculum Overview (450KB)
- Reception Curriculum Overview (447KB)
Children in Early Years follow the Early Years Foundation Stage (EYFS) statutory framework as the basis for their curriculum. Children in Key Stage One and Two follow the National Curriculum.
There are four guiding principles that shape the practice in our Early Years. These are:
- every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
- children learn to be strong and independent through positive relationships;
- children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
- Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
Learning in our EYFS is play based with a mixture of child initiated learning and teacher initiated learning.
There are seven areas of learning and development that shape our curriculum. All areas are important and inter-connected, though three areas are particularly crucial to ensure children’s curiosity and enthusiasm and for building the children’s capacity to learn, form relationships and thrive. These are referred to as the prime areas.
There are also four specific areas of the curriculum through which the prime areas are strengthened and applied.
The Prime Areas
- Communication and language
- Physical Development
- Personal, social and emotional development
The Specific Areas
- Understanding the world
- Expressive arts and design
Communication and language focuses on giving children opportunities to experience a rich language environment; to develop their confidence and skills expressing themselves; and to speak and listen in a range of situations.
Physical Development involves providing opportunities for children to be active and interactive and to develop their co-ordination, control and movement. Children are helped to understand the importance of being active and of making healthy choices in the food they eat.
Personal, social and emotional development involves helping children develop a positive sense of themselves, and of others so they are able to form good relationships and develop respect for others. Children will learn social skills and how to manage their feelings. They are helped to understand appropriate behaviour in groups and to have confidence in their own abilities.
Literacy development encourages children to link sounds and letters to enable them to begin to read and write. To achieve this and to ignite their interest in reading and writing they are given access to a wide variety of books and reading materials.
Mathematics involves giving children the opportunities to develop their skills in counting, understanding and using numbers, calculating and applying these skills to simple addition and subtraction problems. Mathematics is wider than numbers. It also includes developing skills to describe shapes and spaces and to use a variety of simple measures. Much time will be spent developing children’s mathematical vocabulary.
Understanding the world enables children to make sense of the world they live in and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive arts and design enables children to explore and play with a wide variety of media and materials. They will be enabled to share their thoughts, feelings and ideas through art, music, movement, dance, role play and design and technology.
Topics are not fixed in the Early Years as it is important to respond to children’s interests and needs. Staff will inform parents of the topics being covered throughout the year.


"It takes a village to raise a child." This is one of my favorite sayings. I believe it takes a community effort to develop a well-rounded child. While the majority or the educational responsibility lies on the teacher to prepare a child for all that he or she is going to face, additional help is needed also. I want to be able to enrich the foundation that had already been given or begin to build a strong foundation (Which ever one is needed) Every one can learn. We just learn in different ways. A good teacher knows how to foster education with practically any type of leaner. I believe one should always leave a person better than they were when you found them.
Education & Certification
Undergraduate Degree: Grand Canyon University - Bachelors, Special and Elementary Education
Reading novels of all types, mostly mystery. Listening to music.
Elementary School Math
High School English
High School Geography
Study Skills and Organization
What is your teaching philosophy?
Learn your student first. Seek to understand first. Make your connection, teach and then change their life for the better.
What might you do in a typical first session with a student?
Get to know the student. Learn their strengths, weaknesses, hobbies and interests. Find out where they are academically and where they need to be.
How can you help a student become an independent learner?
Teach learning strategies (AKA survival strategies).
How would you help a student stay motivated?
Praise, praise, reward, and more praise.
If a student has difficulty learning a skill or concept, what would you do?
Teach it a different way. Leave it alone and come back to it.
How do you help students who are struggling with reading comprehension?
Start with the basics. Find the weak area or area with the most problems and strengthen them. Fluency building activities, read alouds, many discussions and instilling the 12 reading strategies.
What strategies have you found to be most successful when you start to work with a student?
Praise, motivation, constant reflection, reading body language... a lot of teacher modeling. The answer question relationship is big.
How would you help a student get excited/engaged with a subject that they are struggling in?
Introduce it with enthusiasm. Show how easy it is.
What techniques would you use to be sure that a student understands the material?
Define, teach, and ask for an example. Fill in the blank. Small assessment. Application of skill and newly learned material. First model (guided practice), self-practice, and then assess.
How do you build a student's confidence in a subject?
Constant praise, teach it a new way, relate it to something they love. Explain it in their own terms. Praise them for their efforts and reward them on their success.
How do you evaluate a student's needs?
Help and allow a student to complete an assessment on their own... through observation, paper and verbal assessment and application.
How do you adapt your tutoring to the student's needs?
By reflection, learning what worked and adjust what didn't work to suit the student's learning style.
What types of materials do you typically use during a tutoring session?
Flash cards, technology- such as computers or tablets, projector, paper, pencil, computer programs, etc.


Helping Your Child Practice.
Nearly every day at Caroline Springs School of Music we hear parents saying: “But I don’t know anything about music.” The good news is; you don’t have to!
We are teaching your child to play, not you.
Many parents seem worried that without their guidance that the student will make mistakes when practicing. Don’t worry, nothing bad will happen when the child inevitably makes mistakes. These errors are all a very valuable part of the learning process. The greatest musicians in the world make mistakes every time they play.
The most important role you can play in your child’s music education is encouraging them to practice and to play music on a daily basis. Even when a student learns a mistake, it is a great learning experience for the student and the teacher to discover this and rectify it at the next lesson. When we are asking parents to ensure that their children are practicing, we are not asking them to understand the work that is being undertaken, just try to make sure they are spending time at the instrument. Any time playing or practicing any material at all is valuable. Becoming comfortable with the instrument and physically proficient is of the utmost importance in the early days.
Our teachers write lesson notes in the student’s manuscript books or practice diaries every week, outlining everything that was worked on in the lesson and that should be practiced during before the next lesson. You can always remind your child what to practice from the diary, a knowledge of the music language is not necessary, your child will understand it, as that is the language of music they are learning. If they do not understand, it is not a problem, one week of not practicing a specific area will do little or no harm. Be sure to ask the teacher for clarification at the next lesson or call Brendan during business hours. We are only too happy to help.
Don’t worry about knowing nothing about music, we are happy to explain everything in laymen’s terms.
Keep practicing. ANZCA first series exams are Friday 2nd of June. Don’t forget to keep making sure your practice is fun!
Brendan Hains F.Dip.A 16/5/17


ERIC Number: ED348297
Record Type: RIE
Publication Date: 1992
Lessons about Art in History and History in Art.
Erickson, Mary, Ed.; Clark, Gilbert, Ed.
Written by teachers from the United States and Canada, these lesson plans focus on integrating the teaching of history and art history. Seventeen lesson plans cover the topics of (1) Slavery, Henry Ossawa Tanner, and His Family--Grades: Elementary; (2) Chinese Landscape Painting--Grades: Elementary; (3) Regionalism: American Art of the Great Depression--Grade: 3; (4) The American West: Real and Ideal--Grade: 3; (5) The Art of Navajo Weaving--Grades: Intermediate; (6) Making Paint and Prehistoric Painting--Grade: 5: (7) Survey of African-American Art--Grade: 5; (8) Edgar Degas: Images of Working Women--Grade 5; (9) Kuba Ndop Statues from Central Africa--Grades: Intermediate; (10) Greek Art and Culture--Grades: Middle or High School; (11) El Dia de los Meurtos (The Day of the Dead)--Grades: 7 to 10; (12) The Sun and Art in History--Grades: Adaptable, Grade 3 to 12; (13) Jacques-Louis David and the Evolving Politics of 18th Century France--Grades: High School; (14) Beyond High School History Textbooks: Examining Visual and Verbal Interpretations about Christopher Columbus--Grades: High School; (15) Art and the Protestant Reformation--Grades: High School; (16) Art Around Here: Avenues of Acquaintance--Grades: High School; and (17) The American West: Image and Reality--Grades: High School. Each lesson features a preview of main points, curriculum connections, objectives, opening the lesson, developing the lesson, concluding the lesson, evaluation, key artworks, a bibliography, and, when appropriate, a narrative. (DB)
Descriptors: Art Education, Art History, Cultural Education, Cultural Influences, Curriculum Development, Elementary Secondary Education, History Instruction, Interdisciplinary Approach, United States History, World History
Social Studies Development Center, Indiana University, 2805 East Tenth Street, Suite 120, Bloomington, IN 47405.
Publication Type: Guides - Classroom - Teacher; ERIC Publications
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Getty Center for Education in the Arts, Los Angeles, CA.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN.


Right To Education Students Details
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between the age of 6 to 14 years in India under Article 21A of the Indian Constitution.
India became one of 135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010.
The title of the RTE Act incorporates the words ‘free and compulsory’. ‘Free education’ means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. ‘Compulsory education’ casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age group. With this, India has moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.
An Act to provide for free and compulsory education to all the children of the age of six to fourteen years.


- Grant Recipient
- 500 Cold Springs Road, Thompson, NY
- 41.617316, -74.678916
Town of Thompson
Before education was mandatory in New York State, many counties and churches built school houses for primary education. The passage of the “Act to secure to children the benefits of elementary education” on May 11, 1874, required parents to enroll any children under the age of 14 in primary education under penalty of fines and possible loss of custody if they consistently refused to comply with the law. The act also prohibited the employment of children between the ages of 8 and 14 years old during any school hours. (Laws of the State of New York, 1874) This further spurred the construction of many schools. Due to the lack of infrastructure and the more basic curriculum of the time, schools did not start off as the centralized K-12 school districts we know today. Instead, one room schools with a single teacher instructing a mixed-age group of students were the norm. Sullivan County constructed a number of one room school houses beginning in the mid-19th century into the early 20th century, and in 1900 the county was one of the few in New York State that received more money from the state government for education, $24,430, than it paid towards the state. (Sullivan County Record, 1900) Most of these schools closed in the 1940s or ‘50s as modern school districts were consolidated.
The Carman School was named after one of its first trustees, Philip S. Carman. The original deed recorded that the Trustees of School District #15 of the Town of Thompson purchased the site in 1851. According to a former student, the school burnt down in 1937 and was rebuilt in 1938. Its last teacher was Mildred Klein Drutt when the school closed in 1942. In 1957, the trustees of the former School District 15 and Central School District 1 of Thompson sold the property for a nominal sum to private owners, according to a deed from that year.


About PCM’s Early Childhood Music Program
Music is a central element in what makes us human, and children respond naturally to it: they make up their own songs and tunes and they respond immediately to sung instruction.
Their bodies almost automatically respond to rhythmic patterns with dancing, marching, waving, clapping, etc., in short, children have an intrinsic sense of musicality.
Recognizing that children come to the program with a variety of musical backgrounds, the goal of the program is to work to develop that which is innate, with age-appropriate musical activities.
Music operates on many levels. Not only a means of creative expression, it serves as a way to enhance physical coordination and mental abilities, and as a vehicle for instruction and communication. And it is fun!
Rhythm, melodic phrasing, memory, and listening are important for each of the groups during each session. Continuity between age-appropriate activities, and a sense of momentum (from rhythm, to song, to dance) keeps each group on their toes and participating. Each group may work toward a performance at the end of the session.
Value of Early Childhood Music Education
Exposing children to music early on ignites all areas of child development, including intellectual, social-emotional, motor, language, literacy. At the same time, it instills in them a strong sense of rhythm, pitch, and expressivity. Early childhood music programs contribute to a stronger bond between parent and child as they share these musical experiences together.
Adult Guardian Involvement
Teacher and adult guardians work together to make music, movement, rhythm and rhyme a regular part of the children’s lives. Adult guardians will learn the activities during class time, so they can share them at home.
1-3 year olds
Adult guardian sits with the child during the class
3-5 year olds
Adult guardian observes the class. Guardians sign up for which meeting they would be available to bring individually-packaged snacks and juice to the class.
The Early Childhood Music program is under the direction of Miriam Schwanauer who teaches piano and is a College Prep Program instructor.
For registration and other information regarding the Early Childhood Music program, please call (207) 775-3356 or email us.


The curriculum is one of the 4 corners of Calder through which we aim to meet the vision of The Calder Learning Trust. We intend to equip our students with the skills, resilience and confidence to achieve excellence in academic, creative and sporting activities and to develop their cultural appreciation and acceptance, so they are ready to succeed in an ever-changing world.
From EYFS to Key Stage 2, students learn and develop the basic skills, knowledge, concepts and values that will support them as they move through and beyond the primary phase and into secondary. Students follow the EYFS and National Curriculum and staff provide topical, high quality experiences that allow children to investigate, challenge, consolidate and apply their learning. Opportunities are given across academic subjects, the arts, technology and PE for pupils to practise and build upon prior learning so that key concepts become embedded into long term memory. Links are made across the curriculum to ensure transferable, real-life skills are taught, with reading at the heart of this, so that students can independently access the whole curriculum at an age-appropriate level.
Alongside our drive for quality first teaching and engaging lessons is a comprehensive personal development programme. This supports our students in building the confidence and courage needed as they move through the Key Stages and grow as individuals, ready for the next stage of their education. Our enrichment and extra-curricular opportunities augments the taught curriculum providing a richness of experience and engagement with our local community.
Across The Calder Learning Trust, we strive for everybody, everyday to be and do their very best and provide a curriculum that will help them to realise their dreams and aspirations, enabling them to become:
Successful learners who:
• Make good progress across the curriculum from their starting points
• Are able to use their Literacy and Numeracy skills effectively across the curriculum and in a range of practical contexts
• Are excellent communicators - verbally, in writing and through a range of media
• Are able and ready to think critically, ask questions and solve problems
• Have high aspirations and work hard to achieve their goals
Confident individuals who:
• Can work collaboratively with others because they are ready to listen and to contribute
• Are positive about learning, engaging in and taking responsibility for it
• Are resilient, reflective and responsive
• Are aware of their own strengths and weaknesses and listen and respond positively to feedback on how to improve their learning
Responsible citizens who:
• Have respect for all faiths, cultures and ethnicities
• Are aware of global issues and act locally to improve the world
• Have a strong sense of moral purpose
• Take responsibility for their own learning and actions
• Are aware of the rights of the child and understand that rights come with responsibilities


Printable Number Play Dough Mats with tens frames are playful, bright, and colourful with happy friendly number characters. They are so inviting, children will love to get creative with numbers and play dough.
Play dough is tactile, fun and great for all multi-sensory early developmental play. Play dough mats are a great tool to use with your children to work on various learning skills as well as help develop their fine motor skills. Together they can be used in creative, playful ways to promote early literacy and numeracy skills in a hands on way.
This activity involves using play dough to create numbers, using the Printable Number Play Dough Mats as a guide. This set comes with numbers 0 – 10 and is available in either cursive or standard print. Just print, laminate to create a re-usable learning resource for the classroom, home or educational centre.
Check out our Alphabet Play Dough Mats.
Play Dough Mats turn ordinary play dough activities into a creative and educational experience!
This set of Number Play Dough Mats comes with tens frame for counting 1:1 correspondence. Your child or class can also form mini balls to place on each of the dots to count along with 1:1 correspondence.
Available in cursive print or standard print.
- Literacy: recognising, naming and sounding out letters. Letter/Sound correspondence.
- Physical: fine motor and co-ordination while rolling, squeezing and balling up the dough.
- Maths: comparing and sorting by length and size. Counting out objects up to 10. Counting 1:1 correspondence on the Tens Frame.
Number Play Dough Mats
You can download our Printable Number Play Dough Mats through our Learning 4 Kids online shop.
Alphabet Play Dough Mats
Purchase both together
Purchase the Alphabet and Number Play Dough Mats as a set together.


We all want young children to be given the very best opportunities to become successful, engaged and passionate readers. The teaching of reading is constantly mired, however, in a tired old debate between proponents of “phonics” (sounding out words) and “whole language” (which focuses on meaning and using the context to decipher unknown words).
This argument is an unhelpful and misleading dichotomy given the evidence actually supports a balanced approach to literacy, which goes well beyond being able to recognise words on a page.
What is a balanced approach to literacy?
Systematic phonics instruction should be integrated with other reading instruction to create a balanced reading program.
The panel argued that a balanced approach incorporates phonemic awareness and phonics (understanding the relationships between sounds and their written representations), fluency, guided oral reading, vocabulary development and comprehension.
The report also stated:
Phonics should not become the dominant component in a reading program, neither in the amount of time devoted to it nor in the significance attached. It is important to evaluate children’s reading competence in many ways.
A 2005 Australian National Inquiry into the Teaching of Literacy supported this balanced approach, with the use of synthetic phonics recommended in the first couple of years of schooling for beginning readers.
Similarly, the UK 2006 reading review recognised:
Word recognition is a time-limited activity that is eventually overtaken by work that develops comprehension.
Of course there are differences in what the balance might look like in different classrooms and across different year levels. However, claims that teachers are using a little bit of phonics and a lot of whole language in Australian schools are wrong. Referring to balanced literacy as a mess of methods simply shows a lack of understanding about how classrooms operate.
A balanced approach provides us with a best-practice model for teaching all students how to read and write across all stages of their education.
Literacy isn’t just about learning how to read
It is important to remember that literacy learning is broad and takes place at all levels of schooling. It’s not just about learning to read in the early years. The current focus on phonics as a fix-all for struggling readers is problematic as it misses the complexities of literacy learning.
Being literate requires a much broader repertoire of skills than simply reading and writing as the decoding and encoding of printed words. The ability to make meaning from texts, ask questions and read between the lines is, in many ways, much more important.
Paulo Freire, the much-respected Brazilian educator, called this Reading the World and Reading the Word. To teach our students to do any less would be the real failure.
What needs to be done
The recent report into teacher training recommends that all student teachers be taught literacy, not just primary teachers.
This is already happening in many universities. For example, I teach a literacy course with students who are studying to be high school teachers in areas such as mathematics, physics, health and physical education. We investigate the literacy requirements of each subject and the teaching of reading and writing within those contexts.
However, just as important is the ongoing professional development and mentoring offered to teachers working in schools. We need to provide all teachers with the opportunities and tools to engage in literacy teaching that goes beyond just recognising words on a page.
The problem is that education research is so seldom used to inform education policy and practice. The seemingly endless cycle of reviews and reforms create a sense of frustration and fatigue, particularly for classroom teachers who are constantly placed under pressures to implement this new curriculum or that new school-wide strategy, improve NAPLAN results, and so on.
It is made worse by ideological divisions in research, where large-scale randomised control trials are assumed to be the only valid form of research, to the exclusion of smaller case studies, ethnographic projects, classroom interventions and other more qualitative approaches. We should be seeking out new ways to explore how children learn to read, rather than discounting different methods for one tried-and-tested approach.
A 2007 review of literacy research in Australia argued:
More effective and forward-looking understanding of literacy teaching is important for researchers, teachers, learners and the societies they inhabit.
The best way forward would be for researchers from diverse fields, including education, psychology and speech pathology, to get together and work in ways that cross over the arbitrary boundaries. Perhaps this would finally get us off the merry-go-round of the reading wars, which really help no-one.
Publication does not imply endorsement of views by the World Economic Forum.
To keep up with the Agenda subscribe to our weekly newsletter.
Author: Stewart Riddle is a Senior Lecturer at University of Southern Queensland
Image: Children read state-issued textbooks. REUTERS/Carlos Garcia Rawlins


3 TO 4 YEARS OLD
✓ safe and nurturing classroom-style daycare environment
✓ follows an age-appropriate curriculum in preparation for Pre-Kindergarten
✓ caring, patient, and engaging teachers
✓ established a strong foundation of learning, development and nurturing care
✓ daily communication with parents
✓ prepares children socially and academically for school
Children aged 3-4 are quickly developing and learning. They a positive environment in which to grow. By providing the right tools and giving them a structured classroom-style daycare environment that is still safe and nurturing, we help your children grow in self-confidence. When the time comes, they feel prepared for pre-kindergarten class.
We run our preschool classrooms with an
age-appropriate curriculum, allowing our preschoolers to thrive under the structure of a scheduled daily routine that meets every child at their unique level. By focusing on all the most important elements of a preschool classroom, we are able to guide each child in six key areas:
Cognitive Development: Gaining objective knowledge in a variety of subjects
Language and Literacy Development: Learning to voice their needs, feelingsand wants effectively, as well as writing, early reading and phonics skills.
Creative Expression: Nurturing their sense of art, building, and other creative forms of expression.
Social and Emotional Development: Learning to make new friends, understand other children, and play cooperatively.
Physical Development and Wellness: Developing a love for active play, gross motor skills, and coordination.
Executive Function: Developing the ability to control impulses.
Our curriculum is uniquely created to cater to the needs of each individual child in order to reach his or her full potential. We believe that it isn’t enough to simply teach, but a true educator desires to enrich and nurture each child throughout the day. Please feel free to contact us today with all of your questions or concerns! An I Grow Learning Academy Daycare staff member is always available to talk with you about how best to fill the needs of your child, because our goal is service—for you, for your family, and most especially for your preschooler.


As with the Warm-up activity that gets the brain going at the beginning of class, my students end class with an activity that lets them feel closure with the lesson and their work for that day. The activity is almost always an online reflective journal or survey, and the purpose is to have an impact on and inform my planning for the next class. Sometimes we end the period with a whole-class conversation instead, especially after a Socratic Seminar day, because we use the conversation to debrief and think metacognitively about our discussion process as a whole group. Students should develop metacognition skills as a way of understanding how they learn. The debrief looks at the learning process for the day and is that opportunity for me to point out how different students learned well because they have certain strategies they used effectively. In this way, more students can benefit from that reflection. Literacy development requires so many strategies that operate differently given the text. When my students can benefit from understanding how they each learn, a strong sense of community and collaboration develops.
One of the most essential steps for a successful Socratic seminar is the preparation of evidence that each student will bring into these discussions. One of the ways we prepare is through Pair Posters followed by a Gallery Walk. To give context, the seminars are whole class and entirely student-facilitated. Given all of the personality dynamics at play during the actual seminar, coupled with the ever-present video camera recording their thoughtful conversation that will later be scripted, it is fundamental that the students ground their opinions and questions in the text in order for the seminar to be a positive learning experience. One method of preparation that helps them do this, and that also generates enthusiasm for this high-stakes discussion, is dividing the class into pairs to create quote posters. After each pair is assigned a literary device, they then use their Annotation Logs to select text evidence shows how the literary device functions. This involves conversation and negotiation between the pair who then have to use the device analysis to connect back to one of the themes we have been studying as a class and incorporate an image that illuminates that connection. The public nature of the gallery walk that ensues after the posters are completed ensures that student pairs also spend time polishing the final product. Their peers will then take pictures of all the posters and decide which ones they might want to use as part of their individual evidence preparation for the Socratic seminar.
Peer to Peer Scoring is a feedback strategy I use regularly to ensure that my students become comfortable with and skillful at giving and receiving feedback about their academic work. In most cases, I develop rubrics to assess a particular skill and I ask the students to use the rubrics to score their peers' work on a given assignment. This strategy creates a common understanding of high-quality academic performance and the standards we use to assess that quality. Peer to Peer Scoring affords my students multiple opportunities to explain clearly their reasons for coming to a particular assessment of their peers' work, thereby helping each student to internalize what rigorous intellectual work consists of. Peer to Peer Scoring is also an effective scaffolding strategy to prepare my students for their Senior Research Projects, a rigorous graduation requirement at our school that culminates in seniors getting feedback from community members.
Generating student talk in the classroom is a focal point for my teaching, and it is important that those conversations happen in both high-stakes and low-stakes settings. A Warm-Up is the forum for a low-stakes conversation that can generate a high return. For example, the journey for a student to become an excellent oral presenter can be an uncomfortable one. Opening class with a conversation where students can talk with each other in anticipation of these growing pains does perpetuate a sense of camaraderie and support, although my students have referred to it as a feeling of "shared doom". Additionally, a teacher can have an influence on the energy of the class depending on what prompts are crafted for the Conversational Warm-Up.


ERIC Number: ED385647
Record Type: RIE
Publication Date: 1995
Drama of Color. Improvisation with Multiethnic Folklore.
This book is a resource on using drama to enhance the ethnic literacy of children in kindergarten through grade 6 by developing insight into the multiethnic world in which they live. By combining folk literature with informal classroom drama, a hands-on strategy for promoting multiethnic awareness is developed. An anthology of 20 folk tales is gathered from 4 distinct heritages: Mexican and Mexican American, Native American, Asian and Pacific Islander, and African and African American. How literature can be dramatized in the classroom is discussed, and the differing ways in which children of color may respond to drama are explored. Questions and answers about practical aspects of drama are presented, with suggestions for structuring individual sessions. A 34-item selected bibliography is included. (Contains 74 references.) (SLD)
Descriptors: Children, Childrens Literature, Class Activities, Cultural Awareness, Drama, Dramatic Play, Elementary Education, Ethnic Groups, Folk Culture, Improvisation, Multicultural Education, Teaching Methods
Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A


ERIC Number: ED421979
Record Type: RIE
Publication Date: 1998
Technology Connections for Grades 3-5. Research Projects and Activities.
This book provides guidance and instruction for nine in-depth projects that integrate information literacy skills and technology skills with the elementary curriculum while promoting small-group learning and interpersonal skills. These projects use the talents of both the teacher and the librarian and emphasize small group learning. The following are the projects/activities and curriculum areas for each: (1) "Rights and Responsibilities: Taking a Stand" (social studies, language arts, math); (2) "As the Flags Go Marching By: A Multicultural Project" (language arts, social studies, math, geography); (3) "Islands of the World: Where on Earth Am I?" (social studies, language arts, math); (4) "It's About Time" (language arts, social studies); (5) "From Your House to My House" (language arts, history, geography, art); (6) "Learning About Art: My Favorite Things" (language arts, art); (7) "Consumer Education: Will That Doll Really Fly?" (social studies, language arts, media literacy, consumer education, math); (8) "Weather Disasters: Why Did It Rain on My Parade?" (language arts, geography, social studies, science, math); and (9) "It's All in the Stars: How the Constellations Got Their Names" (science, language arts). Each chapter includes an overview of the topic, objectives, descriptions of needed materials and equipment, detailed procedures, reading and writing activities, practice exercises, a bibliography, and suggestions for additional activities. (DLS)
Descriptors: Art Activities, Class Activities, Consumer Education, Educational Technology, Elementary Education, Elementary School Curriculum, Elementary School Mathematics, Elementary School Science, Geography Instruction, Grade 3, Grade 4, Grade 5, History Instruction, Information Literacy, Information Skills, Information Technology, Integrated Activities, Interdisciplinary Approach, Language Arts, Learning Activities, Lesson Plans, Librarian Teacher Cooperation, Media Literacy, Multimedia Instruction, Small Group Instruction, Social Studies, Teaching Guides, Technology Integration
Libraries Unlimited, Inc., P.O. Box 6633, Englewood, CO 80155-6633 ($24).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Media Staff; Practitioners; Teachers
Authoring Institution: N/A


ERIC Number: ED395843
Record Type: RIE
Publication Date: 1992
More Than Pumpkins in October: Visual Literacy in the 21st Century. A School Board Member's Guide to Enhancing Student Achievement through Art Education.
National School Boards Association, Alexandria, VA.
This publication is written for school board members, who face decisions that will restructure how children learn. A comprehensive art education program can enhance the quality of children's education and help achieve excellence in a school system. This document: (1) presents the philosophy underlying comprehensive visual arts education programs; (2) details suggestions on how to put an effective K-12 art education program in place; (3) provides case studies of ways effective programs are being implemented; and (4) lists resources useful in creating a program. A step-by-step process for building a substantive art program is given. Accompanying the document is a 15 minute videotape, "Art for Life," that advocates art education. (MM)
Descriptors: Art Education, Board of Education Policy, Board of Education Role, Core Curriculum, Curriculum Development, Discipline Based Art Education, Educational Change, Elementary Secondary Education, Visual Arts
Getty Center for Education in the Arts, 401 Wilshire Boulevard, Suite 950, Santa Monica, CA 90401-1455 ($10).
Publication Type: Guides - Non-Classroom; Non-Print Media
Education Level: N/A
Sponsor: Getty Center for Education in the Arts, Los Angeles, CA.
Authoring Institution: National School Boards Association, Alexandria, VA.
Note: Videotape not available from EDRS.


Parents who seek information about what is best to do for their child—parents like you!—are relieved when an idea can be described as definitively true. It’s even better when that idea involves something that is easy and fun for children and caregivers to do together.
That’s what describes this idea coming out of years of study in Australia:
“…[I]nformal encounters with music at home are critical for young children’s development – with benefits above and beyond those of shared reading. And quite beautifully, the best results are seen when music making is a shared experience between parent and child.”
This statement is highlighted in a December 2017 article about the ongoing research efforts of Professor Margaret Barrett of the University of Australia, Queensland. Barrett began receiving grants to study the different effects of various types of musical exposure on young children in 2001. By 2013, she had honed in on a study called “Being and Becoming Musical.” At that point, Professor Graham Welch, Established Chair of Music Education at the University College London’s Institute of Education, joined her and her team. Data drawn from 3,100 families who participated in the study led the team to this conclusion: “shared music-making at the age of 2–3 years correlates positively with increased school readiness, pro-social skills, and literacy and numeracy outcomes at age 4–5.” That’s some powerful evidence in favor of music!
The research team included many examples of the types of musical activities parents and children did together. Beyond citing the evidence necessary in a research report, this gives parents some great ideas! Here is a sampling:
- Parents and children made up simple songs to sing together during routines, such as bath time or meal time.
- Parents put simple tunes to the words they used to describe what they were doing with children while doing those things—whether it was building with blocks, walking in nature, or dressing to go somewhere. So, rather than simply commenting on how good the warm sun feels, parents might sing about it to a familiar tune like “Twinkle, Twinkle Little Star”: Shiny, shiny sun so high, shiny, shiny in the sky. Thanks for warming us today. You make it nice for us to play. Shiny, shiny sun so high, shiny, shiny in the sky.
- Parents and children made up movements and danced together while listening to music.
- Parents and children figured out how to make instruments like rattles and drums using things around the house, then played them together.
One particularly interesting finding stemmed from the fact that the research team was careful to include parents who ranged from “not at all musical” to “play a musical instrument” in the study. No matter what the parents’ musical background or comfort with making music, the shared musical experiences with their children had positive outcomes.
So don’t let any discomfort you might have get in the way of enjoying musical experiences with your child! Music brings joy. Period.
WHAT ELSE WAS INTERESTING ABOUT THE STUDY?
Dr. Barrett and her team became especially fascinated with the idea that purposeful shared musical experiences had a bonus effect…on the parents! She saw clear signs of something she is calling “musical parenting.” She theorizes that music leads to great opportunities for parent-child bonding. She believes it can help to “foster stronger family relationships.” So stay tuned for more research coming out of the Barrett team providing statistical support for this belief!
Meanwhile, don’t let any time pass before making shared musical experiences as important in your family life as reading aloud hopefully already is. You’re already engaging in this way through Kindermusik classes, but don’t forget your Kindermusik Online at-home materials. And enroll now in our Summermusik classes or pick out your Fall class, and keep that music happening year-round.
To learn more about Dr. Barrett and her research, visit: http://researchers.uq.edu.au/researcher/2030
-Reposted from Kindermusik International