The Behavioural Research Centre for Adult Skills and Knowledge, or ASK for short, was officially opened on 17 September. The research centre is focused on using behavioural science to help tackle adult numeracy and literacy. Adults who lack literacy and numeracy skills tend to be less productive at work, earn lower wages, are more likely to suffer from ill health and experience social exclusion. ASK is a joint initiative between the Behavioural Insights Team and the Department for Business Innovation and Skills – its working title had been BIRCEM.
To mark the event, educators, academics, students and policy-makers came together at a BIT & BIS conference to discuss the challenges facing the sector. The conference was held at innovation charity Nesta’s London headquarters, where the Behavioural Insights Team is based, and attendees were invited to play an active role in developing the upcoming programme of work.
- Dr David Dockterman, an education expert at Harvard, gave the key note address entitled ‘Applying Behavioural Insights to Learning’. This engaging session highlighted how lessons from psychology and beyond can improve educational attainment
- The ASK team gave details of the centre’s initial programme of trials, which will investigate how to motivate adult learners to sign up to courses, and stick at them.
- Trials are also in the pipeline with a diverse range of organisations, such as National Numeracy and Transport for London and lots of productive discussions at the conference laid groundwork for many more future projects.
In developing the centre’s first series of trials, the team has worked with academics from across the globe and travelled the country meeting experts to learn about the challenges those doing crucial work with adult learners face.
ASK has been provided with a 3 year start-up grant of £2.9 million from the Department for Business, Innovation and Skills. It will conduct research and run large scale trials with the aim of producing evidence based policy recommendations. The centre’s evidence gathering will begin on a micro level: in colleges, prisons, community centres and workplaces, before moving to explore broader impacts.


About This Chapter
Islamic Civilizations - Chapter Summary
Use the lessons of this chapter to improve your understanding of the development and expansion of Islamic civilizations. Discover how Islam started, what governs Islamic culture and its accomplishments. You will study:
- Mohammed and the founding of Islam
- The Quran, Sharia Law and the Five Pillars of the Islamic faith
- How Islam spread and the progress of the Caliphates
- History of the Islamic civilizations, societies and culture
In addition to studying these lessons, you will also be provided with the opportunity to test your understanding of the material with the lesson quizzes. You may take these short lesson quizzes online and then review your quiz results to discover topics you don't understand. Improve your understanding of the topics by studying the lesson transcripts that also accompany the lessons.
1. Mohammed and the Birth of Islam
Out of the deserts of Arabia would come a man who would change the world. He was Mohammed, founder of the religion of Islam, and this lesson serves as a brief summary of his life and the founding of the religion of Islam.
2. Five Pillars of the Islamic Faith: Overview, the Quran & Sharia Law
The Five Pillars of Islam are the foundation of the world's second largest faith. They are characterized by a simplicity that encourages peaceful cooperation between people, which is one reason for the religion's widespread devotion. This lesson will detail each of the five and show how they relate to the daily lives of practicing Muslims.
3. The Spread of Islam and the Progress of the Caliphates
After the death of Mohammed, Islam continued to spread through Arabia, the Middle East and Africa. This lesson is an overview of Islam's progress from the faith of Mecca to a faith for all the world.
4. Islamic Civilization & Society
Before the year 600, the Middle East was a no man's land between Persia and Byzantium. Then, 100 years later, it was the heartland of an empire that would grow larger than its predecessors put together. This lesson details the changes to society during that time.
5. Muslim Learning: Scientific, Artistic, Medical & Literary Accomplishments
The Abbasid caliphate (750-1258 CE) oversaw the Golden Age of Islam. Learn about the accomplishments of Muslim scholars in art, literature, science, medicine and mathematics during this time.
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Other chapters within the CSET Multiple Subjects Subtest I (101): Practice & Study Guide course
- About the CSET Multiple Subjects Test
- Grammar & Usage
- Language Development, Structure & Acquisition
- Literacy Development & Assessment
- Punctuation, Capitalization & Spelling
- Sentence Types & Structure
- Essay Development & Argument Structure
- Writing Informative, Narrative & Business Texts
- Non-Written Communication Instruction
- Elements of Persuasive & Public Speaking
- Types of Writing Sources & Citations
- Analysis of Fictional Literature
- Informational Texts & Text Complexity
- Early African & Middle Eastern Civilizations
- Ancient Hebrew Civilization
- Early Civilization in Asia
- Greek Civilization & the Roman Empire
- Feudalism & Christianity in Medieval Europe
- Early Civilization in America
- The Renaissance & Enlightenment
- Exploration & Colonization of the New World
- War for American Independence
- The Making of The American Nation
- The Early American Republic
- Sectional Crisis & the Start of the Civil War (1850-1861)
- Battles & Effects of the American Civil War (1861-1865)
- American Reconstruction & the Gilded Age (1865-1877)
- Industrialization & Urbanization (1870-1900)
- California's History & Development
- Government, Society & Citizenship
- Evolution of Human Society
- Societal Relationships & Institutions
- Physical & Human Systems in Geography
- Human Migration & Demography
- Scarcity, Choice, and the Production Possibilities Curve
- Demand, Supply and Market Equilibrium
- Macroeconomics & Fiscal Policies
- Effects of International Trade
- Analyzing Historical Sources
- Historical Research
- CSET Multiple Subjects Subtest 1 Flashcards


Microsoft Office 365: Word, Powerpoint, Publisher and Excel.
Inspiration 8: Create webs, idea maps, mind maps, concept maps, graphic organizers, process flows, and other diagrams for thinking, organizing and writing.
Superstar Online School: Our online version of the Help Me To Learn series:
Letters & Numbers: Letter Recoginition, Beginning Phonics, Reading, Spelling, Number Recognition, Beginning Counting to 30,
Addition and Subratction and more.
Phonics: Vowel Sound Recognition, Word Sounds, Vocabulary Building, Spelling, Blends, Digraphs, Rhyming, Synonyms, Homonyms, Dipthongs, Antonyms, Grammar, Literature, Writing a Paragrah, Punctuation, Capitalization, Reading Comprehension Strategies,
and much more.
Help ME To Learn:
Letters & Numbers: Letter Recoginition, Beginning Phonics, Reading, Spelling, Number Recognition, Beginning Counting to 30, Addition and Subratction
Clifford Reading: Ideal for a pre-reader or an older child in need of remedial help. Excellent practice with letter sounds, blends, initial and ending sounds, and short words. Some games ask children to match specific sounds with their letters, while others are open-ended. The more a child plays and succeeds, the greater the program's challenges.
Concentration Games: It's practice for hand eye coordination. They are very enjoyable and work on the basic computer skills needed for our word processing and creating programs.
Word Munchers: This is an effective program designed to build confidence in reading, grammar, and vocabulary skills. The objective is to move a "muncher" to the squares of a chess like board containing correct answers, and have the child "munch" the answer before being eaten by a Troggle. For younger students the Troggle eating feature can be turned off and they just click on the correct answer.
Categories: Classification: color, shape, design, class, Grammar: naming, action, and describing words, Phonics: initial / final consonants, vowels, Vocabulary: rhyming works, Sentences: (same as grammar)and Challenge: all of the above.
The Mathosaurus Series:
Dinoset 1 Activities: Match a set to a given number, match a number to a given set, create a matching set, make sets for numbers 1-10, identify which set has more and identify which set has more.
Dinoset 2 Activities: Match a set to number 11-20, match the set of number words one to ten, count by 1's, 2's 5's and 10's, use less than and greater than to compare numbers and use basic addition and subtraction facts 1-10
Dinoset 3 Activities: Match number words (eleven to twenty) to a given set, matching ordinal words (first through tenth) to a given position, recognize place value in 3-digit numbers and use addition and subtraction skills.
SpaceWorms: It's Wilbur the Worm in space. Travel through space with Wilbur and play seven wacky and wonderful games. These games cover finding what's different, mouse skills, painting by number, sequencing, finding similarities, counting 1 to 10, and reasoning.
Money Matters: This program is specifically designed to teach the value of money and its responsible use while reinforcing counting, addition and subtraction shills. There are four math-with-money activities, each teaching and reinforcing different skills.


Just the FACTS
Facts compiled by MENC Staff, Spring 2002. When using factual quotes from this brochure, please be sure to cite individual research source which follows each quote/fact. Other text copy in the brochure was authored by MENC Staff. When citing from these sections, please reference as: “Source: MENC—The National Association for Music Education "Benefits of Music Education" Brochure, Spring 2002". For further questions, contact email@example.com.
To inquire about purchasing print brochures of this information, contact firstname.lastname@example.org.
“Every student in the nation should have an education in the arts.” This is the opening statement of “The Value and Quality of Arts Education: A Statement of Principles,” a document from the nation’s ten most important educational organizations, including the American Association of School Administrators, the National Education Association, the National Parent Teacher Association, and the National School Boards Association.
The basic statement is unlikely to be challenged by anyone involved in education. In the sometimes harsh reality of limited time and funding for instruction, however, the inclusion of the arts in every student’s education can sometimes be relegated to a distant wish rather than an exciting reality.
It doesn’t have to be that way! All that’s needed is a clear message sent to all those who must make the hard choices involved in running a school or school system. The basic message is that music programs in the schools help our kids and communities in real and substantial ways. You can use the following facts about the benefits of music education, based on a growing body of convincing research, to move decision-makers to make the right choices.
The benefits conveyed by music education can be grouped in four categories:
- Success in society
- Success in school
- Success in developing intelligence
- Success in life
When presented with the many and manifest benefits of music education, officials at all levels should universally support a full, balanced, sequential course of music instruction taught by qualified teachers. And every student will have an education in the arts.


Literacy is the “ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts”.(UNESCO)
The South Island Literacy website includes information and resources from: Victoria, Saanich Peninsula, Westshore and the Sooke Region. Within each of our communities, we work collaboratively to identify ways to build community capacity and improve literacy.
For many years in British Columbia there has been a focus on literacy in communities. This approach is based on an understanding that literacy is everyone’s responsibility and too big a job for one industry. We make the greatest gains by working together and pooling our resources and experience.
In 2004, 2010 Legacies Now launched the Literacy Now Communities program which supports the development of community literacy task groups to discuss, plan and take action for literacy development across the lifespan. Today, Decoda Literacy Solutions provides resources, training and funds to support community-based literacy and learning initiatives in over 400 communities and to 102 Task Groups across British Columbia.
The Community Task Group
Each region has a Task Group committee made up of community representatives who think about and initiate actions to support and promote life-long literacy. Because literacy is directly linked to the well-being and growth of individuals and communities, task group members recognize the importance of literacy as a community building tool and a strategy for supporting economic, social, health and educational goals. To support literacy effectively, the Task Group focuses on strategic thinking around gaps, assets and collaborative efforts that will bring about potential solutions. Some of the questions Task Group members ask include:
• Where are the literacy gaps and opportunities in our community?
• What can we contribute to a possible solution?
• What is the best thing that we can do for people in our community?
If you would like to become a member of the Literacy Task Group in your community, please contact the Literacy Outreach Coordinator.
The Literacy Outreach Coordinator
Each region also has a Literacy Outreach Coordinator (LOC) to carry out the actions identified by the task group through the community literacy plan. The LOC is involved in:
- Providing leadership, facilitation and support to the community literacy task group;
- Identifying literacy needs and issues in the community;
- Supporting community groups engaged in the provision of literacy programs and services;
- Encouraging broad community representation, participation and leadership for literacy;
- bringing an understanding about the relationship of literacy to various sectors of the community
Community Literacy Plans
The community literacy plan is one of the tools to support the process of literacy development throughout the community. It provides information about how community partners are working together to improve literacy. These plans are part of a provincial strategy to improve literacy skills and encourage lifelong learning for all British Columbians.
Visit ‘In your Community‘ to learn more about what is going on in your area.


A community is like a ship; everyone ought to be prepared to take the helm.
Ruskin’s concern for art education applied to the development of the power of the hand and eye for everyone.
Everyone has been made for some particular work, and the desire for that work has been put in every heart.
This is the crux of the problem: because the Republicans and the right wing have been successful in almost eliminating unions, everyone else has suffered as a result.
We live in a world of communication – everyone gets information about everyone else. There is universal comparison and you don’t just compare yourself with the people next door, you compare yourself to people all over the world and with what is being presented as the decent, proper and dignified life. It’s the crime of humiliation.
The Self of everyone, the Atma of everyone, the transcendental field of reality of everyone, is the same in everyone. Whether the body calls itself an American, German, Indian or Chinese, it doesn’t matter.
Everyone agrees to that; but when we come to define truth, dissension starts.
That which has been believed by everyone, always and everywhere, has every chance of being false.
All information belongs to everybody all the time. It should be available. It should be accessible to the child, to the woman, to the man, to the old person, to the semiliterate, to the presidents of universities, to everyone. It should be open.
We need to say that women have sex, have abortions, are at peace with the decision, and move on with their lives. We need to say that is their right, and, moreover, it’s good for everyone that they have this right: The whole society benefits when motherhood is voluntary.


MindWare’s popular Science Academy line now features easy science projects for kids who are just getting started on their science adventure. Turn simple chemistry into creative playtime—in no time with Putty Lab! This science lab for young learners starts with pre-measured ingredients. Simply mix the putty materials, then blend your custom glitter mix to make it shimmer, and voila! Stretchy, sparkly stardust putty! The Space Sand Lab is an out-of-this-world adventure! With a few simple scientific steps, kids can make their own super squishy space sand. Simply mix the pre-portioned materials to create sand that sticks to itself, but not to little hands or clothes! It’s magic, moldable, mess-free fun.
• It’s science for kids that yields a fun play toy
• Provides an early introduction to chemistry
• Encourages curiosity and following directions
• Putty base, 4 glitters, 4 putty storage containers and instructions
• Corn starch, colored sand, mineral oil, 6 shaped molds and instruction
Age Recommendation: Ages 4 and up


I understand there will be a lot of time commitments for your children – especially if your child has a busy academic schedule. However speaking from personal experience and a teachers experience, there are many reasons why performing arts should play a key role your child’s education In many studies, researchers are now linking involvement in the arts to better child development and higher student achievement.
HIGHER ACADEMIC ACHIEVEMENT
Studies such as this report from the Arts Education Partnership suggest schoolchildren exposed to drama, music and dance are more proficient in reading, writing and math. In countries with the highest rankings in math and science, such as Japan, Hungary and the Netherlands, arts and music education form a mandatory part of the school curriculum. Children also learn to take instruction from adults and respect authority.
CONFIDENCE & SELF-PRESENTATION SKILLS
One of the most obvious benefits of performing arts is the development of skills in self-presentation. A child must learn how to present him or herself in front of an audience, be it big or small. They develop the ability to converse with adults in a mature manner. Participation in the arts allows them to grow their self-esteem and self-confidence, developing poise and learning to overcome anxieties.
Performing arts are also about social interaction and cooperation. Your child will no doubt make life-long friends with those who share the same passion as they do.
A MEDIUM FOR SELF EXPRESSION
The arts allow for deep self-expression from a child’s heart. It can help them make sense of their emotions and develop new ideas to express themselves. For example, musical children may find their “happy place” when they are playing songs to themselves that reflect their emotions. Or maybe the dancer is better able to express their emotions through physical movement rather than vocally.
Performing arts are also great exercise – even opera! A singer must be physically fit and have a good lung capacity to reach and hold notes for a period of time. Some performing arts are based on cultural history, which may allow a child to connect with their ancestry or ethnic background.
PROBLEM SOLVING & PERSEVERANCE
Performing arts help teach children both self-reliance as well as collaboration with others in order to reach a goal. They learn that there are many different pathways to develop a skill. Performing arts develop reasoning and creative thinking, as well as motivation, concentration and teamwork.
EMPATHY & COMPASSION
Performing arts help promote interpersonal skills. Some of the previously mentioned benefits can come through participation in sporting activities, but performing arts also promote and develop certain skills and characteristics such as empathy and compassion for others. The creativity involved in performing arts extends to emotional creativity and can open children to new ways of seeing the world. In group settings, there’s less of a focus on winning or losing, and more about working together as a team towards a shared performance goal, as well as the child’s individual journey of development.
For example in musical theatre, children may have to learn to work behind the scenes as well as on stage. By having to carry out a variety of tasks and roles, they are able to look at the world from different vantage points.
Whether it’s acting in a play or performing in a dance, encouraging your child in performing arts is a great way to create a well-rounded education.


SYDNEY AND MELBOURNE
SYDNEY AND MELBOURNE
Music therapy is a research-based practice and profession in which music is used to actively support people as they strive to improve their health, functioning and wellbeing.
At Giant Steps, music therapists do this by collaborating with all members of the transdisciplinary team – teachers, occupational therapists, speech therapists, educators and families to empower everyone involved in the child’s life to access music for building relationships.
Most children are attracted to music, and children with autism especially so. What makes the experience of music unique, is how it stimulates multiple areas of the brain. The act of making music – singing, playing instruments, moving – activates even more areas, making it an effective medium for integrating the senses. This motivation for music means the music therapist is able to work on the foundational skill of simply staying involved with someone for increasing amounts of time. This ability to maintain connections is one of the building blocks for engagement and learning, and often one of the first steps in making social connections.
Music therapists use the structure of music to help keep anxiety low, by providing a predictable means of knowing what is expected. The use of music laid over sequences and instructions for daily tasks such as tying shoelaces, putting on sunscreen and brushing teeth have helped many students overcome sensory barriers to these kinds of activities. Across the school day, music is used by all staff to help keep students at their optimal arousal level for learning, through upbeat dance and movement, singing, playing preferred instruments or providing calming sensory input along with steady, simple melodies. As many people with autism can feel stressed by difficulties with sensory processing, comprehension and understanding the world around them, music can add experiences of pleasure and joy when they are most needed.
Social learning forms the foundation of the music therapy program, with a focus on skills such as social orientation, initiation, referencing, imitation, turn-taking, adjusting to coordinate with others, joint attention and emotional regulation. Focusing on an object, such as a musical instrument, can provide a less threatening means through which to begin imitating others and to jointly attend to the same experience. Research is now showing that the simple act of keeping a beat with others increases prosocial behaviour and social bonding with group members and play partners. Activities such as drumming together, dancing with a partner or playing an instrument alongside another, help students to enjoy being with others and to build trusting relationships for learning and friendship.
The music program at Giant Steps combines therapy with curriculum, believing that music therapy and music education are different, but complementary. Music therapists traditionally focus on developing social and communication skills through music, however the teaching of music skills to a student will also enable them to participate more fully in social music groups. Learning outcomes are met through music programs and carefully assessed across the school year. A typical music session might include activities such as: singing and voicework, playing instruments, dance and movement, improvisation, storytelling, song writing, relaxation and listening to different genres of music.
Each semester features a music style or multicultural theme. Festival days are coordinated with performing groups visiting the school, and these authentic experiences help to bring content to life. Giant Steps also believes in equal access to the arts and has established working relationships with key arts organisations. These include setting up the autism-friendly performances at the Sydney Opera House and now collaborating with the Art Gallery of NSW and the Australian Museum. These partnerships are opening up opportunities for students of all abilities to experience all the learning, creativity and sensory pleasure that the arts have to offer.


First published in 1989, Towards a Theory of Schooling explores and debates the relationship between school and society. It examines the form and function of one of humankind’s most important social institutions, following the cutting edge of pedagogic innovation from mainland Europe through the British Isles to the USA. In the process, the book throws important light upon the origins and evolution of the school based notions of class, curriculum, classroom, recitation and class teaching.
Table of Contents
Preface; 1. Setting the agenda 2. On the Origins of the Educational Terms Class and Curriculum 3. Schooling to Order: Jean Baptist de la Salle and the Pedagogy of Elementary Education 4. Adam Smith and the Moral Economy of the Classroom System 5. On Simultaneous Instruction and the Emergence of Class Teaching 6. The Recitation Revisited 7. Notes Towards a Theory of Schooling; Bibliography; Index


8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning. For me, professional collaboration depends on sharing our classroom stories. This is how we learn from others’ teaching experience and how we reflect on our own. It is how we trade curriculum, analyze assessment, and discover practical solutions to everyday teaching problems. Sometimes we want to share those classroom stories with teachers whose experience closely matches our own: teachers working at our same school, in the same grade level and content area. At the school in which I intern, for example, the 9th and 10th grade Language Arts teachers collaborated to create two common rubrics for summative writing assessments. Here is an image of the 10th grade rubric, which I modified for use with an in-class essay:
According to DuFour (2011), “The most comprehensive study of factors affecting schooling…concluded that the most powerful strategy for helping students learn at higher levels was ensuring that teachers work collaboratively in teams to establish the essential learnings all students must acquire [and] to gather evidence of student learning through an ongoing assessment process” (p. 60). This common rubric reflects an established understanding of the essential writing skills students must acquire by the end of 10th grade. In addition, the common rubric creates consistent language around writing instruction that allows students to know what is expected and to build writing skills piece by piece. Because the rubric can be highlighted to focus on different elements of writing, it is adaptable to writing assignments that focus on distinct elements of academic writing, or on specific writing conditions. In the rubric above, for example, I shaded out the Context, Conclusion, Grammar and Professionalism categories. Since I was using the rubric for an in-class essay I wanted my students to be able to focus on the essential ingredients for on-demand writing: Thesis, Organization, Concrete Details and Analysis, without worrying about detailed final editing tasks. When I graded my students’ in-class essays using this rubric I was impressed by the consistent focus and sophisticated use and analysis of textual evidence I observed in their essays. In the future, I would like to review the rubric with the 10th grade Language Arts team and jointly prioritize rubric categories for in-class essays. On-demand writing is required for many standardized tests, college courses, and careers, and collaborating with other teachers to define essential writing elements specifically for on-demand tasks will serve students well in their writing futures.
Sometimes we need to go outside of our school building to expand our understanding of what constitutes essential learning and how to teach and evaluate it. Professional organizations help us to trade classroom stories with a broader audience. In EDU 6134, a Professional Issues class, I researched three professional organizations that focus on English Language Arts and Literacy instruction. The chart below summarizes what I learned about the professional learning opportunities offered by those organizations.
These professional organizations all offer opportunities for sharing curriculum, assessments, and instruction. But effective idea sharing, support and collaborative problem solving requires in-person meeting time. According to Desimone (2011), “a more broad-based view of teacher professional development has emerged, treating teacher learning as interactive and social, based in discourse and community practice” (p. 68). The Washington Organization for Reading Development (WORD) is divided into local councils, including a Seattle council and a particularly active Lake Washington council. These latter two meet regularly over the course of the school year and offer opportunities for book talks, author visits, and sharing of strategies around literacy instruction and reading engagement. These offerings form the basis for effective interactive, social, practice-based teacher learning. At these local events I also hope to connect with other educators interested in literacy development at the high school level. By sharing stories about challenges we’ve faced, strategies we’ve used, and books we’ve taught we can all better help our struggling students develop into strong readers and writers.
Desimone, L. (2011). A Primer on effective professional development. Kappan, V92, N6
DuFour, R. (2011). Work together but only if you want to. Kappan, V92,N5


Classical music is both timeless and iconic. The genre differs from the trend setting tunes you hear on the radio today. When you have children, it is beneficial for them to be well rounded in cultures and musical tidings. Younger kids and teens are becoming who they are meant to be with an inclusion of their experiences, exposures and expectations as their guide. As with any learning endeavor, beginning early on ranks a higher success rate of adaptability. It is smart for parents to infuse a variety of musical tastes in their environment.
Starting children on a classical route is simpler than teaching them to like spinach. Many lullabies and nursery rhymes are renditioned from great composers such as Mozart and Bach. If you do not want to rely on Twinkle Twinkle Little Star as your main source of classical music education, there are a few tips of the parenting trade to help you along your quest.
Classical Music and Children
We all know when we force feed a concept to a child, it rarely has a welcome reception. Classical music should not feel like a punishment to your little ones. Instead of the appearance of a time out while they listen to Beethoven, getting them involved will warrant a much better outcome. Children love to draw as they can express themselves in color. Having art time while playing your favorites will acquaint the tones with creativity. The same is true for all the arts including dancing, painting and singing. Leading by example is perhaps the most important to remember. Children are sponges who soak up everything we say and do. If we take time to enjoy a playlist of sonatas, they will follow our footsteps as well.
Practicing and Music
Repetition is the surefire way to ensure children retain the culture we instill. The more they are associated with classical music the less chances they will completely reject it in the future. Training to play an instrument will familiarize kids with the varied notes they will be able to recognize in renowned works. This also gives them the opportunity to compose their own music as they grow. Visiting theaters and opera houses will be an exciting time for them. Performances by orchestras, ballets and symphonies will create lasting memories for years to come.
Understanding the history of a particular song will help them to appreciate the piece. There are several composers and artists of all genres who have a tale to tell of their beginning. Classical styles have had a hand in how we hear music of any variety. As children grow, their tastes will inevitable change through the years. Making classical one of many forms they are able to cherish will prevent limitations to their individuality. Whether they prefer the piano over the violin, it is important to give them enough space to spread their wings and learn to fly.


Day Care’s Role in the Potty Training Process
by Angie Long
Angie is an experienced freelance writer and mother of two. She has extensive experience working in professional training, including the development and evaluation of training and exam material. She has a background in elementary education. Angie has a 4-year-old who still struggles with potty training, yet her 8-year-old nailed it by two years of age.
How are They Teaching Potty Training?
- They recruit the help of another child. It can be difficult to convince a toddler to even sit on the potty. Many children are either scared or not at all interested. So, day care teachers may recruit the help of a friend of the toddler who is already potty trained to teach Children are more likely to model their behavior after another child than they are to model the behavior of an adult. Watching another child assures them that they’ll be safe, and it also motivates them to be just like the other kids.
- They teach all of the steps. They may first teach the child to pull their pants down and up. Then they may teach the child how to pull the toilet paper off the roll. Then they learn to flush and wash their hands. Breaking the potty process down into different steps makes learning less intimidating.
- They use potty training books. Advice given to UK from parenting educator Elizabeth Pantley is that if a child acts clueless about potty training, they probably are. So, books with visuals can really help teach them how to use the potty.
- They’re consistent. They don’t give up simply because the child isn’t interested. If the child says no, that’s fine. They’ll simply ask again later and repeatedly throughout the day.
- They know that accidents are simply accidents, which are a natural and expected part of the potty training process. When a child has an accident, the staff should put the child in clean clothes and go about the rest of the day. They’ll also try to determine if the accident was triggered by a certain incident. Sometimes a change in routine can cause minor setbacks.
- During the potty training process praise them often. Some day cares keep sticker charts near the toilet and share the good news with other staff and kids when a child successfully uses the toilet.
- They have a set schedule. Different centers and teachers use different systems for scheduling potty breaks. Some go every half hour while others may try four times a day. It all depends on the center and the needs of the children. Whatever the schedule is, day care provider Bright Horizons recommends asking the teachers what schedule they use and then duplicating the same schedule at home, so the training process is consistent.
- They avoid diapers and rely solely on underwear. Even if the diaper is a pull-up, it will affect the potty training process because it feels exactly the same as a diaper to the child. Since diapers prevent children from being able to feel wetness when they have an accident, they have little motivation to potty train. Don’t feel like you’ll inconvenience the teacher by sending your child to day care without diapers either. Ultimately, the child should learn more quickly by wearing underwear, so everyone wins!


There are so many fun themes and activities that I love to use in the long winter months of Wisconsin. One of my favorites is Penguins. Why? Penguins are interesting, cute and there are so many movement activities and crafts that can be incorporated into your lessons. The activities below are a part of a unit, click (here) to check it out.
Kids LOVE facts. I always start out this unit reading a factual book. Penguins are unique birds and your students will eat this up! I always use some sort of a comprehension graphic organizer to help them store all of the facts in their brain.
I love to use this crown the first day of our unit. They keep it at school throughout the week for movement activities. I like to have the boys and girls glue the facts around the crown. They can discuss the facts as they build them.
I love the Emperor’s Penguin by Jane Chapman. The Emperor penguin is one of the most well known penguins. The boys and girls are always excited to talk about baby penguins.
The boys and girls also enjoy measuring themselves next to the emperor penguin. I like to write the words taller and shorter on the board and we discuss how many children are taller and how many are shorter than an emperor penguin.
To help the boys and girls remember all of the facts that we have learned about penguins, I love to complete an interactive fact book throughout the week. The boys and girls love sharing this book with their families.
I love to use the cute penguin theme to strengthen skills in the areas of literacy an math as well. The boys and girls help the penguin fish for food. They will identify the number and feed it to the penguin. The boys and girls build on their number sense by matching penguins to numbers in large group. Then, they will color the matching number on penguins in this cute reproducible.
We continue to work on sorting symbols as letters or numbers throughout the year. I like to practice it each month using different activities. We continue to work on uppercase letter identification as well. My children love write the room. I attach the printable to a clipboard and tape the center cards around the room. As they find the letter, they will color the matching letter on their printable.
The sensory table is one of my favorite areas of the classroom. For our penguin unit I add snow (of possible) or I freeze large chunks of ice in ziplock bags and containers and put it into water, along with a penguins.
In the centers or learning tubs, I like to place additional activities. Each activity is working on important skills to help students grow in the areas of literacy and math, as well as fine motor skill development. Click (here) to check them out.
If you are looking for homework ideas, or supplementary materials for preschool check out the pages below. I am not a huge fan or worksheets for this age group, however, now that I have children that age I have seen how much they enjoy them. It makes them feel big like their older brothers and sisters. If you use this as homework, it gives parents a glimpse into what their child is working on. The ideal age is mature 4-6.


There is never enough practice for implementing activities. Each time a lesson is taught, a teacher learns something new about effective teaching practices through self-reflection, especially when implementing multiple content areas in one lesson for cross-disciplinary instruction.
Allocate at least 5 hours in the field to support this field experience.
Part 1: Implementation
For this field experience, you will deliver the literacy activity you created in Topic 2, or a lesson of your mentor’s choice, to a small group of students that your mentor teacher has selected. Remember to focus on:
Instructional strategies for literacy development.
Differentiation, including accommodations to meet the diverse needs of students.
Creating engagement and promoting discussion.
Part 2: Mentor Feedback
After your implementation, ask your mentor teacher the following:
How effectively did I integrate literacy into the activity?
Were students engaged?
How effectively did I meet the needs of all students?
What did I do well and what can I do better?
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 3: Personal Reflection
How did I integrate literacy in the activity?
Did students demonstrate the concepts of the activity? How?
How did I differentiate by using resources and/or technology to make necessary accommodations in the activity?
What do I feel went well in the class and what might have gone better?
How did I know if the students met the learning objective of the activity?
What would my next steps be for my future practice?
Write a reflection of 250-500 words summarizing your implementation experience, mentor’s feedback, and your personal reflection.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Submit Your Assignment and get professional help from our qualified experts!


Crustaceans – Free Download and Printable Science Worksheet for Kids
Crustaceans Worksheet – Get our free to download and printable science worksheet for kids. This fun easy science worksheet about the Crustacean animals, includes a fun hidden and missing word search puzzle game as well as a word seek puzzle for kids.
Our free printable science worksheet is suitable for Preschool & Kindergarten kids as well as for Primary school kids.
Primary school kids in First Grade to Fifth Grade can enjoy this reading comprehension worksheet while learning fun facts about Crustaceans.
Pre-K and Kindergarten kids can enjoy this easy science worksheet as a listening comprehension worksheet. Kids who cannot read nor write can still enjoy the word seek game, while they learn fun facts about the Crustacean and learn to recognize letters and words.
Educators and teachers can use our free printable science worksheets to supplement their science classes, school enrichment programs, after school enrichment programs and for homeschooling activities.
Parents can spend quality time with their kids while teaching them fun facts and awakening their interest in science.
Crustaceans are arthropods. Their skeletons are on the outside of their bodies. They have two pairs of antennae. What are Crustacean species? Crustacean examples are shrimp, crabs, lobsters, barnacles and hermit crabs. Want to know more about Crustaceans characteristics?
Download our FREE printable science worksheet to learn more fun facts about Crustaceans for kids.
Crustaceans Free Science Worksheet for Kids
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Crustaceans - Free Download and Printable Science Worksheet for Kids - ." Easy Science for Kids, Jun 2020. Web. 02 Jun 2020. < https://easyscienceforkids.com/crustaceans-free-download-and-printable-science-worksheet-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Crustaceans - Free Download and Printable Science Worksheet for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/crustaceans-free-download-and-printable-science-worksheet-for-kids/
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Good morning lovely kids!
During their circle time, kids had a chance to dance, jump and wiggle.
This was an awesome way to kick off the day with a smile.
Little Pollies learned about the sense of touch today.
A lot of toys were presented to the kids in order to sort them.
Some of them were soft and some of them were hard and they used their sense of touch to discover it.
This was good for their fine motor skills as well as their communication and language development as they tried to explain what they found.
It`s a pink day today!
Little ones also enjoyed Pink games today. They used their little bodies to run as fast as they can as well as to paint big pink dress.
A great way to exercise their bodies and most importantly to develop physically, socially and emotionally.
It was fun for kids listening to the story narrated by the teacher.
Listening to stories is a great way to improve their language and communication skills.
Kids numeracy skills are developing every day.
Today they were led to do some tracing to enhance their fine motor skills and numeracy skills.
Providing opportunities to write during the school day makes early writing interesting.
Tomorrow holds more discoveries for them…


One Minute Lessons Harmony
One Minute Lessons Harmony
I’m writing today to explain a bit more about what makes the One Minute Lessons different from other Muse-Eek courses. There is a big difference between working out of a book and taking a one-on-one personal lesson with me. I noticed over the years that sometimes I would have long discussions with my students; times where we stopped playing and would just talk about music. I wanted to distill some of these conversations into an easily digested, informal series. So I created the One Minute Lessons. The title may make it seem like they are not weighty, but in fact they cover important topics that are key to improving your musical expression.
One Minute Lessons Harmony Help By…
The One Minute Lessons Harmony will help you to think outside the box that so many people unconsciously put themselves into. This overview contains to the point information that doesn’t require you to do any work; just to watch the video and look at some examples. There are many considerations that go into choosing the right harmony for a piece of music, and having an overall understanding of these choices helps you put all harmony in context and clarifies the many options you have when creating or using it. Examples are provided so that you see and/or hear the music created from these various concepts.
By understanding the bigger picture that The One Minute Lessons Harmony presents, you can make intelligent decisions regarding which type of harmony to use where, and the factors that will make a chord work -or not work- in any given situation. Having this overview of harmony can really help you to understand any chord progressions you encounter, as well as help you when you are composing or improvising. The following eleven topics are covered:
- Harmonic reharmonization: One of the most common types of reharmonization, by using the 3 ways a dominant chord can resolve with a few added possible additions.
- Chord tone and tension reharmonization: Using chord tones and available tensions as a means for creating substitutions within harmony.
- Modal harmony: Looking at the various types of harmony that can be created by using the mode of a chord to create substitutions.
- Slash chord harmony: Looking at the various types of harmony that can be created by using slash chords.
- Creating harmony from melody: Looks at the possible scenarios to use melody to create a harmony.
- Create harmony by the use of pitch class sets which can be used in the simplest type of music to the most complex.
- Creating harmony from counterpoint gives you a completely different way of thinking about harmonic structures within music
- Create harmony from intervallic structures opens your mind up to alternate ways of creating harmony that function outside of usual harmonic patterns.
- Combining multiple harmonic methods to create a musical reharmonization.
- Harmonic density looks at the style and size of your harmonic structure, which can make an important difference in what sounds good in any specific situation.
- Harmonic rhythm is discussed which is the key to making any of the aforementioned ideas work within music.
Get yourself out of a limited mindset and see that you can create harmonically rich situations by having just a basic understanding of the ideas presented in the One Minute Lessons for Harmony.
Bruce Arnold Music Education Genealogy Chart
You might enjoy checking out the “Music Education Genealogy Chart” located on my artist’s site. You will clearly see the historic progression of pedagogy that is the basis for Muse Eek Publishing Products. Great musicians throughout history have been studying the ideas presented by Muse-eek.com which derives its content from a a lineage that stretches back to Scarlatti!


Osmo Learning System - Coding Edition Manipulatives
Product Number: Z51474
This item is shipped directly from our supplier. Allow extra delivery time.
Use these manipulatives in conjunction with the Osmo Learning System to learn coding fundamentals and real programming concepts. With 3 different coding activities, students will learn to use symbols to program a path or create their own music. Students learn coding fundamentals and real programming concepts by linking physical coding blocks into sequences, loops, and
if/or actions. Integrate activities into any STEAM-based curriculum, makerspace, before- and afterschool programs, summer school program, gifted education program, basic skills program, and special education classroom. NOTE: Meant to be used with the Osmo Learning System. Osmo Bases are not included.
- Coding Awbie - Introduces the foundational skills of programming as students join Awbie on a strawberry-munching adventure. Focuses on the following skills:
- Computational Thinking - Teaches programming through exploring the functions of decomposed parts, detecting patterns, and crafting algorithms.
- Logical Reasoning - Integrates the
loopblock that reflects multiplicative thinking and the
if this, then...block that highlights cause-and-effect.
- Coding Jam - Students arrange Osmo's Coding Blocks into patterns and sequences to compose their own music. Through this, not only do students learn the basics of coding, but they also develop an ear for rhythm, melody, and harmony.
- Coding Duo - Two students can code simultaneously in this fun game, which fosters collaboration and the ability to plan strategy. Advanced coding puzzles, cooperative game play, and a compelling quest will challenge more advanced students who have already explored Coding Awbie and Coding Jam.
- Grades K-5
- Includes 3 sets of Coding Awbie, Coding Jam, and Coding Duo manipulatives (Osmo Bases sold separately)
Allow extra delivery time.
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You have speech students with main idea goals. Don't know where to start so that you don't feel like a reading teacher? I am here to help!
Main idea? Isn’t that a reading comprehension skill? Yes, but it is also very much language based. In order for a student to be able to comprehend and express the main idea, they must have intact lexical and syntactical knowledge. They need to be able to express a complete sentence. They need to be able to respond to WH questions. They need to know the vocabulary of the question asked and of the passage presented. See? It is very much a language activity!
For an expository text, these strategies may include previewing the passage for its likely content, monitoring comprehension by asking oneself questions about the passage, finding the main idea, and summarizing the key points in one’s own words (Boardman, Scornavacco, & Klinger, 2013).
That is why it is recommended to teach students to use reading comprehension strategies by modeling it, teaching it one at a time, present it to them in small groups, provide guided practice, and have discussions about the material. However, for students with difficulties with lexical and syntactical development, finding the main idea or summarizing key points will be extremely difficult. Both of these strategies assume that students can comprehend at the sentence level. Students should work on these skills in order to be able to be successful with a reading comprehension strategy of main idea, which is expected of them when they read expository text in the academic classroom.
Evidence shows that SLPs should work on comprehending the sentence level, increase amount of sentences, and then introduce concepts like main idea. Students need to comprehend what sentences are about explicitly before they can name topics or express the gist of it all. (Nippold, 2017).
WHERE SHOULD WE BEGIN WHEN WORKING ON MAIN IDEA IN SPEECH?
I like to start at the picture level, then sentence level, then paragraph level, and finally, the story level. If they cannot express in one sentence the main idea of a picture, they won’t be able to do so of a story (even though they might be expected to in their classrooms!).
WOULD YOU LIKE ALL OF THESE MAIN IDEA GAME ACTIVITIES SO YOU CAN PROBE AND SEE WHERE TO BEGIN WITH YOUR STUDENTS?!
Tic-tac-toe games are a fun way to work on any goal, especially main idea. Students love games. They really do! You can just print and go and give students a pencil or marker. You can also put these pages in dry erase sleeves or page protectors and use with a dry erase marker so you can use over and over. These games can be used in centers, to gather baseline, or to collect data as a review. You can print the different levels/types on different color paper to help you quickly grab the one you need! Students can play against each other or against you.
Grab this FREE resource by clicking the button below!


MUSIC MEMORY is a nationally recognized curriculum designed to promote the love and knowledge of classical music through an in-depth study of sixteen great composers, their lives and their music. Students are exposed to a revolutionary learning approach – unique Animated Listening Maps created in a different style and format for each selection that connect the aural experiences to their visual memories. Music selections are thoroughly learned in an engaging and highly effective way. Students explore the music “from the inside out” – they are helped to actively listen to all the elements of music (melody, harmony, form, timbre, dynamics, etc.) that make each music masterpiece different from all others. Our new teaching components deliver the MUSIC MEMORY curriculum using 21st Century technology. Give a Life-Long Gift ... the LOVE of Classical Music! Learn More
2020-2021 Music Memory Sampler
See what makes Music Memory Music Maps and Lessons different!
New York City Riverside Symphony
See why symphonies across the country are making Music Memory their #1 music education program!


As your child with autism becomes an adult, he will face challenges, of course. But young adults with autism also have more and more opportunities. The key is to start planning for the transition before it comes. Here's how.
Create a Plan
“The educational system is ‘home base’ for a family with autism,” says Kerry Magro, of Autism Speaks, who was diagnosed with the condition as a child. Your child probably has had a specialized plan called an IEP (individualized education program) to help her through the lower grades.
“As kids who are on the autism spectrum enter their high school years, they should have an IEP that is focused on the proper transition plan for after they leave school,” says Matthew Cruger, PhD, senior director of the Learning and Development Center at New York’s Child Mind Institute.
Like your child's earlier IEP, you'll craft this one with teachers, school administrators, and other specialists. It focuses on things like:
- College or vocational education
- Adult services
- Independent living
- Community involvement
Autism Speaks has many aids for adults living with autism, including transition tool kits. These provide guidance and timelines for the process in your state.
Going to College With Autism
If your child is college-bound, support is available. “Community colleges all have programs for students with disabilities," Cruger says. More than 20 four-year colleges offer services to help manage the change to college. While some are free, others cost $2,000 to $8,000 a semester, in addition to tuition.
You can also hire a coach through services like College Autism Spectrum. They can help your young adult figure out college structure and learn things like the unspoken college rules of conduct that can be hard for students with autism to understand.
You and your child can learn about college life and get advice from those who've been there in Navigating College - A Handbook on Self-Advocacy Written for Autistic Students from Autistic Adults. You can download a PDF of this handbook for free online.
Work and Day Programs
In 2012, the mortgage finance company Freddie Mac set up a paid internship program for college students with autism. Additionally, other employers are starting to see autistic adults as an untapped source of brainpower.
"Supported employment" assists in finding disabled individuals paying jobs and has proved that even those with severe disabilities are able to work.
"A workplace mentor helps to find them a job that suits their interests and abilities and checks in with them periodically to make sure it works," says Bruce Litinger, executive director of the Early Childhood Learning Center of New Jersey. The non-profit provides services to children and adults with special needs.
While supported employment helps people with special needs enter the workforce, there are also vocational programs that provide counseling and on-the-job training to high school students with autism. Check with your state’s developmental disabilities service to search for programs that suit your child.
What if your child isn't heading off to work? “Even if a young adult with autism can’t have a paying job, that doesn’t mean that he doesn’t want to have some independence,” Litinger says. Taking part in activities like volunteering, gardening, art, and music can help him enjoy a more full social and emotional life.
About 16% of young adults with autism live away from home. Depending on your state, your child's housing options may include:
- Supported living in a home or apartment with a caregiver
- Group-home living with on-site staff
- Foster-home living with professional teaching parents
- Assisted living/intermediate care facilities
You can find out about housing support and services -- and who pays for them -- from your state’s developmental disabilities service.
Magro suggests that families assess their budding adults' readiness to live away from home and determine the help they will need. “Anyone with autism preparing to live on their own needs to learn the basics of independent living, including organizational skills, money management, and social skills," he says.
Putting It All Together
Some programs can help ease the transition with guidance on many aspects of adulthood, from social and kitchen skills to pastimes like book clubs and fitness activities. Then it's a matter of planning, planning, and more planning, Magro says.
“The families that I work with have learned very early on that they have to get through lots of obstacles to provide their children with what they need,” Cruger says. “That will come in handy in making the transition to adulthood.”


Canada is a country in the northern part of North America. It has ten provinces and three territories extend from the Atlantic to the Pacific and northward into the Arctic Ocean. The name of the capital is Ottawa and it's three largest Metropolitan areas are Toronto, Montreal and Vancouver. Canada is part of several major international and intergovernmental institutions or groupings including the United Nations the North Atlantic Treaty Organization, the G7 (formerly G8), the Group of Ten, the G20, the North American Free Trade Agreement and the Asia-pacific Economic Cooperation forum.
Reasons to move to Canada:
Canada is an extremely attractive study destination. There are few reasons to move to Canada.
1. Jobs in Canada- There are great employment opportunities available to eligible skilled foreign workers who move to Canada. Thousands of foreign workers are needed by Canadian Companies to fill jobs in Canada in a range of high-demand occupations, due to large part to an ongoing labor Shortage.
2. Incredible Cites- Many people decide to move to Canada so they can enjoy the high standard of living found in Canadian Cities. For the past several years in a row ,the Economist Intelligence unit (EIU) has ranked Vancouver, Toronto and Calgary among the Top Five” Most Livable Cites” in the world ,out of 140 cities evaluated around the globe.
3. Freedom- In November 2015, the Legatum Global Prosperity Index declared Canada to be the number one country in the word for personal freedom. Canada is a Western democracy which protects freedoms and human rights under the rule of law and where men and women of various backgrounds can live freely, without fear of government oppression.
4. Safety and Security- Canada is known for being one of the safest countries on Earth, both in terms of its relatively low level of violent crime as well as its political stability and location is a peaceful part of the planet.
5. Education Opportunity- People who immigrates to Canada has access to its excellent education system, which includes several of the world’s top institutions of higher education.
Education System in Canada:
Education across Canada is generally divided into four stages: pre-school or early childhood education; primary or elementary education; secondary education and post-secondary or tertiary education, which includes college and university programs and vocational/technical schooling.
Credit Transfer Opportunity:
It’s definitely possible to transfer credits from Bangladeshi University. When you are applying to a Canadian University just attach the official transcript and details course description with the admission form. Make sure you notarized the official transcript. Once the university offers you a letter of admission, they will evaluate your transcript and offer you advanced standing for the courses that matches with their corresponding course. If you are not satisfied with the advanced standing approval, you can further talk to an academic advisor once you come to Canada.
University Ranking in Canada –There are 26 Canadian universities in the QS World University Rankings 2019, ranked based on six indicators, including employer and academic reputations and citations per faculty member, a measure of research impact. Read on to count down the 10 highest-ranked Canadian universities in this year’s ranking, plus a look at how its other institutions performed.
· Scanned copy of your valid passport
· Scanned copies (original) of all educational Certificate & Mark sheet
· Latest CV & Four Copies Photo
· Scanned copies (original) of Two Academic Reference Letter (For PG)
· Statement of Purpose (SOP)
· Scanned copy of IELTS Certificate
· Job experience letter (if required)
· Other supporting documents (if available, e.g. extracurricular activities)
The main intake offered by all Universities is September / January and May.
English Language Requirements
IELTS minimum score of 6.5 for Postgraduate and 6 for Undergraduate Programs.


The Oxford handbook of qualitative research in American music education / edited by Colleen M. Conway.
- ISBN: 9780199844289 (electronic bk.)
- ISBN: 0199844283 (electronic bk.)
- Physical Description: 1 online resource (xii, 681 pages)
- Publisher: New York City : Oxford University Press, 2014.
Available through EBSCO
|Bibliography, etc. Note:||
Includes bibliographical references and index.
|Formatted Contents Note:||
Defining qualitative research in American music education -- Variety in qualitative approaches in music education -- Qualitative data collection and analysis in music education -- Qualitative research within selected areas of music education -- Ethics, publishing, and the future of qualitative research in music education.
This is a resource for music education researchers, music education graduate students, and P-16 music teachers. Qualitative research has become an increasingly popular research approach in music education in the last 20 years and until now there has been no source that clarifies terms, challenges, and issues in qualitative research for music education. This Handbook provides that clarification and presents model qualitative studies within the various music education disciplines.
|Source of Description Note:||
Description based on print version record.
Search for related items by subject
|Subject:||Music > Instruction and study > Research > United States.
MUSIC / Genres & Styles / Classical
MUSIC / Reference


This study was carried out so as to determine how classroom teacher trainees perceive Ataturk’s principles, which shows the philosophy and underlying structure of Turkish Republic, as a metaphor. The present study was carried out on 176 teacher trainees comprised of freshmen and senior students from Department of Elementary Education, Classroom Teaching Department, Gazi Faculty of Education at Gazi University during 2010-2011 academic year. The participants were given some concepts related to Ataturk’s principles and asked to write a metaphor about these concepts. The obtained data were analyzed by using content analysis, which is one of the quantitative research methods. As a result of study. İt is found of that classroom teacher trainees could not define and comprehend of Ataturk’s Principles, metaphors.
Teacher trainees, Ataturk’s principles, metaphoric perceptions.


Computers are now part of everyday life and, for most of us, technology is essential to our lives, at home and at work. The new National Curriculum for Computing has been developed to equip young people with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives. Through the new programme of study for computing, they will learn how computers and computer systems work, they will design and build programs, they will develop their ideas using technology, and create a range of digital content. ‘Computational thinking’ is a skill that all pupils must learn if they are to be ready for the workplace and able to participate effectively in the digital world.
For information on Key Stage 3,4 and 5 please click here


Publised on: 27-02-2020
Technological innovation and Information Communication Technologies (ICTs) represent a way for developing world nations to foster economic development, improve levels of education and training, as well as address gender issues within society.
And while the above represents what most of us experience in our lives, there exists a population of almost 736 million people which live on less than $1.90 a day (as per a World Bank report of 2015). This segment lives in extreme poverty caused by dearth of access to good schools, health care, electricity, safe water, and limitations of other critical services. Statistically, the figure seems to be declining with time, however, there is uneven growth and disparities of income which remain to be addressed.
One of the key roles technology plays is to bridge real time gaps between demand and supply sides. Not just does it bring with it a lot of convenience but also transparency and governance in many organizations and at the Government level. Technological innovation and Information Communication Technologies (ICTs) represent a way for developing world nations to foster economic development, improve levels of education and training, as well as address gender issues within society.
Here are some of the instances where technology could bring in a major transition in socio economic development-
Seamless interaction among stakeholders across geographies. The internet has brought the world closer. One does not need to travel anymore to meet friends, family or for business. Wireless technology and ICT infrastructure development is also vital for entrepreneurship and small business development. Examples like Facebook, WhatsApp, Instagram have promoted small scale and budding entrepreneurs pursue their ventures.
Large scale Government surveys that require intensive man power to travel at grass root level and capture survey data on a door to door basis, needs to then consolidate to arrive at figures for analysis, making accuracy key to effective planning can be made swifter by making data capturing through simple mobile applications. This not only speeds up the process of consolidation, but also brings in efficiencies, real time monitoring of places covered vs remaining and addressing gaps or fake data being recorded.
Sharing of policies and citizen rights through websites, tracking supply chain of Government benefits could increase transparency and governance and build nation’s trust. By providing the network as a highly secure and resilient service delivery platform, you can share information and collaborate across a community’s ecosystem of government agencies and private sector partners to facilitate utilities planning, transportation systems enhancements, and health and government social services needs.
Remote and tribal areas could be tapped by setting up high tech health monitoring systems and locals can be trained in simple operations of the machinery. These parameters can be shared with doctors from cities who otherwise might not be able to travel large distances and medication can be prescribed, helping improve the health statistics in rural regions.
Use of energy efficient lighting and sensors in large buildings can reduce electricity consumptions and thereby emissions. Technology needs assessments are now being recognized as a valuable tool for governments to implement country-driven processes and projects leading to sizeable energy savings and emission reductions
Quality education is key for preparing the workforce of the future. Workers with better foundational skills—which include not only basic reading, writing, numeracy but also social and emotional skills and digital literacy—are better placed to learn new skills and adapt to working with new technologies.
Rainwater harvesting technologies are simple to install and operate. Local people can be easily trained to implement such technologies, and construction materials are usually readily available. Use of rainwater harvesting technology promotes self-sufficiency and has minimal environmental impact. Running costs are reasonably low. Rainwater harvesting and its application to achieving higher crop yields can encourage farmers to diversify their enterprises, such as increasing production, upgrading their choice of crop, purchasing larger livestock animals or investing in crop improvement inputs such as irrigation infrastructure, fertilizers and pest management.
We can see how technology can play a key role in making available a resource which was once scarce. Countries like Japan which have come up with innovative solutions to make life simpler- their military technology, renewable energy innovation, discovery of x-ray are a few examples. US today has one of the finest intelligence systems owing to the advance technological equipment, South Korea’s LG & Samsung have leading examples of in production of air conditioners, robots, televisions, computers, trains, airplanes, helicopters, cars. Sanskrit was considered as the most useful language for the computer system and most of the new software technology comes from India. Israel’s breakthrough innovation in agriculture has turned deserts into green pastures.
While these are all the brighter side of the fence, technology today is both an enabler and a threat to environmental damage. While future prosperity is sure to be driven through advances in robotics, 3D printing, artificial intelligence, and the internet of things, some of them could also pose new challenges for the work force. Emphasis on responsible usage and focus on generating new occupations and industries leveraging technology could be the next innovation opportunity waiting to unfold itself.


Incorporating the Arts to Enhance Learning
Research has indicated that arts inclusion increases science and math comprehension. It has been documented that students not only enhance their creativity but also their linguistic skills and self-confidence when exposed to the arts. Schools all across the country are incorporating more art education into all subjects to aid students in becoming well rounded learners. Since traditional “art” classes are some of the first to take a hit when budgets are slashed, every other subject area can benefit from finding ways to create learning opportunities using visual, performing, and written arts.
Though the arts nurture thinking skills and innovation, current legislation doesn’t reflect the importance of incorporating the arts in education. With the No Child Left Behind law signed in 2002, focus was placed primarily on annual testing, which lead to a decline in academic extras, such as art education. Another law known as the STEM (Science Technology Engineering and Math) initiative, furthered this focus in those particular subject areas.
One bright spot, however, is that since the Every Student Succeeds Act passed last year, schools now have the freedom to revamp curriculum and avoid teaching to the test. STEM was also revised to include additional academic subjects, including the arts. The emphasis can be taken off achieving particular math and science standardized scores and placed on inclusive education. Using arts to teach across subject areas will lead to high-level attainment of STEM related skills and a more balanced education.
The new legislation allows schools to put steps in place to begin to incorporate the arts and provide a comprehensive education for our nation’s youth. Many schools have already begun designing fresh programs of study that incorporate arts and art integration. Schools nationwide will be expected to eventually integrate the arts into the teaching of all subject matter — and it’s vital for student success.


- An Introduction to Hexagonal Geometry
- An Argument for Dozenalism
- The Permutohedron
- The Cuboctahedron
- 2010 Crop Circle Roundup
- The PAH World as Hexagonal Overmind, etc.
- About Hexnet
Collected articles by various authors
- Twelves and Tens - A.C. Aitken
- An Excursion in Numbers - F. Emerson Andrews
- Euclid IV.15: To inscribe a regular hexagon in a given circle - Euclid
- The Double Triangle, Hexagon, Hexad, or the Number Six - George Oliver
- Remarks on the Rev. S. Haughton's Paper on the Bee's Cell, And on the Origin of Species - Alfred Russel Wallace
PDF files by various authors
The following is a selection of PDF documents hosted by Hexnet. Where applicable they are distributed with the express permission of the authors. The philosophical views expressed in these documents are those of their respective authors, and are not necessarily my own.
- Global Interdependence and Art Education: Where Hexagons Make the Connection - Presentation by Beth Burkhauser to the National Art Education Association - Interdependence Day Scranton
- The Hexagonal Geometry of the Tree of Life - By Patrick Mulcahy
- My Love Affair with Dozens - By F. Emerson Andrews - Originally posted at the Dozenal Society of America
- A Primer on Dozenalism - By Donald P. Goodman III - Triumvir Sapientiae
- The Pythagorean Triangle: Or, the Science of Numbers - By George Oliver (digitized by Google)
- Tau Manifesto - By Michael Hartl
- The Unification of London: The Need and the Remedy - By John Leighton (digitized by The British Library)
The following is a selection of very short useful videos I've created to demonstrate elementary hexagonal geometries, as well as some other crap:
- Constructing a Regular Hexagon - An olde-fashioned look at constructing a hexagon in the traditional manner.
- Phi - A rather cryptic demonstration of one of many ways to derive the golden ratio from hexagonal constructions. The very first proper Flash animation I ever made.
- Saturn Hexagon From Cassini - Infrared timelapse of the Saturn hexagon from Cassini - Created by NASA and in the public domain.
- A Series of Cubes - A brief video I made to demonstrate the principle of hex numbers being the difference between consecutive cubes. It's not a big truck.
Also, from Youtube:
- Triumph of the Hexagon - My flagship hexagon video, which I no longer particularly care for, but which is still interesting
Please also see our page of interesting videos, which features a small assortment of independently-made videos from Youtube that may or may not be of interest to the hexagonally-minded viewer.


Year 6 Learning Week Beginning 2.6.20
Hello Year 6 home learners! These are all the tasks we will be completing in school this week. If you want feedback on your work, please message Miss Todd. Of course, if you achieve something really good you can send it to me but I am teaching in school.
If you are in Mr Trickett's bubble and starting on Wednesday, please complete the Tuesday work at home.
Lesson 1: Reading Comprehension – All about Garden Birds – please choose a level and complete. I am aware the answers are attached – please print or use the pages you need and then check your answers!
Lesson 2: Spelling: practise curriculum words from spelling mat (spelling frame or making spellings memorable)
Lesson 3: Maths investigation: Picture Maths Alien Percentages – please download document!
Lesson 4: Geography: The Amazing Americas – Continents, Countries and Cities
Label the maps – choose from Easy, Medium or Difficult tasks!
Lesson 5: Music – leaver’s song practise – listen to the song and look at the words – have a practise as we are planning to try and do something where we can join together, despite being apart! Forever Your Friend – download the song and the lyrics!
Lesson 1: Continue to practise Spelling from yesterday and complete a grammar task on Expanded Noun Phrase.
A noun phrase is a word or group of words containing a noun. An expanded noun phrase is a phrase made up of a noun and at least one adjective. If one or more adjectives are listed to describe the noun, a comma should be added to separate the sentence. Remember, a phrase does not contain a verb.
In the sentence ‘The shiny, red car sped down the road.’ The noun is car, and then the words relating to it (shiny, red) are the adjectives that describe the car. Therefore, the expanded noun phrase is shiny, red car.
Lesson 2: Maths – Pentagons and Join the Dots investigation. Read the investigation and try your best!
Lesson 3: Science - Inheritance – There are three activities and some characteristic cards (no need to print these) for a discussion. Follow through the presentation first.
Lesson 4: RE – Activity 1 – Introduction to Poverty – Read through the presentation and then complete the task at the end. It would be good to have someone to discuss your ideas with for this session.
Lesson 1: English - Brainstorm ideas for your transition work This must be completed so that you can take it to school on your first day. Your task is to produce a creative piece of work under the title ‘Me so far…my Aspiration to Excellence’. This doesn’t have to be written, you could create something but you need to show what you have already achieved and then what you hope to achieve in the future whilst at your secondary school.
However, you must:
- Include some Literacy or Numeracy skills
- Include colour – so we can see your artistic skills.
- Include some ICT skills (optional).
- Anything within your primary school experience that has been valuable to you.
- What are you looking forward to doing the most at your new secondary school?
- What do you hope to achieve?
Lesson 2: Maths – Spendthrift and Presents – these have got definite answers!
Lesson 3: Spelling – Test yourself on curriculum spellings using spelling frame and then work on 3 incorrect ones. If all correct, then focus on some different curriculum spellings.
Lesson 4: PE – Complete the Joe Wicks workout!
Lesson 5: Transition unit – Lesson 1 – Being Awesome! There are 9 lessons in this unit so it would be useful to print off the booklet so you can use it for all of the sessions. Please only fill in session 1!
Lesson 1: English – first draft of your transition work from your ideas yesterday! If you would like some feedback, please send to Miss Todd!
Lesson 2: Maths – Multi-Step Word Problems – these are all one level so do what you can! Remember there are several steps. If you need support get your adult at home to talk you through the steps to solve it.
Lesson 3: PSHE – To know and understand money related terms – have a look at the money terms – if you are unsure please use the internet or dictionary to research the definitions!
There are currently no galleries for this class
There is currently no homework for this class


Watch one of the truly most effective picked and extremely simple to comprehend Cool Science video:
What is this Cool Science Video
This fun video is a compilation of 10 incredible science experiments kids can do at home. This video shares 10 of the very popular Youtube videos about cool science experiments. You will see the diet coke and Mentos experiment, how to make glass turn invisible, how to get a boiled egg go in a narrow bottle opening without breaking it, how to make colors spin and swirl in milk, a candle trick that makes it rotate on its own, see why there is iron in cereal, how to make a cloud in a bottle, how to make a match rocket, see some experimental explosions and even an experiment that flash freezes water just by touching it. Links to these videos are given at the end of the video.
This is an fantastic Cool Science facts for kids video and expand your youngster’s understanding and interest in Cool Science.
This Cool Science video is directed for kids, from ones partaking in early learning programs for pre-K kids, leading to kids in grades 1-5, clearly as well as young children and kids educated in the house.
Continue and grow your kids’ understanding by watching our offered totally FREE educational videos for kids, hand chosen by our assistant editor. These science kids videos are a great big catalog of science for kids videos available on our science kids website. Find lots more remarkable as well as educational yet fun uncomplicated to grasp science facts on our simple science self-directed learning website about so many more subjects of interest, and let your kids have fun with our numerous FREE OF CHARGE worksheets, NO COST interactive online quizzes and free games for children to play online.
Appreciated our selected Cool Science video? Pore over much longer related information about Cool Science.


ABC’s of Early Literacy: The importance of developing early literacy skills
Emergent literacy, or reading readiness, skills begin to develop very early in life. These critical school-readiness skills go beyond knowing the ABC’s. Learn more about how to support your children’s reading readiness and school success!
Did you know that preschoolers whose parents read to them, tell them stories and sing songs with them tend to develop larger vocabularies, become better readers and preform better in school? Did you know that reading proficiently by the end of the third grade is considered a “make it or break it” benchmark? Or that 83 percent of children who are not reading on grade level by the beginning of fourth grade are at risk of failing to graduate from high school on time? In order to be sure that your child is reading on grade level, it’s important to support their emergent literacy development. Emergent literacy skills are critical “getting ready to read” skills that children need to develop before the can learn to read.
These early literacy skills begin early on as young children learn to use verbal and nonverbal communication patterns, including speech and sign language, to express themselves. Parents and other primary caregivers often understand these early attempts at communication best. Along with language development, children are building their vocabulary. They learn new vocabulary in many ways, including through reading books and talking with adults in their environment. Studies have shown that the larger a child’s vocabulary, the quicker they will learn to read, as they are familiar with more of the words they will encounter.
Experimental writing is another critical early literacy skill. Children’s first efforts at writing typically resemble scribbling, but children usually know what they have “written” if you ask them! Often, the first legible marks are letters in the child’s name. When children do not have access to writing materials, they may enter Kindergarten not even knowing how to hold pencils or crayons!
As children begin to understand that print on the page stands for something, they are developing what is known as print awareness. When children begin to develop this skill, they may hold a book correctly, even though it is upside down and backwards, for instance. As these skills progress, they will know where a story begins and ends, and learn that text is read from left to right.
Two additional emergent literacy skills that are important for children to learn to read are the concepts of letter knowledge and alphabetical principle. Letter knowledge is knowing the letters of the alphabet and recognizing them in print. Alphabetical principle is the concept of associating letters with sounds and sounds with words, knowing for instance that “B” makes the “buh" sound. These skills are critical for children to be able to learn to decipher the text on the page. Children will often begin to notice letters that are familiar to them first, such as the letters in their name, or other letters they frequently see around them such as the S on stop signs.
There are many activities parents and child care providers can do to support children’s emergent literacy skills. Talking with children, reading to them, signing, playing games, saying nursery rhymes, playing word games, having access to writing materials and books, and taking them to the library will support their literacy. Michigan State University Extension recommends engaging in 30 minutes a day of literacy activities with your child.
Learn more about how you can support your children’s continued academic success, find articles on a wide variety of topics and learn about informational programs offered both online and in a community near you at MSU Extension.
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Member Price: $25.00 (20% off)/ List Price: $38.00Your Price: $38.00
A compelling look at the link between children’s artwork and literacy development, this is an easy-to-read, indispensable primer for parents and educators alike. By providing a range of art experiences and alternative ways to teach children critical thinking and visual perception skills, the authors paint a vivid picture of the role that the visual arts play in early childhood development: “It is clear that a pedagogical shift must take place in our homes and schools if we are to meet the literacy needs of today’s young learners. This requires thinking ‘out of the box’ and coming up with new ways to deal with an old problem.”
The Impact of Early Art Experiences on Literacy Development lays the foundation for rethinking the way that we engage young children in early literacy learning. Includes over 60 step-by-step art activities designed to enhance early literacy.
122 pgs. (2007) ISBN 978-1-890160-37-1
“The book’s timely recognition of multiple definitions of literacy, including the contemporary importance of visual and digital literacies… recognizes both art making and responding to works of art as ways to BUILD THE LANGUAGE SKILLS THAT ALLOW WRITING AND READING TO EMERGE NATURALLY FROM CHILDREN’S EARLIEST MEANS OF SUSTAINED COMMUNICATION….”
—Christine Marmé Thompson, Professor of Art Education and Art Education Graduate Coordinator, Penn State School of Visual Art, University Park
Members save an additional 20% on this title! Sale price indicated above.
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Catholic elementary schools must continue to invest in the professional development of math and science teachers in order to prepare students for the challenging work that lies ahead of them. The purpose of the study was to examine the degree to which the Initiative for Catholic Schools (ICS), a 2-year professional development program for science and math teachers, demonstrated positive outcomes within the context of Catholic elementary education across the five levels of impact for a professional development program: participants’ reactions, participants’ learning, organization support and change, participants’ use of new knowledge and skills, and student learning outcomes. The results provide evidence of positive outcomes in the participants’ reactions, participants’ learning, organization support and change, and participants’ use of new knowledge and skills. The impact on student learning outcomes was less consistent and varied by grade level.
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Kuchey, D., Morrison, J. Q., & Geer, C. H. (2009). A Professional Development Model for Math and Science Educators in Catholic Elementary Schools: Challenges and Successes. Journal of Catholic Education, 12 (4). http://dx.doi.org/10.15365/joce.1204042013


"When we codify, we run the risk of losing innovation. That's why you see so many technical companies now hiring artists, because the opportunity to include problem solvers that potentially think differently. Innovation and creativity go hand in hand. There's no question about it. As members of society, we have a responsibility to leave the next generation better off than we found it, and I think we run the risk of losing that capacity by homogenizing and standardizing." -Dr. Stephen Immerman
KnowAtom CEO Francis Vigeant discusses the connection of art to science, technology, engineering and math in K-12 classrooms with special guest Dr. Stephen Immerman, president of Montserrat College of Art in Massachusetts.
In this transcript of their conversation, you'll read about:
• Beyond aesthetics: What is art?
• Why STEM educators are welcoming art and calling it "STEAM"
• How art education can leverage science and engineering practices
• Where you can get involved in the national movement from STEM to STEAM


Resources › For Educators Schools Have Lots of Options When Selecting a Cell Phone Policy Which School Cell Phone Policy Works for You? Share Flipboard Email Print Phil Boorman/Cultura/Getty Images For Educators Teaching Issues In Education An Introduction to Teaching Tips & Strategies Policies & Discipline Community Involvement School Administration Technology in the Classroom Teaching Adult Learners Teaching Resources Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Derrick Meador Education Expert M.Ed., Educational Administration, Northeastern State University B.Ed., Elementary Education, Oklahoma State University Derrick Meador, M.Ed., is the superintendent for Jennings Public Schools in Oklahoma. He previously served as a school principal and middle school science teacher. our editorial process Derrick Meador Updated March 18, 2017 Cell phones are increasingly becoming more of an issue for schools. It seems that every school addresses this issue utilizing a different cell phone policy. Students of all ages have begun to carry cell phones. This generation of students is more tech savvy than any who has become before them. A policy should be added to the student handbook to handle cell phone issues according to your district’s stance. Several different variations of a school cell phone policy and possible consequences are discussed here. Consequences are variable as they could apply to one or each of the policies below. Cell Phone Ban Students are not permitted to possess a cell phone for any reason on school grounds. Any student caught violating this policy will have their cell phone confiscated. First Violation: The cell phone will be confiscated and given back only when the parent comes by to pick it up. Second Violation: Forfeiture of the cell phone until the end of the last day of school. Cell Phone Not Visible During School Hours Students are permitted to carry their cell phones, but they should not have them out at any time unless there is an emergency. Students are allowed to use their cell phones only in an emergency situation. Students abusing this policy could have their cell phone taken until the end of the school day. Cell Phone Check In Students are permitted to bring their cell phone to school. However, they must check their phone into the office or their homeroom teacher upon arriving to school. It can be picked up by that student at the end of the day. Any student who fails to turn in their cell phone and is caught with it in their possession will have their phone confiscated. The phone will be returned to them upon paying a fine of $20 for violating this policy. Cell Phone as an Educational Tool Students are permitted to bring their cell phone to school. We embrace the potential that cell phones can be used as a technological learning tool in the classroom . We encourage teachers to implement the use of cell phones when appropriate into their lessons. Students will be trained at the beginning of the year as to what proper cell phone etiquette is within the confines of the school. Students may use their cell phones for personal use during transition periods or at lunch. Students are expected to turn their cell phones off when entering a classroom. Any student who abuses this privilege will be required to attend a cell phone etiquette refresher course. Cell phones will not be confiscated for any reason as we believe that confiscation creates a distraction for the student which interferes with learning.


We’ve written before about the many, yes, many, benefits that come from participating in arts education, but as we’re approaching this new, exciting school year, and as we're being inundated with Back to School everything at Target, we’re inspired to talk about just a few of the specific ways participation in arts education affects and IMPROVES school participation, achievement, and life-long learning behavior.
Higher SAT Scores
Yes, you heard that right, not just any test, but THE test that can determine which college your child gets into and what scholarships they get can be improved through arts participation.
Though there have been claims about and independent studies on the correlation between those in arts programs and high SAT scores for over 30 years, one study that sought out to test the claimed correlation found that it was an accurate claim and that “Those who take four years of arts courses have higher scores than those who take less than four years’ worth.” The more art, the higher the scores. This study determined that “Those who study the arts are consistently higher academic achievers than those who do not study the arts.”
Specifically, Higher Scores in Verbal and… (take a guess now…) Math!
Art can have a major affect even on the seemingly most-unlikely subjects. With students who took four years of art classes, they out-preformed those who took only 1 ½ years or less of art by a significant 38 points on the math portion of the SAT and a whole 58 points on the verbal portion.
Higher Critical Thinking Abilities
Named one of the 21st Century’s most prized skill and a high-determining factor for success in both higher education and the workforce, critical thinking is the ability to use logic and reasoning in problem solving.
Art education teaches students to look at the world more closely, to observe, to hold off judgments, to examine and analyze the details, to draw connections, and to question what they see; it “develops skills for comparing, hypothesizing, critiquing and exploring multiple view points” - all parts of thinking critically that then help students use these observational and analytical skills in other areas on their lives and subjects in school.
Art education and the skills students learn and develop while in art classes lead them on to success, not only in their favorite painting or clay class, but in multiple school subjects, on important skills-assessment tests, and into higher education and the competitive workforce.
What they do today creates the foundation of tomorrow, for them personally, but also for the world we live in.
If your child is interested in expanding his or her horizons and broadening their skill sets, read more about our art classes here or take the plunge and jump into finding the best one for your child here. Don't forget we're available by phone or email for ANY questions you may have over our programs.
Sharing our love of art education, one post at a time.