K-2 will explicitly teach Phonics and Phonemic Awareness using Countdown (Kdg), Blast (1st) and HD Word (2nd) as part of the core literacy instruction.
- Phonics instruction is taught explicitly
- Phonics instruction focuses on reading words and connected text, not learning rules
- Phonics instruction contains repeated opportunities to apply skill acquisition to reading and writing
- Kindergarten will introduce letters and letter sounds in the alphabet using the scope and sequence from Countdown.
- K-1 will teach High Frequency Words that align with the scope and sequence of Countdown and Blast. Jan Richardson’s four step approach to teaching sight words will be used in whole group and small group to introduce and review words.


English National Curriculum (ENC)
The English National curriculum is held in high regard across the world and sets out the important knowledge and skills that every child has a right to learn. Its structure ensures that children develop their potential in all areas, with a particular focus on the core subjects of English, Maths and Science.
The English National Curriculum also places a clear emphasis on personal, social, health, and economic education. The framework of academic excellence, respect and good manners, all hallmarks of the ENC, ensures that personal development is at the heart of education at the British International School HCMC.
International Primary Curriculum (IPC)
The International Primary Curriculum encompasses Geography, History, Art and Design Technology. It is a comprehensive, thematic, creative curriculum, with a clear process of learning and specific skills for every subject.
The inclusion of the International Learning Goals is unique to the IPC curriculum and helps your child begin the move towards an increasingly sophisticated national, international and intercultural perspective.
Our Primary School Teachers
Our Primary School curriculum is delivered by a talented team of internationally-qualified teachers who have a highly ambitious approach to all-round excellence and are committed to nurturing and inspiring every child they care for. Learning is a collaborative activity that is complemented by the outstanding care, guidance, and support that each child receives at school. We have a range of specialist teachers offering MFL (French, Spanish, Mandarin), Music, ICT, Vietnamese culture and PE alongside an extensive choice of co-curricular provision.
Classroom learning is greatly enriched by specialist sessions, including an embedded community service programme, residential expeditions, expert speakers, and child-led exhibitions. Primary school life is also enhanced by access to the Nord Anglia Education Global Campus and unique collaborations with world-leading organisations such as MIT, Juilliard, and UNICEF. This enables your child to develop their knowledge and understanding of the world around them, to make links between subjects, and foster creativity.
“A unique aspect of the BIS curriculum are the school trips that truly show that learning goes beyond the classroom. These experiences have equipped our daughters with the confidence, passion and independence that will be crucial for their future studies and life.” - Mrs Fethke, Primary School Parent
With an adjoining Secondary Campus, and a bespoke transition programme, BIS students transfer seamlessly from the Junior Campus to access the secondary curriculum in Year 7. Our academic results across both the primary and secondary campuses are significantly higher than other schools in Vietnam and compare favorably to the highest achieving international schools across the world.
With an education at the British International School Ho Chi Minh City, there is no limit to what your child can achieve personally, socially and academically. We invite you to come and visit our primary school, to experience first-hand all that makes BIS special - Make an enquiry.


You can’t teach everything you want to teach, you can teach only what you are. A school is an institution which enables the transcending of culture to the generations over. Hence, a school cannot be put in isolation, rather it should align with the society, its life, environment and culture.
- FOUR PILLARS OF LEARNING:
- LEARNING TO KNOW: Education should touch and activate the intellectual learning ability of a child. Learning to know involves the cognitive tools to help better understand the world and its complexities to provide appropriate platform for future learning.
- LEARNING TO DO: Learning by doing is the maxim of modern education. Training the hands in various activities through imagination, playing and thinking enhance the learning skills, learning thus becomes an enjoyable experience.
- LEARNING TO BE: Learning to be to provide self analytical skills and social skills to enable the learner to develop potential psycho-social, affective as well as physical well being for an all round complete personality.
- LEARNING TO LIVE TOGETHER: Learning should infuse in a person such skills knowledge, understanding and wisdom to expose him to the values implicit within human rights and democratic principles at all levels of society. Education then becomes EDUCARE to make it possible ‘learning withinthe treasure’ within a reality.
- PRE – PRIMARY STAGE: This stage consists of two wings V12: the Nursery, LKG and UKG. Learning through Play way is followed here. It includes various fun filled activities such as identification, demonstration, speaking, drawing and fun games. As such, childrens are not burdened with heavy bags, books or home works. Children discover and construct knowledge through fun and play here. They learn through playing, dance, group activities such as art, music, dance and physical education, Social Skills and good healthy habits are developed through practice, experience and demonstration.
- PRIMARY STAGE: This stage consists of both Lower Primary and Upper Primary sections ranging from classes I to VIII. The subjects for study here are:
- CLASS I TO V: English, Hindi, Mathematics, Environmental Science, Computer Science, Work Experience, Art Education, Physical and Health Education.
- CLASS VI TO VIII: English, Hindi, Sanskrit, Mathematics, Science, Social Science, Computer Science, Work Experience, Art Education, Physical and Health Education.
- SECONDARY STAGE: Here the classes include IX and X. The students are able to sit at the AISSE (All India Sr. Sec. Examination) conducted by the CBSE based on class X syllabus in terms of grades. The two language system comprising of Hindi and English is followed here. The other subjects are Mathematics, Science, Social Science, Foundation Information Technology (FIT), Work Experience, Art Education, Physical and Health Education.
- MODE OF EVALUATION IN SR. SEC. STAGE:
The mode of Evaluation /Examination in all the stream will be the same. As such, the first five subjects will be examined by the CBSE based on class XII syllabus. The student competency and knowledge in the remaining subjects will be internally assessed in terms of grade but the grades obtained so will be reflected in the Mark Sheet in AISSCE.
- .CCE: Education is a life long process. Home is the first school for every child. The new approach to wholesome development of a child is dealt through the CCE form of evaluation which is non threatening and inclusive in nature covering both scholastic and Co-scholastic aspects. The introduction of CCE by the CBSE marks a Paradigm shift in the approach to education and the manner in which student are assessed and evaluated. The teacher’s role has become more of a facilitator than the provider of knowledge in a dictatorial manner.
The CCE approach has transformed the Classrooms to a place of experimentation where constructivism and creativity give opportunity for learners to be active participants rather than being a passive listener. The new system inculcates in a child the love for all round development by putting special emphasis on social, cultural, moral, physical and environmental arenas. It reduces strain and anxiety and enables the learner to identify and manage stress and strains. It also lay stress on personality development and love for nature. The attitude of an individual which is more valued than aptitude is also put under observation and evaluation, hereby creating avenues for positive feedback in periodicity for a better development and change.


In The New Art and Science of Teaching Reading, Julia A. Simms and Robert J. Marzano articulate an incredibly well-researched model of reading development based on The New Art and Science of Teaching framework created by Robert J. Marzano. The framework, a compelling new method of planning and implementing general K–12 instruction, can be applied to specific content areas, and in this book, Simms and Marzano apply it to reading. The authors present a reading model structured around five topics—(1) foundational skills, (2) word recognition, (3) fluency, (4) vocabulary, and (5) comprehension—and relate that model to the forty-three elements of effective teaching in Marzano’s The New Art and Science of Teaching framework. The authors’ reading-specific model offers a wide-ranging approach that addresses how to articulate content in the reading classroom, provides specific instructional strategies for the teaching of reading, and addresses reading-related issues that might arise in the classroom. In this book, readers will develop their own powerful new methods of instruction in the reading classroom based on the general structure of The New Art and Science of Teaching framework.
(A joint publication of ASCD and Solution Tree, 2019) 8 1/2" x 11", 224 pages


Re-Discover the old masters: Pieter Bruegel the Elder in augmented reality.
Fluxguide is piloting new ways of showing art at the Kunsthistorisches Museum Wien. Visitors see and experience Breugel’s „Children’s Games” (1560) via AR glasses. The seeing and understanding is guided by targeted directional control and iconographic annotations directly on the original image.
Including image interpretation as 3D sound experiences, interactive and modular storytelling.
Fluxguide has been conducting the AWS-funded research project “HoloMuse” since 2018. The project is dedicated to u.a. the exploration of the conceptual and technical possibilities of augmented reality applications in the context of AR-based mediation concepts for museums.
With heartfelt thanks to the Kunsthistorisches Museum and in particular to Mrs. Dr. Rotraut Krall from the art education department.
Image: Pieter Bruegel the Elder, Children’s Games, 1560 © KHM-Museumsverband


Ingrained in the Montessori philosophy is the inclusion of enrichment programs that stimulate children and allow them to learn while playing and exploring creative outlets that will help them advance in the future.
1. Multi-cultural Programs
Children will gain exposure and basic knowledge of other countries, cultures, food, animals, customs and so much more. This lively program will give youngsters a foundation upon which to build respect for other people and where they are from through books, songs, games, and arts & crafts.
2. Character Education
Our character education programs help children to understand and develop a healthy understanding of their emotions, problem solving and anger management, kindness towards one ’s self and others, and many more values. We hope the children are able to gain a healthy appreciation for honesty, respect, and consideration through role playing, discussions, songs, and books.
In this yoga class, the children will learn how to relax while meditating, practice deep breathing, and understand yoga poses and how it benefits the body. This class will help increase focus, concentration, and the body’s ability to become strong and limber. We will also discuss the importance of healthy eating and the food groups.
Our art program will teach many artistic forms and techniques that the children can explore. They will be introduced to art history, along with different artists and their work. They will be given the opportunity to express themselves through various mediums and develop a basic foundation in art. Art education not only develops the right side of the brain, it also develops neural body-brain connections, crucial if children are to realize their full potential in all areas of study including math, reading, language, science and writing.
Our music program will introduce various instruments, composers, music genres, and provide the opportunity to listen and perform many songs. We will explore music through singing, listening, dance, stories, and musicals.
Gardening is an outdoor and indoor daily activity that encourages curiosity in children to discover and explore the world of botany. Our school has an outdoor, organic garden and the children will use ingredients from the garden in creative cooking projects. Children are also introduced to topics such as trees and leaves, seeds and flowers.


Carnivorous Plants – Plants That Eat Meat
Most of the time, plants are the ones that get eaten, but every now and then, a plant gets revenge. Some plants are carnivores. This means that they eat meat! Now, they certainly don’t eat steak, but they’re happy to feast on the occasional bug that crosses their path.
Venus fly traps are probably the most famous carnivorous plants. These plants have a pair of thick, padded leaves that are covered with tiny hairs. When a fly touches the hairs – SNAP – the leaves shut like two powerful jaws. The plant releases enzymes that break down the fly’s insides into a soup. Dinner is served.
Fun Facts about Carnivorous Plants for Kids
- Pitcher plants are shaped like a pitcher or narrow champagne glass. The top and inside of the pitcher is covered with a slippery, but sweet-smelling nectar. When insects come to take a sip, they slip and fall into the pitcher. There, the plant breaks them down.
- Some pitcher plants are so large, they can catch and consume rats or frogs.
- Most carnivorous plants live in boggy areas. They live in poor, wet soil that doesn’t have a lot of nutrients.
- Carnivorous plants seem exotic, but more grow in the U.S. than anywhere else. North Carolina is the only place on earth where Venus flytraps grow natively.
- People are curious about carnivorous plants. Some try to take them from the wild.
Carnivorous Plant Vocabulary
- Carnivore: eats meat
- Feast: large, happy meal
- Powerful: strong
- Enzymes: chemical compounds
- Nectar: thick, sweet juice
Learn More About Carnivorous Plants – Plants that Eat Meat
Check out this cool video about meat-eating plants:
A video clip of carnivorous plants eating a mouse and a frog.
Carnivorous Plant Q&A
Question: Are carnivorous plants mean?
Answer: These plants have adapted to their environment over thousands of years. Because the soil doesn’t give them the nutrients they need, they’ve adapted by eating bugs. Clever, but not mean.
Take the FREE & fun all about Carnivorous Plants quiz and download FREE Carnivorous Plants worksheet for kids. For lengthy info click here.
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The female musical theater belt voice has been heard onstage for almost one hundred years, yet the demands for this type of singing continue to evolve. While the style dominates Broadway, an understanding of successful teaching of the female belt voice seems to be lacking. Therefore, this study was undertaken to appropriately address the needs of female musical theater singers, and to establish effective strategies for teaching the female belt voice.
Individual case studies of four nationally recognized master teachers of female belting were created from observations in the studio, interviews with the teachers, and interviews with their students. Thirty-two hours of private voice lessons were observed with 18 female belt students in the studios of these master teachers in an effort to determine the extent to which they employed common techniques in the pedagogy and agreed on the characteristics of the female belt voice. Interview responses and field notes from the teachers and singers were analyzed individually and a cross-comparison of the data was analyzed for consensus or conflicting information on female musical theater belt pedagogy.
Interestingly, there was much consensus among the teachers on the physicality, sound, and strategies for female belting. Included in the findings were that the female belt voice is not a pure chest voice production, and development of the entire voice is key since working in head voice allows a female to create a lighter belt sound and to make the transition into the higher belt range. Distinct techniques for the traditional and contemporary belt voices emerged. The traditional belt, up to D5, uses more chest voice and full, open vowels. The contemporary belt, higher than D5, is produced with more head voice and closed, narrow vowels. Belting is considered speech-like and exciting, and is a joint process between teachers and students.
Based on this research, voice teachers working with musical theater students must be educated and proficient on the specific strategies and techniques of the evolving female belt voice. The female belt voice, though different from classical singing, does have its own set of techniques.
|Commitee:||Burton, Judith, Custodero, Lori, McCann, Lori|
|School:||Teachers College, Columbia University|
|Department:||Arts and Humanities|
|School Location:||United States -- New York|
|Source:||DAI-A 75/09(E), Dissertation Abstracts International|
|Subjects:||Womens studies, Theater, Music education, Performing Arts|
|Keywords:||Belt voice, Female musical theater, Female voice, Musical theater, Voice teaching|
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When I began planning for Summer Reading 2014, I was determined to offer more programs for babies and toddlers. This age group can be tricky to plan for, because even those children who are close in age might be at very different developmental stages. When someone mentioned a music and movement program, I seized the idea. Music and movement are important at every stage of a child's development, and can be made applicable for children who are at different stages. While there are a few businesses in the area that offer these types of programs, I found that they are often expensive. I believe that libraries are well positioned to provide access to music and movement programs for children. As children's librarians we already sing, clap, and engage in dramatic play through action rhymes in our storytimes. I don't claim to be a music educator, just as I don't claim to be a school teacher, but I do think that, as librarians, we can instill in children a love of music in much the same way that we encourage a love of reading.
Not convinced yet?
Research shows that “movement education is basic physical education that emphasizes fundamental motor skills and concepts such as body and spatial awareness, but that it is also a philosophy of physical education in that it is success-oriented, child-centered, and non-competitive” (Pica). Perhaps the most important reason for offering a movement class is to develop gross motor skills. In addition to their physical development, “when children feel good about their movement abilities, they are more likely to make physical activity part of their lives,” which is essential for their overall physical fitness and health (Pica).
Benefits to Movement
There are many obvious physical benefits to movement, including cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition.
Children need 60 minutes of play with moderate to vigorous activity every day to grow up to a healthy weight (letsmove.gov)
Social/Emotional: Movement helps children unleash creativity through physical expression like dance. Certain games and activities can teach them cooperation and help them work together with peers and adults.
Movement also helps children develop cognitively; "studies have proven that they especially acquire knowledge experientially—through play, experimentation, exploration, and discovery. Though a developmentally appropriate movement program, instructors can help nurture the bodily/kinesthetic intelligence possessed in varying degrees, by all children" (Pica).
Benefits of Music
Music is vital to the development of language and listening skills.
Music and language arts both consist of symbols and ideas; when the two are used in combination, abstract concepts become more concrete. (National Association for Music Education)
Music engages the brain, stimulating neural pathways that are associated with higher forms of intelligence such as empathy and mathematics (National Association for Music Education)
Music's melody and rhythmic patterns help develop memory; who among us learned their letters without singing the ABC song?
Factors for Planning
When you are planning your music and movement program, keep in mind the following considerations. Activities should be:
Social/cultural appropriateness (Pica),
As I said, I don't claim to be an expert, but if you're looking for ideas for music and movement programs, I'll be posting about the one I'm running, very soon!


Global Read Aloud is a teacher-created project with a focus on reading and making global connections by discussing shared books. Three different levels for various age groups.
Teachers and students can collaborate with other teachers and students from over two hundred countries in authentic learning projects. You can join other classrooms in projects that are already in progress or you can design your own project and ask other classrooms to join in. Read more about it HERE.
A place for educators to find thought-provoking news, conversation and support for those who care about diversity, equal opportunity and respect for differences in schools.
The Equity Alliance
The Equity Alliance is devoted to research and school reform efforts that promote equity, access, participation and outcomes for all students.
In 1998, the United States Department of Education asked The Education Alliance to develop a “…sustainable, customer-driven, distributed repository/database of information on best practices in teaching and learning. Spotlight topics were developed on Adolescent Literacy in the Content Areas, Art Education, Culturally Responsive Teaching, and Professional Development, among others. The Knowledge Loom Web site was retired in 2013, but the content has been archived in pdf format and is available for free public use.
This web site contains links to annotated bibliographies of children’s multicultural books appropriate for the elementary grades (kindergarten through grade six). Cultural groups currently listed include: African Americans, Chinese Americans, Latino/Hispanic Americans, Japanese Americans, Jewish Americans, Native Americans, and Korean Americans. Books are categorized by genre: realistic fiction, information (non-fiction), traditional literature, biography, historical fiction, poetry, and fantasy.
Each year, thousands of children, young adults, teachers, and librarians around the United States select their favorite recently published books for the “Choices” reading lists hosted on this site.
Culturally responsive teaching isn’t about heroes and holidays. It’s about connecting the classroom to the “realities of what students know and live,” as Emory University researcher Jacqueline Jordan Irvine puts it. Browse NEA’s online collection of resources.
The Teachers College Inclusive Classrooms Project (TCICP) supports research, teaching and services to create educational practices that support all students to grow and thrive in their classroom.


- The Oxford Handbook of Applied Ethnomusicology
- List of Figures and Tables
- List of Contributors
- About the Companion Website
- An Introduction to Applied Ethnomusicology
- Transcending Researcher Vulnerability Through Applied Ethnomusicology
- Evaluating Values in Applied Ethnomusicology
- Cultural Engagement and Ownership Through Participatory Approaches in Applied Ethnomusicology
- Applied Ethnomusicology and Intangible Cultural Heritage: Understanding “Ecosystems of Music” as a Tool for Sustainability
- Sustainability, Resilience, and Adaptive Management for Applied Ethnomusicology
- Advocacy and the Ethnomusicologist: Assessing Capacity, Developing Initiatives, Setting Limits, and Making Sustainable Contributions
- Applied Ethnomusicology as an Intercultural Tool: Some Experiences from the Last 25 years of Minority Research in Austria
- Being Applied in the Ethnomusicology of Autism
- Motivations and Methods for Encouraging Artists in Longer Traditions
- Activist Ethnomusicology and Marginalized Music of South Asia
- Decolonization and Applied Ethnomusicology: “Story-ing” the Personal-Political-Possible in Our Work
- Andes to Amazon on the River Q’eros: Indigenous Voice in Grassroots Tourism, Safeguarding, and Ownership Projects of the Q’eros and Wachiperi Peoples
- The Role of Applied Ethnomusicology in Post-Conflict and Post-Catastrophe Communities
- The Study of Survivors’ Music
- Music and Conflict Resolution: The Public Display of Migrants in National(ist) Conflict Situations in Europe: An Analytical Reflection on University-Based Ethnomusicological Activism
- Strategies and Opportunities in the Education Sector for Applied Ethnomusicology
- Sounds Humane: Music and Humanism in the Aga Khan Humanities Project
- Intersections Between Ethnomusicology, Music Education, and Community Music
- Archives and Applied Ethnomusicology
- The Applied Ethnomusicologist as Public Folklorist: Ethnomusicological Practice in the Context of a Government Agency in the United States
- Applied Ethnomusicology in China: An Analytical Review of Practice
- The Problem and Potential of Commerce
Abstract and Keywords
Resilience refers to a system’s capacity to recover and maintain its integrity, identity, and continuity when subjected to forces of disturbance and change. Insofar as music cultures are systems, they too exhibit resilience to a greater or lesser degree. Adaptive management identifies what makes a music culture vulnerable, what makes it resilient, and ameliorates the former while strengthening the latter. Resilience coupled with adaptive management therefore becomes a practical strategy for applied ethnomusicologists working on behalf of musical and cultural sustainability. This chapter also discusses preservation, safeguarding, and conservation as precursors to sustainability, resilience, and adaptive management, employing a historicist’s approach to these ideas in the spheres of economics, ecology, anthropology, ethnomusicology, and folklore.
Jeff Todd Titon is professor emeritus of music at Brown University. In 2015-16 he will hold the Basler Chair of Excellence for the Integration of the Arts, Rhetoric, and Sciences at East Tennessee State University.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.


Children who experience higher-quality classroom environments during pre-K and kindergarten have better language, literacy and math skills at the end of kindergarten. These findings from a study led by doctoral student Robert Carr, along with researchers at the FPG Child Development Institute, were recently published in the journal Early Childhood Research Quarterly.
Carr’s study used the Classroom Assessment Scoring System, an observational measure of classroom-wide teacher–child interactions that focuses on three domains of classroom quality: instructional support, emotional support and classroom organization.
The study found that higher-quality classroom environments in pre-K and kindergarten were both independently associated with children's language and literacy skills. In contrast, for children's math skills, higher-quality in pre-K was only associated with math skills at the end of kindergarten for children who went on to experience high-quality kindergarten classroom environments, not average- or low-quality kindergarten classroom environments. Carr describes the effects of classroom quality as additive in relation to language and literacy skills, and multiplicative in relation to math skills. These findings have implications for the design of policies and practices related to the alignment of classroom instruction across pre-K through third grade (referred to as PK-3).
To date, most PK-3 instructional alignment initiatives have focused on the use of curricula, instructional practices, learning standards and assessments. Carr's study suggests the PK-3 initiatives should also include professional development strategies to promote high-quality teacher–child interactions in these domains. Carr says that "any benefits that could result from the alignment of curricula, instruction, learning standards or assessments across grades may be enhanced in classrooms characterized by high-quality teacher–child interactions."
In response to this study, renowned early childhood expert, Richard Clifford, Ph.D., says that "Robert Carr and colleagues offer new insights concerning how the quality of early childhood learning environments impact child outcomes. Although we still have much left to learn in order to guide educational practice and policymaking in this area, this work provides a new piece of the puzzle." Dr. Clifford and other researchers at FPG developed the FirstSchool initiative, which is an instructional alignment initiative designed to improve PK-3 experiences for African American, Latino and low-income children and their families. Dr. Clifford added that "the field of early childhood education needs a new generation of researchers to help us unravel the complex interrelationships among the multitude of variables affecting children's learning outcomes. Robert Carr's recent analyses are an excellent example of what the next generation can offer."
Quick Check Math is for learners who struggle with number sense and basic math concepts. Quick Check Math is a hybrid program that combines technology with paper-based activities. Students listen to audio prompts and write their answers with a blue pen, and check their work with a red pen. Each exercise takes just 1 minute to complete and 1 minute to check! Quick Check Math enables rapid practice of addition and subtraction and provides a unique framework for children to measure and record their progress. Ready to try it? Get your 30-day trial of Quick Check Math now!
Reposted with permission from UNC Frank Porter Graham Child Development Institute.


Wordplay is a blog project featuring posts from students enrolled in ENG 320 Grammar and Linguistics (Fall 2019)
“Rules” of Grammar
by Riley Hall
When you hear the word “grammar” you probably think of time consuming lessons from elementary school or trying to memorize the “rules” of grammar that past teachers lived by. These rules can build up to be a confusing mess of guidelines to remember when speaking or writing whether it is formal or informal. Throughout this course, I have learned that while grammar is incredibly important, and we should do our best to promote correct grammar usage, I have also learned that there are some rules that we can learn to ignore.
When I say grammar rules, I am referring to the ideas such as “Always use an active voice”, or “Use a comma to connect two ideas” (“YourDictionary,” 2016). While these rules are very common and typically understood, there are ideas that we learn throughout grammar classes that may not be as important. Formal speaking and writing are held to a much higher standard and should never contain grammatical errors; however, there are some outdated grammar rules that can be ignored most of the time.
First, we learn to never begin a sentence with a conjunction. Conjunctions include “and”, “but”, and “or” and are typically used to connect two or more clauses or phrases. We are commonly told to never start a sentence with any of these words because they create an unclear or incomplete sentence. However, we know that sentences are complete if they include a subject and a predicate. For this reason, starting a sentence with a conjunction is not an error that we should be worried about, if it is not used too often (VOA, 2018).
Another example of a grammar rule that is often broken is “never end a sentence with a preposition.” This rule was created because prepositions are typically used to describe the relationship between words, and if it is at the end of the sentence, there is nothing to connect the prior word to. However, if we rearrange sentences to avoid making this error, we typically see that the sentence is much wordier and oftentimes unclear. It is very common to end a sentence with a preposition, and it is typically acceptable when speaking or writing in an informal setting (Geikhman, 2018).
There are many other rules out there that might be more of a judgement call than a set-in-stone situation, and our opinions on them will make a huge impact on how and what we decide to teach our students. For the most part, I will teach my students the well-known grammar rules and what they need to know about grammar to be successful. However, I will also educate them on the difference between formal and informal speaking and writing, so they understand when those rules must be followed, and when they can focus more on expressing themselves.
Geikhman, Y. (2018, December 3). Informal English: 10 Grammar Rules That Native Speakers Break All the Time! Retrieved November 11, 2019, from https://www.fluentu.com/blog/english/informal-english/.
Voa. (2018, October 4). Old Grammar Rules You Can Break. Retrieved November 11, 2019, from https://learningenglish.voanews.com/a/it-s-time-to-break-these-old-grammar-rules/4598241.html.
YourDictionary. (2016, October 21). 11 Rules of Grammar. Retrieved November 11, 2019, from https://grammar.yourdictionary.com/grammar-rules-and-tips/11-rules-of-grammar.html.
Riley Hall, is a junior studying Elementary Education at Chadron State College. Once she completes her degree, she hopes to teach at the intermediate level somewhere in Western Nebraska.


In this response to Fettes's "Imagination and Experience," the authors further consider the varieties of educational experience that inspire ecological flourishing and a living democracy. The essential interconnectedness of encounter-driven and language-driven ways of knowing are explored with particular reference to the authors' involvement in a research project at an innovative elementary school in British Columbia, Canada.
Response to Article
Mark Fettes, Imagination and Experience: An Integrative Framework
, Blenkinsop, S.
, Telford, J.
, Piersol, L.
, Caulkins, M.
Toward Resonant, Imaginative Experiences in Ecological and Democratic Education. A Response to "Imagination and Experience: An Integrative Framework".
Democracy and Education,
(2), Article 10.
Available at: https://democracyeducationjournal.org/home/vol21/iss2/10
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Other Education Commons, Secondary Education and Teaching Commons


Bricklayers lay bricks, concrete blocks, stone and other materials to construct or repair walls, arches, chimneys, fireplaces and other structures based on blueprints and specifications. They could be installing firebricks in commercial and industrial furnaces and incinerators.
- Laying brick, stone or similar materials to build chimneys and fireplaces, patios, walls or walkways
- Laying firebricks to line industrial chimneys and smokestacks
- Cutting and trimming bricks using hand and power tools
- Lining or relining furnaces and boilers using acid resistant bricks
- Restoring, cleaning or painting existing brick structures
- Reading and interpreting sketches and blueprints.
- Reading Text
- Oral Communication
- Critical Thinking
- Problem Solving
- Document Use
- Work safely as a team, following written and oral directions
- Able to perform heavy manual labour for prolonged periods of time
- Read and interpret documents, work with numbers to perform calculations
- Problem solving skills to provide solutions to challenges
Job Testimonial Videos
Job Overview Videos
- What does a bricklayer do?
- Brick Masonry – Skills Canada
- What it feels like to be a stonemason on Parliament Hill
Apprenticeship is required
Education Requirements :
- Completion of high school
- Apprenticeship: 4880 hours (720 hours in school)
- A brick and stone mason is a voluntary trade in Ontario
This program provides theory and hands-on training for the brick and stone mason trade and foundational skills in construction carpentry. It ss designed to provide students with training where they will learn to safely and properly operate hand and power tools, as well as equipment found on the construction site. Students will have opportunities to use masonry materials and supplies and to practice the selection, preparation and installation of masonry materials.
- ALGONQUIN COLLEGE-MASONRY
- CONESTOGA COLLEGE-BRICK AND STONE FUNDAMENTALS
- FANSHAWE COLLEGE-BRICK AND STONE FUNDAMENTALS
- ONTARIO MASONRY TRAINING CENTRE- MISSISSAUGA
- ST LAWRENCE COLLEGE-BRICK AND STONE MASONRY APPRENTICESHIP
Download Career Profile Pdf
Did you know
The Great Wall of China is made of 3,873,000,000 bricks.
Did you know
Bricks are energy efficient because they hold sunlight throughout the day and release that energy after the sun goes down.
Did you know
The Minerals used to create a brick determine its colour. Bricks are red due to iron in them, and higher temperatures produce darker coloured bricks.
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The Importance of Music
Music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, it helps pupils understand themselves and relate to others, forging important links between the home, school and the wider world. The teaching of music develops pupils’ ability to listen and appreciate a wide variety of music and to make judgements about musical quality. It encourages active involvement in different forms of amateur music making, both individual and communal, developing a sense of group identity and togetherness. It also increases self-discipline and creativity.
Purpose of study. - Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
Aims The national curriculum for music aims to ensure that all pupils:
perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.


"A stellar way to get kids excited for music education." -Tapscape
"This engaging, thorough app creatively and masterfully presents the learner with a variety of opportunities to increase his knowledge of music fundamentals ... 5/5 stars" - Kids App Reviews
Learn fundamental principles of music through lessons, games, and a creative composer environment where learners can create their own songs - and see them performed by their Music Learning Lab friends! Fun for kids and adults.
"What a brilliant way to teach music!" -User review
We’ve applied state-of-the art learning science research in designing Music Learning Lab. We identified key skills that serve as a foundation for music learning, and designed the lessons in Music Learning Lab using methods that combine our love and knowledge of music with principles derived from basic learning sciences research.
The result is that learners acquire an important set of music skills, and have a tremendous amount of fun doing it. Every learner will be prepared for music appreciation, using music software such as GarageBand®, and further music instruction privately or in school.
"The instruction is very well designed, and the animations will delight your children. If your children are used to playing games on an iPad, they'll really enjoy this app, and be all set for their future in music. You'll probably enjoy it yourself, too."
-Vicci Tucci, BCBA, President Tucci Learning Solutions
Key features include:
• the Learn area
Learn new musical skills that will provide an essential foundation for music education. Completing lessons unlocks new instruments and backing bands to use in...
• the Create area
Use these new skills to create musical pieces and see them performed by fun animated characters. Choose pitches, change instruments, add longer melodies and more complex rhythms, and choose a backing band to play along. More instruments can be earned in...
• the Play area
Practice skills learned in the lessons with three fun mini-games. Completing the games unlocks more instruments and backing bands. See what a learner has accomplished in...
• the Trophies area
See trophies that represent everything a learner has achieved, and watch fun animations that demonstrate their accomplishments.
The free download provides access to:
• the first 3 tutorial lessons in the Learn area
• the ability to compose with one of three available instruments and a backing band in the Create area, and an animated Music Learning Lab friend who will perform composed songs.
With the full version of Music Learning Lab, learners gain access to:
• 14 tutorial lessons in the Learn area
• the ability, in the Create area, to compose with two instruments, drums, and backing bands, watch a band of Music Learning Lab friends perform their compositions, and save up to 3 compositions per learner
• three mini-games in the Play area to practice and extend skills learned in the lessons.
Explore Music Learning Lab to earn all 15 instruments, nine backing bands, and 32 trophies!
Learn more at:
For a video tour of the app, go to: http://www.youtube.com/watch?v=ZY5r0U3M4dw
Music Learning Lab has no ads, and does not collect any personal information.
Fully compatible with iOS 10!
- Generategy LLC
- 321 MB
Requires iOS 8.0 or later. Compatible with iPhone, iPad and iPod touch.
- Age Rating
- © Generategy, LLC
- In-App Purchases
- Full Version R29.99
- Master Key R14.99
Up to six family members will be able to use this app with Family Sharing enabled.


I focussed a lot on Early Years Science last year. Mostly because my youngest daughter was Reception age and I had the opportunity to try out ideas with her class. I have finally managed to put together a complete downloadable eBook detailing every early years science activity we did. Each and every activity has been tested and enjoyed by Reception age children and all use only inexpensive items generally already found in a classroom or around the home. Do let me know if you find our early years resources useful.
You can download the book by clicking on the image below. The activities and experiment ideas are not limited to Early Years (EYFS) but can be extended for older children as well.
If you’re running a particular theme in your classroom this term and would like some ideas or have an idea to suggest for me to add to our early years resources do send me an e-mail or a tweet. I’m always searching for new ideas and inspiration.
More Early Years Resources
I also have lots of Early Years Science ideas in this post, covering Pirates, Under the Sea, Healthy Living, Fairy Tales and more.
If you’re on a strict budget, try these Early Years on a budget activities.
Don’t forget to follow on Facebook too, as I share ideas on there daily!
More Science For Kids
If Early Years science isn’t quite your thing we’ve got lots more science experiments and activities to try. Check out our science fair project ideas and did you know we have a couple of science books available too?
Science for Early Years eBook – click HERE to download
I also have a FREE Christmas Science eBook.


Uses of AI (Artificial intelligence) are a convergence of innovative exploration in information technology and robotics.
The aim is to construct intelligent machines that can execute intricate tasks on their own.
The uses of the AI take place in every industry, where practical evaluation, accuracy, and automation is important.
Artificial Intelligence is used in every single field of human endeavor. It brings together accuracy and computational strength with absolute logic, to fix issues and reduce malfunction in operation.
Without a doubt, automatic robot systems are taking over many tasks in industrial sectors which are harmful to or beyond human capability.
1. Self-Driving Vehicles
Independent self-driving vehicles are already a simple fact.
Operated by the Google Chauffeur program ‘Stanley,’ an autonomous automatic car made by a Google company and driven by Sebastian Thrun won the $ 2,000,000 in a Grand Challenge of 2005 DARPA. Today, the state of Nevada, California, and Los Angeles have a small fleet of certified Google driverless vehicles running on the highways.
2. The Automatic Music Genius
Software programs such as OrchExtra and Melomics, Omax, as well as Emi have been created that can easily compose songs or provide computerized accompaniment during shows. A software program such as StarPlayIt and SmartMusic provide online music education.
3. Machine Language translation
Computerized language translation systems have been used widely online, which use mathematical and learning formulas to convert any couple of different languages, whose substantial data units are available for test.
After some time, they’ve become better at providing translations with greater accuracy and reliability.
The Google translate feature makes use of the same mathematical approach to get the best-converted versions from one vocabulary to the other.
4. Fighting Junk e-mail
These days, most of these programs apparently block approximately 90% to 99% of junk e-mail that would have entered into your mailbox, possibly having a security risk for your laptop or computer. The particular sets of rules are made to learn as time passes, to identify and comprehend each and every type of new junk e-mail, to keep growing as better junk mail fighters. When you mark any email as junk, the program finds a new sample for detection, which makes it sharper in isolating junk mail from regular emails.
5. Speech Recognition
Neurological networks, natural language control, and machine learning formulas are usually used in improving voice recognition, for use in different devices. Google has now made improvements in the speech recognition which are used for its different purposes such as Google Now and Google Voice, by using machine learning systems.
6. Autopilot Mode in Flight handling
Flight companies use pro systems in planes to check environmental conditions and system condition. The plane can easily be placed on autopilot once a program is set to the desired destination.
7. Weather Prediction
Neural systems are usually used for forecasting climate conditions. Previous data is provided to a neural system which finds the development and makes use of its information to forecast weather conditions.


Storytelling events offered in public schools and libraries continue to have a significant impact on children’s literacy, according to a new study. The results of the study show that the benefits of literacy have been accepted so far, but this was based on observation and practice rather than research.
Next, Louise Phillips conducted a study to examine the usefulness of storytelling in early childhood education. She found that storytelling builds a community of students and teachers, improves memory and memory, supports early literacy development, and promotes creative thinking. A single narrative lesson enabled a class of second-graders to practice their literacy and communication skills.
To prove that storytelling is beneficial for literacy development, we need repeated storytelling sessions to determine the long-term impact of storytelling on children’s literacy and communication skills. Nevertheless, this study fits into the growing body of work that points to a link between live storytelling and literacy development. This study provides the first direct evidence of the potential benefits of storytelling in early childhood education.
It also shows that storytelling activities can increase literacy, and here are three ways that storytelling in early childhood can help young children during a pandemic.
To keep learning strong and moving forward, teachers around the world record virtual reading – loads of their favorite books that they read and share with children in their programs, using a variety of tools such as video, audio, and video – on demand. Teachers can create videos while recording their readings and do well – well-known authors and public figures can join in and post the videos so their children can read them too. Many children’s book publishers have published instructions on the use of video as a means of teaching literacy and literacy skills to children and their families.
Children benefit when they and their parents establish positive reading patterns, as shown by the results of a study in which children aged 18 to 22 months were observed reading books. They were also found to have a strong and productive vocabulary after 24 months. Marchman and Fernald (47) also documented the positive effects of video-on-demand reading on children’s vocabulary and reading skills.
When language competence arises, it builds linguistic competences that facilitate the later learning of languages and have a profound impact on conceptual, social, and affective functioning.
We saw this in a study in which children were taught new words while reading a story, and those with weaker language skills had a harder time using syntactic cues to learn the new word. As already mentioned, children’s ability to process language quickly and process words quickly are related to early vocabulary and language acquisition and is predictive of vocabulary when the child is eight years old. Children differ in their ability to process words, which contributes to finding out something about the meaning of words.
By making special efforts and providing redundant and explicit information about the meaning of a word, children with stronger language skills are able to learn more words than children with weaker abilities. Early home literacy – Building activities associated with better school performance in kindergarten include reading to children regularly 3 or more times a week, teaching letters, words, and numbers, and telling stories.
One in five children affected by these early indicators of disadvantage has a significant impact on how well prepared they are when they start kindergarten. Among children ages 3 to 5 in 2001, 16 percent did not read as well as children with higher education. Among children whose mothers had a college degree, this proportion rose to 31%, compared with 28% of children for whom the mother had less than a higher – rather than higher – education.
Reading children’s picture books aloud would expose them to more words and have a leveling effect, Massaro said. It turned out that picture books were more likely to contain words that are not as common in children’s vocabulary as words like “good,” “bad” or “evil,” and they had something called a “speech cure” to encourage parents to talk more to their children to broaden their vocabulary.
This was based on the idea that children talk more to themselves to enlarge their vocabulary, said Massaro, a professor of psychology at the University of California, San Diego School of Medicine.
In this session, we will explore how teachers can use targeted play and research to promote and support students “social and emotional needs while embedding academic skills in a way that preserves enjoyment. Playing can be a meaningful literacy experience that encourages children’s ability to learn and engage with peers, their parents, and the world around them.
This event offers middle school teachers the opportunity to explore Alexander’s work in the context of their students “social and emotional needs and the impact of literacy on academic success.


Fine Motor Skills
Our Worksheets are designed to develop your child’s fine motor skills in various ways
We have different activities to start develop your child’s language skills from a very young age
Numeracy skills will also be developed while your child does some of the many open-ended activities we provide
Edunity was inspired by the need for easy and affordable educational material for many South Africans. To be able to teach children in their own language and any other South African Language.
We aspire to keep the activities simple and easy to use, that is also budget friendly. The activities are designed to be open ended so that it may be used in a variety of ways, to stimulate different age groups and development phases. The activities also develop multiple areas at the same time. While learning the alphabet you can also develop fine-motor skills as well as language and pre-writing.
Every child is unique and therefore learns and experiences things in their own way. Our activities are designed to meet multiple needs in one so that you can use it on all your children.
The learning process should be fun and stress free.
Be patient during the imperfections and enjoy the process.
We want to bring Unity through Education.
Start Learning at a young age.
Providing your kids with the best building blocks to their education.
Our activities are easy to use from ages 2-6.
Special needs education can also benefit from our activities.


Learn Italian from our online courses for free below. Learn basic Italian conversation, basic grammar, vocabulary and more on edX!
Why Learn the Italian Language?
Italy has a long history of art and sciences. Italian is one of the most popular romance languages to learn and traces its roots to Latin, a language with even more history. When you learn Italian, it opens you up to all the history, literature, poetry, and art Italy has given the world over the generations. Language learning is a valuable part of training the brain, and it provides many health benefits. In addition, it gives you the ability to make new friends and business contacts. Modern Italian and Italian dialects could be the perfect way to exercise mental acuity and aid in health and wellbeing. During the middle ages and the Renaissance, Italy was home to some of the greatest minds in the world. Venetian art was the pinnacle of expertise. Tuscan farming was already fully underway. Dante was writing classics, and standard Italian was the language of the learned. Explore Sicily, Vatican City, Florence, and so many other famous Italian spots. Prepare for a foreign language to ignite your curiosity. edX is ready to help.
Italian Courses and Certifications
edX has a range of Italian lessons and certifications. You can take classes in the language itself, courses that introduce you to Italy's storied history, and courses delivered in Italian to further your language skills. Wellesley offers an Italian language series designed to introduce you to aspects of the language like Italian words, grammar, and phrases while also providing context through history. You have a beginning, intermediate, and advanced option to meet you where your abilities are. You can also study Italian history and art with Harvard and Dartmouth. Learn about famous Italian artists and writers, including Dante Alighieri and Boccaccio, while understanding the influence of Italy on surrounding French and English culture. Once you've had the chance to practice your Italian skills, you can take part in a variety of courses ranging from history to science to arts delivered in Italian. One of the best ways to learn a language is through immersion. If you can't take a trip to Italy or find Italian speakers near you, the next best thing could be participating in courses in your target language. It's not a trip to Venice or Naples, but it could ignite a renaissance in your own life.
Enrich Your Life with Italian
Learning Italian or any new language opens you up to new experiences. A large subculture of the United States is a direct result of Italian immigration. Whether you're interested in 13th-century Italian music, 14th-century art, or modern Italian for second language benefits, edX can provide the foundational skills to get you where you need to go. It might be a trip to Tuscany or a new business venture, but learning the national language of another country opens incredible doors. The Roman Empire may be gone, but you can see aspects of that long history along with Italy's own contributions with the help of edX.


Prosthetic pedagogy, as developed by Charles Garoian, provides a framework for using artificial-real worlds created by the arts to influence and impact teaching practice. The prosthetic space is artificial, separate, from the artist and audience, yet it is felt authentically, as if it were part of their being. Garoian explored prosthetic pedagogy through visual arts and museum experiences. This research further examines prosthetic pedagogy by applying it the Theatre. The art of theatre builds worlds onstage and through performance that allow performers to be and exist apart from their physical selves in the realm of prosthetic reality. The artist and audience are able to transcend the natural and real world to enter a place of internal reality. Through a blend of auto ethnographic reflection and contemporary research, this paper considers theatrical artistic experiences as an application of prosthetic ontology and then explores how that ontology influences pedagogy.
© The Author(s). This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).
Kieffer, Elise Lael
"Prosthetic Ontology Into Pedagogy: Applying Garoian’s Theory to the Performing Arts,"
International Journal of Lifelong Learning in Art Education: Vol. 3
, Article 5.
Available at: https://scholarscompass.vcu.edu/ijllae/vol3/iss1/5


Great White Shark
The Great White Shark
Great White Sharks are the largest predators in the ocean. Carcharodon carcharias is the scientific name for this fierce species of fish which means “Sharp toothed”. An average Great White Shark is about 15 feet in length and weighs up to 2250 kg. They are at the top of the ocean’s food chain. Orca Whales or other Great White Sharks themselves are their only predators. A baby White Shark is called a pup.
Facts you didn’t know: –
- A Great White Shark has an average lifespan of 25 years.
- They have three major fins: – Caudal fin, Pectoral fin and Dorsal fin.
- Their blue-gray color on the dorsal helps them to blend in with the bottom of the ocean.
- Great White Sharks have a white belly which makes it difficult for other sea creatures to see them.
- They are warm-blooded and can regulate their own body temperature.
- On average, a great white shark has a litter size of about 2-10 pups.
- They are believed to be intelligent and highly inquisitive.
- They have an acute sense of smell and can smell a single drop of blood floating in 10 billion drops of water. They have nostrils on the underside of the snout.
- They have two small openings behind and above the eyes that work as their external ears.
- These sharks are opportunistic eaters.
- They are carnivores and generally prey on other sea creatures like Tuna fish, seals, some species of whales, seabirds, dolphin etc.
- They also have an elaborate sense of touch through the lateral line.
- Great white sharks are found in temperate waters all over the world.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Facts for Kids about Great White Sharks ." Easy Science for Kids, Oct 2020. Web. 25 Oct 2020. < https://easyscienceforkids.com/great-white-shark-facts-for-kids-video/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts for Kids about Great White Sharks. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/great-white-shark-facts-for-kids-video/
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Junior Explorers: Numbers 1-50 Flash Cards (small format)
|Product Size||130 x 80 x 25 mm|
|Publication Date||1 Jun 20|
This pocket-sized pack of 53 number cards from 1 to 50 will improve numeracy skills and number recognition. The cards feature images of common and familiar items to build numeracy, vocabulary and spelling and assist with memory skills. The parent support card gives parents lots of fun, educationally appropriate ways to consolidate connections between number names and numerals, and practise addition and subtraction.
Junior Explorers: Numbers 1-50 flash cards seamlessly combine game play with literacy and numeracy concepts! The highly portable format enables children to learn while having fun.
• 53 flash cards


When you hear the word Improvisation, what's the first thing that comes to your mind? Jazz music? Baroque ornamentation? Cool theater exercises? Something completely different? For some, including yours truly, if someone were to say, "Improvise for us," my heart would start to palpitate, my palms would sweat, and I would think, "Is there any way out?" I know I'm not the only one to feel this way. In Western music, we have moved away from a tradition of improvisation into a world of control and order.
What exactly is Improvisation? Is it really just making things up as you go along? Sure, I guess, at the most basic interpretation of improvisation. But who wants to hear that? No, good improvisation takes a bit more training, practice, and experience.
So, here's my issue. I taught high school choir for 11 years. During most of my time as a teacher, one of the National Standards of Music from NAfME (National Association for Music Education) involved the students being able to improvise. My thought was, "I don't know how to improvise. How the heck am I going to teach them?"
I tried. And I tried. I went to workshops, I read articles, but nothing stuck. Most of the techniques I learned about focused on helping students learn how to improvise a solo. I wanted the whole choir to improvise at the same time! I wanted to have my choir make up a song on stage for all their parents to hear!
But it never happened.
I was still stuck not knowing how to teach what I wanted.
So, now I'm at the University of Washington working towards a DMA in Choral Conducting and I thought, "What a perfect opportunity to finally crack this nut!" As part of my studies, and as one of my three major topics, I am researching improvisation, hopefully with the end goal being able to answer the question, "How do I get a whole choir to successfully improvise at the same time?"
I'm only at the beginning of my research. I have loads of questions, and loads of books. I want to hear from you, though. I want to hear from those that are in the classroom that are either finding improvisational success, or, like me, are experiencing frustrations. I'd love to hear your thoughts to some of these questions:
1) What is your definition of improvisation? Do you think we should broaden the definition?
2) How would you assess an improvisation as being successful?
3) What pedagogical reasons do you see for improvisation?
4) What are your favorite tools/techniques for teaching improv?
5) Why do you think students are hesitant to approach improvisation?
6) What are some resources you think I need to look up/watch/read?
Please comment below with your own thoughts.
I hope that after a couple months of research, I'll be able to write a follow up post about my findings.
Sorry if this post seemed a little rambling...I was just making it up as I went along.


North Dakota Academic Content Standards
ND.1.RF Reading Standards: Foundational Skills
1.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
1.RF.2.b. Orally produce single-syllable words, by blending sounds (phonemes), including consonant blends.
Phonics and Word Recognition
1.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words.
1.RF.3.a. Know the spelling-sound correspondences for common consonant digraphs.
1.RF.3.c. Demonstrate use of beginning and ending blends.


Educational games for Chromebooks
Making Camp Premium
Practice multiplication and division. Learn math problem-solving strategies along with Ojibwe history.
PLUS get the completely new words challenges section, an activity randomizer, and more. Customize your virtual wigwam inside and out. Earn points by solving math problems, learning about language arts, and answering social studies questions in the village-building simulation game.
MAKING CAMP [BILINGUAL] Register to play here.
If you already have an account, click here to play!
Making Camp: Bilingual can be played in English or Spanish.
In Making Camp, players practice multiplication and division skills while learning math problem-solving strategies. They’ll also be introduced to Native American history. Earn points by solving math problems and answering social studies questions in the village-building simulation game.
MAKING CAMP: LAKOTA
Learn how the Lakota lived. Experience the Lakota language. Improve division skills.
In Making Camp Lakota, players practice multiplication and division skills. They’ll also be introduced to Lakota history and culture. Earn points by solving math problems and answering social studies questions in the village-building simulation game as you earn items to customize your tipi.
FORGOTTEN TRAIL, PART 1
Forgotten Trail follows two teenagers who apply their knowledge of fractions, decimals, measurement, and statistics to retrace the Ojibwe migration through the U.S. and Canada. We interweave this with cultural history and geography through stories and flashbacks.
AZTECH: THE STORY BEGINS
Journey through the past to the present. What starts as a typical day in history class for Xitlali and José turns into a day nothing like any other. Get to school before the bell brings. And definitely stay away from that book your teacher told you not to touch! AzTech: The Story Begins teaches multi-step problem solving, basic statistics, and real world applications of math, while introduction to pre-Columbian Central American history. The game is fully bilingual (English/Spanish).
AZTECH: MEET THE MAYA
Mr. Gonzalez told you not to touch that book! Now, you’re in the Mayan jungle. Use your knowledge of statistics and history to survive. AzTech: Meet the Maya can be played in English or as a bilingual English/Spanish experience. Language of instruction is controlled by the player on every single page within the game, including text, audio and video content.
Mobile Games for Life Choices
Play on your phone or tablet
Crossroads: Choices – for players age 9-13. Topics covered include risk of child sexual abuse, exposure to domestic violence in the home, and creating a safety plan. Data from the CES-DC depression scale for children is collected and scored in the app.
Crossroads: Decisions – for players age 13- 19. Topics covered include drinking/ drug use and driving, unsupervised parties, budgeting, communication, living with a guardian abusing alcohol and drugs and creating a safety plan. Data from the CES-D depression measure and the Adverse Childhood Experiences Scale are collected and scored in the app.
Crossroads: Options – for players 13-19. Topics covered include drinking/ drug use and driving, dating partner violence, emotional abuse, living with a guardian abusing alcohol and drugs, finding a job, keeping a job and creating a safety plan. Data from measures of Generalized Anxiety and Locus of Control are collected and scored in the app.


GCSE Science (Double Award)
Title of qualification
GCSE Science Trilogy (Double Award)
What will I learn?
- Life processes depend on molecules whose structure is related to their function. The fundamental units of living organisms are cells, which may be part of highly adapted structures including tissues, organs and organ systems, enabling living processes to be performed effectively.
- Living organisms may form populations of single species, communities of many species and ecosystems, interacting with each other, with the environment and with humans in many different ways.
- Living organisms are interdependent and show adaptations to their environment. Life on Earth is dependent on photosynthesis in which green plants and algae trap light from the Sun to fix carbon dioxide and combine it with hydrogen from water to make organic compounds and oxygen.
- Organic compounds are used as fuels in cellular respiration to allow the other chemical reactions necessary for life. The chemicals in ecosystems are continually cycling through the natural world.
- The characteristics of a living organism are influenced by its genome and its interaction with the environment.
- Evolution occurs by a process of natural selection and accounts both for biodiversity and how organisms are all related to varying degrees.
- Matter is composed of tiny particles called atoms and there are about 100 different naturally occurring types of atoms called elements.
- Elements show periodic relationships in their chemical and physical properties. These periodic properties can be explained in terms of the atomic structure of the elements.
- Atoms bond by either transferring electrons from one atom to another or by sharing electrons.
- The shapes of molecules (groups of atoms bonded together) and the way giant structures are arranged is of great importance in terms of the way they behave.
- There are barriers to reaction so reactions occur at different rates. Chemical reactions take place in only three different ways: proton transfer, electron transfer, electron sharing.
- Energy is conserved in chemical reactions so can therefore be neither created nor destroyed.
- The use of models, as in the particle model of matter or the wave models of light and of sound the concept of cause and effect in explaining such links as those between force and acceleration, or between changes in atomic nuclei and radioactive emissions.
- The phenomena of ‘action at a distance’ and the related concept of the field as the key to analysing electrical, magnetic and gravitational effects that differences, for example between pressures or temperatures or electrical potentials, are the drivers of change.
- That proportionality, for example between weight and mass of an object or between force and extension in a spring, is an important aspect of many models in science.
- That physical laws and models are expressed in mathematical form.
How will this course be assessed?
There are six papers: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas.
- Each paper is 1 hour 15minutes.
- There are separate Higher / Foundation tiers.
- Each paper is worth 70 marks.
- Each paper is worth 16.7% of the GCSE.
What skills do I need?
- Literacy- the ability to read and write fluently.
- Listening skills.
- The ability to co-operate in group activities.
- Practical skills (predicting, analysing and evaluating).
- Numeracy skills.
What is next for me after this course?
Communication skills, analysis and evaluation are essential for all Post 16 subject areas and a good GCSE in Science is a requirement for many courses and jobs. Skills and techniques developed in Science studies may be continued in a wide range of AS/A2 courses including: Biology, Chemistry, Physics, Psychology, Computer Science.
Are there any restrictions with this course?
This is a core subject studied by all students.


You must be currently teaching students to successfully complete this course.
Explore the benefits of doodling, from making random marks to intentional expression. Gain a deeper understanding of the power of the doodle.
There has been a stigma attached to doodling. “It is a waste of time!” “You are not paying attention!”
In the past several years the tide of opinion has been slowly turning in doodling’s favor. Educators, business leaders, and the medical field are beginning to recognize emerging patterns of benefits related to the act of doodling.
“…doodling is deep thinking in disguise – a simple, accessible, and dynamic tool for innovating and solving even the stickiest problems. Doodling has led to countless breakthroughs in science, technology, medicine, architecture, literature, and art.”
Online book review: Sunni Brown’s The Doodle Revolution: Unlock the Power to Think Differently, BookPeople, 2014.
You will be engaged in a number of activities with your students that provide opportunities for them to doodle at several levels of involvement, from making random marks to intentional expression. They will also explore the benefits of doodling.
There are three types of student activities from which to choose:
There is an invitation for you to brainstorm with the instructor to design a doodling activity of your own and carry it out with your students. This is an opportunity for you to tailor a doodling activity to your current curriculum.
Doodling is therapeutic and cathartic in nature. It simultaneously relaxes the mind and also opens it up to novel solutions for difficult problems that are easier to solve by exploring visual relationships. Doodling provides another avenue for student success by appealing to the visual/spatial learner.
“While doodling gets a bad rap, it’s actually associated with better learning, creativity and performance. Here are five of doodling benefits:
This course is most appropriate for teachers of third grade through adult learners. The content of this course lends itself easily to teachers of art curriculum, but is used effectively by any teacher open to alternative ways of mastering complex ideas through visual brainstorming. Doodling is a dynamic way to represent science concepts in note-taking during lectures and personal study periods.
This course may not be appropriate for teachers who require traditional methods for studying and note taking.
“The Art of Doodling” is an unusual approach to learning that allows nontraditional methods that appeal to visual learners and provides another path to success for students.
You will be engaged in a number of activities with your students that provide opportunities for them to doodle at several levels of involvement, from making random marks to intentional expression, and they will also explore the benefits of doodling.
The teacher will:
The National Core Arts Standards:
K-12 California’s Common Core Content Standards for Mathematics:
B.A., M.A. in Elementary Education, Elementary mathematics and science emphasis
40 years: General elementary grade teacher, school district staff trainer, and staff developer for California Science Implementation Network.
Author and guest speaker at state level conferences for mathematics. Recognized for exemplary work in the field of education by the Johns Hopkins Institute for the Academic Advancement of Youth.
My goal is to convince teachers of the importance of “discovery learning” using open-ended, hands-on explorations.
I like working on projects around the home with my family. I sing tenor in our church choir and volunteer tutor at Shriners Children’s Hospital.”
Instructor: Ron Kremer


Mathematics is a very inter-connected subject.
It is necessary to make cross-curricular and intra-curricular links so that pupils gain a sound mathematical understanding.
Pupils who do well at maths understand the connections. Pupils who do not do well at maths see it as a collection of isolated topics.
Maths is taught daily and we believe that the essential characteristics of mathematician include:
- An understanding of the important concepts and an ability to make connections within mathematics
- A broad range of skills in using and applying mathematics
- Fluent knowledge and recall of number facts and the number system
- The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual
- The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
- The ability to embrace the value of value of learning from mistakes and false starts
- The ability to reason, generalise and make sense of solutions
- Fluency in performing written and mental calculations and mathematical techniques
- A wide range of mathematical vocabulary
- A commitment to and passion for the subject
We place great emphasis on learning through games, problems and practical tasks coupled with an uncompromising goal of learning and memorising key facts such as times tables as soon as possible and using high quality concrete resources in the early years. Together this approach creates real mathematicians.
There are nine threshold concepts in maths and these are:
- Know and use number:
This concept involves understanding the number system and how they are used in a wide variety of mathematical ways.
- Add and subtract:
This concept involves understanding both the concepts and processes of addition and subtraction.
- Multiply and divide:
This concept involves understanding both the concepts and processes of multiplication and division.
- Use fractions:
This concept involves understanding the concept of part and whole and ways of calculating using it.
- Understand the properties of shapes:
This concept involves recognising the names and properties of geometry shapes and angles.
- Describe position, direction and movement:
This concept involves recognising various types of mathematical movements.
- Use measures:
This concept involves becoming familiar with a range of measures, devices used for measuring and calculations.
- Use statistics:
This concept involves interpreting, manipulating and presenting data in various ways.
- Use algebra:
This concept involves recognising mathematical properties and relationships using symbolic representation
Pupils are given a firm foundation of basic numeracy skills and mathematical understanding in Foundation Stage. Opportunities for developing mental mathematical skills occur every day. Pupils are challenged with a broad and varied range of mathematical experiences and activities. In Reception, pupils are actively counting, measuring and estimating and giving verbal or pictorial responses. Pupils progress through the school developing their mental and written calculations strategies, and learning how to apply their knowledge and skills in problem solving activities. Computers and calculators support and extend mathematical experiences. We want our pupils to enjoy the world of mathematics and to come to see themselves as able mathematicians with ability to apply their knowledge to real life situations and to see the relevance of mathematics in their lives.


This one year course will give you an understanding of the electrical and mechanical systems that are used on a motor vehicle in terms of operation, design and maintenance.
You will complete a number of set tasks, along with multi-choice examinations to test your knowledge.
You will also develop your essential skills in numeracy, communication and IT.
- Knowledge of Health, Safety & Good Housekeeping in the Automotive Environment
- Knowledge of Support for Job Roles in the Automotive Work Environment
- Knowledge of Materials, Fabrication, Tools & Measuring Devices used in the Automotive Environment
- Knowledge of Diagnosing & Rectification of Light Vehicle Engine Faults
- Knowledge of Diagnosing & Rectification of Light Vehicle Chassis Faults
- Knowledge of Diagnosing & Rectification of Auxiliary Electrical Systems
- Knowledge of Diagnosing & Rectification of Light Vehicle Transmission & Drive Line Faults
- Diagnose & Rectify Auxiliary Electrical Components
- Development of digital literacy, literacy and numeracy skills
Updated November 2019
Students must have successfully completed a Level 2 qualification.
Motor Vehicle Maintenance and Repair Apprenticeship (Level 3)
Employment in the industry or study for a HND in a related subject
The following items are essential equipment for completion of the course:
- Overalls and steel toe cap boots conforming to EN345-1 safety standards
- Assorted stationary
- Hillers Fundamentals of Motor Vehicle Technology Book 1 (ISBN = 978 1 4085 15181)
- Hilliers Fundamentals of Automotive Electronics Book 2 Sixth Edition (ISBN 978 1 4085 1537 2)


How do playlists help guide learners toward mastery? How do we map the learning pathways associated with the development of expertise and learner identities?
Our DML 6 Playlists for Learning grantees are taking on these questions, and others, as they adapt their learning content to work in playlist format on the LRNG.org platform, complete with assessments, evidence of learning, and digital badges.
Balboa Park’s team is taking a human-centered design approach by asking teens what experiences and opportunities matter to them. Designers and educators with Digital Citizenship, led by the Youth and Media team at Berkman Klein Center for Internet and Society, took a similar approach, and so did the Fleet Farming designers at Playground City, who incorporated “swarm rides” into their user testing and rapid prototyping. My City, My Place, a project led by librarians at the Providence Public Library in Rhode Island, will be bringing in teens to help co-develop tourism-based playlists during their spring break in 2017.
Sandboxes for Learning, a collaborative project that involes the National Writing Project, Youth Voices, and Educator Innovator, walked their teacher-leaders through a persona and skill-tree exercise designed by Lucas Blair. “We could see how these skill trees or mind maps could be instrumental in helping youth to see possible pathways for their self-directed or mentor-directed moves within the LRNG opportunities.”
Figuring out how to introduce or adapt a connected learning model that emphasizes interest-driven learning is one of the goals that SciGirls Code has for their playlists, a design challenge shared by many of the DML 6 grantees. SciGirls Code will be evaluating their experience with playlist design through a separate grant with NSF, and our community will be looking forward to learning from their research. Similarly, Creative Careers is working on playlists with “a collection of connected learning experiences that develop interest-driven, relevant mastery in creative areas and, buttressed by strong partnerships, tap participants into a concrete pipeline to potential employers and postsecondary areas of study.” Sky, Water, Earth is addressing similar challenges, as well as thinking through questions about assessing learning at scale and duplicating content on platforms that include peer communication and peer feedback.
Over at Chicago Architecture Foundation’s DesignLaunch, the playlist design team distinguishes between playlists and pathways. “Playlists as a prescriptive set of activities designed to build skills. Pathways as a reflective activity that looks back at a diverse set of experiences that contribute to a student's’ learning and progression. While this grant addresses the activities (playlists or XPs), we are building with pathways in mind and are considering how one might lead into the other.”
Distinguishing the interplay between the technology-driven aspects of learning in playlists, and the learner-driven aspects of pathways is something grantees seek to balance in other ways that reflect their programming. In the Pittsburgh Galleries Project, for example, “Each of the museums has a mentor assigned to the group, giving the students a contact person to work with throughout the project. After the groups are formed, an initial meeting and museum visit can take place.”
Sounds Explorations, led by the Consortium for Innovation and Transformation in Music Education at Arizona State University, is a collaborative project whose goal is to use playlists to, “foster musical inquiry and creativity, deepen musical skills and understandings, and strengthen participants’ sense of selves as musical people who make a difference in their communities and society.” One of their design challenges is to figure out: “What type of structures make the most sense for learners to navigate and engage with learning experiences (XPs) that are organized in varied ways that enable multiple pathways within the same playlist?”
DML 6 grantees will meet for a face-to-face workshop in Chicago in March of 2017, providing everyone an opportunity to get expert feedback and give feedback to peers working in the same design space. Stay tuned to the DML Competition's Winners Hub on HASTAC.org to follow our grantees as they blog about their insights and experiences designing playlists for learning.
Follow us on Twitter: @dmlcomp #dmlplaylists


Areas of focus
A sustainable approach
The importance of early learning is clear: during their first eight years of life, children’s cognitive and emotional development is greatest, and so investing in education at this stage can have a lifelong impact. As such, high-quality early learning has wide-ranging benefits for society. It allows more children to attend school, and it ensures that fewer children subsequently drop out, repeat grades or need remedial education. An early start in education also helps to provide equal opportunities for marginalized children, reducing the effects of generational disadvantage in societies. UNICEF works to give every child the best start in school by increasing access to affordable, high-quality early learning; by supporting parents, teachers, communities and policymakers; and by raising public awareness of the value of educating young children. Parental education and community-based programmes are crucial at this stage of learning.
In terms of improving the quality of education, it is important to recognize that school attendance alone achieves little. If children fail to gain basic literacy and numeracy skills or to acquire critical life skills, the investments of governments and local communities are wasted. Working with national governments, UNICEF strives to improve educational quality by developing national educational policies and standards in Asian countries in line with the principles of UNICEF’s Child-Friendly Schools (CFS) programme. UNICEF also helps to strengthen the quality of education by supporting the development of curricula, training teachers, developing education materials and sharing good practices in teaching throughout the Asia-Pacific region.
Equity in education
Equity in education means ensuring all children have an equal opportunity to learn. Not only is this in keeping with every child’s fundamental right to education, but it is also vital for a country’s development. If marginalized groups of children are not given the same access to quality education as their non-marginalized peers, the cycle of poverty and disadvantage will be perpetuated – generation after generation. UNICEF works to identify and address the root causes of inequality that can affect children, including children with disabilities, who are among the most marginalized and excluded groups. Girls and boys who are out of school are also at much higher risk of violence, exploitation, abuse and neglect, which adds to the importance of understanding why some children do not attend school and of supporting those children in learning.
Education in emergencies
Education in emergencies is an important focus of UNICEF’s work. All children are exposed to threats during and after emergencies, which can include natural disasters such as floods, cyclones and epidemics as well as man-made disasters such as armed conflict. In crises, education is often among the first services to be suspended and among the last to be restored. UNICEF works to strengthen the capacity of governments and institutions to prepare for and respond to humanitarian crises, and works tirelessly during emergencies to create safe learning environments and distribute essential education supplies.
Every child has the right to go to school and learn


Resources › For Educators How many Electors does each State have? Share Flipboard Email Print Blend Images - Hill Street Studios/ Brand X Pictures/ Getty Images For Educators Teaching Teaching Resources An Introduction to Teaching Tips & Strategies Policies & Discipline Community Involvement School Administration Technology in the Classroom Teaching Adult Learners Issues In Education Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Melissa Kelly Education Expert M.Ed., Curriculum and Instruction, University of Florida B.A., History, University of Florida Melissa Kelly, M.Ed., is a secondary school teacher, instructional designer, and the author of "The Everything New Teacher Book: A Survival Guide for the First Year and Beyond." our editorial process Melissa Kelly Updated January 31, 2019 The number of electors in the Electoral College is established in the United States Constitution. First, within the context of the Constitution, the meaning of college, as in the Electoral College, does not mean a school, but of a group of people organized toward a common goal. The Electoral College was set up in the Constitution as a compromise between election of the President by a vote in Congress and election of the President by a popular vote of citizens who are eligible to vote. The 12th Amendment expanded voting rights. The result was that the use of the popular vote in the States as the vehicle for selecting electors changed radically. According to the Constitution, the Founding Fathers determined that every state should be given votes equal to the number of senators and representatives in its U.S. Congressional delegation. This gives two votes for its senators in the U.S. Senate plus a number of votes equal to the number of its members in the U. S. House of Representatives. Therefore, every state has at least three electoral votes because even the smallest states have one representative and two senators. The number of any additional electoral votes per state is determined by the United States Census which is completed every ten years. After the Census, the number of representatives is reapportioned to reflect any changes in population. That can mean the number of electors each state can vary in different presidential elections. Because of the 23 Amendment, the District of Columbia is treated as a state and allocated three electors for purposes of the Electoral College. In total, there are 538 electors in the Electoral College. A majority of 270 electoral votes is required to elect the President. There is no law that requires the Electors in the Electoral College to vote according to the results of the popular vote in their states. These decisions are made by each state where restrictions fall into two categories—Electors that are bound by state law and those that are bound by pledges to political parties. The U.S. National Archives and Records Administration maintains a website dedicated to information regarding the Electoral College. The website lists the number of votes per state, the records of the Electoral College elections, and links to the Electoral College process in each state. There is also contact information for each Secretary of State on the National Association of Secretaries of State: http://www.nass.org. The Secretary of State of each state can provide information as to the voting procedure and whether or not the voting is open to the public. Currently, the state with the largest number of electoral votes is California with 55. The U.S. National Archives and Records Administration also offers a frequently asked question page with links such as the ones below: Why did the Founding Fathers create electors?How many total electoral votes are there?How many electoral votes does a candidate need to win?What happens if there is a tie in the electoral college?Why don't the candidates get a proportion of the electoral vote?If the state's winner chooses electors, won't the person with the most votes win?Why have elections when the state's winner receives all the electoral votes?


Early childhood is a critical time for positively and effectively influencing children’s developmental and learning pathways, and these years should be the focus on closing the gap between Indigenous and non-Indigenous Australians, research shows.
Researchers, including A/Professor Sharon Goldfeld and Doctor Tim Moore from Murdoch Childrens, wrote a paper for the Australian Institute of Health and Welfare (AIHW), which highlighted that developmental and educational gaps related to social disadvantage emerge early in a child’s life, and remain and increase over children’s schooling lives.
The review emphasized a need for early learning programs tailored to Indigenous children’s’ specific needs, but said more research is needed to determine the best format of these programs.
The paper, which reviewed a magnitude of research on indigenous and non-indigenous early learning programs, showed indigenous children start school with relatively higher levels of developmental disadvantage, particularly related to literacy and numeracy skills, and this educational gap widens over time.
The review showed high-quality education and care programs in the years before school can help reduce this disadvantage; however Indigenous children generally have lower utilisation of these programs compared with non-Indigenous children. It showed a number of factors which contribute to this, including socioeconomic factors, history and cultural issues, staffing and program quality and availability of services.
The paper stated the uptake of these programs by Indigenous families is enhanced when services are developed in partnership with local communities, are welcoming and respectful of families, and value the strengths of Indigenous children. The report also showed input from Indigenous leadership and the community is vital for developing culturally relevant programs.
A/Professor Sharon Goldfeld said while there has been a lot of research done in early learning programs, the bulk wasn’t Indigenous-specific.
“There have not been any rigorous trials of targeted early learning programs in Australia, particularly for Indigenous children. There is an acute need for Australian-based studies to determine the most effective models within the Australian context, in particular for indigenous children,” she said.
“Designing and implementing early learning programs for Indigenous children requires a process that goes beyond simply taking into account what has worked elsewhere. The process of implementation will need to consider all of the aspects that make Indigenous children, families and communities unique.”
The paper, along with two others which look at effective programs and services for early childhood development in Indigenous communities is available on the on the Closing the Gap Clearinghouse website: http://www.aihw.gov.au/closingthegap/