Children are heartily encouraged to read in their early years of school. However, once students have mastered this skill and they move from learning to read, to reading to learn, the role of pleasure in the activity can be forgotten.
If reading is just seen as a tool for learning, the will to read may not be fostered in young people. Recreational book reading involves voluntary reading for pleasure, and research suggests that students in Australia and internationally are reading less over time.
Why is reading important?
Regular recreational book reading is one of the easiest ways for a student to continue developing their literacy skills. The ability to read fluently is by no means the end of development of literacy skills.
Reading for pleasure has been associated with a range of benefits, including achievement across a range of literacy outcomes, with literacy levels linked to advantages for academic and vocational prospects. Regular recreational reading also offers benefits for cognitive stamina and resistance to cognitive decline, the development of empathy, and even achievement in other subjects, including mathematics.
What is aliteracy?
While much of the discussion around reading is concerned with skill acquisition, which usually (but not always) occurs during the early years of schooling, there is little focus on will acquisition, where students who have developed the skill to read continue to choose to do so.
Students with the skill to read, but without this will, are deemed aliterate. They exclude themselves from the range of benefits conferred by regular reading, perhaps without ever understanding the consequences of their recreational choices.
The West Australian Study in Adolescent Book Reading (WASABR) examined adolescent attitudes to reading and how often they do it, as well as how teachers, schools and parents can contribute to supporting it. The WASABR found that the most common reason for infrequent reading was related to preference for other recreational activities.
Whose job is it to encourage teen reading?
Teachers and parents may cool off in encouragement once students have demonstrated that they can read. Research suggests that adolescent aliteracy may be inadvertently perpetuated by withdrawn encouragement from both parents and teachers.
Parents may assume that once the skill of reading has been acquired, their job is complete. They may assume the role of encouraging further literacy development lies with the school.
Teachers may struggle to find time to encourage reading within the demands of a crowded curriculum, which focuses on reading skill, without recognising the role that reading for pleasure plays in fostering reading skills. The WASABR study sought to provide insight into how teachers and parents can successfully continue to encourage recreational book reading into the teen years.
What can teachers and parents do to encourage regular reading?
Take students to the school or community library and encourage them to take self-selected reading materials home
don’t curtail reading aloud to young people at secondary level — this practice is enjoyed by teens, too
explicitly teach strategies for choosing books – don’t assume that this has been learned in primary school
be a model – read and show an interest in reading
find out what your young people like to read so that you can connect them with books of interest to them
talk about books in class or at home, not limiting the discussion to course texts
allow and encourage an aesthetic response – love characters, loathe characters, give up on books halfway through, re-read favourite books. Share what it means to be a passionate reader
communicate the value of the practice by putting aside class time or time at home for reading books for pleasure
finally, don’t assume that equipping them with an e-reader will automatically lead to increased engagement in reading. Research does not yet support the popular contention that young people prefer using e-readers. Thus continuing to provide access to paper books is important.
There may be confusion about what to read to experience literacy benefits. Books are the text type most consistently associated with literacy benefit; neither comics nor web pages have been associated with the same level of benefit at present.


The Blues Scale is a bit of a strange one? No second note, no sixth note and a run of three chromatic notes somewhere in the middle! Unlike Major and minor scales which have been around for aeons The Blues Scale really just showed up in The Southern United States towards the end of the nineteenth century but its effect upon music and culture has been immeasurable. It can equally claim to be The Jazz Scale, The Rock Scale, The Funk Scale, The Soul Scale or The Reggae Scale. The music of The twentieth (and twenty first) century would sound very different had newly invented recording technology not created a situation in which the scale was able to extend its influence beyond its Southern roots. Blues Scales can be a tricky concept to get over to music students but the worksheets available here can help to make it much easier.
I cannot stress enough that study of Blues Scales should be introduced at the right stage of a music theory programme and that to look at them too early (before students fully understand note naming, whole and half step intervals and scale construction) will most probably result in confusion and the often expressed opinion that "music theory is too difficult"
Printable Music Theory Worksheets
In addition to the above materials there are a host of similarly styled resources and worksheets covering minor scales and pentatonic scales (major and minor) as well as a whole load of stuff designed to ingrease student's understanding of blues scales etc?
The material has been devised so as to introduce principles and then test and reinforce understanding of those principles. The music worksheets and handouts provide a simple, flexible and powerful resource to music educators and help with the development of a functionable and workable understanding of the principles of music theory.
The worksheets are not specific to a particular style of music or exam syllabus (as the reality is that Bach used the same twelve notes as Charlie Parker?)
Once they have been downloaded you can print these invaluable music education resources straight from the hard drive of your computer or drop the files onto a memory stick and take them into your school or college for photocopying etc. Whatever suits the way you work? Any way you choose you can be sure that for the rest of your teaching career you will always have access to first class music worksheets.
DOWNLOAD 300+ Music Theory Worksheets NOW!
A lifetime of re-usable resources for only $18.00
How to access your simple "one click" download
It's not just about key signatures worksheets, we cover an awful lot of ground here.
You can buy your music theory worksheets in complete safety via any major credit card (through paypal) or directly through your paypal account if you have one. If you choose to use a credit card, rest assured that we never see your credit card details as paypal do all of that for us.
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In the (rare) event that something should go wrong with the order/download process just email me at email@example.com
I will check the order and send you the links that will get you to your stuff.


I received a copy of ACROSS THE WIDE RIVER by Stephanie Reed from Kregel Publications. It is an historic novel for teenagers, about the Underground Railroad during the Civil War. I love historical fiction and this book didn’t fail to live up to my expectations. What is better, it is based on a true story. The Rankin family really existed.
The story centers on Lowry Rankin. He begins as a child, but quickly matures. His family leaves Kentucky to live in Ohio, where they participate as a station on the Underground Railroad. Lowry’s father is a minister, and the family strongly supports the abolitionist movement.
I have my Bachelor’s degree in elementary education, and while I read, I kept thinking about how perfect this book would be for a social studies class. It not only fits well with the Civil War era, but it is easily relatable for teenagers. Lowry leaves his treasured home in Kentucky for Ohio; moving is something many people have dealt with. He also learns how to fully welcome God into his life, and highly values religion, which is another positive trait for young adults. Lowry discovers how to deal with shyness, which is a new obstacle for him once he moves to Ohio. Many people, myself included, have had to overcome being shy around others. It is inspiring to know that if he can do it, so can the reader. He even worries it will keep him from becoming a proper minister, similar to how I once worried about being a teacher despite my shyness. Lowry also deals with bullies, family, and standing up for what he believes in – an end to slavery. Stephanie Reed paints a poignant image of the cruelties slaves faced, and their troubles with escaping.
I enjoyed this book, and recommend it to anyone interested in history.


Great Music Related Websites Recommended By My Students
One of the last assignments in Music Technology 221, for the year, was to perform a presentation about a website that the college students felt was useful to them or one that they visited frequently. The site had to be in some way related to their music field. At Grove City College, the Music Dept. offers music degrees in: Music, Music Education, Music and Religion, Music and the Performing Arts and Music Business. The following are a selection of their answers:
Category: Choral Music
This site was used by a student to help them with the advanced choral conducting class wherein they have to compile a list of of all the choral music they have ever sung. The site contains a wealth of choral information about songs, including publishing information, voicings, style, difficulty and more. This site is a very useful resource for music/choral educators.
Category: Trumpet Related
Many of the music “guilds” have their own online presences. The Trumpet Guild is specifically for trumpet players. In addition to trumpet related information, it contains job information, calendar links to concerts and competitions, a youth site, and a “ask the teacher” forum.
Category: Music Theory and Ear Training
This website is full of information concerning music theory and solfeggio. The theory tutorials provided start very basic and can progress from there. Additionally, the solfeggio portion provides many different exercises of various difficulty levels.
Category: Music Search Engine
This website is a search engine that seeks out audio files on the internet and presents them as a playable playlist. The songs are not downloadable from within the program, but you can share your playlists with others.
Category: Percussion Related
This website is very useful for the drummer and the music educator. It may be the most thorough online reference about specific drummers, their music and styles. It contains a massive amount of biographies that include audio and video samples.
Category: Music Education
8notes.com is a reference for musicians that offers fingering charts, chord charts, ear trainers, tuners, metronomes and midi to sheet music conversions. Additionally, a number of instrument free sheet music can be found there.
Category: Music Education
The website is a music education site for all levels of musical expertise. There are many music teacher related resources that can found there including: Articles, Lesson Plans, Private Lesson Help, Advice and more.
Category: Free Sheet Music
IMSLP attempts to create a virtual library containing all public domain musical scores, as well as scores from composers who are willing to share their music with the world without charge
Category: Music Theory (Guitar Related)
MoneyChords.com is a one source stop for free Guitar Chord Lessons, Chord Progression Studies, Tablature, Songwriting Resources, and Jazz/Standard Chord Substitutions and more.
Category: Music Religion/Worship/Christian
For those planning on going into Christian Worship Leadership, this site offers many free resources including: chord sheets, lyrics, powerpoint lyrics, midi files, recordings and many other resources useful to a Worship leader.
[tags]guitar, sheet music, free, theory, solfeggio, trumpet, piano, private lesson, lesson plans, music [/tags]


Master’s degrees are scholastic programs that are available in person, online, or through distance learning programs from many institutions of higher learning. Earning this advanced degree may allow students to gain greater understanding and increased work experience in their field of interest.
Online Masters in Music Education
The purpose of the program is twofold. On the one hand, help the student to acquire deep knowledge in the field of specialization through (a) the monitoring of educational courses in an advanced level, (b) study the relevant literature, and (c) interaction with Faculty and other students. On the other, the program aims at fostering research skills through (a) the monitoring of specific quantitative and qualitative research courses, (b) small scale investigations in the various courses and / or drafting Master Thesis, and (c) participation in seminars / conferences research content. [+]


If the same method of instruction that is applied to teach children Mathematics at school is used, it will be more difficult for the adult to learn Maths. As such it is of vital importance that the classes for adults should be focused on skills that they require to function in society and the workplace. They need to see immediate application and results otherwise discouragement will follow. It is for this reason that the ABET courses to help adults learn Maths have been structured to bring immediate results and help the adults to gain numeracy skills which they can use in all areas of their lives. The courses are presented at the workplace or specific venues and once a level is completed the learner can qualify on national level. They thus also gain a qualification empowering them to progress in life and the workplace.


Tuesday, May 19, 2015
Looking for a Simple Phonics Curriculum?
Look no further! Introducing our Back to Basics Phonics Curriculum. Back to Basics was created by Nicole Armstrong and co-created by Alouse Dangervil, the homeschool besties! Through tedious research and a personal touch we have created a method to teach reading through Phonics instruction and encouraged sight reading memory. One of the things that really sets Back to Basics apart from other curriculum is the straight forward method of teaching, it is so simple to follow! Each concept is listed at the top of the page and a child could learn each at their own pace, for intended mastery. Phonics, we believe, is the fundamental ability to decode, or break words down by primary principles. In other words, there are certain rules that remain true for a majority of vocabulary. If a child is prepared in these rules, and familiar with the most common sight words, a child can transform as a rookie reader, into a master reader in a matter of months! Teach each concept for literally 1 minute, the recommended pace is 2-3 concepts, and your child will soar at a progression that would allow them to master these concepts and firmly transition into advanced reading levels. Try Back to Basics today! Simple enough for parents to teach! Don't wait, your child is one step away from reaching for the stars in reading, watch them transform in a matter of weeks!


Camels – The Big and Awkward Desert Animals
What animal carries a refrigerator on its back? The camel. Well, not exactly, but a camel’s humps do store fat, which the camel uses for energy when food is scarce. In fact, these humps are so efficient that a camel can go for up to several months with no food. They can even survive up to one week without water.
It’s a good thing camels don’t need a lot of food or water because they live in one of the toughest climates on the planet. Camels have lived in the deserts of the Middle East and Africa for more than 3,000 years. The climate is hot and dry and food and water are scarce.
Fun Facts about Camels for Kids
- Dromedary camels live in the Middle East. They have one hump. Bactrian camels live only in China and Mongolia. They have two humps.
- People in the Middle East use camels like horses. They ride them and use them to carry things. Camels can carry up to 200 pounds.
- Camels look big and awkward, but they can move as fast as a horse.
- Camels have long eyelashes and a protective eyelid to keep out sand in the desert. They can even close their nostrils.
- Refrigerator: a box for storing food
- Survive: live
- Climate: a region’s weather
- Awkward: clumsy
- Protective: offers protection
Learn More All About Camels
Check out this amazing video about camels:
A video about 5 unusual facts about camels.
Question: What do camels eat?
Question: How long do camels live?
Answer: Camels can live up to 50 years.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Camel Facts for Kids ." Easy Science for Kids, Aug 2017. Web. 19 Aug 2017. < http://easyscienceforkids.com/all-about-camels/ >.
APA Style Citation
Tobin, Declan. (2017). Fun Camel Facts for Kids. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/all-about-camels/
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Reading Assessment Worksheets and Rubrics. This bundle includes 9 assessment printable worksheets and rubrics for The Common Core Reading Literature and Informational Text Standards for grades 3-5.
Topics included are:
→Vocabulary Words and Phrases
→Author's Point of View
→Text Structure (Informational Text)
→Main Idea and Supporting Details (Informational Text)
Download our preview for more details!
The Common Core Standards that are covered are:
Visit our store for more great activities aligned with the Common Core Standards.
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Did you know1 that:
- Among working age Canadians, 3 million (14.6%) struggle with very serious literacy challenges. They have difficulty with even the most basic written materials. Another 5.8 million (27%) can work with print information but not well.
- More than half of Canadians (55%) do not have the minimum numeracy skills necessary to meet the information demands of today’s world.
- The literacy skills of parents directly affect their family’s income, health and overall quality of life.
- Canadians with lower levels of literacy are more likely to be unemployed and earn less.
- Use of computers is lowest among those with low literacy – meaning that in addition to a digital divide, non-users may also face a literacy challenge.
- Reports show that a 1% increase in literacy skills would boost productivity by 2.5% and lead to a 1.5% permanent increase in GDP – that’s $18 billion a year.
- Children who have not developed some basic literacy skills by the time they enter school are 3 – 4 times more likely to drop out in later years.
Everyone can help promote literacy and lifelong learning. Now, I know that a number of you are avid readers, and I’m probably preaching to the choir about literacy. So how can we help others?
Think about your book shelf. How many books do you have that you don’t even want anymore? Maybe you’ve finished reading them and didn’t enjoy it, or can’t think of someone else who will. Maybe it’s your old calculus and economics textbooks. Perhaps you don’t know what to do with that set of Encyclopedias you got for your 18th birthday.
Reduce. Reuse. Recycle. Gather up those unwanted books (of any shape, size, genre, or value) and donate them. Books that are in good shape can be sold to raise money for a good cause and other books that are out of date or in bad shape can be recycled into new books.
If you live in the Lower Mainland, The BIG Book Drive is happening March 19 & 20 in Burnaby. The event takes place from 10am to 6pm, rain or shine. There will be food, refreshments, entertainment and even live music.
Drop off your unwanted books and they will either be sold at used bookstores to generate proceeds, donated to the charities they’re working with, or recycled to be remade into new books. Either way, 100% of the proceeds will be donated!
If you aren’t in the area—I know a lot of my blog friends live all around the world—check for something like this in your area. Contact your local literacy society or organization and ask about donating unwanted books.
1. Canadian data from the International Adult Literacy and Skills Survey (IALSS) released in November 2005, published via Literacy BC.


World In Tune™ Music of the Ancient World, was originally written for schools, integrating the arts and sciences with music as the core of the study. However, to our surprise, it found additional, unexpected audiences, with Special Ed teachers, high school students and professional musicians. Consequently we found this was due in great part to the colorful and informative writing of Dr. Willis Wager, who said, “From a base in literature I had found treasure in teaching “art”, defined as material from nature — pigment, stone, words, sounds — that had been subjected to human effort and shaped by the human mind, giving it special value.”
World in Tune™ Music of the Ancient World
World In Tune TM is a program for ancient music, emphasizing rhythm, modes, listening and creating sounds. WIT comes in two forms: book or media version. Optional additions for the program include laminated time-line charts, decorative instruments charts for bulletin boards and authentic instruments from around the world.
How it works
World In Tune TM integrates history, art, humanities, math, theater, and dance with music as the core. Having music as the integrator requires no great leap of faith, for in the ancient civilizations of China, India, Egypt, Sumer/Babylon, and Greece, music did hold this position. Ancient peoples realized its two-fold aspect: 1. of sounding mathematics and 2. as art which touches the heart. This encompassing world view of music, before the common era, placed ancient man in a Musical Garden of Eden.
This is what World In Tune presents to your students.
Much of World in Tune is in story form which can be enjoyed by all students and emphasizes basic ideas which are then elaborated on. This makes it appropriate for elementary and secondary levels.
World In Tune TM
WIT teacher's handbook covers five civilizations - Egypt, Sumer/Babylon, China, India and Greece - from approximately 3000 BCE to the beginnings of the first millennium AD.
This is an integrative curriculum with music as the core of the program for grades K-12, emphasizing rhythm, modes, listening and creating sounds. Also contains general information about these five civilizations. 130 pages. $49.95
Sample Pages from World In Tune
Included on CD ( for computer):
▪World In Tune book (expanded) The Ancient Music of Sumer/Babylon, Egypt, China, India and Greece (printable up to 35 copies) with 200 pages and 200 illustrations (130 in color) and musical examples.
▪Complete Timeline of Musical Instruments for all Civilizations spanning 3000 years
Included On DVD (for computer or TV):
▪Videos of Music and Instruments of Ancient Egypt, Sumer/Babylon, China, India and Greece
WORLD IN TUNE™(Complete CD + DVD) $89.95 [WIT-V]
“Another good source is World In Tune...World In Tune is an integrated approach to world music. Music was the center linked to all other disciplines. It is an approach geared to stimulate interest. Once an interest is aroused, learning follows and all students are engaged in the process because they want to.” Elise S. Sobol, Adjunct Professor Music Education at NYU Steinhardt School of Culture, Education and Human Development
“...Thank you for World In Tune. It’s a fascinating study for all children. It touches on so many aspects of life which are not usually connected with music.” Anne Brown, George Gershwin’s original Bess.


More Than Just Music
Research has found that learning music facilitates learning other subjects and enhances skills that children inevitably use in other areas. “A music-rich experience for children of singing, listening and moving is really bringing a very serious benefit to children as they progress into more formal learning,” says Mary Luehrisen, executive director of the National Association of Music Merchants (NAMM) Foundation, a not-for-profit association that promotes the benefits of making music.
Making music involves more than the voice or fingers playing an instrument; a child learning about music has to tap into multiple skill sets, often simultaneously. For instance, people use their ears and eyes, as well as large and small muscles, says Kenneth Guilmartin, cofounder of Music Together, an early childhood music development program for infants through kindergarteners that involves parents or caregivers in the classes.
“Music learning supports all learning. Not that Mozart makes you smarter, but it’s a very integrating, stimulating pastime or activity,” Guilmartin says.
Music Education: The Facts
Music Training at Early Age Wires Brains to Learn.
1. In a 2000 survey, 73 percent of respondents agree that teens who play an instrument are less likely to have discipline problems.
- Americans Love Making Music – And Value Music Education More Highly Than Ever, American Music Conference, 2000.
2. Students who can perform complex rhythms can also make faster and more precise corrections in many academic and physical situations, according to the Center for Timing, Coordination, and Motor Skills.
- Rhythm seen as key to music’s evolutionary role in human intellectual development, Center for Timing, Coordination, and Motor Skills, 2000.
3. A ten-year study indicates that students who study music achieve higher test scores, regardless of socioeconomic background.
- Dr. James Catterall, UCLA.
4. A 1997 study of elementary students in an arts-based program concluded that students’ math test scores rose as their time in arts education classes increased.
- “Arts Exposure and Class Performance,” Phi Delta Kappan, October, 1998.
5. First-grade students who had daily music instruction scored higher on creativity tests than a control group without music instruction.
- K.L. Wolff, The Effects of General Music Education on the Academic Achievement, Perceptual-Motor Development, Creative Thinking, and School Attendance of First-Grade Children, 1992.
6. Students who are rhythmically skilled also tend to better plan, sequence and coordinate actions into their daily lives. -"Cassily Column, " TCAMS Professional Resource Center.
7. College Adminitions officers continue to cite participation in music as an important factor in making admissions decisions. They claim that music participation demonstrates time management, creativity, expression and open-mindedness. - Carl Hartman, "Arts May Improve Students' Grades," Associated Press, October 1999.
8. A Columbia University study, students in the arts are found to be more cooperative with teachers and peers, more self-confident, and better able to express their ideas. These benefits exist across socioeconomic levels. -The Arts Education Partnership, 1999.
9. According to a 1991 study, students in schools with arts-focused curriculum reported significantly more positive perceptions about their academic abilities than students in a comparison group. --Pamela Aschbacher and Joan Herman, The Humanitas Program Evaluation, 1991.
10. In a 2000 survey, 73 percent of respondents agree that teens who play an instrument are less likely to have discipline problems. - Americans Love Making Music And Value Music Educations More Highly Than Ever, American Music Conference.


Welcome to Second Grade
”Avid learning machines” is how Jane Healy describes second graders in her book; Your Child’s Growing Mind. Second graders are full of great energy and potential for growing and learning in leaps and bounds. We are prepared to start them on this very exciting adventure!
One of the most important aspects of the 2nd grade experience is social and emotional growth. Second graders are generally ready for greater responsibility and thrive when given high standards and goals to work toward. They will continue to grow in their ability to work cooperatively and respectfully with others and in taking responsibility for their own actions.
Language Arts is a major focus of the second grade curriculum. Our guidelines for instruction are the Common Core standards. The following components are included in our work:
- Reading Literature: 2nd graders grow in their ability to understand and recount stories, recognize fact and opinion, point of view, and to compare and contrast stories
- Reading Informational Text: Reading informational text is often new to 2nd graders. We learn to recognize text features, main ideas and supporting details and discover the potential of reading to learn.
- Reading Foundational Skills: Building foundational skills involves phonics, reading fluency, and building vocabulary and spelling skills.
- Writing: In 2nd grade students recognize and consider an author’s purpose in writing. They research and write on varied topics of study as well as produce narrative and creative works. Our goal is to express ourselves using complete thoughts with appropriate grammar and mechanics.
- Speaking and Listening: We utilize a time in class called Planned Sharing to practice and develop skills in choosing and developing a topic with supporting details. These skills transfer into our writing work as well.
Second grade Math curriculum is also guided by the Common Core Standards which breaks down into the following strands:
- Number and Operations: 2nd graders are expected to fluently add and subtract numbers up to 20 using mental strategies; read, write, compare and recognize place value of numbers to 1000; and to add and subtract numbers up to 100.
- Measurement and Data: Telling time to 5 minute increments; counting sums of money to $5.00; measuring length; and creating and reading line plots and picture and bar graphs are all part of our work in this strand.
- Geometry: We will focus on recognizing and drawing shapes with specific attributes and practice partitioning rectangles and circles to form equal shares and identify the shares using fraction terms.
Social Studies: The overarching theme of Social Studies lessons in 2nd grade is “Change Over Time” We will explore this idea in many different contexts while also discovering the common links between each.
Science: 2nd graders are given the opportunity to explore the following themes in our work in science.
- Life science: The Brain and Five senses, Life cycles, Food Chains, Types of Vertebrates, Plants
- Physical science: Heat and Sound
- Earth Science: Rocks and Soil, Natural Resources


This publication comprises a teacher's resource book and CD of original songs, targeting curriculum and values for the first school year.
It has been specifically developed to provide curriculum support for mainstream, ESL (English Second Language), homeschooling, and Additional Needs classrooms.
Written with the non-musical teacher in mind, it is intended for ALL teachers - non-musical and musical, alike.
INTEGRATED CURRICULUM IN SONG provides:
# CD of 12 original, content-laden songs, targeting primary school curriculum & values for second and third school years.
# Values-based coverage of curriculum content, including such themes as:
* Workers in our Community
* The Seasons
*Natural Environment (beach)
*Growth and Change
* Living Things
*The Five Senses
# Values outcomes
# Learning outcomes for:
*Society and Environment
*Science and Technology
* Health and Physical Development
* Performance Arts
# Suggestions for:
* School assembly and performance pieces
* Exploration of simple musical concepts
# Reproducible lyric sheets
# Simple music scores
Further details, including sample lyrics, outcomes and suggestions pages, and songs: http://www.keystonecreations.com.au/integrated_curriculum_2_info.html


This idea is not new. During the Romantic era of music (1820-1900) a musician could be involved in at least 5 if not more musical activities in order to make a living. These five options are still around today as well as several others.
A musician could perform - the obvious choice - though it has recently been said, "Many are very good, but few are great, and even fewer have the star-quality that makes for a viable concert-only career." This sounds a bit harsh and perhaps a bit of tough love, but it is the reality for most musicians. Doing something else does not dismiss the option of being a performing musician. It does, however, provide financial stability so that performance can be an expression of one's passion for music rather than a desperate requirement for making ends meet.
A musician could teach often by taking on private students. A fee was usually charged or some sort of exchange took place, perhaps for room and board. Franz Lizst was known for offering free music lessons. This was quite unusual - a virtuoso offering free lessons. I don't know if he just worked with advanced students or beginners, but still it was a wonderful way to give young musicians a great start. The idea of teaching would also emerge in formal school setting, both in K-12 and higher education. During the latter part of the 18th century music teacher training - music education - became more and more important.
Most musicians compose to a certain extent. I often compose for my for my musical ventures - this way music was written especially for the players at their level and for their instruments. All the genres of music that had developed prior to the Romantic eras was composed those usually in a "modernized" expanded manner. New genres would emerge - the symphonic poem, the art song - adding to the possibilities for composition. Chamber music became popular as more and more amateur musicians began performing in the home.
Many musicians would conduct, often their own works. How better to have your own music realized accurately than to conduct it yourself? This offered composers a semblance of control over how their music was introduced to an audience. Conducting did not mean just conducting an orchestra for there were many opera houses and other performance venues needing direction.
A somewhat new vocation for musicians was that of writing music criticism. Critiques of new music, artists' performances, concerts and opera were written to inform audiences about a work or a composer. These critiques commented on the study, discussion, evaluation, and interpretation of music and its performance. Then, as now, critiques could either help or destroy a performer, composer, or conductor's work. The idea of writing about music was not new, but it did become more widespread during the Romantic era. Robert Schumann founded the New Journal of Music in 1834; it continues today and focuses on a different genre of music each issue. Hector Berlioz also would write reviews and criticism of music.
As a result, music students today are trained in each of these areas and several others in their undergraduate studies. This allows each student to find their specialty area while still developing meaningful skills in all areas. And, as they enter the workforce, they are more marketable because of the preparation and foundation they have established.


In Transition we aim to foster independent learning, develop key skills and nurture creative expression, within a supportive learning environment and through cross-curricular topic work.
In Year 1, The Kodaly Method and Tap are introduced to the already broad curriculum, to fulfil the academic, physical, creative and social needs of each individual child.
Establishing routines is important for every child, as it helps them to develop a sense of belonging and supports their independent learning. The majority of our work in Year 1 is done in partner or small group setups, incorporating the interests of the children.
It is at this stage that any child experiencing difficulties can be identified and appropriate support planned and followed through. Sometimes this includes off-site support, e.g. physiotherapists, speech therapists. Close contact between staff, specialists and parents is expected.
It is rewarding to note that staff commitment to early intervention pays such dividends in the child's all-round development.
In Year 2, Recorder and Forest Skills are introduced to the curriculum. In learning skills and gaining knowledge, we aim to create a sense of 'group', building self-confidence and developing the ability to interact positively with others.
In addition to the requirements of Literacy and Numeracy skills, topic themes (which may be Geography, History or Science based) are explored in greater depth in Transition.
There is a strong emphasis on Literacy and Numeracy skills during these two years, as we believe that it is only when these skills are in place that children are able to continue with independent research.


What Characters Teach Us about Character
Character is that which defines us; it's what people will remember about us long after we're gone. The TV News, Radio Talk Shows, News-Magazines and the daily Paper are replete with stories about characters. [My favorite short story/play of all time was written by the great Italian Poet Luigi Pirandello - "Sei Caratteri in Cerca di un Autore" or "Six Characters in Search of an Author."] These characters come in all sizes, hail from different parts of the country and can be found in many institutions. You may have known them as once successful businessmen, politicians, doctors, and lawyers or so called sports heroes. Temporary success is their common bond, as is total disregard for ethics or for other people.
These characters would have you believe that character doesn't matter. You've heard the expression: "If it feels good, just do it." This is the character's mantra. This statement would make sense if we add on the Jeffersonian clause "?provided it doesn't interfere with the freedom or rights of others." Whenever one takes action which infringes on the freedom or rights of others it is necessarily wrong. So why is it then that so many characters deny the obvious? Power, blind ambition and/or money is the answer. Shakespeare made a career writing about characters who rose to lofty positions or aspired to, taking whatever means necessary to achieve their nefarious ends. In each case however, they fall faster than they rose and bring shame and ridicule to their families or worse. Shakespeare's characters might be regarded as role models for today's characters. Once one loses the trust of others it is very difficult to regain that trust and he or she becomes ostracized. Aside from serious jail time most industries have strict prohibitions preventing the criminal from even attempting a come back. Think about some of these fellows. When their names are tossed about are their achievements the first thing that comes to your mind or is their infamy?
Being a man of good character sometimes means not doing what you would like to do or doing whatever feels good but rather it requires you "do the right thing." The right thing is often difficult and sometimes separates you from your friends. Being an individual of good character distinguishes you however, it tells the world you are strong and courageous and not shy about rising above the crowd. A man of good character doesn't shirk responsibility. He leads by example and is admired and respected by others. A man of good character can look himself in the mirror morning and night and be proud. Choose to distinguish yourself from the crowd for as Paul Newman, actor and humanitarian said: "If you don't have enemies, you don't have character." To learn more about me visit my website lunchbagnotes.com.
Ann Marie is a recent graduate of Cal Lutheran University. She majors in elementary education and expects to begin a teaching career in the fall. She is also the co-author of two books and has written several articles on the parent-teenager relationship.
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Here at the Two Moors Festival, we do a lot each year to support music education in the south-west of the UK, doing workshops in schools, running our Young Musicians Platform Competition and many other initiatives.
And we’ve just come across a new study conducted by the American Psychological Association that suggests that through such training – be it classical music or otherwise – disadvantaged children can give their language and reading skills a serious boost.
As lead author of the study Nina Kraus says: “Research has shown that there are differences in the brains of children raised in impoverished environments that affect their ability to learn. While more affluent students do better in school than children from lower income backgrounds, we are finding that musical training can alter the nervous system to create a better learner and help offset this academic gap.”
Many of the pupils that took part in the piece of research are part of the LA-based Harmony Project, which offers instruments to students who rehearse or take musical lessons totalling over five hours a week.
Do you think music helped you be a better student?
To find out how the Two Moors Festival helps to support music education in the south-west, visit our website today.


Learn basic research design and control techniques from threats to internal validity and interpretation of statistical analysis to critical evaluation of research in the field. Includes instruction in the use of library databases.
Prerequisites: HH500 & HH501. (2012‐2013 Graduate Catalog, p. 38)
- Instructor: Sachiko Komagata
This course uses an understanding of age-stage development as a foundation for planning and implementing developmentally appropriate experiences in mathematics and science for young children from three to eight years of age. National standards established by the National Association for the Education of Young Children (NAEYC), the Council for Exceptional Children, the National Council of Teachers of Mathematics (NCTM), and the National Science Teachers Association (NSTA) and the New Jersey Core Curriculum Content Standards inform instructional goals. Emphasis is placed on integrated content, developing concepts through play and discovery, the use of concrete representational forms, recognizing patterns and relationships, building mathematical and scientific reasoning skills, taxonomy of mathematics and science concepts, and the interplay among children’s experiences, their ability to express what is seen and experienced, and the development of conceptual understanding. The role of technology as a tool that supports children’s recognition of patterns and relationships and the development of spatial and logical thinking is investigated. Three credits, one semester.
- Instructor: Cathrine Beaunae
This course examines the integrated nature of English language arts literacy development to develop understanding of how the various language arts (reading, writing, speaking, listening, and viewing) affect and are affected by the emerging cognitive, linguistic, and intellectual needs of young children. Drawing on contemporary research in language acquisition and literacy development, the language and literacy standards of the National Association for the Education
of Young Children (NAEYC), the Council for Exceptional Children, and the International Reading Association (IRA), this course provides the knowledge and skills needed for candidates to support children’s language acquisition and use, and to plan and implement effective language and reading instruction for all early childhood students including those who have limited standard English proficiency or special educational needs. The broad theme of literacy, including technological literacy, is addressed. Factors related to the child, home, school and community that support or delay language and literacy readiness and development are
considered. Research-based techniques for integrating language and literacy instruction throughout the inclusive curriculum are studied. Three credits, one semester.
- Instructor: Kathleen Froriep
This course explores ancient and contemporary teachings about meditation from several different traditions including Buddhist Philosophy, Mindfulness-Based Stress Reduction, Kundalini Yoga and Christian Contemplative Practice. Studies have shown that meditation practice can enhance clarity, creativity, self-actualization, and many of the other factors that contribute to health and well-being.
- Instructor: Gabrielle Pelicci


by Patricia Hughes
When you are pregnant your doctor, family members and pregnancy books will all stress the importance of getting enough rest. This is good advice. Rest is very important for pregnant women. Fatigue is a big problem for many women, particularly in the first and third trimesters of pregnancy. Unfortunately, during those trimesters sleep disturbances are very common.
The First Trimester
The biggest problem in the first trimester is fatigue. You can feel like you just can’t get enough rest, even when you go to bed earlier. The fatigue is caused by hormonal changes in the body. There are some experts and mothers that believe there may be a biological function for this fatigue. Pregnant women take naps and go to be early when they are tired. This may be intended to help protect the baby in the early weeks of pregnancy.
The only way to deal with fatigue is to get more rest. You can’t survive on coffee or other sources of caffeine as you would if you were not pregnant. It can be difficult to rest during the day, especially if you work full time or are home with other children. Working women can try to rest during lunch breaks. If sleep is not possible, try closing your eyes and just taking a break.
If you are home with children, try to take a nap with your little ones. If your child or children have outgrown naps, you can designate a rest time in the afternoon. Reading stories or quietly coloring with your feet up can give you a short break in a hectic day. Make up for lost rest by getting to bed a bit earlier in the evening.
The Third Trimester
Fatigue returns with a vengeance in the third trimester. As your baby grows, the pregnancy becomes more physically demanding on your body. To make matters even worse it is difficult, if not impossible, to find a comfortable position to sleep. The pregnant belly can get in the way of finding a good position. Body pillows can help. Three or four bed pillows can be used to support the body to help induce sleep.
When you do find a comfortable position, you may be awakened for a trip to the bathroom. Frequent urination is the result of the baby pushing on your bladder. There isn’t too much you can do about this problem. You can try limiting drinks in the two hours before bed time. Some women find that even when they limit fluids, the bathroom trips remain frequent.
This can be a problem throughout pregnancy, but is also more common in the early and late months. The insomnia could be caused by changing hormone levels. Stress is another big reason for insomnia. Finding out you are pregnant is a life changing event. It is very normal to be worried about finances or other issues related to the new arrival. These pressures can resurface in the final months when the big day is near.
The worst thing you can do if you are suffering from insomnia is to lie in bed and think about the fact that you can’t get to sleep. Get out of bed and leave the bedroom. Try doing something that will make you tired, such as reading, a warm glass of milk or relaxing music. When you are feeling tired, go back to bed and try to get to sleep. You can take comfort in the fact that this too shall pass and you will be able to rest again. Of course, by then your baby may spoil those plans!
Patricia Hughes is a freelance writer and mother of four. Patricia has a Bachelor’s Degree in Elementary Education from Florida Atlantic University. She has written extensively on pregnancy, childbirth, parenting and breastfeeding. In addition, she has written about home décor and travel.


When parents are asked about their child’s growth and development, they can remember the ages at which their child first rolled over, crawled, stood upright, or walked. However, who among them can recall the age at which their child transferred objects from one hand to another, pointed to objects or picked up small items?
Most parents are not able to remember. More often than not, a child’s fine motor skill development is overlooked. As much as gross motor skills are easily identified in a developing child, fine motor development is of huge importance and should be given equal attention.
Fine motor skills refer to the manner in which we use our fingers, hands, & arms. These are motor skills that include reaching, grasping and manipulating objects. Fine motor skills also involve using different tools such as crayons, scissors and pencils to colour, cut and write.
Feeding involves the use of our fine motor skills too (e.g. holding a spoon and learning to bring it to our mouth). In fact, we use our fine motor skills without thinking too hard about them, throughout the day. For our children, efficient hand use and coordination helps them to gain confidence and independence in daily tasks.
Motor skills gradually develop through each developmental stage of a child’s life; infancy, toddlerhood, preschool, and school age. Typically, between age 6 and 12, children will have mastered basic fine motor skills.
There are many developmental milestones that children attain to reach a functional level of fine motor ability. Parents, teachers, and primary caregivers need to have a clear understanding of how young children develop fine motor skills in order to promote their development. The following table outlines some early, significant milestones in fine motor development.
|Age by year||
Fine Motor Skills
|1-2 years old||
|2-3 years old||
|3-4 years old||
|4-6 years old||
Parents must understand that some children acquire new skills quicker than others; the information above should be used only as a general guide to your child’s fine motor development. If your child is not able to do some of the skills at the stated age, it does not mean that they are delayed. It may help to think of an average child as being capable of tasks in a range that encompasses some of the skills above & below those indicated for their age.
By Kris Borja, Occupational Therapist, THK Therapy Services
Kris Edward is a Paediatric Occupational Therapist who earned his Bachelor of Occupational Therapy degree at the University Of Santo Tomas- College Of Rehabilitation Sciences in the Philippines. He joined the team at THK Therapy Services (formerly known as The Children’s Therapy Centre) in February 2012. Kris is a compassionate and devoted therapist who provides intervention for children with special needs and their families
This article was first published in The New Age Parents Dec 13 / Jan 14 e-magazine


Thursday, January 09, 2003
'CHIMP MATH' Slips On a Banana
Are children in your school getting real math? Or math so easy that a chimpanzee could do it?
The old term was "fuzzy math. Now the term "chimp math" refers to the pervasive "whole math" philosophy that censors the teaching of math facts and practical foundational skills from students, including memorization and lots of repetition. Unfortunately, "chimp math" is in place in schools all across Nebraska now.
Sure signs: students will be engaged in a lot of dreary, hands-on "projects" in which students supposedly teach each other, group discussion is valued over individual concentration and problem-solving, there are non-math assignments such as essays about math, textbooks with lots of color pictures but not too many problems to work and no explanations so that parents might help with homework, and lots of brain teaser-type questions that would never translate to a real-world application.
The national wave of outrage against curricula like Everyday Mathematics and Interactive Mathematics continues to build to tsunami force. Be sure to check out /a> for more.
Comments: Post a Comment


When looking for the best for your child, don’t settle for anything less than top quality education. You as a parent can introduce music to your children and give them an amazing opportunity to discover new paths. We the teachers can show them the way to achieve their maximum potential. Playing a musical instrument has been proven to lengthen the attention span, help become a better listener, and also develop stronger coordination and focus skills. Together we can rekindle music in our students’ hearts and pass it on to the next generation!
For more information on our private music lessons offered visit our Oakville Music Teacher Directory
Top Ten Reasons to enroll your child in music lessons today:
10. Playing a musical instruments is a safe, fun, and creative after-school activity.
9. Classical music tutoring (RCM) enriched with a variety of non-classical popular repertoire.
8. Learning to read and understand music is taught as an essential element from the beginning.
7. Fantastic results in quality of sound, pitch and musicality.
6. Benefit of improved learning skills, such as coordination, listening, attention, etc.
5. Flexibility. You get to pick a day/time for weekly lessons.
4. Convenience. Close to your neighborhood.
3. Certified, experienced, kind and attentive teachers even for children with special needs.
2. One Free initial lesson; then risk-free 10-WEEKS trial period; no obligation to commit.
1. MUSIC EDUCATION FOR LIFE!
Top Ten Questions and Answers You Might Be Looking For:
10. Q: How do I begin? A: Pick an instrument based on your personal preference, or ask us for advice.
9. Q: Do you only teach classical music? A: We based our teaching on classical music, but not exclusively.
8. Q: How do I make sure the interest lasts? A: Sign up for a trial 10-week period
7. Q: Do all students have to take the Royal Conservatory Exam? A: No. Teacher determined the readiness.
6. Q: Do you offer an initial lesson? A: Yes, for 1/2 price of the regular lesson. One-time trial class.
5. Q: Do you rent instruments? A: Yes. Violin, cello, double bass, guitar, keyboard.
4. Q: Do you come to students home to teach? A: No, we only offer lessons at the Studio.
3. Q: How young can children begin playing an instrument? A: General music introduction starts at the age 3.5
2. Q: Can I start learning instrument at any age? A: Yes, absolutely.
1. Q: How do I sign up? A: Fill out the online Registration Form, no payment will be required until you choose the class and the schedule is set.


There is an estimated 30-45 million school aged kids playing organized sports each year. Lately, there has also been a trend of young athletes training for sports at earlier ages and specializing in one sport with a goal of elite status. But is it healthier to play more than one sport?
What is Sport Specialization?
Sport specialization is defined as year-round training (greater than 8 months per year) for a single main sport, and/or quitting all other sports to focus on that sport. Sports specialization definitions exclude athletes who perform a high volume of intense training in a single sport throughout the year but still compete in other sports simultaneously, as well as athletes who train intensely in a single sport during parts of the year with variable year-round involvement. Although sports specialization is trending, there may be more benefits in playing multiple sports.
The Benefits of Playing Multiple Sports
Data shows that early sport diversification is more likely to lead to valuable physical, cognitive and psycho social skills for the young athlete. In fact, participation in multiple sports in developing years (ages 0-12) may lead to transfer of skills between sports. What’s more, multi-sport participation tends to result in better long term performance and an increase in lifetime enjoyment of physical activity and recreational sports participation. There is also some data indicating unorganized free play may potentially have a protective effect from serious overuse injuries.
It is important to note that the focus should be placed on strength and neuromuscular fitness for development of the entire athlete for competence, confidence, connection and character. The International Olympic Committee suggests waiting until at least puberty before committing to sports specialization. There is limited evidence to suggest that specialization before the age of 12 is necessary for adult elite performance. Furthermore, early diversification does not appear to hinder elite level participation in sports later in life.
Risks of Early Sports Specialization:
- Lack of enjoyment
- High stress or anxiety
- Mood disturbances
- Decreased motivation
- Isolation from peers
- Lack of development of neuromuscular skills for injury prevention
- Lack of necessary rest from repetitive use of same body part
- Increased risk of overuse injury
- Reduced motor skill development
- Lost opportunity for fun
Recommendations to avoid burnout and injury:
- Avoid over-scheduling and excessive time commitment
- Use a valid and reliable tool to monitor signs of burnout
- Emphasize skill development and fun
- Provide opportunity for free, unstructured play
- Emphasize lifelong physical activity skills
- Avoid specialization until at least puberty
- Limit specialized training to less than 16 hours per week or do not exceed hours per week greater than the athlete’s age
- Good communication between coaches and parents
There are many health benefits to playing sports for people of all ages. Regardless of specializing in one sport or playing many sports, it is important that athletes enjoy the time that they spend playing sports. Should an injury occur during sport, click the link below to schedule a complimentary injury screening at your nearest Athletico location.


- Academic Results 2017
- Teaching Departments
- Destination of Leavers
- Learning Support
- Monmouth Science Initiative
- Revision Guide
- Exam Information
Physics is the study of the fundamental structure and behaviour of the universe in which we live. It also provides a sound framework upon which technological applications, such as engineering and electronics, are based. The language of physics is mathematics and, as such, this is a subject that provides an important and sort-after core skill of numeracy. Physics is a rapidly changing discipline where new and exciting discoveries are made daily.
The department teaches physics to the EdExcel International GCSE Specification. This consists of seven major themes: mechanics, electricity, electromagnetism, waves, energy, matter and nuclear. There is no coursework element and grades are based solely examination results. There is a 2 hour core and 1 hour extension paper. Practical skills are examined through questions set in these papers.
The aim of the specification is to provide thorough exposure to core skills in physics, tested equally through mathematical and descriptive challenges. The importance of experimental work is clear throughout the course and the department ensures that candidates are exposed to as much practical work as possible. This includes IT skills and data logging.
Pupils are encouraged to take an enquiring approach to this subject, to analyse evidence and to reflect critically on the validity of their own data and that of others. The importance of physics in the everyday world is emphasised, as well as considering its impact upon society.
A grade A* or A for International GCSE Physics is an excellent starting point for an A level in this subject.
Physics A level is a challenging and interesting course which is usually studied in combination with mathematics and the other sciences. Typically, the subject is taken by 30-40 students. Current exam results are outstanding, with about 60% of candidates achieving A*/A grades.
A grade A* or A for International GCSE Physics is an excellent starting point for an A level in this subject. The minimum qualification is a BB grade in Science/Additional Science or Double Award Science but candidates should be aware that they face a large step-up to cope with A level material.
The course includes both traditional physics, such as mechanics and modern disciplines, such as quantum and particle physics. Students find much to engage their enthusiasm and can extend their interest beyond the curriculum by participating in the Monmouth Science Initiative programme and the Monmouth Astronomical Research Society.
A levels changed in September 2015 but we are continuing with the AQA Specification. AS candidates will sit 2 examinations at the end of their course whilst pupils taking the full A-Level will sit 3 terminal examinations at the end of the second year of study.
Beyond Monmouth School
Most candidates go on to physics, mathematics and engineering at university. A lesser number study economics and medicine. Physics is a key subject in a large range of undergraduate courses, providing core numeracy skills. A surprising number of City of London workers are former physicists!


Obiageli Nnodu, Deputy Chairperson, Sickle Cell Support Society of Nigeria, said on Monday that sickle cell patients should drink more water and remain warm to avoid complications of their ailment.
Nnodu gave the advice when he spoke to the News Agency of Nigeria (NAN) in Abuja.
Nnodu, who is also a Consultant Hematologist at the University of Abuja Teaching Hospital, said that cold induces crises and complications for the afflicted.
She said dehydration also facilitated crises and complications in the management of the disease.
Nnodu said paying adequate attention to nutrition and hydration would reduce complications for sickle cell patients.
“Children identified to have Sickle Cell Disease should be encouraged to drink a cup of water on waking up, and frequently during the day to ensure the yellow color of their urine becomes white,” she said
Nnodu said that they should also be given a high-protein diet, fruits and vegetables, noting that this would reduce mortality and complications in patients with sickle cell disease.
She said early diagnosis through newborn screening remained a major prevention against the prevalence of the disease.
She added that the Sickle Cell Support Society advocated for massive awareness and education on the ailment.
“Information about sickle cell disease should also be incorporated into the primary school curriculum so that stigma and other misconceptions about the disease will be avoided,” Nnodu said.
She said the society in collaboration with other stakeholders was working to provide interventions in the prevention and management of the disease in Nigeria.
Photo Credit: Jhogan/Dreamstime.com (*photo is illustrative purposes only*)


The Curriculum at St. Michael’s is broad and balanced, engaging and inspiring and consists of the 2014 National Curriculum and the EYFS Curriculum, alongside SMSC and events and community links that help prepare children for the next phase in their education and for life in Modern Britain.
Our Curriculum is underpinned by Christian Values, growth mind set and emphasises a child-centred approach to teaching and learning.
From investigating Fairtrade and growing our own food to exploring historical characters the children are immersed in science, geography, history, art, design and technology, PE, music and computing all underpinned by literacy and numeracy skills in a cross curricular approach.
Through a topic based approach the children are taught the key skills from the National Curriculum in a relevant and meaningful context. The Curriculum is supported by our homework and the children learn more about topics through a series of independent tasks and activities that they can engage in with friends and with their families.


Music LESSONS 5 - 7 year old
|4.5 years - 7 years|
|Approximately 2 years|
|1 set per level (4 levels)|
|Yes – Piano or keyboard (minimum 49 note keyboard)|
We recommend small group learning environment where children are immersed in a whole range of activities designed to develop a broader range of musical skills than would otherwise be offered in traditional private lessons.
This broad base of sound musical skills are a great foundation to move on to any instrument in the future. Junior Keys Course is a great place to start your child on music!
Junior Keys Course
Junior Keys is our premier foundation piano course. If your child hasn't already started in one of our younger programmes there's no time to waste! In Junior Keys children develop a rich base of important musical skills, a strong platform on which to study any instrument in the future.
Your child to develop a set of musical skills essential for any budding musician including:-
- Reading - notes and rhythm
- Aural skills - by ear recognition of notes and phrases. This essential musical skill is often overlooked especially in private lessons where it is difficult to teach on a one to one basis. Music is a aural art and a well trained ear is essential to becoming a competent musician.
- Keyboard Harmony - your child will learn to play chords that form the underlying basis or harmony of music. Chord playing assist in developing skills such as transposition, composition, improvisation and playing by memory.
- Pattern recognition - music is built using patterns. Your child is taught to recognise musical patterns and this aids in memorisation.
- Transposing - is playing known pieces in other keys or positions on the piano. From the early stages your child will transpose.
- Playing the music rather than only what is exactly written on the page. We encourage our students to play the music not the just the notes. eg if the piece is jazzy then we play it with the rhythms of the jazzy style. In the beginning this concept is as simple as what we play with the right hand we play with the left hand even though it is not written out!
- Theory - recognition and writing of musical notes and symbols
Your child will be able to do Foundation of Music Education exams throughout the course. These exams are a fantastic way to consolidate learning and offer a positive exam experience.
Don't delay any longer. Come along to see just how much fun your child can have learning music.


Teacher Training Manual - PDF
Teacher Training Manual
A PDF Training Manual to accompany the free one-day Teacher Training Video Course.
This 191-page Training Manual, available as a downloadable PDF file, includes notes, activities, teaching ideas, and detailed charts to enhance the training experience. The manual is also an excellent reference for parents and teachers as it provides games, activities, and teaching tips that may be used to enhance reading, spelling, phonemic awareness, phonogram, and handwriting instruction.
Learn about phonograms, spelling rules, vocabulary development, multi-sensory teaching, and more with the free one-day training course!
About the Teacher Training Video Course:
Our free reading and spelling teaching course is a full day training for teachers and parents who desire to improve students’ language arts skills. This course is ideal for K-12 teachers, early childhood professionals, parents, ESL teachers, content teachers who desire to learn more about integrating reading instruction across the curriculum, and anyone who desires to learn more about multi-sensory, systematic phonics instruction.
Denise Eide provides professional development courses for schools, gives keynotes at literacy events, and speaks at educational and homeschool conferences nationwide. This video course now provides educators with accessible, engaging Orton-Gillingham-based reading and spelling training.
- 191 pages
- Downloadable PDF
- SKU: DTTMV
Copyright Notice: Our digital downloads come with a limited reproduction license. Licensed users may use the files on any device or computer and may print them, but may not sell, share, copy, transfer, or distribute files or prints to people not covered by the license.
Single Teacher License: This digital license is for use by only ONE teacher or individual. Multiple teachers in the same school or multiple parents in the same co-op must each have their own purchased license.
Learn more about Logic of English PDFs.
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The index gives each country a score between 1 and 100, representing the level of perceived corruption. (It is understandably difficult to measure actual corruption as it usually happens in secret). A higher score is better – ie. it means the level of perceived corruption is lower.
Tanzania’s Finance Minister, Saada Mkuya, said earlier this week that there was nothing the government could do to stop the value of the shilling from sliding against the dollar. The Citizen reported her as saying that all major currencies in Africa are in freefall, thanks to the stronger dollar.
I have looked at the numbers to see whether this claim is correct. Specifically, I have looked at how five different currencies – including the Tanzanian shilling – have lost value against the US dollar since January 2015. The other four currencies are the Kenyan and Ugandan shillings, Zambian Kwacha and Mozambican Metical. Continue reading →
Transparency International published their latest Corruption Perceptions Index (CPI) data and report last week. It draws on data from a number of surveys to assess how corrupt each country is perceived to be.
I’ve taken a look at the data, and there are some interesting insights in here.
I have two charts for you. The first simply shows each country’s CPI score since 2012, for Tanzania and all her neighbours, plus a handful of other comparable countries – Ghana, Senegal, Ethiopia and Botswana. Continue reading →
The same World Bank Service Delivery Indicators project has collected data on this as well, in the same four countries: Kenya, Senegal, Tanzania and Uganda. I’ve pulled out three indicators: health worker absenteeism, adherence to clinical guidelines, and diagnostic accuracy.
Health worker absenteeism is worst in Uganda, where nearly half (46%) of health workers were found to be not present at the time of an unannounced visit.
In Tanzania, absenteeism is substantially higher in urban areas (33%) than rural (17%).
Senegal appears to have a bigger problem that the other three countries with the quality of services provided. Only 22% of health workers were found to be following clinical guidelines, and only a third (34%) of diagnostic tests were found to be accurate.
In all three East African countries, health workers are more likely to follow clinical guidelines in urban areas than rural. And the accuracy of diagnostic tests was also higher in urban areas.
Last time we looked at data that showed how Tanzanian teachers really are on a “cold strike” (mgomo baridi). This time, a simple question: do teachers really understand what they are supposed to be teaching.
The same World Bank Service Delivery Indicators initiative asked grade 4 teachers (known as Standard 4 in Tanzania) in Kenya, Senegal, Tanzania and Uganda to take tests based on the primary school curriculum. Essentially, they were asking how well the teachers understand the subjects they are teaching. Continue reading →
Teachers in Tanzania are often said to be on a “cold strike”- mgomo baridi. Not officially on strike, but seriously demotivated and not putting in anything like the amount of effort that the government expects of them. Some may be absent from their schools, others at school but not in the classroom. This is often cited as one reason why children are not learning as well as they should be.
But exactly how bad is the situation, and how does it compare with teachers in other countries? Continue reading →
Pew Global Research have just published some new data from their Global Attitudes Survey, collected in early 2014. There were seven African countries among the sample, including Tanzania.
Let me start with a simple chart, with a conclusion that is perhaps surprising: More Tanzanians (90%) see corruption as a “very big problem” than in any of the other six African countries surveyed – more than in neighbouring countries, Kenya and Uganda, and more, even, than in Nigeria.


An eye-opening view of the unprecedented global spread of El Sistema - intensive music education that disrupts the cycles of poverty.
In some of the bleakest corners of the world, an unprecedented movement is taking root. From the favelas of Brazil to the Maori villages in New Zealand, from occupied Palestine to South Central Los Angeles, musicians with strong social consciences are founding intensive orchestra programs for children in need.
In this captivating and inspiring account, authors Tricia Tunstall and Eric Booth tell the remarkable story of the international El Sistema movement. A program that started over four decades ago with a handful of music students in a parking garage in Caracas, El Sistema has evolved into one of classical music's most vibrant new expressions, and one of the world's most promising social initiatives. Now with more than 700,000 students in Venezuela, El Sistema's central message - that music can be a powerful tool for social change - has burst borders to grow in 64 countries across the globe.
"A remarkable narrative with broad appeal to everyone from sociologists to general readers, this is one of the best recent books promoting social change." (Library Journal)
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Carnivorous Plants Facts – Download FREE Word Search Puzzle for Science
Carnivorous Plants Facts for Kids – Downloadable FREE Word Search Puzzle for Geography. Our carnivorous plants facts word search puzzle can be used as a fun activity for kids to learn fun facts all about Carnivorous plants. You can download, print and use this fun activity sheet for FREE!
Venus fly traps and pitcher plants are the two most common meat eating plants. These plants feast on occasional bugs that cross their paths. They seem exotic and are often found in the U.S. Some people try to take them from the wild because of curiosity.
Carnivorous Plants Facts Free Word Search Puzzle
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The SABES PD Center for Math has gathered this research to provide you with background information, a rationale, and evidence to support decisions around math teaching, curriculum, and program design:
- TEAL Math Works Guide. This guide from Teaching Excellence in Adult Literacy (TEAL) presents the culmination of two years’ work to identify research-based instructional practices in the content areas of mathematics and numeracy. It synthesizes important practices and competencies represented in current research on math instruction.
- Components of Numeracy. This document explores the nature and definition of numeracy. The three components of adult numeracy (context, content, and cognitive and affective) that are necessary in order to be numerate, act numerate, and acquire numeracy skills are discussed.
- Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, Spring 2017. This numeracy-focused issue of the Council on Adult Basic Education journal (volume 6, number 1) includes articles on research, practitioner perspectives, and a forum on the challenges of adult numeracy.
- Adding It Up: Helping Children Learn Mathematics. This book from the National Research Council covers math topics that apply to both adults and children. The College and Career Readiness Standards for Adult Education for Mathematical Practice were adapted from the integrated strands of proficiency: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition.
- Adult Numeracy: Review of Research and Related Literature. This report includes a vast number of topics related to adult numeracy and an annotated bibliography, which is also available as a searchable database.
- Adult Numeracy and Its Assessment in the ALL Survey: A Conceptual Framework and Pilot Results. The authors present a conceptual discussion of the numeracy construct and its facets, examine approaches to the assessment of mathematical skills, and review issues that influenced the item development process for the ALL (Adult Literacy and Lifeskills) Survey. This conceptual discussion had a large influence on the development of the numeracy framework for the PIAAC (Program for the International Assessment of Adult Competencies)assessment.
- The Inclusion of Numeracy in Adult Basic Education. This chapter from the National Center for the Study of Adult Learning and Literacy’s Review of Adult Learning and Literacy provides a comprehensive view of the state of numeracy instruction in the United States and other English-speaking countries.
- Adult Numeracy Development: Theory, Research, Practice, edited by Iddo Gal. The articles in this volume introduce views on the nature of adult numeracy, discuss instructional principles and recommended teaching practices, and examine assessment strategies.
- Adults Learning Mathematics (ALM): International Research Forum. The yearly ALM Journal is an international journal of peer-reviewed papers.
- The Teaching Gap, by James W. Stigler and James Hiebert. This book describes the research on how teachers in U.S. schools compare with those in other countries.
- Seeing as Understanding: The Importance of Visual Mathematics for Our Brain and Learning.How does the brain function when students think about mathematics—or, rather, “see” it? This paper posits that according to embodied cognition researchers, the ways in which teachers posture, gaze, gesture, and use tools when expressing mathematical ideas contribute to students’ abilities to understand.
- Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students. This practice guide highlights three general and interrelated themes for improving the teaching and learning of algebra: developing a deeper understanding of algebra, promoting process-oriented thinking, and encouraging precise communication.
- Building on Foundations for Success: Guidelines for Improving Adult Mathematics Instruction. This report reviews the research on adult education, adult mathematics instruction, and numeracy education.
- Algebraic Thinking in Adult Education. This resource explores the reasons that algebraic thinking is necessary to enable adults to meet the demands of the workplace of the future.
- What Community College Developmental Mathematics Students Understand About Mathematics by James W. Stigler, Karen B. Givvin, and Belinda J. Thompson.This is a must-read for those wondering why they cannot continue to teach math as they have in the past.
Mathematics and Adult Numeracy


Martin Fischer, a famous physician, said, “I find four great classes of students: The dumb who stay dumb. The dumb who become wise. The wise who go dumb. The wise who remain wise.”
As each new year begins, it’s always a time of self-examination. We are more willing to ask that difficult question, “Which class of student am I?” We often resolve to start that “new” activity, either for ourselves or with our children. Understanding the learning process and its impact on neural connections can be just the spark we need to really begin that new adventure.
Repetition enforces knowledge
Myelin, a brain connection insulator, directly affects our ability to develop any new skill.
Imagine a cloudburst shape representing a neuron. When you learn something, a dendrite grows out of this cloudburst, creating a new pathway to other neurons. As you repeat a new activity, myelin begins to wrap that connection. Each correct repetition creates another layer of covering. Just like a well-insulated electrical cord, this myelin coating provides better speed and implementation to whatever skill is deeply practiced.
Dr. Shinichi Suzuki, a well-known Japanese violin pedagogue, defined skill with the following equation: Skill = knowledge + 10,000 times. In other words, having skill (doing something well) occurs when you have the knowledge (that’s the learning part!) and then repeat it many times. Once the knowledge is taught, a student can begin the 10,000 repetitions required to achieve high levels of ability and create strong myelin coverings. During the initial spread of Dr. Suzuki’s philosophy, the world was shocked to see a child in diapers playing a very complicated violin piece. How was this possible? Knowledge wrapped with heavy myelin.
It’s a great plan to learn something new and then repeat it enough times to form a skill, but we need the motivation to do it!
Well, here’s some motivation for potential learners (which includes everyone!):
- Up to the age of 30, naturally occurring waves of oligodendrocytes (or oligos, for short) create myelin.
- From 30-50, we can still create strong myelin, but we no longer have naturally occurring waves of oligos.
- After 50, our existing myelin begins to deteriorate, but at least 5 percent of our oligos stay immature and ready for use throughout life. As the old myelin is deteriorating, you can create new myelin, which keeps your brain alive and well.
- Incidentally, when Einstein’s brain was examined, they found no greater number of neurons or bigger network of dendrites than any other brain. What they did find was massive amounts of myelin. Einstein himself stated, “I know quite certainly that I myself have no special talent. Curiosity, obsession and dogged endurance, combined with self-criticism, have brought me to my ideas.”
Master teachers provide motivation
So how can we take advantage of all those oligos waiting to transform into myelin? As a musician and parent, I would be remiss not to mention the advantages of choosing a music education. Playing an instrument is one of the few skills that requires the correct “answer” (playing the right note) within a specific time frame (in the correct rhythmic structure), while also engaging the amygdala—the brain’s emotional center—as well as integrating the right and left hemispheres.
Developing a new skill always requires dedication, and finding a master teacher is essential to this process. Input from an expert fuels motivation, encourages repetition, and facilitates learning. Being a part of a music studio connects a student to a community of peers, all working to develop expertise on their instruments. A great teacher brings targeted knowledge to each student’s specific needs, as well as innumerable ways of approaching the same concept if it isn’t grasped the first time. Experienced teachers have developed sturdy myelin wrappings on their “how to teach” connections.
Each day is an opportunity to challenge ourselves and our children with something new. It takes courage and energy, but the result will most certainly be a higher quality of life with quicker neural responses and connections. This is our mission, should we choose to accept it. However, this message will self-destruct in 30 seconds, unless repeated through deep-practice to create myelin.
The Omaha Conservatory of Music has an outstanding Artist-Faculty who are highly qualified music instructors, as well as active performers in the community, offering private and group instruction in strings, piano, guitar, voice, winds, brass, and percussion. Join our musical community today by calling 402.932.4978 or through our website at www.omahacm.org.


At the conclusion of this lesson students will be able to:
1. Match 3 pictures with the same initial phoneme to a set of 3 key row phonemes (9 total) across 5 trials.
Students will use Lakeshore Learning's Beginning Sound iPad app to practice initial sound identification. This corresponds to Common Core Standards in the area of Reading: Foundational Skills Kindergarten level 2d:
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not
include CVCs ending with /l/, /r/, or /x/.)
A video to,introduce students to the idea of beginning sound, in addition to letters.
Source: YouTube http://m.youtube.com/watch?v=BELlZKpi1Zs&feature=related


Occupational therapists at The Therapy Place help children develop and build skills important for independent functioning, health, well-being, security, and happiness.
The occupational therapist's focus is on a child's main responsibilities-playing and learning and his or her role as a student, friend, sibling, and son or daughter. Therapy is designed to seem like play, yet the therapists are actually creating a controlled environment that stimulates the sensory systems and provides the "just right" challenge for the child to move about and interact with his/her environment. Therapists at The Therapy Place have extensive training in determining challenging therapeutic activities aimed at assisting children to reach their greatest functional independence.
Comprehensive evaluations are offered in areas including: gross and fine motor skills, cognitive function, visual perception, self-care skills, neurosensory processing skills, and social skills. Therapists are certified to administer the Sensory Integration and Praxis Test, as well as developmental and motor proficiency tests.
- Sensory Integration. When our senses are integrated, the many parts of the nervous system work together so that we interact with the environment effectively. A child with inaccurate feedback about his sense of touch, body position, movement, or gravity struggles to perform tasks common to his peers and does not feel the usual security, safety, confidence, and enjoyment other children do. In therapy, the child engages in activities that provide an appropriate amount of sensory input-sound, touch, pressure, and movement. The child's responses become more automatic as his nervous system becomes more organized. This allows for accurate perceptions needed for building more complex skills.
- Fine motor coordination. Fine motor skills involve coordinating precise, controlled hand movements to perform an activity. Many functions contribute to fine motor skills, including muscle control, hand-eye control, and coordination. For children, fine motor coordination is essential to performing daily tasks such as using pencils, tying shoes, and opening and closing backpacks. Treatment includes activities and exercises that strengthen certain muscle groups, offer repetitive practice of tasks, or introduce adaptive equipment.
- Gross motor skill development. Gross motor skills involve the child's large muscle groups, which enable the child to accomplish physical challenges (climbing, running, swinging). Occupational therapists provide treatment activities based on the child's special needs. Issues such as balance, equilibrium, varying muscle tones, and overall coordination are addressed.
- Activities of daily living. The level of independence experienced by a child with special needs is greatly enhanced when he or she can accomplish self-care and other daily living skills on their own, including toileting, eating, dressing, and hygiene. Children delayed in these areas may benefit from occupational therapy, which includes instruction and practice, adaptations, and guidance for parents and caregivers.


Fun lessons perfect for upper-grade students to do independently or for a teacher to use to lead a class through a study of Shakespeare at a homeschool co-op or school. Learn about how to pronounce Shakespeare, iambic pentameter, biography of William Shakespeare, the Globe Theater, Elizabethan theater, and memorization and performance tips. Memorize speeches, read through and watch monologues, watch A Midsummer Night's Dream, and perform an act from William Shakespeare's Star Wars.
Gena Mayo is a homeschooling mom of 8 who has been teaching music in various forms for over 20 years. She has a Bachelors degree in Music Education and a Masters degree in Vocal Pedagogy (teaching voice lessons). It is her desire to help all homeschoolers include music in their homeschools.
"Big confession: I took this course for me! I've been wanting to teach my kids about Shakespeare for a long time but I felt completely unequipped to do it until I started Gena's new course: 10 Weeks of Shakespeare ~ Introductory Course for 7th-12th Grades. Although she called it an introductory course I was just blown away by the vast content, awesome videos, and tons of links to get deeper into every module. I always thought a course about Shakespeare could be boring but it is exactly the opposite! This course is very thorough and fascinating. I absolutely recommend it."
~Ana Willis, homeschool mom of 3 and blogger at TheyCallMeBlessed.org.
"Gena's online course 10 weeks of Shakespeare- Introductory Course for 7th-12th Grades is fantastic! It covers so much in just 10 weeks. It is perfectly laid out and easy to follow. This course provides great content, awesome videos and informative links that make learning about Shakespeare enjoyable rather than complicated. I also LOVE that it can be adjusted to teach grades K-6. I definitely recommend this course!"
~Jessica Anderson, homeschool mom of 2 and blogger at Intentional in Life.


The National Reading Panel
All of Lexia’s products are designed according to the latest scientific findings in education in addition to recommendations on the best approach to reading instruction from The National Reading Panel. The National Reading Panel (NRP) was formed in 1997 at the request of Congress with the aim of assessing the effectiveness of different approaches used to teach children to read. Based on these recommendations, Lexia incorporates the following into our pedagogical approach to reading:
Explicit instruction in phonemic awareness
Systematic phonics instruction
Methods to improve fluency
Ways to enhance comprehension
Lexia products are centered on a personalized approach to learning that gives students more control over the time, place, path, and pace of their learning. To some, the term "personalized learning" is simply the incorporation of technology to give students more control over their educational experience. Technology can be a key component of a personalized learning approach, but it cannot stand alone.
Lexia believes personalized learning is a combination of effective instruction combined with an interactive, user-centric experience that supports the varying cognitive abilities of all students. With Lexia, teachers can see detailed, real-time reports that help prioritize and adapt instruction, allowing students to develop reading skills at their own pace.
Structured and Systematic
What differentiates Lexia products from many ed-tech games or test prep programs is the incorporation of a structured and systematic approach to instruction. In Lexia products, how the curriculum is developed, how tasks are designed, and how students progress through the program are based on a structured and sequential approach that builds upon prior learning in a sequential manner from simple to complex, ultimately reducing dependency on the teacher and transitioning responsibility to the student.


Integrated Curriculum In Song: Values Education for the First School Year Book and CD
$29.99 Incl. GST
Code: KC-101 Author: N. O'Hanlon & K. Radloff ISBN/EAN: 9780980448917
A Lesson in Every Lyric.
Integrated Curriculum in Song is a dynamic resource of original songs which specifically target nation-wide outcomes for the first school year.
This complete teaching resource contains a CD of songs and a book with a list of targeted values and outcomes as well as practical 'Suggestions for Use' - everything from classroom activities to assembly items.
It provides an excellent values-based platform for students to learn curriculum content through music.
It is well known that music has universal appeal to students of all ages and abilities. The songs in this resource have catchy melodies and memorable lyrics. They convey and reinforce important messages, move the emotions, entertain and challenge. They also provide opportunities for students to explore musical concepts through a variety of activities.
Integrated Curriculum in Song will raise awareness and understanding of core values, enabling students to lead healthy, productive and fulfilling lives. Each song in this resource is jam-packed with values-based curriculum content which can help unlock each student's potential and create caring, effective and contributing members of society.
Integrated Curriculum in Song is designed for use in the classroom and wider school context.
Students will love singing these values-based songs without even realising they are learning!
This resource supports:
Values-based learning for Lower Primary School students
Outcomes of Primary School Curriculum (Society and Environment, Creative Arts, Science and Technology, Health and Physical Development)
Lower Primary School teachers, non-musical and musical alike
Curriculum themes include:
Care for Self, Others and School Environment;
Growth and Change;
Health, Safety and Happiness;
Goods and Services.
Ideal for Lower Primary This item is FIRM SALE only.


We have high expectations of academic achievement. Children are expected to work hard and recognise that each day at school provides the opportunity to gain new experiences, knowledge, understanding and skills. Children do better when parents/carers work closely with the school and we encourage parents/carers to take a keen interest in their children’s education, making learning a part of everyday life.
It is our responsibility to ensure that pupils become confident and competent users of the English Language. Our fundamental task is to teach your child to speak, read and write English effectively. Great emphasis is placed upon phonics-based literacy from the outset. Each day, for one hour, children in Foundation Two (Reception) are taught intensively, but appropriately, in groups of about six to eight children. This early emphasis on literacy development has proved to be successful in helping children to achieve very high standards.
In Maths children are taught key skills rigorously and robustly. Skills are taught consistently from year to year to build confidence and mastery. Children are clear that Maths does not begin and end in the Maths lesson but applies continuously across the curriculum. All staff actively promote the value of essential Maths skills for life and give children ample opportunity to practice and consolidate their understanding in a wide variety of contexts. Staff actively seek out opportunities to include mathematical knowledge and understanding across the wider curriculum in an engaging and thought-provoking way.
The computing curriculum is fully cross-curricular and discreet sessions are taught weekly from a robust and progressive scheme of work. The school offers many opportunities for pupils to apply their ICT knowledge and skills across the curriculum using a range of hand held classroom resources including individual laptops. Our assessment system for computing takes into account learning and application across the curriculum.
The National Curriculum
All children study the National Curriculum (NC). In the Foundation Stage, children experience the six areas of learning required as part of the Foundation Stage Curriculum which is delivered nationally. In Key Stage 1 and Key Stage 2, children are taught the ‘core’ subjects of English, mathematics and science and the ‘foundation’ subjects of history, geography, music, art, physical education (PE), design technology and religious education (RE).
A cross-curricular approach is used to teach the ‘core’ and ‘foundation’ subjects. A theme is selected and applied across all classes and ability groups, adding extra dimensions to learning and to cultivating lateral thinking. This skills-based approach has proved to be highly effective and inspires learning and high achievement.