Updated: Feb 9, 2022
As part of the music is her passion society e.V. team, I have had the opportunity to write several articles about and interview many empowered women in the music industry in Argentina, the country where I was born and raised. Today, after introducing you to what the South American country defines as music as a culture of empowerment, I will proudly talk about a topic that has developed accelerated progress in the country's society: Inclusive language.
It is believed that language is at least 50,000 years old, but most linguists think it is considerably older - and some estimate that it could be up to half a million years old! Thus, building a new language is something unheard of today. Nevertheless, the deconstruction of these languages is within reach, because language is an endless system that evolves and changes along with society. Language defines us in many ways, not only as a nation, but also as a culture, and Argentina is demonstrating that social deconstruction through language is the key to equality.
As a result of the struggle for the search for equality and equity between men and women, as well as the recognition of their rights, in 2020, the Board of Directors of the Argentine National Institute of Associativism and Social Economy approved a resolution recommending the use of inclusive language with the maximum purpose of promoting communication that avoids sexist expressions and migrates from the masculinization of language towards a more inclusive way where all genders are interpellated. The alternatives that replace the vowels that determine gender (a/o) are the letters 'x' and 'e'.
Several state agencies in the country that began to use inclusive language in their own documentation.
Although we know that the use of a term can modify the whole perception of an idea, the challenge is being more acceptable than imagined, not only in the new generations, but also in Argentine society. The current president of the Latian-American country has expressed himself in an inclusive way on more than one opportunity. Furthermore, some state agencies of the country began to use inclusive language in their own documentation. Both prove: changing one's expressions for more inclusive terms is not a big sacrifice to make after all.
"I said 'the' instead of 'the' because I understand that 'the' does not include or name women, and what is not named, does not exist."
FEMINISM Vs PATRIARCH
Just a few days ago, precisely on May 25th, Argentina celebrated the anniversary of the Day of the Fatherland with different acts of celebration throughout the country, as is usual every year. In one of them, a controversy was sparked, precisely for "depatriarchalizing" the National Anthem. The singer Evelina Sanzo decided to modify her interpretation, and change the consonant that masculinizes the verse, for an A, an act of courage, of empowerment, a daring act, which received a lot of support but also earned headlines in many newspapers with negative criticism and even the desire for imprisonment. But why? for the simple fact that it is still difficult for a large part of society to uproot the patriarchal system and recognize that times have changed.
EARLY MUSIC EDUCATION
But there are not just artists of the new generations of Argentine music that incorporate inclusive language in their lyrics - simultaneously, children's music has also taken a stand for diversity and inclusion. Canticuentos, a children's music band from the province of Santa Fe, was the first in the children's genre to incorporate the term "todes" (referring to everyone) in their songs, inviting people to break down stereotypes.
The use of inclusive language is being discussed in many countries around the world and is much broader than changing a vowel. Perhaps some countries believe that it is too early to think about incorporating this language in schools, but that does not mean that it should be banned as it is already being done in some countries. There is only one thing that is certain at the moment of reflection on language, on discrimination, on what is named, and what is ignored, "respect deserves every human being on earth, whatever identity they have or wish to have". And without a doubt, changing one's language is a small sacrifice to make for others to feel seen and included.
music is her passion is the magazine of music is her passion society e.V. The Berlin-based music is her passion society e.V. is a non-profit association supported by membership fees, subsidies, and donations. All the content you can see here is the result of the purely voluntary and passionate commitment of all members to equality more empowerment in music and support us.


We recently welcomed 20 young musicians to The Music Lab, an action research project that examines how Youth Voice can be embedded in music-making practices within classical music education, with a view to opening up classical music to participation from a wider range of groups in society.
The 3 sessions were delivered in partnership with Sound Connections, Lewisham Music, and Dr. Anna Bull from the University of York and started off by introducing young people to principles of Youth Voice, exploring why it is important for democratic participation and inclusion. Young people analysed their current musical practice to identify where Youth Voice already exists and exploring in what ways their music-making could further incorporate Youth Voice.
Who are Sound Connections?
Led by musical facilitator, Isabella Mayne, together with a youth worker, Jacob Sakil, the workshops saw groups of young people and their teachers set up musical projects and activities that address the points that were identified within young peopleâs musical practice as being supportive of Youth Voice.
The workshops closed with each of the groups returning to the question of where Youth Voice could or does exist within young peopleâs musical practices, and everyone reflected on what has or hasnât worked as part of this process.
The days were full of energy, insights, and great music! Many thanks to everyone who was involved.
âEveryone is a teacher in their own right and, as important as it is for a child to learn from an adult, it is just as important for adults to learn from children. The worst thing that an adult can do is to be ignorant to the fact that children have ideas and opinions about Music. The most important thing about this toolkit is that even though adults ran the course, the children were given the chance to experiment and try new things. This was very powerful as we had a musical space where our ideas were listened to.â
Emmerson Sutton, age 15 â The Music Lab participant
The output of this research is a toolkit: which aims to provide practical tools for practitioners to explore and/or enhance Youth Voice engagement within their practice. The toolkit comprises ideas and activities used during The Music Lab course, and seeks to provide inspiration and resources for instrumental teachers, class music teachers, ensemble leaders and other musicians and teachers working in the classical music education sector. Please click the button below to have a read.
The Music Lab toolkit
Some photos from the sessions
Watch this space. We hope to run similar projects to The Music Lab in the future. Make sure you join our mailing list and be first to hear about them, and donât forget to follow us on our socials.
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Here are the education programs available through the Jefferson County Historical Society.
For more information about these programs please contact JoAnne Spiller, Education Director, at email@example.com or 812-265-2335.
Explore the early days of Madisonâs agricultural past with this 90-minute interactive program. Learn about hog drives and the importance of the hog industry including the meaning of ear notching. Explore the history of corn and why itâs an important part of Indianaâs economy. Enjoy a chocolate pudding experiment and learn about the areaâs âduelingâ starch factories and the multiple uses of corn starch. We will also use the book, Lucky Year, which is based on local history. This program is provided free of charge to county-wide third grade classes and is the perfect lead-in for Agricultural Day in the fall. The book has a teacher guide that is downloadable as a PDF. This program meets many state standards across the third grade curriculum.
This county-wide program takes fourth graders on a journey through the past with visits to a variety of historical sites. The History Center coordinates this program with partners like Historic Madison, Inc., and the Lanier Mansion State Historic Site. Explore the History Center via an informational scavenger hunt and a tour of the restored 1894 depot. Visit the Schroeder Saddletree Factory, Lanier Mansion, and other sites. This program meets many state standards across the fourth grade curriculum.
This program focuses on the rich history of the Ohio River and the railroad and how they helped develop the county as well as the state of Indiana. This program was enhanced by a digitization grant in conjunction with the local library. Many articles and historic photos will soon be avaiable.
This program was developed to show local teachers that STEAM can be taught cross-curriculum and in all grades via local history. We have developed a database of local famous Hoosiers that is a great resource for fourth graders writing their Famous Hoosier reports. The database includes historic photos as well as links to further information about historic sites and events.
All programs are available for home-school groups and can be modified to accommodate a wide variety of age levels. Program fees apply, and must be prepaid. Home-school groups are welcome to participate in Heritage Days, but must RSVP.
Students looking for service hours are welcome to apply as volunteers. We need volunteers to serve at the Art Show Open House, the Christmas workshops, Summer History Camp, and more. Letters are sent to students recording time spent volunteering.
View artwork from all Jefferson County schools in one location at our annual art exhibit. Grades Kindergarten through twelfth grade are displayed for the months of March and April, culminating in an open house where students can show off their projects to friends and family while enjoying cookies and punch. This is a juried art show, with a first place prize given for each grade. All artwork is returned before the end of the school term.
Our educator has a degree in Elementary Education and several endorsements at the secondary level and is available to help compile information for programs and lessons across the curriculum and for all age levels.


Early childhood education degree completion provides educators with a unique set of skills and base of knowledge to shape and promote learning through all ages, particularly for younger children. Early childhood educators focus on the specific areas of learning that are most essential for children to build the foundation needed to be successful in all academic areas.
Elementary Education Degree Curriculum Overview
For many future educators in the field of early childhood, an undergraduate degree in elementary education is the first step. In this undergraduate degree program, future educators learn the basics for classroom instruction for grades preschool through sixth grade. The curriculum includes course work such as classroom management, literacy instruction, elementary school mathematics, elementary school social studies, communication arts in elementary, and learning assessment and evaluation.
In addition to courses, undergraduate students in these programs will also complete curriculum requirements to gain skill and experience in the practical application of the theories and concepts learned in classwork. These requirements include the completion of fieldwork observation hours and student teaching assignments.
Early Childhood Degree Specialization
An undergraduate degree prepares graduates with a solid foundation for beginning to work with elementary students. In many programs, future educators also have options to specialize a degree in early childhood, gaining further knowledge in techniques and methods for facilitating instruction and fostering learning with an even more specific age group. Courses in this concentration include introduction to early childhood curriculum, early childhood program administration, education psychology, and early emergence in literacy.
Many programs also offer opportunities to focus course work even more in a particular age group. These courses might include infant development, developmental methods for infants, toddler learning, practicum in toddlers with special or exceptional needs, social behaviors in preschool children, assessment of preschool children, identifying special needs in early childhood, and early childhood special education evaluation methods.
Additional Education Options
Some higher education programs are also offered as a bachelorâs degree in early childhood development. These programs include courses that are parallel to those in a specialization track. These degree options, however, typically do not prepare future teachers for state required state licensing and certifications for classroom instruction. For many early childhood educators and education professionals, completing a masterâs degree in early childhood education will also be required, particularly for positions outside of classroom instruction.
Career Possibilities for Early Childhood Educators
Early childhood development and education is an increasingly in-demand field that requires qualified professionals to handle a number of areas from research to classroom instruction. As a result, there is a diverse range of possibilities when considering career paths and opportunities. Early childhood professionals and educators can find positions in schools, extension programs offered through school districts and higher education institutions, government agencies, religious and community groups, and non-profit organizations. The National Association for the Education of Young Children offers additional information on career opportunities.
Learning and academic success at all levels of education begins in a childâs formative years, beginning with birth through the age of eight. An early childhood education degree offers future and current educators the ability to focus knowledge and skill in helping infants, toddlers, and children through these ages to strive for and develop the skills needed to enjoy a lifetime of learning.


THEMES for Footer
More to see ...
- What We Teach : Preschool Curriculum Planning
- How We Teach: Methods and Philosophies
- The Power of Reading! Establishing the Environment for Early Literacy Development
- Letters for Little Learners - an alphabet curriculum
- Creative Art Techniques - 70 open-ended creative art techniques for preschool that can be used for any theme
- Toddler Curriculum - for ages 18 to 36 months (over 1600 pages)
- The KidSparkz Theme-a-Pedia index
- Activity Packs - low-cost, many are available at no cost to members.
- Pre-K Themes Curriculum Series - a collection of low-cost downloadable mini teaching topics/units that are focused towards preschool and pre-K learners.
- What's new? Activities and printables just added to the site.


Bundle discount! This price reflects 15% off the retail price.
Help your child thrive academically with the engaging Learning At Home Skill Sharpeners Bundle. The easy-to-use activity books provide valuable skill practice at home and include a parent guide with teaching tips and fun learning activities!
Perfect for children who need additional practice or want to advance their skills, these activity books help children practice important grade-level skills and stay on track while they are learning at home. The colorful and clever activities motivate children to engage with the lesson and become active learners!
Each at-home-learning bundle is aligned to current standards and includes:
- Four full-color Skill Sharpeners activity books that practice essential subjects such as math, reading, language and science. (144 full-color pages each)
- A downloadable parent guide packed with tips and teaching support, including organizing a daily schedule, fun hands-on activity ideas, and suggestions for helping children manage stress and share their feelings. (13 pages)
- Assessment pages to build test-taking skills and confidence.
The Learning at Home Skill Sharpeners Bundle, grade K, includes:
Skill Sharpeners: Reading, Grade K
This kindergarten activity book touches on vital reading foundation skills, including phonological awareness, phonics, and word analysis. Each letter of the alphabet serves up a fun story that is followed by research-based activities designed to build critical reading skills. Activity pages include listening for beginning sounds, matching words and pictures, cut-and-paste activities, sentence completion, and following directions.
Units are organized into one-page stories for each letter of the alphabet such as:
GâGood and Bad
NâThe New One
PâIn a Puddle
Skill Sharpeners: Math, Grade K
The 10 theme-based math units practice foundational skills. Each unit ends with a âTest Your Skillsâ activity that gives children a feeling of accomplishment. Designed to practice skills that have already been introduced and mastered, the kindergarten lessons include:
- identifying numbers
- number order
- word problems
- counting by 2s
- geometric shapes
- comparing weight
Skill Sharpeners: Grammar and Punctuation, Grade K
This visually engaging activity book makes learning grammar and punctuation fun! Each theme-based unit includes reading selections, activities, and word games that will motivate your child to practice and learn essential grammar and punctuation skills. Plus, a Language Handbook and Dolch Sight Word list provide you with a quick reference of the concepts covered.
The concepts and skills practiced include:
- upper- and lowercase letters
- question marks
- exclamation points
Skill Sharpeners: Science, Grade K
Songs, rhymes, and hands-on projects motivate children to learn science concepts that are based on the most current science standards. Each lesson focuses on one science concept and provides engaging activities to help children learn basic science concepts.
Kindergarten topics cover:
- Physical Science: Size and Shape, Position, Solid and Liquid, Liquid and Gas, Magnets, Wheels and Motion
- Life Science: Living or Nonliving?, Parts of the Body, Trees, Parts of a Plant, Animal Parts, Life Cycles, Animal Babies, Homes and Habitats
- Earth Science: Land and Water, Rocks, Day and Night, Four Seasons, Weather


Junior Cycle Key Skills
The Junior Cycle Framework (2015) focuses on providing students with opportunities to develop a range of key skills.
Training with School of Jock and working College Radio is an ideal way to provide students with the opportunity to develop each of the Key Skills. By working together in small teams, students learn and practice the skills of working with others including co-operating. Each student also has a specific role (e.g. Producer, Presenter or Researcher) so they must organise and manage themselves and be able to think creatively and independently so they can carry out that role.
â¢â¢ Being Literate (e.g. Developing my spoken language)
â¢â¢ Managing Myself (e.g. Making considered decisions)
â¢â¢ Staying Well (e.g. Being responsible, safe and ethical in using digital technology)
â¢â¢ Managing Information & Thinking (e.g. Thinking creatively and critically)
â¢â¢ Being Numerate (e.g. Using digital technology to develop numeracy skills & understanding)
â¢â¢ Being Creative (e.g. Stimulating creativity using digital technology)
â¢â¢ Working with Others (e.g. Working with others through digital technology)
â¢â¢ Communicating (e.g. Expressing ideas clearly and accurately).
Transition Year (TY)
According to the Department of Education and Skills "Transition Year offers learners an opportunity to mature and develop without the pressure of an examination. It also provides an opportunity for learners to reflect on, and develop an appreciation of, the value of learning in preparing them for the ever-changing demands of the adult world of work, further and higher education and relationships."
School of Jock offers TY students the opportunity to build meaningful relationships with schoolmates while learning about the media and improving their communication, organisation and ICT skills.
Leaving Certificate (LC) English
Working with a team of other students on the College Radio team; researching, agreeing and recording the content allows students to enhance their powers of discrimination and interpretative abilities in the media, as required by the LC English Curriculum (Pg 4).
In addition, students will have the opportunity to explore the language of the media. They will be encouraged to foster a respect and appreciation for language used accurately and appropriately and a competence in a wide range of language skills oral competence, through dialogue, group discussion and oral presentations/ performances, as specified in the LC English Curriculum (Pg. 7 & 9).


The LOCHI study is a population-based longitudinal study that prospectively evaluates the development of a group of Australian children with hearing loss as they grow up. This study is unique in its inclusion of children whose hearing loss was diagnosed through either Universal Newborn Hearing Screening (UNHS), or standard care; and all of whom access the same post-diagnostic services provided by the national audiological service provider, Australian Hearing. This means that their results can be fairly compared, whenever and wherever their hearing loss was discovered.
This study addresses the following research questions:
Does Universal Newborn Hearing Screening (UNHS) and early intervention improve the outcomes of children with hearing loss at a population level?
What factors influence the outcomes of children with hearing loss?
Can early performance predict later outcomes of children with hearing loss?
This study is partly supported by the US National Institutes of Health and the HEARing CRC.
Approximately 460 children across QLD, VIC and NSW have been enrolled in the study. They are tested by our researchers at different times as they grow up. We collect information about the childrenâs speech and language skills, literacy and numeracy skills, academic achievement, psycho-social development, and cognition. At every test interval, we also collect demographic information about the child, the childâs family and the intervention that the child receives.
When LOCHI children were assessed at 5 years of age,
Children with hearing loss discovered via UNHS at birth and who received early intervention had better spoken language abilities than those whose hearing loss was discovered later than this. On average, children fitted with hearing aids before 6 months of age had higher language scores than those fitted later. For children with severe or profound hearing loss, those who received a cochlear implant before 12 months of age had significantly higher language scores than those who received a cochlear implant at an older age;
Many children had marked deficits in pre-reading skills compared to their normal-hearing peers.
We hope to continue following the development of the children as they grow up.


Our curriculum leader for Music is Frances Smith
- Singing at the local Church's Harvest Celebrations
National Curriculum Purpose of Study
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.
At Houghton Primary School we value Music as an important part of our creative curriculum. We aspire to develop our pupilsâ creativity and selfâexpression through exposing them to a diverse diet of musical styles and genres chosen from different cultures and periods of history. Through our curriculum we hope to inspire a lifelong appreciation and curiosity for the subject and to develop our pupilsâ ability to:
Listen and respond to different musical style
Be confident performers using their voice and a range of tuned and untuned instruments.
Understand and use a range of musical terminology
Compose their own musical compositions
Evaluate and improve their work through discussion with others
At Houghton Primary School we follow the National Curriculum Music programmes of study, but aim to develop the childrenâs skills and experiences further by making purposeful, appropriate and fun links to the wider curriculum where possible. We aim to give the children meaningful opportunities to sing, listen, play, perform and evaluate. Our music curriculum is delivered in classroom lessons, weekly singing assemblies, performances and extracurricular activities. The language of music is taught in lessons in order that pupils have a shared vocabulary to respond to, critique and evaluate the music they create and encounter.
We follow the âSing Upâ music curriculum which offers a rich and diverse variety of musical encounters from many genres, cultures and historical periods. Our curriculum progressively develops the childrenâs musical skills as they journey through our school.
Within lessons we utilise the schoolâs selection of tuned and untuned percussion instruments which includes class sets of glockenspiels. We also take opportunities to use technology whenever appropriate, composing music digitally using 2Beat, 2 Explore and Busy Beats.
We aim to support children who wish to take up an instrument, currently offering drum lessons within school.
Assessment of Music skills is ongoing (formative) during lessons. Teachers use the skills statements to assess and use this responsively to support children as necessary.
At the end of each unit teachers assess childrenâs knowledge through low stakes quizzes and similar activities. Knowledge is revisited over the course of the year to support long term memory and retrieval.
We offer parents the opportunity for their children to learn drums and piano through private music lessons on site. We also have an active school choir who perform within the local community. Each year we put on special Christmas Concerts and School Productions.


College of Education and Human Services
Doctor of Education in Educational Leadership (EdD)
Leadership, School Counseling & Sport Management
NACO controlled Corporate Body
University of North Florida. Department of Leadership, School Counseling & Sports Management
Dr. David Hoppey
Dr. James McLeskey
Dr. Linda Skrla
Dr. Pamela Williamson
Dr. Elizabeth Gregg
Dr. Diane Yendol-Hoppey
In effective inclusive schools, school principals are the difference-makers. Principals of these schools possess a commitment to leading schools adept at delivering high academic achievement outcomes and providing an inclusive education for students with disabilities. This leadership is predicated upon their inclusive consciousness, or a dogged determination to provide ethical and meaningful educational experiences to all students, but especially those with disabilities. The purpose of this study was to understand how four elementary-level public school principals acquired, developed, and demonstrated an inclusive consciousness that guided their leadership of effective inclusive schools. Data were collected using a basic qualitative methodology and a series two of semi-structured interviews. Data were analyzed via the constant comparative and cross-case methods of data analysis. Findings indicated that how principals (a) defined inclusion; (b) exhibited a disposition for inclusion; and (c) engaged in effective and inclusive leadership behaviors determined their acquisition, development, and demonstration of an inclusive consciousness that guided their leadership of effective inclusive schools. The discussion includes explication of findings, implications, limitations, and recommendations for further research.
McMillan, Megan Robinson, "Leading Effective Inclusive Schools: How Principals Make the Difference" (2020). UNF Graduate Theses and Dissertations. 999.
Disability and Equity in Education Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Special Education Administration Commons, Special Education and Teaching Commons


How does carpentry affect the environment?
Building irresponsibly can cause excessive waste, contamination and devastation that lasts for generations. Waste that comes from construction and demolition of buildings, accounts for an astonishing 40 percent of our national waste. Not surprisingly, this has a significant impact on the environment.
What is carpentry briefly?
Carpentry, the art and trade of cutting, working, and joining timber. The term includes both structural timberwork in framing and items such as doors, windows, and staircases.
What are examples of carpentry?
Some of the types of carpentry work include:
- Rough carpentry. Rough carpenters specialize in planning, building and maintaining structures of buildings rather than home-use additions like cabinets or shelving units.
- Trim carpentry.
- Cabinet carpentry.
- Ship carpentry.
Is woodworking good for environment?
Using wood also helps keep carbon out of the atmosphere, helping to mitigate climate change. Trees store carbon dioxide as they grow. After harvest, wood products continue to store much of this carbon. Wood is better for the environment in terms of greenhouse gas emissions, air and water pollution, and other impacts.
Are sawmills environmentally friendly?
A portable sawmill can make use of these poorer quality trees where they are felled, with minimal disruption to wildlife habitat. As a âgreenâ way to produce lumber for shelter, furniture and other needs, a portable sawmillâs potential to recycle wasted resources makes them a highly valuable recycling system.
What are the two types of carpentry?
In general, we can divide carpentry into two categories:
- Rough: Here, the carpenter focuses on the âroughâ framing of a building â that is, the walls, rafters, floors, posts, beams, and roof.
- Finish: With finish work, the carpenter focuses on flooring, staircases, moldings, trims, etc.
What are basic carpentry skills?
They are the foundational skills every woodworker should know.
- Understand How Wood Works and Behaves.
- Sharpen Saws, Planes, and Chisels.
- Use a Hand Plane.
- Prep Lumber With Hand Tools.
- Cut a Mortise and Tenon Joint.
- Cut Dovetail Joints.
- Finish Your Furniture.
Is carpentry a dying trade?
Carpenters DO still exist, but they are few and far between. According to the Bureau of Labor Statistics, there are currently just about a million carpentry positions in the USâabout 0.31% of the population.
Why is wood bad for the environment?
A number of natural substances in wood that are released by incomplete combustion are toxic to the environment and living creatures. Carbon monoxide is a deadly gas thatâs a major component of internal combustion exhaust. This reaction forms ozone, a kind of chemical smog harmful to the lungs.
Why is wood good for the environment?
Wood is one of the most sustainable and environmentally favourable construction materials available. This is due to its; absorption of carbon dioxide while growing, adaptability as a product and recyclability or use as a biofuel. Wood is the most eco friendly material we use.
Is sawdust bad for the environment?
Burning of sawdust is also a grave environmental concern. Alarmingly high emissions of toxic gasses such as carbon monoxide, nitrogen dioxide, and sulfur dioxide through burning of sawdust highlight how the environment, sawmill workers and the rest of the people within the region are affected.
What kind of work environment does a carpenter have?
Work Environment. Carpenters work indoors and outdoors on many types of construction projects, from installing kitchen cabinets to building highways and bridges. Carpentry can be physically demanding, and carpenters have a higher rate of injuries and illnesses than the national average.
What are the safety requirements of Carpenter Technology?
Carpenter Technology requires all employees to work safely and to report any health and safety concerns immediately. Each employee is authorized and empowered to STOP work when any unsafe condition is observed.
What does J Carpenter Environmental, LLC do?
J Carpenter Environmental, LLC (JCE) sells products and equipment that are used by manufacturers and contractors for waste treatment, pollution control, liners, hydraulic barriers, waste solidification, drilling and Frac Sand Production. JCE sells only top performing products from the most reliable, well established and trusted manufacturers.
How is the employment of Carpenters going to change?
Employment of carpenters is projected to grow 8 percent from 2018 to 2028, faster than the average for all occupations. Population growth should result in more new-home constructionâone of the largest segment employing carpentersâwhich will require many new workers.


ASSIGNMENT A Use the âClass Profileâ and grade level text you selected in Topic 1 to complete this assignment.
In 500-750 words, draft at least two learning activities to promote the practice of each of the effective reading comprehension strategies mentioned in the IES Practice Guide: Activating prior knowledge/predicting; questioning; visualizing; monitoring, clarifying and fix up; drawing inferences; and summarizing/retelling. Do not restate the examples provided by IES.
Select one of your activities and include a 250-500 word rationale explaining why the activity will lead to or improve student achievement in reading comprehension and how it aligns to the assessments in Topic 1.
Using the âCOE Lesson Plan Templateâ you began in Topic 1, complete the template for this lesson, making any revisions necessary. Incorporate your work from this topic and feedback from the previous assignments.
Submit your completed lesson plan, with a focus on:
- Effective use of communication tools including verbal, nonverbal, and electronic media that create opportunities for active inquiry, collaboration, and supportive interaction
- Differentiated instructional activities that meet the diverse learning and languages needs of students
- Multiple forms of assessments that monitor understanding and development of students, throughout and at the end of the lesson, that are aligned to learning objectives and standards and can be modified to meet the diverse needs of students
Submit learning activities, rationale, and completed lesson plan as one deliverable.
ASSIGNMENT B The âTalk Moves: Developing Communication Skillsâ and âUsing Sentence Frames to Jumpstart Writingâ videosgive examples of effective strategies to support and expand studentsâ verbal and non-verbal communication skills. Research three additional effective communication strategies that would be useful for the grade level you identified in Topic 1.
Complete the âEffective Communication Strategiesâ chart.


âA 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.â (Department of Education, National Curriculum)
Our vision at Upton Heath Primary School is âenriching livesâ our Music curriculum aims to do this. We aim to engage, motivate and inspire pupils to develop a love of music and to make music lessons an enjoyable learning experience. Music is a unique way of communicating which can inspire and motivate pupils. It is a vehicle for personal expression, and it can play an important part in childrenâs personal and cognitive development. Our music curriculum aims to reflect the culture and society that we live in, so that the teaching and learning of music enables children to better understand their world. We want our music lessons to be fun and inspiring, engaging the children with songs, lyrics and movement. We want the children to be able, reflective and expressive, developing their own appreciation of music with the opportunities we provide as a school. Our pupils will learn that music is a universal language that embodies one of the highest forms of creativity. They will be inspired and engaged by music education. Our pupils will develop a love of music and grow their talent as musicians, and in turn increase their self-confidence, creativity and sense of achievement.
To the right you will find our music curriculum statement.


Suturing is one of the foundational skills of dermatologic surgery.1 Dermatologic surgeons must familiarize themselves with both the physical properties of suture material, as well as the available suturing techniques in order to ensure the best results for their patients.
BASIC SUTURE PROPERTIES AND TERMINOLOGY
Before he or she can select the proper suture material for a given closure, the dermatologic surgeon must understand the properties that differentiate the various suture materials, and the terminology used to describe these properties.
Configuration and Coating
Configuration refers to whether a suture material has a single strand (monofilament), or multiple braided strands (multifilament).2 Monofilament sutures generally exhibit less resistance when being pulled through tissue and have a lower risk of infection.3 However, they exhibit greater memory â the sutureâs tendency to retain its packaged shape â and are consequently more difficult to handle than their multifilament counterparts.
Multifilament sutures, on the other hand, are more pliable and handle more easily. The braided nature of multifilament sutures creates natural crevices for bacteria, and higher rates of surgical site infection have been demonstrated relative to monofilament sutures.4,5
Braided sutures have more surface area than their monofilament counterparts. This increase in surface area increases resistance to being pulled through tissue and allows inflammatory cells better access to the suture material. Thus, multifilament sutures tend to be more reactive and are absorbed more quickly. In an attempt to negate the infection risk associated with multifilament sutures, antibacterial coatings have been added to multifilament sutures. Although triclosan-coated polyglactin 910 (Vicryl PLUS, Ethicon Inc., Summers, NJ) has been shown to decrease postoperative pain in the pediatric surgery population,6 no consistent decrease in wound infection rates relative to uncoated suture has been demonstrated.7â9
Although all sutures will initiate some degree of host response, the magnitude of this response can vary widely. In general, there are several guidelines which can be reliably followed. First, larger sutures will cause a larger host response, further supporting the general recommendation of using the smallest suture that is reasonable for a given defect. Second, multifilament sutures will elicit a larger inflammatory host response than monofilament due to their larger relative surface area. Third, natural materials such as silk will cause a larger response than their synthetic cousins. Finally, absorbable sutures tend to cause a larger response than nonabsorbable sutures.
The size of suture is reported by the United States Pharmacopeia (USP) as the diameter of a given suture material necessary to obtain a certain tensile strength. This diameter is then reported as a number of zeroes, with fewer zeroes representing larger diameter. For example, 3-0 Prolene (Ethicon Inc., Somerville, NJ) has a larger diameter than 6-0 ...


This game file utilizes the Ruffle Emulator: please visit ruffle.rs for more information
Hansel and Gretel: Learning about Opera!
Hansel and Gretel: Learning about Opera! is an online educational experience featuring Humperdinckâs Opera Hansel and Gretel. Players can control interactive elements in every scene and watch the play unfold.
Parents and children or student groups can experience and enjoy these activities together and learn about opera music and theatre. Music listening guides and music games assist with exploration of the elements of orchestral and opera music. At the end of the story, additional information and resources can be found Backstage at the Opera.
Hansel and Gretel: Learning about Opera is teacher ready! Teachers and educators, please download this lesson plan, featuring music education information, and cross-curricular activities on fairy tales. The music education activities are referenced to the National and State standards in Music Education, and the learning concepts of the games are also described.
- Download Lesson Plan for Hansel & Gretel Interactive Opera
[Microsoft Word.doc/211K/9 pages]
Packet includes Lesson Plan, Music Standards covered by games and activities, all text from the gameâs second section, Backstage at the Opera, and Glossary.
- Text and Librettofor Hansel & Gretel Interactive Opera
[Microsoft Word .doc, 117K/5 pages]
All text and dialog from the Online Interactive game!
Download these activities for your classroom:
Hansel & Gretel: Build your own Opera was sponsored by Classical KUSC and Creative Kids Education Foundation and funded by Classical KUSC.
Producer and Writer: Dr. Jama Laurent, Creative Kids Education Foundation
Web Design and Development: Ann Zumwinkle, Mike Bilz, John Marchena, Douglas Bland for zumwinkle.com
Sound Engineering: Douglas Bland for zumwinkle.com
Hansel & Gretel Recording:
- Music Engineer: Matt Janszen
- Conductor: Brett Banducci
- Vocal Talent: Diana Tash, Nichol Larimer, Richard Seymour, Nina Hinson, Jama Laurent
KUSC CEO and President: Brenda Barnes
KUSC General Manager: Eric DeWeese


Episode 12 - Literacy in a Pandemic with Ken Pugh, PhD
This bonus episode follows our October conversation with Ken Pugh, PhD, âUsing Science to Decode the Literacy Crisis.â Dr. Pugh further illustrates the implications of the COVID-19 pandemic on literacy around the world, citing current scientific evidence of learning loss related to student access to education resources. While the current pandemic has exacerbated existing challenges in our education systems, Dr. Pugh points to other significant factors which inhibit fundamental education access such as climate change and natural disasters as well as forced migration from violence or political instability. Finally, Dr. Pugh discusses the future of research, policy, and educational technology to support learning outcomes around the world.
Top READ Bookmarks
Each episode, host Danielle Scorrano identifies key takeaways or âREAD bookmarks.â
1. Research shows that the first stages of literacy development require a significant amount of demand from the brain to reorganize networks to support a childâs potential for learning to read.
2. While data is still being collected, it is likely that the COVID-19 pandemic exacerbated existing challenges in education such as the summer slide and access to online learning.
âFor children with learning disabilities, the challenge of the shutdown [during the pandemic] is even worse.â
3. Researchers like Dr. Pugh and Dr. Hoeft from Haskins Laboratories are investigating the potential impacts of the pandemic on learning as well as methods to mitigate learning loss.
âWhat exacerbates the situation in under resourced communities is lack of access.â
4. While the current pandemic has posed significant challenges to learning around the world, itâs also important to understand the negative impacts of climate change and forced migration on education for children worldwide.
âWe are really trying to see what research and science [can tell us about] our understanding of the human learner and brainâ¦ and how to shape the classroom environment twenty to thirty years in the future.â
5. Despite the pervasive, systemic consequences of the pandemic, there is tremendous opportunity to leverage existing resources and devise innovative methods to increase access to education for generations to come.
âAs a citizen of the worldâ¦ I want to see us be able to provide better tools to get kids back on track after this unprecedented [challenge.]â
To learn more from Dr. Pugh, visit:
About READ: READ, the Research Education ADvocacy Podcast connects you with prominent researchers, thought leaders, and educators who share their work, insights, and expertise about current research and best practices in fields of education and child development.
Note: All information and insights shared demonstrate the expertise and views of our guests.


A robotics engineer encourages young students to pursue careers in STEM
Colleen McCann, a project manager at a robotics company wants to encourage students to pursue their passion in STEM (Science Technology, Math and Engineering). Since 1990, employment in STEM occupations has grown 79% in the US, from 9.7 million to 17.3 million but it is projected that 2.4 million STEM jobs will go unfilled. One of the ways to help fill these gaps is through programs committed to promoting STEM in the K-12 classroom. This helps to spark studentsâ interest in STEM and encourage the development of foundational skills needed to pursue STEM careers.
Donât shy away from the challenge
Growing up, McCann loved working with her hands and later found her passion in the robotics industry. âI always wanted a challengeâ she said; that is what she loves so much about her job, as well as being surrounded by a fun and knowledgeable team that helps her to come up with new and innovative solutions . âI really enjoy coming up against something that you might not understand, but you find solutions and ways around and then you just solve problems.â
Love what you do
Itâs role models like McCann that are showing everyone who is interested in pursuing careers in STEM to persevere through the challenges and pursue their passion. McCann says âFigure out what it is you are passionate aboutâ¦ and go after it. Just keep pursuing it.â Her advice to anyone pursuing a career in STEM is to stick with it even through the challenging or difficult times and to never stop learning. McCannâs drive and perseverance should be an inspiration to everyone pursuing careers in STEM. Itâs women like Colleen McCann who are helping to facilitate the new wave of change in STEM.
item is proud to support the inclusion and empowerment of women in the field of engineering.
For more news that highlight the amazing stories and contributions of women engineers, visit https://www.advancingwomenengineers.com/
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Instruction Servicesâ Pre-K to Adult Education
The Fort Smith Public School District Instruction programs are designed in the Grades PK-6, 7-9 and 10-12 models. Educators have also incorporated pre-kindergarten programs in several of the District elementary schools. Adult education services are available through the Fort Smith Public Schools Adult Education Center.
Working toward seamless transition from grade to grade, the Instruction Team directs and coordinates learning experiences for students throughout the District. Their primary responsibilities include budgeting, curriculum emphasis, assessment, accountability, and the activities and programs that make school both memorable and a âproving groundâ for the learning that is taking place.
With a vigilant eye on learning standards and best instruction practices, the District Elementary Education Program emphasizes the foundations of learning. District K-6 instructors work individually and as teams to teach students how to read, write, compute, and to work together cooperatively. The curriculum is supplemented and enriched by the availability of art, music and physical education classes for all students and special education and gifted and talented education for identified students.
The District Secondary Education Program provides both opportunity and guidance for students who are preparing for success beyond high school. More than 190 courses address the needs and interests of students in Grades 7-12. A strong pre-AP program and a variety of AP classes challenge students to learn and develop beyond what was at one time a traditional high school education. At graduation, Fort Smith Public School District students enter institutions of higher education, vocational education, the workforce, or military service with relevant skills and knowledge.


Lesotho is facing acute food shortages. Itâs estimated about half a million people are facing hunger and malnutrition. This as the recent El-NiÃ±o-induced drought has led to two successive crop failures.
The Chinese Government is providing food to pre-school children â as part of a Forum of China Africa Cooperation project.
China will deliver 665 metric tons of food to the Early Childhood Learning Programme. The World Food Programme (WFP) fears that the number of affected people is likely to increase.
âSadly, the number of food insecure people is expected to rise to 640 000 during the period July 2019 to June 2020. In such periods it is well documented that mothers and children suffer most. This is because lack of access to food leads to malnutrition, and malnutrition affects pregnant women, nursing mothers and children under two years in irreversible ways,â says Country Director WFP, Mary Njoroge.
The low incomes and high food prices mean that 41% of rural families are spending over half their income on food. This leads to low student enrollment in early childhood development learning centres.
The initiative will bring much relief to the lives of many vulnerable mothers, infants and toddlers.


Feb 01, 2023
EDUC 243 - Processes and Acquisition of Reading
Intended for the pre-service, undergraduate teacher candidate in early childhood, elementary, or special education. This course explores an instructional approach for teaching the literacy skills of speaking, reading, spelling, and writing. It also addresses fluency, comprehension, orthographic knowledge, and writing from an emergent to advanced level. Students examine how observation, documentation, interpretation, evaluation, and planning result in appropriate instruction based on childrenâs strengths and needs. The course also focuses on the process of language development, including the impact of phonemic awareness and how the brain responds to reading acquisition. PREREQUISITE(S): A grade of C or better in EDUC 201 , or consent of department. Three hours each week.
3 semester hours
Upon course completion, a student will be able to:
- Explain the contribution of oral language to reading and writing development.
- Identify the process of language development and the effects of second language learning.
- Explain language structures and discuss the components of language.
- Describe the interrelationship among orthographic, phonological, semantic, and contextual processing in word recognition, reading fluency, and comprehension.
- Identify the impact of phonemic awareness and how the brain responds to reading and language acquisition.
- Describe stages of reading development and the characteristics of beginning, proficient, and advanced readers.
- Differentiate the intrinsic and extrinsic causes of reading difficulty and describe the characteristics of students with reading difficulties.
- Relate current brain research to the acquisition of reading.
- Identify specific aspects of instruction that facilitate language and literacy development.
- Discuss how childrenâs literature contributes to oral language development.
- Examine how observation, documentation, interpretation, evaluation, and planning result in appropriate instruction based on childrenâs strengths and needs.
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If you are searching for a way to strengthen your phonics instruction, I definitely recommend making it a multisensory experience for your students. Research shows that exposing students to multiple sensory experiences enhances their language processing capabilities, and it's really not as difficult as you may think. I like to use foam pieces and magnetic letters (letter tiles work fine too!) consistently in my small-group phonics instruction. Here's one simple, but effective (and fun), multisensory phonics exercise you can incorporate into your instruction with one-syllable words.
In the picture below, you can see that my student is structuring his mat to work with letters and sounds before we even begin to spell. It is important to help students develop independence with this. You can make this as specific as you want. For example, you can tell your students how many sounds the whole word contains, or as you can see below, you can use longer strips of foam to represent the beginning, middle, and end of the word and then focus on how many sounds are in each part of the word using smaller squares.
In this lesson, I was teaching students about consonant clusters, (you may call them three-letter blends), so I really wanted to help them process the fact that there are three distinct sounds at the beginning of the word. This is what the mat looks like. No letters, just a visual representation of the sounds within the word, which the students can see and feel as we work make connections between the sounds we say/hear, and the letters which represent those sounds.
Then, we begin to spell a word. I have students touch through the word and say each sound before we use letters. This helps students isolate sounds and supports their memory of the sounds within the word. After that, we add letters to the mat to represent the sound-spelling patterns.
Once the word is completely spelled, students again touch through the word, repeating each sound and blending them together to say the word. They finish the word in the same way they began it, except now they have added the letters, which makes it a phonics activity, rather than just an exercise in phonemic awareness.
Another option is to incorporate phoneme manipulation with these hands-on tools! Instruct students to manipulate sounds and make changes to the word. Using the specific letters in response to instruction with sounds helps strengthen the speech-to-print connection as well.
See it in action! Here's an example, in which this student is working on CVC words.
Really, the possibilities are endless. Just adding the simple tactile experience to this word-work will make a huge difference in your students' ability to retain (and apply) letter-sound correspondences!


How to Be a Coffee Shop Therapist
Psychotherapy allows individuals to learn about their own conditions and moods, feelings, thoughts and behaviors by talking to an expert. The main purpose of therapy is to teach the client how to respond to stress and challenges with healthy coping skills. Therapists may be licensed social workers, psychologists, licensed professional counselors, psychiatric nurses or psychiatrists. Most therapists practice in offices or hospitals; however, some therapists also meet clients in alternative settings. Coffee shop therapists hold therapy sessions inside coffee shops.
Obtain a graduate-level degree in the field of mental health to become a therapist. Therapists are health service providers trained to work with individuals, families and groups in treating mental, behavioral and emotional problems and disorders. "Therapist" is a broad term and can refer to many different professionals in the field of mental health; you have many disciplines to choose from. Psychologists may have a master's or doctoral degree in clinical, educational, counseling or research psychology and are typically state-licensed. Licensed clinical social workers have a master's or doctoral degree in social work and most states require licensing. Licensed professional counselors have a master's degree in psychology, counseling or similar discipline and typically have two years of post-graduate experience.
Obtain experience. Work in a larger practice, at a hospital or in a larger clinical setting. Many clients choose therapists based on their knowledge, years of experience and credentials. Before establishing a private practice or working in a smaller counseling office, experience working in several fields and developing areas of specialization is important. Therapists meeting clients in coffee shops will need to work in private practice or for a smaller counseling group, as many mental health clinics and offices will require therapists to practice on-site or in hospitals. Techniques such as cognitive behavioral therapy, interpersonal therapy and commitment therapy that require clients to examine past behaviors, current relationships and problems can work well in a more informal location, while other treatments require a more clinical setting.
Obtain the services of an attorney in your state specializing in medical practices if you plan to practice on your own. Have the attorney advise you on the license, certification and other requirements of going into private practice and practicing in an alternative location, if required. Hire a business manager or small business consultant that can help develop the financial tools, forms, insurance information and communication tools needed for your business. Develop a marketing strategy for advertising the business and generating clients.
Locate a coffee shop in your area that is willing to allow therapy sessions and will reserve a space or table. Some shops have small rooms or private areas that can work well. Independent coffee houses may lease spaces or tables; request a meeting with your attorney, business manager and coffee shop management to make suitable arrangements and draw contracts if necessary. Check with your insurance provider to be sure that your liability coverage is in effect inside the coffee shop. In most instances, employees of a practice or office will be covered outside the office as long as they are performing work on behalf of the company. If you are working exclusively in a coffee shop, obtain an individual professional liability policy to ensure coverage.
Kendall Olsen has been writing for more than 20 years She is a University of Missouri-St. Louis Gateway Writing Project Fellow and has published instructional materials with the McDonald Publishing Company. Olsen holds an Ed.S. in educational technology, an M.Ed. in secondary English curriculum and instruction, a B.S. in elementary education and a B.A. in art history.


For children preparing for senior school interviews, they have probably had this question thrown to them a multitude of times. In Year 6, it seems to be the belief help by children that school: is a place to learn; to get you onto the ladder of success; and to meet friends. This encapsulates the commonly held view of schooling since the days of learning whilst using a slate! Should the objective be wider? What really is the purpose of school?
This debate rages far and wide, however the basic check is: can a child read confidently and mentally calculate percentages? Not to say that reading and writing is not a fundamental skill and should form the foundation of learning. Often, sadly, that goal is not being met in our education system. Nonetheless, every year children are failing this, despite a huge amount of effort and money spent on improving the three Rs.
Whoâs in charge?
Flipping this around, rather than the model of teaching imparting knowledge, put the child at the centre. The reversed model is the child, as you can see from our Big Picture, taking control, leading discovery and making autonomous decisions. At the same time, for some parents, this might feel totally wild and risky. Handing out control and allowing your child to have some independence, what are we thinking? However, to motivate many children, give them more responsibilities and the freedom to make independent decisions (within your chosen parameters).
Risk-taking at the heart of education
Listening to a podcast about self-directed education, Naomi Fisher (Clinical Psychologist) makes the key points that the more a child can do, the more compliant we expect them to be. As children move from KS1 to KS2, life becomes more regimented. The original autonomy and agency that you can observe in EYFS is removed. The centre of control is now shifted to the teacher. Similarly, pupils do not think that their ideas matter. Fisher would like us to put the teenage gift for risk-taking at the heart of their educational experience. We see it in limited forms with the rise of forest schools, walking to school, outdoor activities and science experiments. Correspondingly, encouraging a culture for children to have time to think about risks allows them to become their own safety-expert.
In the same fashion, the same is true with tasks in the classroom, allowing a child the space to think about which skills or tools they should apply increases motivation and ability. It follows that starting with the tools and developing explicit understanding of thinking skills is key.
Skills ready for the world of work
In a recent Times article, Cormac Lucey was writing about the need for the education system to examine the skills most useful for the future world of work. Maybe Year 6 are totally correct and the purpose of school is preparing you to jump onto the ladder of success. Lucey highlights, âIn a labour market that becomes ever more automated, digital and dynamic, McKinsey reckoned that all citizens will benefit from having a set of foundational skills so that they can operate in a digital environmentâ¦â That is music to my ears, introducing a set of foundational skills we call our Metacognitive Toolkit. Introducing these skills and strategies teaches children how to think reflectively, critically and creatively.
In other words, it is about becoming an independent thinker who uses their experiences and current knowledge to address new situations. Children, and adults, with a metacognitive toolkit are confident, and as John Flavell articulated in 1979, able to make wise and thoughtful life decisions
Thinking skills are key
Thinking Matters encourages schools to consider why thinking matters! If we are going to be turning out pupils ready for the 22nd Century, what are the skills and attitudes required? If they need to have listening, communication, social and team skills then these must be explicitly taught and modelled in the classroom. In February, we discussed in a previous blog, the notion that exams might be outdated and damaging. The HMC has published its own report following a survey of teachers and senior leaders about the narrow focus of current assessments. Their call to action is to encourage greater learner development and motivation in our young people.
At Meta Prep, our Year 4 metacognitive course focuses on these key metacognitive skills which add to the learning experience. Children are introduced to and develop their understanding of Habits of Mind, neuroplasticity, Andersonâs Levels of Thinking, using visual aids such as thinking frames, and so much more to develop a solid foundation for learning and success.


The Deaf Forum Australia reported that approximately 1:6 Australians have significant hearing loss conditions. Most individuals have some hearing impairment level and most of them are children. The significance of learning for hearing impaired children can help them live like normal people with no disabilities. There are types of hearing loss, including:
- It is nerve-related.
- It affects the external or middle ear.
- Mixed hearing loss. It is a mixture of both types.
Approaches addressing hearing impaired children
People using Auslan or Australian Sign Language often prefer to be referred to as deaf rather than hard of hearing. Hence, they look at it as a positive identity than a negative label. Children with hearing loss are either post-lingually deafened or prelingually deafened.
Children who are prelingually deafened lose their hearing before acquiring language. The impact of hearing loss and degree of deafness vary according to age group. Children who are prelingually deafened use Auslan. Many have received cochlear implants at early birth.
Some rely on the spoken language approach. Many hearing-impaired children communicate with a combination of:
- sign language
- spoken language
While some have literacy development and normal language. Some have issues with literacy. It will vary greatly, so it is essential to understand the needs of every individual. These factors need to be considered when assessing reasonable adjustment types.
People with post-lingual hearing loss acquire hearing loss later, and listening devices can be beneficial later on. Some hearing-impaired children learn sign language to diversify access to communication. To hearing-impaired children with prelingual deafness, assessing the needs of every individual is essential before implementing any reasonable adjustments. It is because the requirements of every child can be diverse.
Access to education
Can hearing-impaired children get their rights to education regardless of their hearing status? The answer is yes. Children with hearing loss conditions can be a student using assistive devices, which are introduced nowadays. Good to know that embracing advanced technology gives solutions to address problems nowadays, including health-related issues.
Hearing-impaired children can still have the best access to education. Let these individuals feel having a normal life, going to school, making open communication, and appreciating the beauty of life regardless of having no hearing. Let their ambitions and goals be the light to guide them in achieving a successful life apart from being deaf.
There are great accommodations, as complex or as simple as preferential seating as wireless assistive listening devices are usable in the classroom. Let them hear what others without hearing problems hear. Some require live remote captioning and Auslan interpreters.
Each learner with a hearing-loss problem must be assessed individually. Accommodations must be executed based on the distinctive needs of every hearing-impaired student. Free them up from being a person with a disability by giving them the chance to live life normally.


Palette Control & Color Theory 5âDisc DVD Set
About Palette Control & Color Theory 5âDisc DVD Set
This course presupposes a sound understanding of the principles of drawing, value organization and design principles, all of which are offered in the foundation in drawing and design course.
Lesson One - Introduction to the Fletcher Palette
Lesson one introduces you the complex aspects and content of the color course at a high level. The concepts, tools and ideas that are presented in lesson one are broken down in subsequent lessons for deeper understanding but are presented in this first lecture to introduce you to the bulk of the ideas that form the color course and give you a chance to see what happens when you mix colors together.
- Introduction to color and the key components of the Barnstone Color Course
- Color mixing and observation using a color key
- Mix a palette in the Key of RO-G-BV
- Tune the triad, learn about secondary colors and the central neutral.
- Create a simple design for translating Fletcher color notations into color
- Paint a value step scale.
Lesson Two - The Fletcher Palette
In lesson two you will paint a full Fletcher palette on top of a neutral underpainting and create a second value step scale in paint along side. The purpose of this assignment is to explore and observe the color changes that are possible with this system.
- Mix a full Fletcher color palette
- Mix a 9 step value scale
- Understand the use of the various three point triangular color fields in a Fletcher palette
Lesson Three - Tipped Plains with a Value Underpainting
In lesson three you will begin to practice the process of matching the value of a toned underpainting and explore the 3D effects that can be achieved with value and contrast.
- Matching color to a value underpainting
- Using value to create space and movement
- Decode and practice the Edinburg color notation system from the Fletcher text
Lesson Four - The Twisting Plane
In lesson four you will continue to experiment with color and value, creating an exaggerated 3D effect of a twisted paper in space with only value and color changes as your tools.
Skill Set -
- Mix neutrals to follow a schematic design
- Match values of an overpainting to its underpainting
- Practice variations in edge painting for your underpainting and overpainting
- Observe and practice the adjustment of value contrasts to affect color
- Observe and render the color changes along curving surfaces of form or atmospheric changes in space
Lesson Five - The Ship and a Light Show
In lesson five Myron demonstrates the effective use of low intensity palettes and some ways to train your eye through light experiments to more clearly see the effects reflected colors can have on a subject and how to capture those in a painting.
- Observe how the color of light on an object can be changed by altering the surroundings
- Applying color theory to recognize and describe the subtle shifts of hue, intensity and value.
Lesson Six - Independent Schematic Designs (One theoretical and one observed)
In lesson six you will have your first opportunity for original design of a schematic and learn more how to use the Fletcher method as a color planning tool both for creating original abstract work or to design and a still life.
- Analyze the Fletcher color wheel as a design planning tool
- Practice adjusting color nuances to enhance the color key and control the color zoning in a design
- Select and apply specific color keys for individual artistic intent
- Apply color theory and the Fletcher palette to an abstract design project
- Apply color theory and the Fletcher palette to an observed still life project
Lesson Seven - Final lecture
The final lecture in this color course follows a different flow and contains some insightful thoughts on the creative process and presents beautiful work by alumni with Myron's commentary that will allow you to practicing your new skills of observing and analyzing color.
- Practice observing works for analysis of color theory use
- Thoughts on continuing your art education and closing words
Before frightening the student with the notion that organizing the palette is difficult, let me quickly say we need only three pigment colors and white paint to get started.
The color theory and palette control DVDs, couples with the text by Frank Morley Fletcher, provide all the information needed to gain considerable control over the subject.
The fear that color control and color theory are complex and difficult are unfounded. We will only need three colored pigments and white paint to create the basic palette.
While watching the DVD series of lectures, please keep in mind that at no time do we place more that seven colors on the palette, and often we will only use four or five of those.
Buy 10 or above and get 25% off


Art is smart in early childhood development.
Every child is innately creative and there are so many ways that they benefit from art exploration during their early education. Whether theyâre sorting pencils into colours, getting messy with clay or swooshing paint onto paper, the skills and lessons they learn from participating in arts and crafts are invaluable as they progress through their early years and onwards throughout life.
A childâs natural curiosity is what drives them to explore their surroundings and make sense of the world and their place in it. During art play in an early learning environment, children experiment, examine, discover and decipher using a variety of materials and the possibilities for learning and development are infinite.
What young children learn through art exploration
Art time in a childcare or early learning centre allows little people to freely express their creativity, communicate their ideas, try new things and experiment with materials.
Self-expression without judgement or expectation is crucial for a childâs healthy development, and when combined with the many cognitive, social, emotional and physical benefits of art exploration, itâs evident why this is such a vital activity in early education.
Important skills children learn during art
Physical skills. Gripping pencils or a paintbrush, moulding clay, glueing bits onto a collage, bending pipe cleaners, cutting or tearing paper â these are all excellent ways to help young children learn to control small movements and develop their fine motor skills.
Maths and numeracy skills. Counting pencils. Painting patterns and shapes. Cutting out different things. During art play, children can be exposed to a variety of maths and numeracy concepts and they can start practising their skills in these areas.
Language and communication skills. When an educator encourages conversation with the child about their art and provokes discussion about the process, different textures, materials etc, itâs an opportunity for the child to practise their language and communication skills and learn new vocabulary. A child can also share their work with other children and parents, creating opportunities to develop their language skills.
Cognitive development. Through art, children learn to express their ideas and their imagination. For example, when they use the same material in different ways (eg thick paint vs paint that is diluted with water, pressing hard with a crayon vs a light touch, creating with freshly picked leaves vs dried ones), they learn about things such as cause and effect, critical thinking, decision-making and problem-solving.
Social and emotional skills. Children feel a sense of achievement when they create something and it can lead them to feel good about themselves and develop a positive self-esteem. They learn that they have control over their effort.They can also learn about respecting and appreciating that everyoneâs self-expression is unique and valuable. Exploration through art can also help them to experiment with new materials and ideas and to translate these experiences into other areas of life.
Art in early years education
There are clearly many reasons why art should be a regular feature in any early education curriculum. It shouldnât be restricted to being a âspecial occasionâ activity, but should rather be integral to the daily routine so that children benefit from the myriad educational and developmental opportunities that it presents.
Educators and adults alike can facilitate learning through art exploration by doing the following:
- Providing a variety of materials and resources to encourage sensory play, innovation and creativity
- Supporting and encouraging child-directed expression
- Giving the child the freedom to discover and experiment
- Focusing on the process, rather than the outcome
- Embracing wherever a child is on their creative journey without judgement or expectation
- Asking open-ended questions to encourage conversation
Free expression is vital for a childâs healthy growth and development which is why artistic activities are so valuable in early education. A child need not produce a masterpiece to have a meaningful artistic experience â and the skills and benefits accrued throughout the creative process are whatâs important, not the end product.


The national minimum standards describe some of the skills and understandings students can generally demonstrate at their particular year of schooling, in a specific subject area or domain.
The standards are intended to be a snapshot of typical achievement and do not describe the full range of what students are taught or what they may achieve.
The national minimum standards at Years 3, 5, 7 and 9 represent increasingly challenging skills and understandings as students move through the years of schooling from Year 3 to Year 9. Students who do not achieve the national minimum standard at any year level may need intervention and support to help them achieve the literacy and numeracy skills they require to progress satisfactorily through their schooling. It should be noted that students who are performing at the national minimum standard may also require additional assistance to enable them to achieve their potential.
About the national minimum standards
The NAPLAN assessment scale is divided into 10 bands to record student results in the tests. Band 1 is the lowest band and band 10 is the highest band. The national minimum standards encompass one band at each year level and therefore represent a wide range of the typical skills demonstrated by students at this level. For more information, see How to interpret.
Students who are below the national minimum standard have not achieved the learning outcomes expected for their year level. They are at risk of being unable to progress satisfactorily at school without targeted intervention.
It should be noted that students who are performing at the national minimum standard may also require additional assistance to enable them to achieve their potential.
The number and percentage of questions a student needs to answer correctly to achieve the national minimum standard varies depending on the test domain and year level. The number of test items at or below the national minimum standard can also vary between test years depending on the spread of items in the tests.
A studentâs score point on each scale is determined by the studentâs total test score rather than the most difficult item correctly answered. Students will be able to correctly answer most of the items that are below their score point and may correctly answer some of the items above their score point.
Students within a minimum standard band will typically be able to display skills in that band and in the band below and display some of the skills in the bands above the minimum standard.
For more information on interpreting NAPLAN results see Test results.
About proficient standards
Achievement in the NAP sample assessments (science literacy, civics and citizenship, and ICT literacy) is measured against nationally agreed proficiency scales, each of which has a number of defined levels.
For each of the 3 sample assessments, a proficient standard is also defined. Proficient standards represent a âchallenging but reasonableâ level of performance where students need to demonstrate more than the minimal skills expected at that year level.
Proficient standards are not the same as national minimum standards (NMS) because the NMS refer to the basic level of knowledge and understanding needed to function at that year level. The NMS are more suited to foundation areas such as reading, writing and numeracy where deficiencies will have significant effects on studentsâ future learning and functioning in society. In contrast, proficient standards refer to what is expected of a student at that year level.


School & district leaders
Build teacher confidence. Accelerate student math mastery.
SpringMath is the only program that equips teachers to lead highly efficient, classwide math interventions and leverage peer tutoring to lift all students and build enduring mastery and mathematical confidence.
Highly rated by the National Center for Intensive Intervention, SpringMath is research based, valid and reliable.
âNow we have the data to identify studentsâ needs and are administering the appropriate interventions with confidence.â
â Amy Hodgson, Superintendent Dansville Schools, MI
Drive math achievement with human engagement
Unlike online math intervention programs that promote individual screen time, SpringMath is teacher-led and aligned with student need.
- Online programs remove teachers from the equation, and typically deliver limited, temporary math gains.
- Studies have proven teacher led and peer-to-peer interaction build enduring mastery and mathematical confidence.
Discover how classwide intervention is driving math achievement at Vail School District in Arizona.
Reduce expenses and produce equitable achievement
SpringMath interventions can also reduce expensive supplemental services and sometimes unnecessary individual interventions.
SpringMath provides a lower incremental cost ratio than other evidence-based options, and is far less expensive than making a math curriculum change to improve math outcomes. In fact, SpringMath can accelerate achievement even when a mature MTSS system is in place.
SpringMath produces equitable achievement and significantly decreases the performance gap with no bias.
Set up teachers for success
SpringMath leverages technology that makes teachers more efficient and effective as proven by rigorous, peer reviewed research demonstrating significant, durable gains at the lowest cost per unit of growth among alternative programs. Research-proven methods and implementation science is built into every aspect. From detailed instructional materials to scripts, it includes everything teachers need to be successful.
Results tell the SpringMath story. Hear from other school leaders.
âBecause SpringMath is data-driven, it tells us exactly what we need to do to set our students up for success.â
Renee Lepley, Principal, North Star Central Elementary
âWeâve always struggled with math. Not just at Dansville, but in the entire state of Michigan ... SpringMath changed that.â
Amy Hodgson, Superintendent Dansville Schools
âOur objective is to make sure students have sound foundational skills and SpringMath is a tool that we use to help build those skills.â
Clint Mitchell, Principal East Juniata Elementary


ERIC Number: ED447122
Record Type: RIE
Publication Date: 1997
My Home Planet Earth: My Health My World.
Tharp, Barbara; Dresden, Judith; Moreno, Nancy
This curriculum guide for students in grades K-4 is part of the My Health My World series which explores environmental health issues. It includes (1) an activities guide for teachers, which focuses on physical science, life science, and environment and health, presenting activity based lessons that entice students to discover concepts in science, mathematics, and health through hands-on activities; (2) a colorful illustrated storybook entitled, "Mr. Slaptail's Curious Contraption," which teaches science and health concepts; (3) a reading activities booklet entitled, "The Reading Link," which presents reading activities to use with "Mr. Slaptail's Curious Contraption"; and (4) "Explorations for Children and Adults," a mini-magazine full of information, activities, and fun things to do in class or at home related to the atmosphere and health; climate; tips for healthy living; and sun power. (SM)
Descriptors: Air Pollution, Biological Sciences, Curriculum Guides, Ecology, Elementary Education, Elementary School Science, Environmental Education, Environmental Influences, Physical Sciences, Science Education
Baylor College of Medicine, 1709 Dryden, Suite 54, Houston, TX 77030. Tel: 800-798-8244; Fax: 713-798-8201.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: National Inst. of Environmental Health Sciences (NIH), Washington, DC.
Authoring Institution: Baylor Coll. of Medicine, Houston, TX.
Grant or Contract Numbers: N/A
Note: Illustrated by T. Lewis.


The second oldest of ten children, Ernest Shackleton was born in Ireland. His family later moved to London, where Ernest was raised. His father was a doctor and hoped Ernest would become a doctor, too. But Ernest had other ideas. When he was only 16, he joined the merchant navy and became a sailor. By the time he was 18, he had become first mate. At age 24, he was a certified master mariner.
Ernest was a polar explorer who led British expeditions to the Antarctic. He was particularly interested in exploring the South Pole. He wanted to be the first person to reach the South Pole. He went on his first expedition when he was 25. He became very ill on the way home from this trip. On his second trip, he made it to within 97 miles of the South Pole before he had to turn back.
Fun Facts About Ernest Shackleton for Kids
- Ernest was disappointed when a Norwegian explorer made it to the South Pole first in 1911. He made a new goal of passing through the South Pole via Antarctica.
- He set out on the ship, Endurance, in August, 1914. In January, the ship became ice-locked. Shackleton and his men abandoned the ship, which later sunk, and lived on the ice for several months. When the ice began thawing in the spring, Shackleton and his men boarded small boats and went to Elephant Island.
- No one was at the island, so Shackleton and five men took a life boat to South Georgia. There, they organized a rescue party to get the other men.
- Shackleton and his men were on the ice for almost two years, but no one died.
Ernest Shackleton Vocabulary
- Mariner: someone who can navigate or drive a ship and find his way
- Abandon: leave
- Ice-locked: surrounded by ice; unable to move because of the ice
All About Ernest Shackleton Video for Kids
Watch this awesome Ernest Shackleton video for kids to learn about Ernest Shackleton Facts:
Ernest Shackleton Q&A
Question: How many were Ernest Shackletonâs expeditions?
Answer: He made three. He was beginning a fourth voyage when he died. Ernest Shackletonâs cause of death was a heart attack.
Enjoyed the Earth Science for Kids all about Ernest Shackleton info? Take the FREE & fun all about Ernest Shackleton quiz and download FREE all about Ernest Shackleton worksheet for kids. For lengthy info click here.


The LA County Arts Ed Profile is a tool used by school districts, administrators, parents, arts partners and many other stakeholders to understand where arts instruction is happening in LA County public schools. Itâs similar to the Arts Data Project that uses California Department of Education (CDE) data to build profiles of arts instruction in schools and districts, however it has a few important differences. The LA County Arts Ed Profile:
- Includes K-8 statistics (the Arts Data Project covers secondary school only)
- Includes arts partners that provide arts education
- Incorporates discrete and integrated arts instruction data
Lynwood Unified School District (LUSD) is a K-12 district located just west of Downey and north of Compton. It encompasses 12 elementary schools, three middle schools, and three high schools. The district prioritizes arts education, and district administrators have found the Arts Ed Profile a valuable tool in helping them advocate for increased arts education. A member of LUSD since 2016, District Arts Coordinator Dr. Mariana Astorga-Almanza is one of the administrators who has used the Arts Ed Profile to great effect.
Mariana says the Arts Ed Profile helps:
- Drill down on arts education offered by content area and grade level
- Identify gaps in arts education, and provide a jumping off point for the districtâs strategic planning process
- Make informed decisions on what arts courses should be offered at each grade level each year, based on current student enrollment, and where to expand in upcoming years
- Have data to leverage partnerships to build teacher capacity and develop integrative arts training for teachers
- Support arts education pilots
- Advocate for district support in hiring full-time arts teachers
- Inform projects under consideration for the Arts Ed Collective Advancement Grant
For example, one pilot program supported by the Arts Ed Profile is a teacher training partnership with the Music Center. Three years ago, LUSD piloted this program Kindergarten level. The Music Center provided professional development and arts integration training for all Kindergarten teachers in the district, which resulted in all 1,000 Kindergarten students receiving music education. This pilot was expanded during the 2018-2019 school year to encompass first grade, and today serves 2,000 students. These pilot programs build existing teacher capacity for arts integration, while creating partnerships with arts partners. In turn, this strengthens the case for increasing the distribution of resources towards arts classes and ultimately, specialized, full-time arts teachers.
This is just one example of how schools and districts can use the data provided by the Arts Ed Profile to move their districts towards access to more resources for arts education. Curious how your school or district compares to others in LA County? Look them up in the Arts Ed Profile to see what arts education looks like for your students. Don't see your school, or not sure when your data was last updated? Email Matt Agustin, Research Associate, to find out.


SEND Information Report
At St Josephâs, we provide for all children, regardless of any Special Educational Need. The Code of Practice describes the four broad categories of need:
Communication and Interaction:
Children and young people with SEND may have difficulties in one or more of the areas of speech, language and communication. These children and young people need help to develop their linguistic competence in order to support their thinking, as well as their communication skills. Specific learning difficulties such as dyslexia or a physical or sensory impairment such as hearing loss may also lead to communication difficulties.
Cognition and Learning:
Children and young people with learning difficulties will learn at a slower pace than other children and may have greater difficulty than their peers in acquiring basic literacy or numeracy skills or in understanding concepts, even with appropriate differentiation. They may also have other difficulties such as speech and language delay, low self-esteem, low levels of concentration and under- developed social skills.
Social, Mental and Emotional Health:
For some children and young people, difficulties in their emotional and social development, can mean that they require additional and different provision in order for them to achieve. Children and young people who have difficulties with their emotional and social development may have immature social skills and find it difficult to make and sustain healthy relationships. These difficulties may be displayed through the child or young person becoming withdrawn or isolated, as well as through challenging, disruptive or disturbing behaviour.
Sensory and/or physical needs:
There is a wide range of sensory and physical difficulties that affect children and young people across the ability range. Many children and young people require minor adaptations to the curriculum, their study programme or the physical environment. Many such adaptations may be required as reasonable adjustments under the Equality Act 2010.


The early development that occurs for children between the ages of 4-5 is crucial for building physical, social, and cognitive abilities. The Tiger-Rock Tiger-Cubsâ¢ training program aids in this development through play-based action scenarios, staged physical challenges, and cognitive development drills. Students strengthen their ability to process instructions, focus on objectives, and interact amongst peers inside an energetic and fun martial arts based experience. Tiger-Rock Martial Arts instructors are extremely gentle and patient with participants. Positive feedback, gentle motivation, and encouragement are the principles of instruction.
Balance and Coordination A major part of our curriculum are symmetrical movement exercises. These exercises focus on left- and right-side motion. These activities help these young students develop balance and coordination. Good balance and strong coordination at an early age form the foundation of self-confidence and self-control.
Focus and Concentration Tiger-Cubs participate in striking, kicking, speed, and agility drills. Not only will the drills help with motor skill development, but they will also enhance the studentâs ability to focus. Focus and concentration are essential pillars of child development. This will help your child become more disciplined.
Self-Discipline Key to early child development is self-discipline. Self-discipline helps shape childhood behavior. At Tiger-Rock Martial Arts of North Louisiana and North Louisiana South, we instill values of self-discipline through our training. We encourage our students to focus on the drills and tasks at hand. From that, your child will learn personal responsibility and self-control.
Stranger Awareness Kids at this age are, by nature, very impulsive and eager. Thatâs why it is important for your child to know what to do when approached by a stranger. Our lessons incorporate stranger awareness, also colloquially called âstranger dangerâ. Through these lessons, we aim to teach your child what he or she needs to know to be safe. This is also a foundation of self-defense.
Advancement & Competition Students are encouraged to take advantage of multiple opportunities per year to advance in belt ranking. These belt tests give students the opportunity to apply what they have learned on the mat. Also, as a member of Tiger-Rock Martial Arts, your child will be invited to participate in yearly tournaments in the fall, spring, and summer. Much of our training is geared towards preparing students for belt testing and competitive events.


Psychology National 5
What is special about this course?
This course develops learnersâ knowledge and understanding of psychological explanations for individual and social behaviour. Psychology provides learners with opportunities to find out some of the ways that thoughts and emotions can affect how we feel and behave. Psychological knowledge of individual and social behaviour can support learners in personal and professional relationships and enable them to understand some of the factors that influence behaviour.
Learning in psychology therefore offers a suitable context for finding out about factors that are important to being a confident individual and a successful learner.
There is personalisation and choice in the topics and approaches that learners can select to investigate and explain human behaviour. As learners develop research skills in psychology, they will learn about the ethical implications of research and what this means for them as responsible citizens.
Explanations for behaviour will promote thinking, reasoning and communication skills. Learners will also develop numeracy skills, which are important to research. These skills will enhance learnersâ ability to engage in society.
Learners would normally be expected to have attained the skills, knowledge and understanding required by the following or by equivalent qualifications and/or experience:
- National 4 People and Society course or relevant component units
- National 4 Biology course or relevant component units
- Social studies or social sciences courses at SCQF level 4 or relevant component units
The main purposes of the course are to enable learners to develop an understanding of the human mind and behaviour and to enhance their interest in psychology. The course consists of the following 3 units:
This unit will introduce learners to the research process, research methods and ethics used in psychology. Learners will develop knowledge and understanding of factors to consider when planning and carrying out psychological research. They will also develop numerical skills and an understanding of psychological terminology.
Psychology: Individual Behaviour
This unit enables learners to use psychology to explain individual behaviour. Learners will investigate topics and learn how these topics can be explained using psychological approaches and theories. Learners will also consider the strengths and weaknesses of different approaches and theories investigated.
Psychology: Social Behaviour
This unit explains how interaction with others shapes social behaviour. Learners will investigate social psychological topics, and use relevant concepts and research evidence to explain how the thoughts, feelings and behaviours of individuals are developed through interaction with others and within the social environment. Learners will use psychological knowledge and understanding to explain examples of everyday behaviour.
How will I study my course?
- Part Time
You will receive weekly taught sessions and work as instructed by your lecturer. There will also be directed self-study to be carried out in your own time.
How long will my course last?
This is normally a one-year course, with approximately 40 study hours per unit.
Where can I study my course?
- UHI Argyll
- Local Centres
For the latest information on fees please see our fees policy.
What can I do on completion of my course?
This course may provide progression to:
- Higher Psychology
- NC Social Sciences, or other qualifications in social studies, social sciences or related areas
- further study, employment and/or training
Is there more information available online?
You can use the above QR code to connect directly to the course details.
THIS COURSE IS PART OF OUR SCHOOLS-LINK SENIOR PHASE PROGRAMME AND IS EMBEDDED IN YOUR OPTION CHOICES AT SCHOOL. IF THIS COURSE IS OFFERED BY YOUR SCHOOL SPEAK TO YOUR GUIDANCE TEACHER AND REQUEST AN APPLICATION FORM.
We are delighted that you are thinking about studying at UHI Argyll. UHI Argyll operates a fair and open admissions system committed to equality of opportunity and non-discrimination. We consider all applications on merit and on the basis of ability to achieve, without discrimination on grounds of age, disability, gender identity, marriage and civil partnership, pregnancy and maternity status, race, religion and/or belief, sex, sexual orientation or socio-economic background. We welcome applications from all prospective students and aim to provide appropriate and efficient services to students with disabilities.