Right of Children to Free and Compulsory Education (RTE) Act, 2009 GOVERNMENT OF INDIA MINISTRY OF HUMAN RESOURCE DEVELOPMENT D...
Right of Children to Free and Compulsory Education (RTE) Act, 2009
GOVERNMENT OF INDIA
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
DEPARTMENT OF SCHOOL EDUCATION & LITERACY
UNSTARRED QUESTION No.4757
ANSWERED ON 23.03.2020
Education to Destitute Children
SHRIMATI POONAMBEN MAADAM
Will the Minister of HUMAN RESOURCE DEVELOPMENT be pleased to state:
(a) the provisions for providing education to destitute children;
(b) whether the Government has reviewed the said provisions;
(c) if so, the time period of the said review along with the outcomes thereof; and
(d) the reaction of the Government thereon?
MINISTER OF HUMAN RESOURCE DEVELOPMENT
(SHRI RAMESH POKHRIYAL ‘NISHANK’)
(a) to (d) The Right of Children to Free and Compulsory Education (RTE) Act, 2009, is applicable to all States and Union Territories (UTs) and mandates the appropriate Government to provide free and compulsory elementary education to every child of the age of 6 to 14 years in a neighborhood school. For facilitating the education of children at the elementary level, the Government through the Centrally Sponsored Scheme of Samagra Shiksha has been encouraging and assisting the States in ensuring inclusive and equitable quality education as mandated under RTE Act, 2009. Education being a subject in the Concurrent List of the Constitution and majority of schools being under the jurisdiction of the State Governments, it is for the respective State Government to take appropriate action in this regard in respect of their schools.
Further, The Ministry of Women and Child Development has informed that Section 2(14) (vi) of the Juvenile Justice (Care and Protection of Children) Act, 2015 (JJ Act), defines children in need of care and protection (CNCP) as ones who does not have parents and no one is willing to take care of, or whose parents have abandoned or surrendered him. The primary responsibility of execution of the Act lies with the State/ Union Territories (UTs). However, the Ministry of Women and Child Development is implementing a centrally sponsored Child Protection Services (CPS) scheme (erstwhile Integrated Child Protection Scheme) for supporting the CNCP including destitute children. Under the CPS scheme institutional care is provided through Child Care Institutions (CCIs), as a rehabilitative measure. Under the scheme, Sponsorship support (financial support for education, etc.) is provided to CNCP to ensure that their education can continue in an undisturbed manner. The programmes and activities in Children Homes, inter-alia, include age-appropriate education, access to vocational training, recreation, health care, counselling etc. Apart from this, the National Institute of Public Cooperation and Child Development (NIPCCD), an autonomous body under Ministry of Women and Child Development (MWCD), has introduced scholarship, under the scheme “Unnati”, through the National Children’s Fund (NCF), children residing in a CCIs, including destitute, studying in class 9-12 with a promising performance can get this scholarship. The primary responsibility of implementation of the Scheme lies with the State/UTs.
Source : Lok Sabha
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"We are the musik makers, and we are the dreamers of dreams"
- Willy Wonka-
For a Child's Brain, Body, Heart, and Soul
Music is a wonderful conduit for learning, especially in young children. When paired with movement and instrument play, it creates neurological magic, lighting up a child’s brain and positively impacting all areas of development. The benefits of music education are truly transformational.
In Kindermusik’s music-and-movement classes, children experience music of varying styles, genres, and cultures. They interact with other children and engage in movement, rhythm, and vocal activities that develop far more than just music skills. Our approach to early childhood education and award-winning, research-based, and developmentally appropriate curricula prime children for success in school and in life.
Benefits of Music for Whole-Child Development
Kindermusik’s engaging, developmentally appropriate music classes offer thoughtfully integrated sequences of activities that set the stage for optimal, multi-sensory learning. Each lesson is designed to boost school readiness, nurture multiple areas of a child’s development, and tap into a variety of individual learning styles.


The team comprises of nine enthusiastic and highly skilled teachers of Science with a wide range of scientific backgrounds. As a Faculty we encourage our pupils to become independent learners with the skills and knowledge to investigate scientific ideas both in school and out. Science offers an engaging, stimulating and practical curriculum, designed to broaden knowledge and develop curiosity, interest and enjoyment of the subject. The Science team believe that everyone will achieve, and having high expectations within the faculty area for both pupils and staff, working together to secure excellent outcomes. We are proud of our pupils’ results across the Key Stages, often outperforming expectations and other Science Departments within RCT. These excellent foundations have allowed our learners to achieve goals and further their scientific studies.
OUR FACULTY AIMS
- To provide pupils with a broad and balanced Science Curriculum
- To allow pupils to develop thinking skills
- To develop investigative, enquiry and practical skills
- To stimulate curiosity, interest and enjoyment in the study of Science
- To help pupils develop numeracy, literacy and ICT skills
We offer a broad curriculum where all pupils will succeed and reach their potential and our learners tell us that they are made to think hard in class. Extra curricula activities include Crest Awards, TrioCymru activities, Salter’s Chemistry competitions and others.
SCIENCE AT KEY STAGE 3
At Key Stage 3, pupils receive six hours per fortnight of Science in Year 7 and 8, following National Curriculum guidelines where opportunities are provided to develop investigative, practical, literacy and numeracy skills. Pupils explore the Interdependence of Organisms in Biology units, How Things Work in Physics units, and the Sustainable Earth in Chemistry units. Moving in to Year 9, pupils can opt to follow the Double Award Science GCSE course (receive two GCSE grades by studying all sciences) or the Separate Science course as three grades awarded from the Biology, Chemistry and Physics GCSE courses.
SCIENCE AT KEY STAGE 4
Pupils are given the opportunity to study Double Award Science GCSE course or the Separate Science course; Biology, Chemistry and Physics GCSE courses. The Double Award Science allows students to gain 2 GCSE grades, while the Separate Science allows students to achieve 3 GCSE grades. Both qualifications are awarded after the students sit 6 examinations (3 in Year 10 and 3 in Year 11) and there is a controlled assessment element.
The Science specifications provide a broad, coherent, satisfying and worthwhile course of study. They encourage learners to develop confidence in, and a positive attitude towards, Science and to recognise its importance in their own lives and to society. Scientific understanding is changing our lives and is vital to the world’s future prosperity, and all learners are taught essential aspects of the knowledge, methods, processes and uses of the subject.
SCIENCE AT KEY STAGE 5
At Key Stage 5 we offer GCE (AS/A Level) Biology, Chemistry, Physics and Criminology all following the WJEC specifications. A brief overview of topics is listed below:
- Basic Biochemistry and Cell Organisation
- Biodiversity and Physiology of Body Systems
- Homeostasis and the Environment
- Variation and Inheritance
- Language of Chemistry
- The Structure of Matter and Simple Reactions
- Energy and Rate
- The Chemistry of Carbon Compounds
- Motion, Energy and Matter
- Electricity and Light
- Oscillations and Nuclei
- Changing Awareness of Crime
- Criminological Theories


“Evidence shows that the difference between those who get bedtime stories and those who don’t—the difference in their life chances—is bigger than the difference between those who get elite private schooling and those that don’t.”
British academic Adam Swift told ABC presenter Joe Gelonesi
Early childhood development studies show that children who have more exposure to language enjoy greater social and educational advantages—and reading is one of the best ways to build and extend vocabulary and language skills.
Toddlers who are read to and experience books as a regular part of their daily routine gain many developmental advantages. These include:
Builds knowledge of how sentences work, syntax, grammar and the fundamentals of spoken language.
Increases attention span, memory and comprehension skills through both fiction and nonfiction books.
Grows your child's bank of words, introducing new vocabulary and demonstrating how to use them.
Builds an understanding of how books work, and that the marks on the page represent letters and words.
Shows how words are made up of smaller sounds—an essential pre-reading skill needed for later phonics instruction.
Promotes awareness of the names and sounds of the letters of the alphabet—a strong predictor of reading success.
Builds confidence with new experiences by sharing stories, which allow children to experience their feelings, fears and thoughts in a safe environment.
Promotes joy and a sustained interest in reading. Children who read more are more likely to succeed in all aspects of academic schooling.
Research shows the value of early reading and vocabulary development as contributors to future successes. Reading Eggs Junior integrates a comprehensive early learning program into the hundreds of books, videos and learning activities.


Q. 35.0( 1 Vote )
What steps were taken to clean-up London city?
The steps taken to clean the London city were as follows:
a. Housing Problem: For large no. of migrants and workers new apartments were constructed to avoid the congestion in the streets
b. The Principle of Green Belt and Garden City: A pleasant space full of trees and plants were built. It provided a clean and green environment for people to work and live.
c. Housing and British Government: Cottages were built for families by local authorities.
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Why was the compulsory Elementary Education Act passed in 1870? Give three reasons.Together With Social Science
Name the most important modern city in the Indian subcontinent in the 19th century.Together With Social Science
Explain any four Characteristics of marginal groups in London.Together With Social Science
What is meant by asphyxiation?Together With Social Science
What is a metropolis?Together With Social Science


Want a super-easy science demonstration for static electricity? This static electricity for kids experiment is easy and fun for kids of all ages.
This static electricity experiment with a balloon came about when we tried to levitate a tinsel orb, but our tinsel was too thick.
However, we quickly found that static electricity could act like tape and hold the tinsel to the balloon.
Learn how to conduct your own static electricity for kids demonstration below!
Related: Kids Science Projects
Static Electricity Demonstration for Kids
This static electricity experiment is quick and easy, which makes it perfect for kids of all ages!
What is a static electricity demonstration?
A static electricity demonstration shows the scientific concept of static electricity.
To be a science experiment, students need to test variables.
You can test variables in this experiment by using different sizes of balloons, different things that may cling to the balloon (like tissue paper or water), or allow the kids to test their own variables.
But if you follow the directions as listed, then your static electricity science for kids activity will be a demonstration of a scientific concept, not a complete experiment.
Demonstrations can be used in science or STEM labs to illustrate the basics of a concept that children can then explore in small groups or on their own.
Static Electricity for Children Explantion
Static electricity is electrons that aren’t moving.
Usually, electricity travels in currents or waves from one point to another. But if the electrons in a molecule get charged and have nowhere to go, they are static electricity.
When you touch something that has a static electricity charge, you complete the circuit and the charge is transferred to you (or whatever touches it).
This is why sometimes you feel a tiny shock, see a spark, or have a reaction like your hair standing on end when you touch a charged balloon.
What you’ll need for this science demonstration:
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Static electricity experiment directions:
Blow up the balloon and set it aside.
Tie the tinsel into a bow shape. We just used one piece, but you could experiment with thicker bows to see if the experiment will still work.
Let each kid rub the balloon on their heads. Their hair will stick to the balloon, which is usually fun for the kids to see.
Drop the tinsel bow onto the balloon. Instead of sliding off, it will stick to the balloon.
You might even be able to turn the balloon upside down without the bow falling off.
My kids thought this was the best activity ever. Once you remove the bow, the balloon has to be recharged.
The kids spent nearly half an hour repeating this activity.
It’s even more fun when you do it in the dark because you might see a spark of electricity!
Try rubbing the balloon on different surfaces to see if you get different results!


What Does Play-Based Learning Look Like?
At Valley Childcare and Learning Centers, our early learning programs are “play-based.” For many parents, this may seem counter-intuitive. Shouldn’t learning and play be two separate things?
For young children, the best way to learn is through play! That’s why at Valley Learning Centers, children spend their days developing foundational skills by building blocks, playing make-believe, painting, and creating with playdough. All of the play-based activities are designed by early childhood educators to target developmental milestones for young children.
So what does play-based learning look like? Here are some simple activities and how they help children build important foundational skills:
Also called pretend play, dramatic play is any type of play where children engage in role-playing. It can be encouraged by giving kids access to dress-up clothes and recreating everyday places. Common dramatic play centers include a play kitchen with pretend food, a pretend restaurant, and a pretend store.
Dramatic play helps children develop many social-emotional skills. It helps them practice self-regulation because children are motivated to follow the rules of the make-believe scenario they’ve created. It also encourages cooperation and problem solving between children. They must navigate their pretend world while also sharing materials and agreeing upon the “rules.”
Children can also practice literacy and math skills through pretend play. Simple things like labeling objects with words and including a pretend menu or sign expose children to different ways text is used in the world. In a pretend store, children can count out money and items for purchase, allowing them to practice their foundational math skills.
Building materials, like blocks and Legos, create an open-ended play opportunity. They also encourage the development of a variety of cognitive and physical skills.
When building, children must use problem-solving skills to plan and adapt their structures. They use math and engineering skills to determine if a structure will be stable, and they often have to regroup and try a different strategy when it falls. They’re likely also using the scientific method when they play with blocks: making predictions about if a plan will work and then testing that hypothesis.
Building materials also promote gross and fine motor development. When children lift heavy or bulky blocks, they are developing their large muscle groups or developing gross motor skills. Manipulating small blocks like Legos encourages fine motor development, as children have to use their fingers to place small pieces together.
Even if you can’t see the beauty in the masterpieces your child creates, you can appreciate all the ways art supports your child’s development. Activities that include manipulating a paintbrush, crayon, or marker help develop important fine motor skills children will need for writing later on. Using scissors also helps strengthen the muscles in the hand, which will make writing with a pencil much easier.
Art also encourages children to express themselves. Young children often lack the verbal skills to share what they are feeling, but drawing or using color can help them express their emotions. Many child psychologists use art therapy as a way to get children to open up. The more children practice drawing or painting, the better equipped they will be to share their emotions and experiences through art.
A classic play center in preschools for decades, the sensory table always attracts kids. It might look like mindless play, but children are exploring through their senses, developing motor skills, practicing positive social skills, and so much more.
The benefits of a sensory table depend upon what’s inside. Hiding letters among water beads is a great way to support children’s letter recognition. Providing measuring cups in different sizes in a sand table encourages scientific exploration. Children can practice their fine motor skills by picking up small objects like pom poms with a pair of tweezers.
The sensory table is often very popular in the preschool classroom. Children practice sharing the space with others and using patience while they wait for their turn to play.


The Ministry of Education, in partnership with the United States Agency for International Development (USAID), has launched the End-line Impact Evaluation Report for the Early Grade Reading programme to deliver quality education to Ghanaian children.
The Report found that Ghana’s results under the Early Grade Reading programme are larger than those for any other comparable reading programme worldwide.
The event also saw the launch of the distribution and production of instructional materials for the Transition to English (T2E) activity, and Term One materials in the selected 230 schools in 19 districts across the country.
Also was the opening of the term two and three materials development workshop.
The implementation of the T2E programme started from October 2019 through to September 2020 to demonstrate proof of concept in transferring reading skills from local languages to English.
It builds on the Early Grade Reading programme by utilizing a systematic phonics-based activity with strong vocabulary, language comprehension, and writing aligned with links to the newly introduced curriculum.
These much-awaited materials seek to provide a rich reading environment in schools to ensure that learners have access to books, which are critical to develop their reading skills.
From January 20-24 this year, USAID and the Ghana Education Service (GES) sent over 88,000 newly validated English and Ghanaian languages materials to 230 schools in 17 districts across the country.
These include teacher guides, learner’s books, supplementary readers, and classroom materials as well as alphabet charts, expected to benefit more than 18,000 Basic One and Basic Three learners.
The items build upon nearly 3.1 million materials that were developed, printed, and distributed since the start of the 2017/2018 academic year.
The programme has also seen the training of 73 master trainers in the use of the T2E reading materials as well as 1,300 teachers, assistant head-teachers, curriculum leads, and circuit supervisors to deliver engaging and effective reading lessons to improve children’s reading abilities.
Dr Mathew Opoku Prempeh, the Minister of Education, expressed appreciation to all partners for the interest shown in improving the quality of education for pupils.
“This programme marks another landmark opportunity between the Government of Ghana and the United States as we launch these interventions to promote the quality of education in the country,” he said.
Dr Opoku Prempeh said the Ministry had a vision of making Ghana a learning nation and that early grade learning formed a strong pillar in achieving that goal, adding: “If we are able to achieve this Ghana would be on the pathway to becoming a learning nation”.
He said literacy and numeracy remained a strong foundation to learning and, therefore, commended the USAID for its support.
Ms Sharon L. Cromer, the USAID/GHANA Mission Director, commended government’s efforts in strengthening the systems and capacity to deliver quality education services to all children.
She said improving the literacy and numeracy skills of Ghana’s youngest citizens was foundational to achieving the President’s vision of Ghana Beyond Aid.
“I am proud of the tremendous success of this USAID/MOE partnership over the past six years in the area of Early Grade Reading. USAID supported the MOE and GES to significantly improve reading scores for kindergarten two, primaries one and two pupils.”
“The End-Line Impact Evaluation Report that we are officially disseminating today found that Ghana’s results under this reading programme are larger than those for any other comparable reading programme worldwide,” she stated.
She said the USAID was proud to have worked hand-in-hand with the Ministry’s National Council for Curriculum and Assessment to validate the materials.
Mrs Judith Akoto, the Monitoring and Evaluation Advisor, Education Office, USAID Ghana, said the Report showed an increase in average scores as the Early Grade Reading programme dramatically reduced zero scores across all subtests in the evaluation findings.
She, therefore, recommended that the MoE and GES reviewed and adopted elements of the Early Grade Reading programme’s fidelity of implementation and supply chain management tools.
The USAID’s Learning programme was implemented from December 2014 through September 2019 using local Ghanaian languages for instruction.
During the 2017-2019 academic years, over 7,200 schools in 100 districts implemented the programme throughout 10 regions of Ghana.
More than 51,000 teachers, headteachers and curriculum lead received high-quality instructional materials and training in innovative reading instruction methodology, with 707,843 kindergarten two and primaries one and two pupils benefiting from the project.


Join Geering Up as we teach in-school workshops and plan for our summer camps across Metro Vancouver. Each day you and a teaching partner will either be assigned to lead hands-on science workshops in schools or to help with the planning and preparing for our STEM summer camps. In both experiences, you will guide learners through the engineering design cycle as you demonstrate real-life applications of science and math.
You will also have the opportunity to aid in the planning and execution of one-day events and to be involved in the training of new undergraduate instructors, giving you the chance to share the knowledge and experience you have acquired throughout your program.
Geering Up UBC Engineering & Science for Kids is a not-for-profit organization dedicated to bringing STEM learning opportunities to Elementary and High School students. For over 23 years we've worked with schools and teachers across BC to deliver hands-on science workshops.
This is a great opportunity to get a sneak-peak into the field of community STEM outreach. Programs like Geering Up exist at science centres, museums, and universities across the country.
This is also a great opportunity to work inside a wide breadth of different schools and classrooms. Over your three weeks, you will have the opportunity to teach in over 10 different classrooms, getting to know the teachers who run them and the systems they use.


2D and 3D Art
Our 2D and 3D arts courses are designed to develop confidence and facility in foundational artistic skills, regardless of students' previous training or artistic ability. Classes are designed to encourage students' command of composition, line, color, and shape, as well as developing students' powers of observation. Offered at introductory, intermediate, and AP levels, La Reina's arts courses provide a rigorous workload, and a space for exploration and creativity.
I really love art. I like how Mr. Jones gives us interesting projects that help us see the world differently.
Eleanor Thomas `24
Design, Drawing and Painting - Visual arts students learn foundational skills working in various media, including pastels, charcoal, and mixed media
Photography - Open to students of all levels, our photography classes will turn any amateur into a skilled artist with a thorough understanding of both equipment and composition
Ceramics - Held in the newly build Ann Powers Ceramics Studio, this class teaches shaping and modeling, and introduces the pottery wheel


DES Circular 0055/2019 states that 'The Framework for Junior Cycle 2015 recognises that teachers need professional time to engage in a range of professional collaborative activities, a proportion of which will involve collaboration with teaching colleagues, to support teaching, learning, assessment and reporting.'
Here, we provide some suggestions for things you might consider as part of the range of individual and collaborative professional activities you will engage in during this time.
The resources below have been designed to support teachers and English subject departments in planning their first year English programme. In this section you will also find supporting materials linking with the primary school curriculum.
Teachers who use the JCSP programme may find the attached draft JCSP English statements useful to serve as a guide for planning for teaching and learning in junior cycle English.
Junior Cycle English places significant emphasis on the continuum of language development from primary school. The Specification for English explicitly refers to this in the rationale:
“The study of language enables students to build on their learning in primary school and further develop their skills and enjoyment in using it effectively. Through language learning and use, students discover information, develop thinking, and express ideas and feelings. They learn about language, and how to use it well in all areas of their studies.”
To read more about the links between the primary language curriculum and junior cycle English click here. As a way of easing the transition from primary to post-primary English we have produced a Student Profile template that can be used with a first year English class as they start secondary school. Watch the two videos below to hear a sixth class teacher outline the main areas of the sixth class English curriculum and also some of the strategies she uses for teaching writing and reading.


The Regional Conservatorium Grants Program aims to offer a wide range of music education, training, performance and engagement opportunities for schools, students, teachers and community members in regional, rural and remote areas by catering for learners, performers and audiences of all ages, interests, and abilities.
There are five key outcomes for the program:
Increased number of public schools participating in music education activities.
Increased number of public school students engaged in quality-assured music education and training.
Increased number of young people from equity target groups (Aboriginal, English as an additional language or dialect, persons with a disability, isolated and remote, gifted and talented) participating in music education activities.
Increased delivery of music education services to regional and remote locations, including the use of video conferencing.
Increased number of professional learning opportunities for public school teachers.
Grants are made on the understanding that the money will not cover the full operating costs of the regional conservatorium.
Regional Conservatorium Grants Program funds are not provided to support:
vocational education and training (VET) courses that are eligible for funding from other public sources


How can I create my own website using HTML and CSS?
How to create a website using HTML and CSS (table of contents):
- Learn the basics of HTML.
- Understand HTML document structure.
- Get to know CSS selectors.
- Put a CSS stylesheet together.
- Get Bootstrap.
- Pick a design.
- Customize your website with HTML and CSS.
- Add content and images.
Can you build a website with just HTML and CSS?
Can you build a website with HTML?
For those who want a challenge and have a little extra time, making a website via HTML is a worthwhile endeavor that develops your understanding of web editing and design. You can set up a basic site in just a few hours, and build upon it as you learn more HTML and CSS skills.
What is the relationship between HTML and CSS in website design?
Quite simply, HTML (Hypertext Markup Language) is used to create the actual content of the page, such as written text, and CSS (Cascade Styling Sheets) is responsible for the design or style of the website, including the layout, visual effects and background color.
How do you code HTML?
Follow the steps below to create your first web page with Notepad or TextEdit.
- Step 1: Open Notepad (PC) Windows 8 or later: …
- Step 1: Open TextEdit (Mac) Open Finder > Applications > TextEdit. …
- Step 2: Write Some HTML. …
- Step 3: Save the HTML Page. …
- Step 4: View the HTML Page in Your Browser.
How long will it take to learn HTML and CSS?
It may take you 1-2 weeks to complete the course, and about a month of practice to get comfortable with HTML and CSS. The key is to apply your learning and build projects.
Is it easy to learn CSS?
On a fundamental level, yes, CSS is easy to learn. But because CSS is so detailed and nuanced, many people find learning CSS confusing and difficult. … It might look messy and confusing, but the fundamentals can be learned very easily. CSS is easy to learn and get started with.
In short, you can definitely find work using just HTML and CSS. And if those foundational skills aren’t enough to get you your dream job, you can still use them to start making money while you’re building other skills.
Is it hard to build a website?
Whilst the thought of getting your site built in less than 24 hours has its appeal, the truth is a quality website takes time to create. … Creating an effective website is hard work – at the very least it involves design and SEO know-how – and for this reason self-builds are incredibly inefficient.
Can I host my own website?
Yes, you can. But before you do so, there are limitations you need to take into consideration: You should know how to setup a WWW server software on your computer. … Your Internet service provider supports you running websites on your home computer.
How do you code your own website?
How do I use this Code?
- Open up a text editor (such as Notepad or Simpletext) or HTML editor.
- Open a new (blank) page (eg, File > New… )
- Copy the code from Code Example 2 and paste it into your blank text file (or re-type it if you prefer)
- Save the file as index. html (take note of where you saved it)
What are the 3 types of CSS?
Difference Between the 3 Types of CSS Styles: Inline, External and Internal. In this tutorial, you will learn the difference between the three types of CSS styles: inline, external, and internal.
Which is better HTML or CSS?
HTML is basically a standard markup language for describing the structure of web pages whereas CSS is the style sheet language for describing the presentation and design of web pages. HTML is easy to learn and has clear syntax whereas CSS can sometimes get messy and can create complications in codes.


Philosophy of Language: The Central Topics by
Philosophy of Language: The Central Topics ebook
Publisher: Rowman & Littlefield Publishers, Inc.
Oct 1, 2009 - Isn't there a difference between the philosophy of language (a kind of inchoate linguistics) and the philosophy of linguistics (a specialization within the philosophy of science)? Aug 29, 2013 - Müller has published a number of articles on the philosophy of computing, the philosophy of AI and cognitive science, the philosophy of language, and related areas. Jan 16, 2014 - It is timely at the end of the century to review and assess the vast range of issues that have been developed and debated in this central area. Donald Davidson was doing work in 1970s that sort of blurred that . The distinguished international contributors present a clear, A wide range of topics are covered from the metaphysics and ontology of language, language and mind, truth and meaning, to theories or reference, speech act theory, philosophy of logic and formal semantics. And surely even that list isn't complete; even if it covers Ethics is clearly central to many religions, and inasmuch as they endorse faith and the existence of god they contain claims about epistemology and metaphysics, respectively. Apr 16, 2013 - Lei Zhu Shanghai International Studies University Philosophy of linguistics is a special branch of the philosophy of science which focuses on linguistics, the scientific study of language. May 18, 2014 - Walk along any city street and you'll be confronted by philosophical topics, whether you realise it or not. It was formally established in For scholars like John Joseph, Talbot Taylor and Roy Harris, the ideology behind the 'objective beings' to which language is reduced in modern linguistics is a central issue to the understanding of the nature of the discipline. Sep 28, 2008 - Logic, language, truth, mind, consciousness, aesthetics, the good life, ontology, politics, and culture are also topics that one philosopher or another has turned their attention to. Jan 25, 2011 - Biological topics are used widely in philosophy to illustrate arcane and recondite philosophical topics,and one of the most widely used, and most abused, are species as examples of natural kinds. He has edited several volumes on the theory of cognitive systems and artificial I also spend considerable time applying these models to related topics in higher-level cognition; most especially to cognitive models of human moral judgment. May 18, 2007 - In an early paper, On Denoting (1905), he solved a notorious puzzle in the philosophy of language by showing how phrases such as The present king of France, which have no referents, function logically as general statements rather than as proper names. Stathis Psillos's book “Scientific Realism: How Science Tracks Truth” gave a real boost to central topics, and their has been a lot of new and exciting work since. Among his many works on social and political topics are Roads to Freedom (1918); The Practice and Theory of Bolshevism (1920), a scathing critique of Soviet communism; On Education (1926); and Marriage and Morals (1929). Oct 3, 2013 - Instead of compartmentalizing and breaking studies into four separate areas, Unit Studies focus in on a central topic, making learning more cohesive. Mar 21, 2013 - For example, perhaps you've been interested in a career in art education since you were a child or a past professor inspired you.
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The Race For A New Game Machine book download


The Kenya Institute of Curriculum Development (KIDC) developed the Basic Education Curriculum Framework in 2016, with a vision to enable every Kenyan to become an engaged, empowered and ethical citizen.
Kenya is a multi-ethnic community where people speak various languages and dialects. The Constitution of Kenya, Chapter 2, Article 7 (3) commits the Government to promote and protect the diversity of languages of the people of Kenya and promote the development and use of the indigenous languages. These languages and dialects communicate valuable cultural values and norms, and indigenous language activities will be carried out in the language of the catchment area. This will enhance the acquisition of language and relevant vocabulary as well as the acquisition of foundational skills and knowledge in speaking, reading and writing in indigenous languages.


Many experts have mentioned the benefits of art education during growing up. This fact leads to the opening of more art education for kids to help them develop their skills. When talking about art education, it is not limited to how to paint or play an instrument. In this case, parents and professionals can help the children develop their motor skills, improve their cognitive skills, become more confident, and many more.
Unfortunately, not many people have yet been convinced about the importance of admitting their children to art education. Many believe that school is enough, and getting art education as a different approach to their school is considered unnecessary. Although it is undoubtedly an option for parents, let’s face why it is vital to admit your children to art education. They would also be the best measurement for educators and professionals to solve the issue in this matter.
The Change in American Education
Several significant improvements in the American education system have led to the elimination of art classes in schools. The most commonly cited reason is funding. The focus on standards has also contributed to a lower emphasis on the arts, as schools compete for high test scores. While the economy is slowly recovering from the last decade’s currency turbulence, schools in many countries have begun to recover funding. But instead of reintroducing art programs, school states and districts are focusing on strengthening STEM programs rather than art-related teaching initiatives.
The Development of Children’s Skills
It is a public secret that creativity and innovation are highly valued in the workplace and business world. Such skills would only be possible to exercise through art learning. In addition to these proven benefits, art education increases children’s confidence, concentration, resilience, and non-verbal communication. Children learn to manage constructive feedback better and interact with different individuals. In the long term, the arts increase children’s devotion, self-discipline, and commitment. Besides, research shows a good correlation between art education and academic achievement.
The Push for Keeping Children Balanced
Education professionals make clear recommendations for an educational strategy that includes the arts. Parents might have tried their best to advocate and urge more art program at school. Meanwhile, art education experts will not wait for school approval to expose your child to art skills.
Personal educators can provide valuable learning opportunities, but research shows that children benefit significantly more from classroom courses, job applications, and education. There is simply no fear of starting too early, and professional art educators can adapt lessons to a specific age group. There is nothing more effective and fun than art classes.


At Holme Valley, we believe that music is a universal language that expresses 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 talents as musicians, and so increase their self-confidence, creativity and sense of achievement.
Our high quality music curriculum has been designed so that pupils acquire knowledge and understanding across the key areas of performance, composition and theory. Pupils will understand and explore how music is created, produced and communicated and will be taught musical vocabulary and appropriate musical notations. We provide opportunities for learning an instrument, singing in a choir and developing pupil’s musical interests through extra-curricular activities.
We aim to develop confident musicians who understand the value and importance of music in the wider community. Pupils are able to use their musical skills, knowledge, and experiences in a variety of different contexts. We provide every pupil with the opportunity to develop their musical potential and we aim to nurture and encourage a lifelong love of music.


The Journal on Effectivity and Accountability in Education and Science (ERIES Journal) is a global, open-entry, double-blind-peer-reviewed and absolutely refereed scientific journal. The journal concentrates each on the varieties, contents and contexts of physical training, sport and well being schooling present in schools, schools and different websites of formal education, in addition to the pedagogies of play, calisthenics, gymnastics, sport and leisure present in familial contexts, sports clubs, the leisure trade, personal health and well being studios, dance faculties and rehabilitation centres.
State control over non-elementary education was shared between the Charity Commissioners, the Schooling Department and the Science and Artwork Department, and in 1895 the Bryce Commission on Secondary Training really helpful the institution of a single central authority to take care of all features of schooling, nevertheless it was not till 1902 that secondary colleges got here under central management.
With the data that education, and particularly science schooling, is an endeavor that depends not solely on what happens in the classroom—but in many sides of life—the Weizmann Institute operates on a number of fronts to advance this objective.
The increase within the variety of newly established greater education institutions was also noted: 30 higher training institutions, mainly personal schools, and numerous public polytechnics, mostly in areas of particular state care, were established in step with strategic orientation of the Republic of Croatia in direction of polycentric growth of upper education.
The main obligations of the board, though extended by the Education Acts of 1902, 1918 and 1921, altered little, but included inspection of poor regulation colleges (1904), powers relating to public libraries (1919) and all duties referring to local authority youth employment companies and juvenile employment committees (1927).


Guided Reading: Summarize, Grades 3-4
Strengthen foundational reading skills with leveled reading and high-interest topics!
Guided Reading: Summarize for third and fourth grades features 36 readers—six each for below-level, on-level, and above-level reading skills. Filled with charts and photos, this resource book enhances language arts lesson plans with informational text about topics such as renewable energy, cockroaches, and more.
Guided Reading: Summarize provides you with a comprehensive guided reading program. The book includes:
- discussion guides
- graphic organizers
- leveled readers with intriguing topics
- prompts to encourage students to work with the text and text features
Separated into three readability levels, informational readers capture students’ attention with graphic charts, appealing topics, colorful photos, and detailed maps. Students are encouraged to apply reading strategies to the text and complete writing prompts to show what they know.
The Ready to Go: Guided Reading series for first to sixth grades includes everything you need for guided reading organization. Each 80-page book is essentially a guided reading set, containing 36 total readers, six discussion guides, and three reproducible pages. Each grade span includes 8 books, focusing on the following reading comprehension strategies:
- Determine Importance
Each nonfiction reader contains short nonfiction texts, vocabulary banks, photographs, charts, and maps.


Phonics Games that Kids Love
Reading Eggs and Fast Phonics are the online learning programmes that will teach your child to read using phonics. Register now for your 30‑day FREE trial!
Reading Eggs is the comprehensive learning programme that makes learning to read fun for kids. Suitable for ages 2–13, Reading Eggs features hundreds of online phonics activities and games to help your child learn to read in a fun, interactive and highly motivating way. The programme also includes Fast Phonics, the fast‑paced synthetic phonics adventure suitable for emergent and struggling readers, with multiple levels and exciting rewards!
Register now for your 30‑day FREE trial of Reading Eggs and Fast Phonics. It's fast, easy and obligation‑free!
Why try Reading Eggs and Fast Phonics?
- Uses the proven power of systematic, synthetic phonics to teach your child to read
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- Features over 2500 e‑books, many with read aloud options for early readers
- Teaches English spelling and pronunciation
In addition to the one‑on‑one phonics games in Fast Phonics, Reading Eggs features hundreds of structured lessons and activities to support your child's literacy development across the five key areas of reading success: phonics, phonemic awareness, vocabulary, fluency and comprehension.
Actual screenshots from inside Reading Eggs
Join more than 10 million users worldwide and start your FREE trial of Reading Eggs now!


Motivate your Post-16 pupils as they begin revising with this collection of resources for English language, English literature and English literature and language.
A revision booklet for students studying "The Great Gatsby". Features a selection of quotes with analysis, under four separate categories; Character, Plot, Setting and Theme.
I achieved an A* in AQA English Literature A Level - here is a summary sheet for Othello, including the top quotations, key context, critics opinions, structure and form features, all condensed into one space making it THE perfect revision resource! I memorised this sheet for my Othello exam and was...
As a revision guide for the poems - students form a chain with the cards.
A resource used in the run up the final exams. Can be used as a basis for discussions or for students to consider key elements independently and then feed back to each other.
Useful for A Level / Diploma students needing to revise the context of the novel.
A lesson looking at different types of literary theory - with some link to The Taming of the Shrew. Mostly could be used for any of the texts (especially Shakespeare texts). I teach AQA A Literature, but the concepts are relevant in all specs.
Notes on children's acquisition of spoken language and literacy development. Booklet summarising content for AQA A2 ENGB Unit 3.
Child language acquisition notes on theories in addition to some extra quotes and notes at the end. Key theories have supporting evidence and some ideas that are against the theories. Very useful resource for revising essay content, ideal for AQA new specification but theories apply to any A-Level s...
English literature and language
A resource that provides revision notes for The Handmaid's Tale by Margaret Atwood.It provides character sketches and information on Themes, Images and Narrative Devices as well as contextual knowledge and past exam questions.
This revision aid provides helpful hints for students completing their A level English Literature exams. It includes advise on using titles of texts, quotations and tenses.
The Handmaid's Tale revision table for AQA English Literature B A-Level Aspects of Political and Social Protest Writing. Includes a full list of themes with relating quotes (AO2), context (AO3), links across the text (AO4) and critics (AO5).
alevel englishlanguage ocr aqa Discourse, Pragmatics, Grammar, Lexis, Semantics and Phonology. Key terminology and links to contextual factors. Ideal for lesson or revision.


The range of organisms you introduce will be based on what they are, but it’s far better to add too few than too many, particularly in the aquatic habitat. Each subject covers a selection of sub-topics. The initial 1000 entrants receive a free science activity kit. Since each individual has unique fingerprints which do not change over time, they may be used for identification. Our hands-on science activities utilize easy to get materials that may frequently be found around the home.
Understanding Science Encyclopedia
Among the biggest events in the international publishing market, this 10-volume encyclopedia is a compendium of understanding of the intricate issues linked to ICT. https://www.press.umich.edu/about There are various sorts of encyclopedias. Science encyclopedias and relevant reference books can be great supplementary aids for Internet research and they’re fun for kids who want strategies to find out more about science.
Finding the Best Science Encyclopedia
A significant number of fine books are offered in this area. Speak to the doctor immediately if any symptoms of suicidal thoughts or actions occur. It’s about boring scientific facts, thus the name. Though preserved, they’re in question. Steal the bright child’s test and adjust the names with yours 6.
Everything we use is a consequence of scientists trying to create a method to attain a simpler lifestyle. From time to time, a kid may get an idea but not the ways of actualizing their thoughts. Standard astronomy knowledge might be the secret to help your son or daughter build interest in space and maybe 1 day work for NASA.
A survey researcher might want to learn about longitudinal analysis in order to produce sense of panel data. costum writing Science is a means to find knowledge by discarding what isn’t correct. Our profession has the credibility and resources to make an Encyclopedia that will function as the expert standard. Science Encyclopedia is a detailed guide on science for kids. Each experiment involves an interactive part and a deeper-dive text section that will help you comprehend the science and key theories. Present your findings together with unique approaches to disprove it.
Science Encyclopedia and Science Encyclopedia – The Perfect Combination
Included in these are antibodies, which play a critical part in fighting infection. However, medicine is quite an intriguing subject because it involves all our well-being. Pharmaceutical science addresses the whole spectrum of drug development from start to complete.
Without that, it wouldn’t have happened. At this time you may create your own! We’ll be pleased if you are going to be back afresh.
The True Meaning of Science Encyclopedia
Amazing features provided by the research tool are the bibliographies at the conclusion of a lot of the entries. To learn more please read my complete disclosure. Its sole duty is to run certain applications within the network. Library and information science, it might be argued, began with the very first effort to organize a group of information and supply access to that info. If our information practices change at any moment later on, we’ll post the policy adjustments to the Site so you may opt from the new information practices. Please contact your librarian for more info about access to such products in your institution.
The internet reference source is operating around 64,555 articles at the moment in alphabetized categories. They update individual entries also, and every edition of each post remains accessible via links at the base of any given page. The Library of Congress as a reference website for children sounds a little odd. It contains a detailed index as well as extensive bibliographical references. The Encyclopedia of Information Science and Technology is considered a balanced and appealing source of info in technology and data science together with applied research linking both principal themes.
Parents have many choices to contemplate while searching for internet reference tools. Both are involved with feeding. This could happen even if you aren’t having sex. These are only a few of many fun activities to do!


Key Characteristics and Components of Classical Teaching:
A school that uses technology effectively but without diminishing the faculty leadership that is crucial to academic achievement.
The centrality of the Western tradition in the study of history, literature, and philosophy.A rich and recurring examination of the American literary, moral, philosophical, political, and historical traditions.
The use of explicit phonics instruction for the teaching of reading.
The teaching of Latin.
The acknowledgement of objective standards of correctness, logic, beauty, weightiness, and truth intrinsic to the liberal arts.
The school culture demanding moral virtue, decorum, respect, discipline, and studiousness among the students and faculty.
A curriculum that is content-rich.
A faculty where well-educated and articulate teachers explicitly convey real knowledge to students using traditional teaching methods rather than using so-called ‘student-based learning’.


The traditional ‘three Rs’ are on the decline in England, analysis has revealed, with over a quarter of adults having literacy levels so low that they may struggle to read a bus timetable or a wage slip.
Five million adults lack basic reading, writing and numeracy skills required in everyday life and to carry out a job, research by the Joseph Rowntree Foundation found.
According to government figures, 28 per cent of adults have a standard of literacy of level 1 or below, the equivalent of GCSE grades D-G. For numeracy, 29 per cent of adults scored the level 1 or below.
Around one in 20 adults have the literacy or numeracy levels of a five-year-old, meaning they would struggle just to write a short message or to select a floor number in a lift.
England is the only country in the OECD where the average literacy score for the youngest age group (16-18 years old) is lower than that of the oldest age group (55 to 65 years old), the Foundation said.
23 per cent of 16 to 18 year-olds are at literacy level one or below, compared to 19 per cent of 55 to 65 year-olds. For numeracy, 29 per cent of 16 to 18 year-olds are at level 1 or below, compared to 26 per cent of the older age group.
In other countries, young people significantly outperform their older counterparts, but the trend is the opposite in England. For the oldest age group in the study, England is third in the international rankings for literacy, while for the youngest age group (16-18) it is 18th.
Katie Schmuecker, Head of Policy at JRF, said: “In a prosperous country like Britain, everyone should have the basic skills they need to participate in society and build a career.
“But these shocking figures show millions of adults are being left behind in the modern economy, holding back their potential and the productivity of our businesses suffering as a result.”
Stephen Evans, Deputy Chief Executive at Learning & Work Institute, said: "Everyone needs a set of basics for life and work in modern Britain. It’s shocking that so many people lack these core capabilities.
"This holds back people’s life chances, businesses future success, and national prosperity."


Today, most large internet companies run 10,000 or more experiments a year to improve things like user engagement, ad conversions, and the like.
In comparison, how many experiments are done each year in the US studying the effectiveness of the elementary math curriculum? Is this satisfactory, considering the US has some 90,000 primary schools, and 33 million elementary students?
Arguably, the present status quo in testing and innovation is simply immoral. After all, it's not as if the US faced no issues whatsoever in education (see chart)
Admittedly, the problems in elementary education extend beyond "What works". Still, so long as innovation remains a large part of the answer, the question arises: How do we bring internet-scale innovation to the offline world? One answer I've been focusing on is distributed learning or "edge experimentation".
This is best illustrated by example. Consider a Walmart store manager with no background in math or statistics. Using software like the one we developed at Cambridge Social Science Decision Lab he could design, implement, and analyze a simple randomized controlled trial without further supervision. Now, if each Walmart store manager does just 2 simple experiments a year, that is over 10,000 experiments per year across Walmart. This is what we mean by "edge experimentation".
One advantage of edge experimentation is scale. Achieving internet-scale experimentation in the offline world will require delegating down, to store managers, or school boards. I doubt a single centralized lab, nay a few dozen education researchers, could ever achieve such internet-scale experimentation on their own. A second advantage of edge experimentation is innovation. For example, automated multi-armed contextual bandits, of the sorts deployed at Google etc., can select the right treatment for the right person at scale. However, they cannot dream up new treatments. At least not yet.
This is important because in highly successful companies like McDonalds, such innovation often comes from those closest to the customer. In their case the franchisees. It was them who invented the Big Mac, Filet-o-Fish, the Breakfast Burrito, or Ronald MacDonald, among other.
Our edge experimentation framework empowers those innovators closest to customers to experiment rigorously, at scale. Admittedly, there are may problems yet to be solved, and skepticism to overcome in developing edge experimentation. However, I believe 10,000 wasted opportunities a year are 10,000 too many. Arguably, the relevant question is not "will this fly?" but rather "how do we make it fly?".
After all, where there is a will, there is a way.


Learning and making music is more than just a recreational activity. NIE researchers believe it can facilitate learning and encourage creative expression. They are singing the praises of music education.
“Look at that child! I did not teach that!” exclaimed one music teacher, who found one of her students playing a tune he had improvised on his own. What happened in this music classroom can happen in yours too.
Eugene Dairianathan and Eric Peter Stead believe that music is more than just a recreational activity, or about honing talent. It is a subject that can help to develop critical thinking and shape creative expression.
“Music may not be an assessable component in the way Maths, Science or English are, but it has the ability to teach skills students can use in other subjects,” says Eugene, who is Head of NIE’s Visual and Performing Arts Academic Group (VPA).
Relinquishing but Not Losing Control
Music shouldn’t be thought of as belonging to just the affective domain. In fact, music involves many cognitive skills, such as creative and critical thinking, which are linked to academic disciplines.
For Peter, a Senior Lecturer with VPA, music is a vital part of the growth and development of a 21st century learner.
“If you refer to Howard Gardner’s theory of multiple intelligences, he cites musical intelligence as a specific intelligence,” Peter explains. “It is about knowing the world. It helps to holistically educate our students.”
But music teachers may be more comfortable with a “teacher-controlled curriculum”, where the teacher is seen as the instructor. However, for such a creative and expressive subject like music, Eugene and Peter encourage teachers not to limit learning.
In the course of their research, they saw how teachers can create a space that facilitates their students’ learning. If carefully done, it allows ownership of the learning to return to the learner. What teachers need to do is deliberately relinquish some control.
For example, when teaching students about the fundamentals of beat or rhythm, the teacher can illustrate it by demonstrating a series of finger clicks and hand claps and then getting the students to repeat it.
However, that’s where the instruction ends and facilitation continues. The teacher can then ask the students to create their own personal beats. Not only does this require the application of cognitive skills, it shifts agency from the teacher to the students, making learning more authentic.
Creating Lived Experiences
Eugene recalls one teacher who believed in maintaining control over the class. “Being encouraged to relinquish control caused her some consternation. But in giving some agency back to the students, she found that students could learn on their own.”
She told the research team that by letting go and letting her students discover things by themselves, they learned transferrable skills that could be used in other subjects.
“Rather than losing control in the class – and losing learning – she found that she gained learning because the students themselves, by being given ownership, took upon themselves the intrinsic motivation to get the job done,” Eugene notes.
Seeing the benefits of relinquishing some control, this teacher brought her music class to a nearby construction site. She asked her students to listen to all the “noises” and link them to the musical notes they had learned in class. In this way, they were able to turn the noises into resources for creating and making music.
Their learning experience was suddenly and creatively transformed. This enabled them to think beyond the music classroom and use this knowledge in other subjects.
“It is about scaffolding and helping to shape the students’ thinking process,” says Eugene. “It’s about using music to develop creative thinking,” adds Peter. “We create lived experiences out of music education.”
Confident and Creative Learners
“Music gives spin-off benefits that are needed in today’s context,” Peter tells us.
Teachers in Eugene and Peter’s study noticed that the students gradually gained the confidence to shape their own creativity through music. The confidence they gained through music in turn developed skills such as critical thinking and creative expression.
The research team observed that the more creative the students became, the more confident and persuasive their arguments and speech were. This opens up the possibility of creative expression being not just an outcome but an ongoing development.
“It is not about the students being creative, but it is about developing the idea of creativity in them,” says Peter. “It is about opening their eyes and ears to the possibilities of creative work.”
If expressing creativity through music has helped these students shape their learning the way they like it, then the possibilities for their learning are limited only by their creativity.


Vatican City Worksheet – FREE Printable Word Search Puzzles Online
All About the Vatican City Worksheet – Get this educational FREE Printable Word Search Puzzles Online.
This FREE worksheet on the Vatican City offers a word searches puzzle and a find the missing words game for children.
This educational but fun printable Earth Science worksheet on the Vatican City is actually FREE for parents and teachers to download and use cost free and you are permitted to use this worksheet as many times as you wish at home or in school!
The printable word search about the Vatican City is a fun way to maintain kids interest while participating in a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while kids undergo early learning activities.
Our FREE Vatican City word search puzzle is enjoyable for Elementary school kids in First Grade to Fifth Grade. However, Kindergarten kids and Preschool kids will also benefit from this printable Vatican City word search game.
Children will enjoy to learn fun facts about the Vatican City with this worksheet while playing the FREE online word search puzzle.
Your children will enjoy to learn fun facts all about the Vatican City while playing the word puzzles online.
Kids in Elementary school from Grade 1 to 5 can use this Vatican City worksheet as a reading comprehension tool.
Your kids will learn very well because kids will most likely need to read more than once the facts about the Vatican City to uncover the missing words. This word puzzle worksheet will not only enhance their science knowledge, but also increases the memory and also improves their reading skills.
Kids in Kindergarten and Pre-K who do not know to read and write can use our free fun facts Vatican City worksheet as an interesting listening comprehension exercise.
Teachers and Educators can read to the kids the fun facts about Vatican City. Next, they ask the children to answer what are the missing words. And then, kids learn to recognize words and find them in the Vatican City FREE puzzles online.
Parents homeschooling their kids can use this Vatican City worksheet to interest their kids in science.
Teachers and private tutors are welcome to use our FREE Vatican City worksheet to supplement regular science classes at school and interest children in learning all about the Vatican City. Especially powerful is you use our free earth science worksheet for children on the Vatican City in conjunction with the free interactive online quiz with score on the Vatican City.
Our science for kids website offers countless more FREE printable fun earth science worksheets for children and FREE printable word search puzzles. Download and use our fun science word puzzles to make learning science fun for your children!
What do you know about the Vatican City? Where does the Pope live in the Vatican City? What is the primary purpose of the Vatican City? Can people visit the Vatican City? What does the flag of the Vatican City look like?
Learn more fun facts about the Vatican City by downloading our free fun facts about the Vatican City worksheet for children!
The FREE Printable Vatican City Worksheet
Cite This Page
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At Castle Hill we teach Music through the Kodaly Music Education. An approach developed by Hungarian composer and educator Zoltán Kodály, which involves the children learning through singing and playing musical games. By singing simple songs, children gradually learn the elements of music, including pulse, rhythm, pitch, dynamics and tempo. Games reinforce the learning and make the lessons fun, building children’s motivation, enthusiasm and confidence and most importantly, laying the foundation for a lifetime of enjoyment.
The Kodály philosophy fulfils the current National Curriculum and so much more. By learning through developmentally appropriate folk songs and games, an inner felt/heard sense of pulse, pitch and rhythm builds on both an unconscious and conscious level. This is the key to musical literacy, exploration, improvisation, composition, listening, appraising and performance, which are present in all Kodály lessons. The Kodály philosophy develops aural, kinaesthetic and visual learning in all pupils, proving a valuable holistic concept for all abilities.
Kodály believed that musicians should be able to hear what they are playing, therefore the approach develops secure listening skills and excellent music reading skills. Musicianship training begins in the early years, before the children have the fine motor skills need to master an instrument. At Castle Hill the children begin learning the recorder in year 2 when they have developed the foundations of musical understanding. They continue the recorder in year 3, and the ukulele in years 4 and 5. The children in KS2 also have the opportunity to have extra guitar lessons and to join the school choir.
Click the image below.


Welcome to Virtual Class Notes Concerts!
Each year, Classical MPR reaches tens of thousands of students across Minnesota through the Class Notes Concerts program. Designed to engage and inspire elementary students through live musical performance, these concerts help cultivate active listening skills and allow students to experience the joy of classical music.
Due to current circumstances, we have adapted the concert content to provide a virtual Class Notes Concert. Today's Classical Kids Music Lesson will be a virtual Class Notes concert featuring Border CrosSing.
Target age range: Grades K-8
1. First, meet Ahmed Anzaldúa, Artistic Director of Border CrosSing.
2. Listen and watch Hanacpachap Cussicuinin, Anonymous, 17th century.
3. Remember and reflect. After watching Hanacpachap Cussicuinin, use the following questions for journaling or discussion:
• How many singers did you see and hear?
• How many instruments were there? Do you remember their names?
• Who wrote Hanacpachap Cussicuinin?
• When was it composed?
• What language are the singers singing?
• To which instrument family does the charango belong?
• How about the bombo?
• And the double bass?
• How many strings are there on a charango?
• How many strings are there on a double bass?
Can you name the three instruments pictured below?
4. Listen to Ahmed talk about Border CrosSing's next piece, Alma Llanera.
5. Listen and watch Alma Llanera, Pedro Gutiérrez, arr. Angel Sauce.
6. Ahmed will explain one more piece, and talk a little about the way this piece is put together.
7. Follow this listening map while listening to A Este Sol Peregrino.
Press play to listen to A Este Sol Peregrino.
LISTEN A Este Sol Peregrino
Tomas de Torrejon y Velasco (trans. Ahmed Anzaldúa)
8. Finally, Ahmed will review a few highlights and ideas from this virtual concert.
Learn More• Learn more about Border CrosSing on their website.
• You can find a video performance of A Este Sol Peregrino here.
Tell us what you learned!Getting feedback from our audience helps make this program possible. Students, teachers, and parents, please take a minute to complete this short survey about this Virtual Class Notes Concerts.
Have a question or suggestion? Contact Katie Condon, music education specialist.


Memorization by way of spaced repetition learning technique
Talent needs polish
Unleash the learning ability in your child
Curiosity and IQ
Curiosity is the key to learning
Have you at any point given your students a money word problem where somebody purchases a thing from a store, yet your students concoct an answer where the individual that purchased the thing winds up with more cash than the person came in with? That is why here are the 5 Best Math Problem-Solving Strategies for Kids!
Problem-solving thinking is a unique little something that a significant number of our kids battle with. At the point when utilized adequately, addressing and performance can be useful assets for our students to utilize when taking care of these sorts of issues.
Here are 5 best math problem-solving strategies for kids!
Kids often get baffled when they face a math problem! Be it a class discussion or in a test. For starters, we need to reassure the kids that they can solve it! The answer is in the question statement. Maintain the stance that if they read hard enough! They will understand that the answer is in the statement. This is the key to math problem-solving strategies!
1. It is not a problem!
It helps if you could relate the issue with a difficult level in a game. Make your students or kids realize that this is just a difficult level! Surely if they work it out! There will be a reward! Or a level up!! Such measures help kids stay excited and curious. They will strive to solve it until the end of the class.
In a class of young preschoolers. We can not give them a problem-solving exercise an expect them to solve it! No. They will be confused and scared and most of them will develop a mindset believing that they don’t have it in them to tackle the situation. If you wish to inculcate problem-solving skills in your kids. it is wise to presume it is a problem you are stuck in and you need their help. Encourage everyone to participate!
3. Make a Plan
Devise a plan with your kids towards how to tackle this problem. Give Suggestions. Problem-solving skills usually take the pace of the predecessor who teaches them. When the time comes and they start having math problems in class. They will always approach it in the manner you taught them.
4. Forget the numbers at the start!
When you present hem with a math problem. Start by taking out the number. Discuss what the question is actually suggesting. What the object is doing. Drive your kids and students to the brink of a solution. Remind them of what they have done. does this addition or subtraction?
5. Last attack on number!
Lastly! Attack all the numbers in the end. show them what the question was actually hiding. And how they have already done this. it was just in the way math pops up in real life. Give them examples from activities done in the homeroom.
A little gift to help you with math problem-solving strategies for kids!
Children begin learning math the second they begin investigating the world. Every expertise—from recognizing shapes to counting to discovering designs—expands on what they definitely know. There are sure math milestones by age. That said, most children hit at generally a similar age. In other words, remember that children create math abilities at various rates. Still, in the event that children don’t yet have all the abilities recorded for their age gathering, that is OK.


Our reading resources are taken from a wide variety of published schemes, colour banded to aid progression in reading skills and matched to our phonics scheme in the early stages of reading. Teaching in phonics follows the Letters and Sounds programme.
Curriculum Provision, Content and Approach
Beech Hill Community Primary School follows the statutory framework for the Early Years Foundation Stage (EYFS) and the National Curriculum in Years 1 to 6.
Our EYFS department incorporates our Nursery and Reception Classes. Activities and resources are carefully planned to allow for both adult and child-initiated, play-centred learning experiences. In the EYFS there are three prime areas of learning; communication and language, physical development and personal, social and emotional development. These prime areas are strengthened and applied through the four specific areas of literacy, maths, understanding the world and expressive arts and design.
High priority is placed on the acquisition and development of English and Maths skills which are taught in each Key Stage 1 and 2 class each morning. Other subjects such as History, Geography, Design and Technology are delivered as discrete subjects but are given context through themed units of study where appropriate. This thematic approach allows the children to continuously use literacy and numeracy skills in many different subjects. Computing is also taught as a discrete subject and there is specialist teaching throughout the year. Spanish is taught as a modern foreign language from Year 3 upwards. At the beginning of each term, parents receive a summary of the curriculum their child will be studying and recommendations are made as to how parents can support learning at home.


All learning is easy using the rhyme, rhythm, and repetition of songs that teach basic skills. Discover the mastery and magic that lasts a lifetime!
Ensures individual success and confidence through its use of a multisensory, multimodal approach that requires total participation from all learners.
Winning Reading Boost takes older non-readers to independent reading ability using a unique 36-step curriculum built on carefully sequenced, systematic, and explicit phonics instruction using phonics songs and games.
Integrate songs to promote learning, memory recall and skill development.
Sing, Spell, Read & Write engages students with a sequence of songs, games, and appealing stories that the reader is able to read independently.
Combines the best teaching practices supported by current research on brain function, language acquisition, and reading.
Education research is the scientific field of study that examines education and learning processes and the human attributes, interactions, organizations, and institutions that shape educational outcomes.
This document is a compendium of research on the Sing, Spell, Read & Write program. Included in the compendium are a variety of studies conducted over the last several years. Types of research include: full studies, historical test score analyses, research base analysis, and summaries of studies.
At the core of the Winning Reading Boost initiative is an intervention for struggling 2nd, 3rd, 4th, and 5th grade readers that builds fluency and reading independence through a unique 36-step learningto-read curriculum built on carefully sequenced, systematic, and explicit phonics instruction.


“Our world is rich and diverse with about 7,000 living languages. These languages are instruments for communication, engagement in lifelong learning, and participation in society and the world of work. They are also closely linked with distinctive identities, cultures, worldviews, and knowledge systems. Embracing linguistic diversity in education and literacy development is therefore a key part of developing inclusive societies that respect “diversity” and “difference,” upholding human dignity.”
Audrey Azoulay, Director General of UNESCO Message on the occasion of International Literacy Day
In 1968, sanitation work was one of the few options available to those with limited literacy skills. Milloy describes Alvin Turner, who paid for his three children’s college educations on a sanitation worker’s income. Turner himself “didn’t have a lot of opportunities for formal education,” Milloy writes. “He had to take a job with low pay and high risk.”
Yet even the limited opportunities that were available to Turner have become scarce 50 years later. Milloy quotes Cleophus Smith, a Memphis sanitation worker since the 1960s.
“Years and years ago,” Smith recalled, “I told a co-worker, ‘Look, the day is going to come when we are going to have to know how to read and write because if we don’t we are not going to be able to hold a position on these garbage trucks.’ ” And sure enough, Smith said, “We had to take a skill test a few weeks ago, six to nine sheets of questions you had to read and answer. The next thing I know, these young guys are whispering to me: ‘Doc, can you help me? What’s the answer to this one?’ I don’t blame them for not being able to read. Nobody taught them.”
“To operate equipment on virtually any job today means being able to read directions,” Milloy writes. “Too many adults still have not acquired that basic skill. …If federal officials ever make good on their pledge to spend billions if not a trillion dollars to rebuild the nation’s infrastructure, local officials need to be ready.”
“Tough as the fight for social and economic justice may be, it’s a whole lot harder if you’re illiterate.”


The project entails pupils in the middle classes doing fieldwork to familiarise themselves with their local coastline and seashore. The Seashore Website provides a Field Trip Guide for the children involved and fine-tunes their knowledge of their own seashore. First of all they are made aware of the Conservation and safety code necessary when going on a Field Trip. They are to use the Subject headings: tides, Seashells, Seabirds, Sea creatures and seaweeds to identify things that they see or collected at the beach and to draw and label their seashore drawings. They will use the information pages of the site to help them write their own seashore diaries. Then quiz pages and crosswords were added as reinforcement exercises and to hold their attention and interest. Links to the WWW and online activities and games were added to supplement their knowledge of the seashore as gained from the site. This project will necessitate five trips to the seashore based loosely around the five subject headings. Reports and diaries will need to be written up straight after each visit and then suggested Games, online activities and Art and Craft ideas can be carried out between visits. This project could be a full terms work for SESE: weather permitting, of course.
Seashore investigations allow students the opportunity to develop skills and complete strand units outlined in their curriculum. A study of the seashore is an ideal way of giving Geography and Science a practical perspective, yet also provides a focus for the basic skills of literacy, numeracy and ICT in recording their visits and publishing their efforts for all to read. Links to the Science Primary School Curriculum (3rd/4th Classes)A seashore study may be used in conjunction with the following strand units:à Living Thingsà Environmental Awareness and CareLinks to the Geography Primary School Curriculum (3rd/4thth Classes)A seashore study may be used in conjunction with the following strand units:à Human Environmentsà Natural Environmentsà Environmental Awareness and CareThis information has been taken form the Primary Schools Curriculum for Geography and Science: Dept. of Education and Science (2002).
- November 19, 2010


With Common Standards, Focus on Excellence, Not Negativity
The reading and math data from the 2009-2013 National Assessment of Educational Progress, as well as reading and math data from the 2009-2013 Program for International Student Assessment, beckon a national push to adopt new standards of education. The Common Core State Standards offer many schools and communities hope for improved teaching and learning outcomes, thus making students career and college ready.
However, that hope for improvement quickly changed to despair.
According to some surveys, the confidence in the common core is slipping. In my humble opinion, it is slipping because teachers, administrators, parents and community members presume that there is a hidden agenda underlying the standards that is surreptitiously supported by private corporations and special-interest groups.
Surprisingly, public opinion about the common core deteriorated before the new assessments were officially administered. Seeing that the common standards were designed to equip students with 21st century literacy and numeracy skills, why would anyone be against them? Given the movement toward globalization and the need for enhanced talent in various professional sectors, the common core seemed to be an exceptional vehicle for generating heightened skills and capacities in critical and creative thinking for our students.
However, since the birth of the standards and the assessments associated with them, some states and local education agencies have met the standards in a state of frenzy. Moreover, many educational agencies are installing the standards with a variety of interpretations, thus causing even more confusion among teachers, administrators, and parents.
Looking on the bright side of things, by working with several schools and teachers implementing the common core for the past three years, I have begun to reevaluate my own pedagogical practice. For a decade, I believed that all students needed to master the basics of literacy and numeracy skills prior to moving into higher levels of thinking. I believed in remediation and repetition of instruction until the students acquired and mastered basic skills. The common core, however, transformed my teaching philosophy from one of back to the basics, to one of excellence. I now believe that students can be remediated, with basic numeracy and literacy skills being reinforced, when instruction is oriented around higher-level thinking. Moreover, teaching with the common standards has converted me to believe that phonics, vocabulary, comprehension, and fluency can still be taught even when using complex texts.
By maintaining a focus on excellence, schools and teachers can navigate the negative publicity associated with common core. In other words, use the standards as a gauge for continuous improvement in teaching and learning. Scaffolding student understanding using digital tools and instruction that nourishes critical and creative thinking is a step toward assimilating the rigor of the common core. Of course, employing sound pedagogical practices and using reliable and valid assessments are also essential.
But many teachers, parents, and administrators are caught up in spotting hidden agendas and implementation challenges. My advice is to keep one's eye not on the politics but on the larger issue: achieving academic excellence.
Read all the entries in our latest Teaching Ahead roundtable discussion.
Anitra Butler is an Associate Professor of Teacher Education at Prince George's Community College. She is a reading specialist, a special educator, and an ESOL (English to Speakers of Other Languages) teacher.


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Math Music Motion is a revolutionary toddler program that focuses on child development from a neurological perspective, using creative and age appropriate math, music, and motion curriculum that will have your child laughing and playing their way toward a foundation of enhanced educational success.
Children will participate in sensory-rich learning experiences that foster growth in all early childhood development targets: physical, social, emotional, and cognitive. A child's simultaneous engagement in math, music, and motion strengthens brain structure and function, developing strong neurological cross-communication. By targeting specific regions of the brain, Math Music Motion provides an accelerated platform promoting overall development.
(2 to 3 years old)
Mathematical Maestros provides an introduction to foundational mathematical skills, while fostering intellectual growth and development. To meet the unique needs of young learners, Mathematical Maestros includes a dynamic curriculum which explores a variety of mathematical and musical concepts in a sensory-rich, fun, and engaging learning environment.
(3 to 4 years old)
Creative Calculators builds on foundational skills, presenting children with enriched applications of developmentally appropriate practices, paired with a wide variety of techniques and materials encouraging varied learning styles and overall retention. Creative Calculators focuses on the exploration of early mathematical concepts, music theory, and motor development; promoting the progression of mathematical skills, musical appreciation, physical agility, and confidence.
(4 to 5 years old)
Algebraic Architects offers a challenging and diverse curriculum, fostering exploration and discovery; creating valuable critical thinking tendencies that will ignite sophisticated thought processes in your child. Algebraic Architects provides a creative and artistic educational platform, encouraging children to develop oratory and small group communication skills while they collaborate to gain insights into mathematical and musical content.
Mathematics helps us make sense of world around us by giving us a vocabulary that shapes what we are capable of thinking about. This is why math is an absolutely crucial part of any school curriculum and early exposure is imperative for the development of many neurological functions and sophisticated understandings.
Math Music Motion cultivates and extends your little one's innate tendencies toward classifying, comparing, and problem-solving to encourage analysis and perseverance. By actively engaging their minds in a variety of ways, Math Music Motion propels young learners into life-long journeys of critical thinking and a love of math.
The uniqueness of our program is derived from the incorporation of math, music, and motion into one interconnected curriculum. These three extraordinary and reciprocating pillars of early childhood development form a bridge between the mind and the body to create opportunities to develop an early aptitude for math and strengthen your child's future cognitive skills.
Learning through play; there's no better way!
Understanding the unique developmental needs of your little one, Math Music Motion is designed to cater to their natural tendencies toward music and motion to build mathematical ability. Each lesson is chalked full of fun and engaging activities.


Dr. Katy Turpen is an Associate Professor in the Education Department at George Fox University. She has been with George Fox for 12 years and currently sits as the director of the Elementary Education Degree Completion Program. Katy is passionate about education and preparing teachers and parents – especially in our current educational climate. Katy has two fabulous kids she is homeschooling this year and is excited to be sharing tips and tricks for families navigating a new education paradigm, be that Comprehensive Distance Learning, hybrid learning, or homeschool.
Kids Learn in Different Ways
There are multiple styles in which we learn and process information. Visual learners do well by seeing and reading, auditory learners excel through listening and speaking, and kinesthetic learners do best through hands-on activities. Figuring out the learning strengths of your child can help with things like homework and school. Conversations and learning become more productive when you can identify the way your child receives information and knowing your child’s learning style can help you present information in a way that makes it easier for them to learn. If you’re interested in discovering your child’s learning style, here is a great resource for getting started.
Let’s Go to School!
It is important that you create a physical space where your child is excited to “go to school”. This doesn’t have to be a traditional desk set-up, but it should be a fun and comfortable space that is special to your child. Here are some tips and tricks for setting up the ideal learning environment:
- Make it comfortable
- Let kids decorate
- Use a lap desk and comfortable chairs if a traditional desk is not for you
Creating an organized space is also important do reduce stress and chaos.
- Identify a place where supplies are kept and organized
- Utilize caddies, cubbies and baskets to put things away
Buying fun school supplies is a great way to increase engagement and make your child feel like they are “at school”. Ideas for special school supplies you can incorporate in to your “classroom”:
- Dry Erase Board
- Erasable Pens
- Scented Markers
Establish a school routine to ensure you are productive with your time, and everyone knows what to expect throughout the day.
- Start at the same time each day
- Get dressed and out of pajamas in the morning
- Eat a healthy breakfast
Age = Attention Span
Kids of all ages struggle to sit and listen attentively for long periods of time. When you are thinking about breaking up your day, consider your child’s age as a guide for how many minutes they can remain on task. If you have a 10-year-old, you can expect approximately 10 minutes of attention. Here are some important things to remember about breaking up your day:
- Quality vs. Quantity – a few minutes of focused work is better than a long period of time that lacks focus. You should only spend 20-30 minutes max on any one project, split in to blocks of time appropriate for their age
- Set timers to keep everyone on task
- Breaks are good
- Split video assignments in to 2-5-minute segments
- Fidget toys are effective
- Movement is important
- Create a checklist of items that need to be finished at the end of the day
Build on the Positive
Kids respond well to recognition, and acknowledgement of their hard work. Building on small victories encourages continued motivation and success. Brainstorm with your kiddo and let them decide what is motivating to them, so that you have tools to get through some of the harder tasks. Visual representation of rewards is helpful, and below are a few ideas for reward systems to keep kids engaged.
School Looks Like a lot of Things
Learning can happen in several ways. Don’t be afraid to put down the pen and paper and utilize other tools for education and mind breaks.
- Take Breaks
- Provide a choice bucket with activity options to choose from
- Rearrange the order of your day to keep things interesting
- Use fun apps and programs, such as: Audible, Amazon Unlimited, Prodigy, Epic, Storyline Online
If you enjoyed this information, join Dr. Katy Turpin online where she is always sharing tips, tricks and resources for distance learning.
Be sure to check out the Hayden Homes Back to HOME School Giveaway and enter to win a Back to HOME School Package, including:
A new iPad (or home computer)
Home school desk and chair
Books, activities and school supplies
Hayden Homes will work with the winner to make sure the package is exactly what they need to get this school year off to a great start!
For every package given away, Hayden Homes will donate one to a local nonprofit who is ensuring all kids in our community have access to the supplies they need for successful distance learning. ENTER TO WIN!


“Run ‘Em ‘Til They Puke!”
How simple is it for a coach to run players until they feel nauseous or actually get sick? This takes no coaching ability, discourages kids from participating, and gives sports a bad name. Not only that, it’s a poor method of conditioning and a bad example of coaching. Anyone can make athletes sick—the real question is, can you make them better?!
Improving performance takes an understanding of pediatric exercise science, growth and development, and pedagogy, in order to plan and implement a strength and conditioning program for kids of a broad range of abilities, varying levels of interest in being there, and wide-ranging parental expectations. Too often we witness parents who pull their kids from programs because they feel the coach isn’t punishing the kids into shape. WRONG!
A well-designed strength (oh, by the way- I do keep using the term strength, as strength and motor skill development are inexorably linked, and strength and motor skill mastery are what lead to athleticism) and conditioning (yes, speed, agility, endurance, power and balance are essential, too) program includes the following elements:
- Focus on the process of developing aspiring athletes to perform to the best of their ability
- Structured coaching plan from A to B to C
- Periodized (matches sport seasons and performance goals) plan and includes progressions and regressions (taking a 30-second plank to a 2-minute- to a 5-minute plank is NOT a progression!)
- Capable, qualified, credentialed coach with not just experience working with kids but a passion for doing so
So, “run ‘em’ til they puke!” is one of the worst things coaches can do (yelling, using exercise as punishment, and not paying attention to technique are also high on the list of bad coaching). Be sure to ask coaches to share their performance plan, their coaching philosophy, and their professional development experiences before entrusting your kids to them.