What is a school curriculum?
A school curriculum describes what children and young people do in school. In pre-school classes the curriculum promotes children’s emotional, personal and social development as well as encouraging intellectual, physical and creative skills through play activities and learning by example. The primary school curriculum includes the areas which develop children’s basic skills such as mathematics, language, expressive arts, environmental studies, religious/moral education and personal and social development. Then, in secondary schools, the curriculum involves the subject areas, such as geography, history, languages, etc, and the courses which lead to assessment and qualifications.
This is the way education has been defined for many years, with little variation. As times change education needs to change too, to prepare children and young people for future life and work.
A Curriculum for Excellence takes a new and different approach …
- Through A Curriculum for Excellence, young people will be given the best possible chance to realise their potential for a successful future.
- Excellence in education means putting the child first and equipping every young person with the knowledge and skills most suited to their particular talents and aspirations.
- A strong emphasis will be placed on literacy, numeracy, citizenship, health and well-being and the essential skills for life and work.
A Curriculum for Excellence asks: ‘What is education for?’
The Scottish Executive set up a group to review the curriculum in 2003, its task was to identify the purposes of education for children from the age of 3 to 18, and some general principles which would help to create a curriculum to achieve those purposes.
The purposes of education are to enable all young people to become:
successful learners confident individuals
responsible citizens effective contributors
For full details on the four purposes of education, please visit:
What will this mean for schools and other educational establishments?
They will need to consider all that they do and how it enables children and young people to become successful learners, confident individuals, responsible citizens and effective contributors. This includes looking at learning and teaching activities, day-to-day experiences, events and celebrations.
What is happening now?
- The present curriculum is being reviewed to make sure that is it up-to-date, challenging, enjoyable and relevant. Opportunities for choice are being considered to allow a range of choices from play activities, through to programmes which allow greater depth of study
- Educators and schools are looking at what they are doing now and how that fits in with the four purposes.
- New ‘Skills for work’ courses are being developed and introduced.
When will the changes take place?
Next year (2006-07) will be when implementation begins and there will be training and support for teachers as they work on making changes.
How can I get involved as a parent?
Ø You might like to discuss the information in this leaflet with your child’s school or pre-school centre.
Ø If you want to find out more about A Curriculum for Excellence there is a website with more detail and up to date information on developments. It can be found at www.acurriculumforexcellencescotland.gov.uk or visit parentzone at www.parentzonescotland.gov.uk


sample teacher lesson plan template
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A recent favorite read-along is the beloved classic, “Going on a Bear Hunt” by Michael Rosen and Helen Oxenbury. After just a couple listens, I would find my 3 year old chanting the phrases during make-believe play, marching up and down the halls.
This kind of small adoption into personal speaking and listening have a major impact on literacy development. From fluency to comprehension that words are made up of small sounds (known as phonemic awareness), rhyming and or lyrical books can be powerful for our youngest readers.
Here are three of our recent rhyming reads that have become instant hits with my kids:
A Greyhound, A Groundhog by Emily Jenkins and Chris Appelhans
This delightful tongue-twister immediately had me thinking of Dr. Seuss. I especially loved the gorgeous artwork as brown and grey swirls as fluidly as the wordplay. Incidentally, research shows that such tongue-twisters take the power of rhyming/lyrical reads up a notch when it comes to that above-mentioned phonemic awareness, so go ahead and check out “Fox & Socks” again with your preschoolers, too!
When’s My Birthday? by Julie Fogliano and Christian Robinson
This one isn’t technically a rhyming book, but it is oh, so lyrical. Not to mention on the very topic that most young kids everywhere continually obsess about. “when’s my birthday? where’s my birthday? how many days until my birthday?’ launches a beautiful countdown to kids’ favorite celebration. My kids especially loved the birthday chart at the very end of the book.
Gone Camping: A Novel in Verse by Tamera Will Wissinger and Matthew Cordell
This outdoors-loving girl adored this book the moment I had it in my hands. In delightfully varied forms of poetry, follow the story of Sam and Lucy’s camping trip. Individual chapters are particularly valuable as short reads to build fluency with your older students (see a discussion and specific strategies from Russ Walsh here). And of course, the handy reference at the back on rhyme, rhythm, literary devices, and poetic forms makes the perfect companion for any poetry unit.
What are some of your favorite rhyming and/or lyrical reads with your kids?
featured image: DeathToTheStockPhoto


What do you do when a person struggles to read?
Most of us would say that the answer is obvious: Give them more practice.
Maybe we should give them phonics instruction that is more engaging, and then give them more practice. Maybe we should give them enriched vocabulary instruction, and then give them more practice.
Yet, this isn’t what science tells us. Research into how language skills develop shows us that there is a direct link between the strength of spoken language skills and reading fluency. These spoken language skills that allow us to effectively process language have to be strong for reading skills to develop. These are also the skills that are most often overlooked by reading instruction, because most curriculum developers assume they are already present.
These spoken language skills include multi-sensory integration. When it comes to language, three senses have to work together: What you see, what you hear, and what you feel when you move your mouth. We did a post on this once before, which you can read here. If these three senses are not solidly connected, reading skills will develop less efficiently, making reading harder.
Phonological awareness is something that many teachers and reading experts are talking about these days. Without the whole host of processing skills that exist under the umbrella of phonological awareness, then reading and spelling will be more labored. These skills include the ability to break words up into individual sounds, recognize even subtle changes in those sounds (“Is the word ‘free’ or ‘three?'”), and sequence them properly, among others. This is distinct from phonemic awareness, which many schools and reading curricula seek to improve, but is only a small piece to the broader necessary skill set.
Even small weaknesses in these skills can make reading that much more difficult. Ever know a student who could read, but they just didn’t like to? While there can be a number of reasons for this, mild weaknesses in early language skills can be one root cause.
It’s a good thing people know all of this about language and reading, though. It has allowed for the development of very effective forms of reading instruction that give the brain the types of exercises it needs to build these early language skills, then quickly apply them to reading and spelling. Doing the proper types of activities often enough, for a long enough period of time, in the proper order, and for the proper duration allow for building reading skills relatively quickly and very effectively.
If your child reads slowly or has trouble sounding out words, or just plain hates to read, it could be because of an early language skill weakness. For more information about how NOW! Programs™ build these necessary skills, email us at email@example.com, or visit our website at www.nowprograms.com.


For almost three decades (on and off) I have been involved in music education: from experimental, conceptual sound taught to university students, to concert band tuition for primary school students. Anecdotally, the years that seem to matter most for kids regarding the ability to be able to engage with a wide variety of music (experimental and non-Western for example) are the first years, yet exposure to non-traditional types of music seem to be shunned in favour of a simplified familiarity. A lot of this (in the pre-school years) can be passed off as parents reaching for what they know to work – lullabies and nursery rhymes – but what about beyond that?
What about the first few years of school music education and literacy? Every year new series’ of reading books, each seeming longer and more complex than the last, seem to fill our library shelves. Other subjects are continually updated, leaving parents scratching their heads at such terms as mental maths and gamification, but early music tuition books are filled with old worldy classics such as the complete works of Stephen Foster, Jingle Bells and When the Saints Go Marching In. (Most of these early books – regardless of brand – share much of this same content).
It’s not as if composers aren’t writing new, exciting, edgy material and some of it suitable for young performers. The main factors against including new material seem to be familiarity, accessibility and cost.
Sounds Wide Open is desperately trying to overcome this time warp. We are asking composers to submit an extract or movement from, or an adaptation of, longer works that may themselves be suitable for younger players. The idea is that these short pieces (8-48 bars, ideally), would be designated Creative Commons, while the longer pieces from which they are derived would remain copyrighted (if the composer so wishes).
In doing this we hope to overcome the three impediments to the distribution of new ideas and material in the following way:
These works would be free to distribute under a Creative Commons licence (under the ‘Attribution Licence’), providing that they are attributed to the composer and the name of the work from which they are derived is mentioned. This would make them competitive with stock standard works that are generally public domain.
These new works will be available in three ways (eventually):
- Online through a database to download as PDFs, MusicXMLs (via Finale or Sibelius etc.), and/or MP3s,
- Through specially-produced hard copy tutorial guides for school bands, orchestras, recorder groups and other ensembles,
- Publicised to existing music publishing companies to use at no cost (thus replacing the Stephen Foster etc. staples) as long as they attribute properly (thus promoting the composer).
A forth way will be through secondary distribution (after distribution through one of the other three ways), again with proper attribution.
This is the most difficult impediment to overcome, as some of the existing tunes have been used in this context for well over a century, but young performers don’t know most of these tunes (with the exception of nursery rhymes) so it will be teachers that need convincing. It is hoped that over time accessibility and publicity will lead to familiarity.
Types of Music
Sounds Wide Open is a project set up to displace (or at least dilute) traditional pieces of music that have been used again and again to teach beginners. It is designed to demonstrate ideas beyond the limited tropes normally conveyed, but it is not meant to scare or alienate children, parents and teachers. To this end, it is assumed that most pieces will take a gently, gently approach, offering a bridge between the known and the unknown. However, this certainly does not discount works from containing the following:
- non-Western musical ideas
- algorithmic composition (including serialism)
- phasing, process-based or drone composition
- jazz and alternate modes
- graphic notation
- extended technique
- anything else you can think of…
In terms of instrumentation, works may specify instruments, but the most useful pieces are those that are more general in their direction and for one to four instruments.
Sounds Wide Open will effectively operate as a non-profit enterprise (so we won’t make any money from your contributions), but commercial organisations (such as music publishers) may profit if they give the proper attribution.
Please contribute to this project and help build a library of new small works and ideas for future generations of budding musicians by filling out THIS FORM.
PLEASE NOTE: THIS IS A WORK IN PROGRESS. PLEASE SEND ANY SUGGESTIONS TO THIS EMAIL: email@example.com


Art is known to be sometimes therapeutic because someone emotionally scarred can have plenty of chances of recovery if he will devote much of his time in expressing his creativity through this process. Various disabilities in people can be mitigated through various creative art activities. In kids, this is also an effective way in teaching them how to show their creativity. Through the art school for kids, the children will be able to develop strong foundational skills that can help them throughout their learning years. The art lessons given will help them in honing their artistic skills so that they will have the future capabilities to fully interpret or analyze their creativity.
Teaching Children the Arts Is Teaching Them to Be a Creative Reader
When children are taught the arts they will slowly discover the talent to be visual. Though this visual thinking they will be able to express their creativity and transfer their emotions to the drawings they make. Since art and reading are both visual skills, you can then teach the child to be a creative reader. This they will learn through the art school for kids, where the children are to be trained to be visual. Art is learning to visualize and create symbols, and through the art lessons the kids get, they will develop these visual skills in them.
Unlock Your Child's Creativity
Your child's potential for the arts will be unlocked if you enroll them in art school for kids where they will learn the fundamental skills for drawing initially, and ultimately their creativity through expressing their emotions in the art works they make. Your kids may not know it, but they may have these skills in them and what is just needed is to let this out. Through these art schools they will be able to improve on these skills to perfection. The lessons learned may just be the basics but they will continue to improve in the process and may even become the masters when they grow up.
Arts Education and Its Relation with Academic Performance
There seems to be a connection between art education and in the improvement of academic performance, some experts say. There seems to be a picture, and the experts see this because they are seeing kids showing creativity in their art works done have shown marked improvements in their academic performance also. Although there may still be further studies to be conducted in this relation, but the children having initial art lessons in the art school for kids are showing good performance in their academic lessons. Reading and math are the usual marked increases felt in the children.
Kid's improvement in the gains felt in their individual academic performance is shown in the marked increases in their abilities to do critical thinking, focus, and concentration. Kids who are getting art lessons from the art school for kids are having improved motivation and the confidence in doing their works, and this is also translated into their academic performance, showing marked improvements.
Kids Act LA is leading in acting, as well as in personal growth. We specialize in children.
Talent agencies are all located in LA. None are located in Orange County. Our Orange County Premier Acting School for Kids is the only one in the area to welcome agents’ visits, and to be certified by the State of California. We have students coming down from Burbank, LA, as well as San Diego and Riverside. The agencies which we invite to audition our children are all in LA or Burbank, and they are top five to top thirty agencies.
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Music Online: Classical Scores Library is a reliable and authoritative source for scores of the classical canon, as well as a resource for the discovery of lesser-known contemporary works. Score study is an essential part of music education. From conducting and performance to theory, composition, and music history—music students and faculty need access to a score library that addresses their diverse needs.
Music Online: Classical Scores Library is the largest and most authoritative resource of in-copyright scores to support teaching and research in classical music. This multivolume series contains more than 53,000 titles and 1.3 million printable pages of the most important scores in classical music, ranging from the Middle Ages to the 21st century. More than 4,600 composers are included, from traditionally studied composers such as Mozart and Tchaikovsky to contemporary artists including Kaija Saariaho, Peter Maxwell-Davies, and John Tavener.
See an overview of the database with links to guides, tutorials, and more. Visit the Libguide.
The first volume of Music Online: Classical Scores Library includes more than 400,000 pages of the most important classical music scores and manuscripts ever written. Students, faculty, and scholars will find countless works from classical music’s most studied composers, including Bach, Schubert, Mozart, Handel, Beethoven, Liszt, Brahms, Chopin, plus thousands more.
Additional material in Volume I includes 100 scores from the Barry S. Brook Center’s collection of French Opera in the 17th and 18th centuries, providing access to the music and libretti of the early operas during an important period in the development of the genre.
Music Online: Classical Scores Library, Volume II provides online access to 200,000 pages of scores. In addition to new works from contemporary composers, Volume II includes a range of important composers not represented in the first volume and alternative editions of many of music’s most studied compositions.
Featured composers include Claude Debussy, Gabriel Fauré, Maurice Ravel, Andrew Schultz, Moya Henderson, Nicholas Vines, Giovanni Sammartini, Michael Haydn, and many others. This volume also includesThe Symphony 1720-1840-- the largest source of 18th century symphonies comprising 550 symphonic works.
The third volume of Alexander Street’s Music Online: Classical Scores Library brings together 400,000 pages of in-copyright editions from composers worldwide. The collection provides editions from major publishers like Chester Music, Novello & Company, Faber Music, Wilhelm Hansen, Donemus, and others. It provides expanded coverage of great choral works and instrumental scores for brass, woodwind, and other instrument groups.
Volume III features modern editions of works by Bach, Beethoven, Berlioz, Brahms, Byrd, Gibbons, Handel, Haydn, Mendelssohn, Monteverdi, Mozart, and Purcell, as well as classic works by Elgar, De Falla, Franck, Holst, Joubert, Maxwell-Davies, Musgrave, Saariaho, Sallinen, Stravinsky, Tchaikovsky, and many more.
This comprehensive collection of scores places particular focus on canonical contemporary composers from the 20th and 21st centuries, and will provide 300,000 pages of scores upon completion. With many scores newly digitized for the academic market, or licensed directly from the composers themselves, music scholars and faculty will find Music Online: Classical Scores Library: Volume IV to be a reliable source for authoritative scores of the classical canon, as well as a resource for the discovery and dissemination of lesser-known contemporary works.
Music Online: Classical Scores Library is a multivolume collection available to libraries via annual subscription or one-time purchase, with pricing scaled to your institution. Volumes I, II, II, and IV are available individually, but the Music Online: Classical Scores Library includes everything and gives you the greatest savings.


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One very popular center during Bugs, Spiders, and Insects week was the Build a Bug Center. I gathered a bunch of shapes on a tray, along with glue sticks. I had construction paper available for students to create a bug. I also made scissors available in case a student wanted to cut any of the shapes before gluing. One student created four different bug art pieces at this center during the week. I quickly filled up my bulletin board. You can see the first batch below. The last set (which somehow escaped my camera) looked increasingly like specific insects as we discussed more about them as we went through the week.
This bug building center was inspired by What We Can Do With Paper And Glue.
In our science center we continued to observe our caterpillars as they each turned into a chrysalis. We also did some observation of these insects from a Lakeshore set called Real Bugs Discovery Kit. (aff. link) Some students also completed the Bug Observation Form that I printed from Sparklebox. Several kids asked me if those were real bugs.
We created a several day craft to walk through the steps a caterpillar takes to become a butterfly. You can see our caterpillars above. I gave the students each a clothespin and a bin full of pom poms along with liquid glue. They chose the colors they wanted and glued the pom poms on the clothespins. I helped put the eyes on this time.
The next day we wrapped yarn around a cardboard tube to create the chrysalis. We put the caterpillar in the chrysalis and then used markers to color a coffee filter, which we then sprayed with water. Finally, when dry, we had the caterpillar grab its wings and emerge from its chrysalis. They are currently hanging all around the room with the butterflies clipped to their chrysalis as if they just emerged.
We played a small group rhyming game with a ladybug theme during our bug week. I placed half the ladybugs in the grass, which is a drying rack for baby items that I picked up as a special buy at Aldi. I found a very similar one on Amazon. (aff. link) My students each received a few ladybugs and then took turns choosing a ladybug from the grass. They then all looked at their ladybugs to figure out which person had the ladybug that rhymed to make a match. You can find these ladybug rhyming cards on TPT.
Our dramatic play for our insect them was BeeKeeping. I utilized some pieces that one of my coworkers had put together last year along with some printables from this Honey Bees Dramatic Play set. I always want labels for everything in my dramatic play because it helps with literacy development as well as clean up. The beehive above is a file box. (aff. link)
Inside the beehive there are hanging file folders that are covered with artwork of beehives and some with painted bubble wrap. The artwork helps the students fill out the checklist that is also part of this set, so students need to look carefully at each part of the hive to check for danger.
I laminate my inspection sheet and have a dry erase marker and eraser available at the center for students to complete.
To be a beekeeper we needed gloves, a hat with netting, a smoker, and some tools to gather the honey. Next year I will probably add some kind of white shirt to be the beekeeper’s clothing.
You cannot have bees without some flowers for them to gather nectar from, so I pulled out this set for students to water. They also had fun taking them apart and putting them back together in various ways. This set was found at Toysrus and was called the Mix and Match Flower Garden. A similar set that does not have the base can be found here. (aff. link) I actually have it as well as use it during our gardening unit.
For checking out more about bees in our pretend play area, I have this book. It is called Honeybees, An Amazing Insect Discovery Book. This book has some great photos for students to look at while in the pretend play area.


HEAD & NECK SUPPORT IN POSITIONS AND TRANSITIONS
One of the most commonly-needed supports for baby is that of the head and neck. This is often easy to do when holding the baby in one’s arms but challenging to do when picking baby up or putting her down. It is the transition from picking her up off of the floor and putting her back down again that brings moments when her head lacks the necessary support. Parents should learn how to hold and transition baby from one place to another while keeping her head and neck supported.
BABY ANATOMY: EXTENSION VS. HYPEREXTENSION
In the above photos, Donna demonstrates head support with Zizu (about 5 mos. old). The hand can be placed in back of the head so it is cradling the head while the wrist of the same arm crosses in back of the neck and upper back. This prevents the head from tipping backward beyond the position of extension. Extension of the neck is the position of the head when we sit up straight and look forward. Hyperextension is when we sit up straight and look up toward the sky. The latter should be avoided with baby. To complete our anatomy lesson we should also mention that flexion of the neck is the action of looking down toward the floor from a sitting position. When baby is lying on her back in your arms or on the floor, extension exists when her spine and head make a straight line that is parallel to the floor. Hyperextension, which we want to avoid, exists when the head tips backward from the point of extension. This causes great strain on the developing muscles and ligaments of the neck.
THE PERIOSCOPE OF THE 5 SENSES
The great range of motion that is possible with the head and neck exists because we need that mobility to look around us. The somatics pioneer Dr. Moshe Feldenkais referred to the head as the “perioscope of the senses.” You can imagine a submarine with the perioscope moving around to observe what is happening, to determine which way to go, and to steer clear of potential danger. That is what we are basically doing with our head and senses as we move. Thus, we need greater mobility in the neck region of the spine than we do the lower portions such as the middle of the back. The mid-back had less range of motion because it is part of the ribcage which protects vulnerable organs like the heart. The need here is for stability and protection.
TUMMY-TIME FOR BABY NECK STRENGTHENING
Babies develop strong neck muscles through motor skill development. Tummy-time is one of the most important activities for developing this strength. Tummy-time for babies teaches the gross motor skill of lifting the head. By putting baby on her stomach two or three times a day while supervised, she will learn to lift her head very high. At first, begin with only a few minutes on the tummy and gradually increase the time as her strength and comfort improves. This activity develops the strength in her neck and back muscles so she can eventually hold her head up on her own. Remember that it takes time, maybe 2 or 3 months, to develop this strength. Continue to support baby’s head until she can hold her head up on her own for a long time while on her tummy.


If you love spending time with kids, it is awfully challenging to choose which age group to teach. You might have a soft spot for those innocent little toddlers yet you also probably get a kick out of interacting with elementary school students who are just starting to develop an intellectual curiosity.
Think carefully when weighing the merits and challenges of these career routes. Here are some of the top considerations to ponder when choosing the level of education to teach.
If you cherish the preschool teaching environment, an early childhood education degree will help you land the job you have been looking for. Alternatively, those who prefer to work with children who are a bit more mature and less needy will find elementary education to be a better fit.
However, those giving serious consideration to teaching elementary school should consider the fact that plenty of grade school teachers are forced to teach different grades even if they prefer to stick with the same grade.
Potential for Advancement
Teaching little bundles of joy at a preschool is a lovely and rewarding experience. However, those who teach preschool students find there is little room for career progression. It is possible to ascend the ranks to the director/head of the preschool. However, many preschool teachers continue teaching until retirement.
Alternatively, those who obtain a master's in education will have the opportunity to segue to a position in an elementary school, such as an administrator, with a higher salary. Furthermore, such a degree covers more subjects and grades so it qualifies one to transition to other positions as a learning support professional or reading comprehension teacher.
Skills Required for Each Level
Preschool teachers who are patient, caring and genuinely interested in child development tend to thrive in their role as early childhood educators. An analysis of job postings for teachers at this level shows some of the most important characteristics and skills for these professionals are the ability to lesson plan, an interest in child psychology, the ability to apply first aid and an interest in music.
The ability to think in a creative manner is essential to develop a lesson plan and execute it in a manner that makes a meaningful impact on the youngsters in class. Finally, preschool teachers have to be high energy. Little kids respond well to teachers who are energetic and physically expressive. Otherwise, keeping their attention will prove quite challenging.
Elementary education teachers should focus on building and refining the skills and traits necessary to teach at this level. Elementary schools are looking for teachers who are skilled in lesson planning, curriculum development, staff development, workshops, community relations and general decision making.
Though some of these skills overlap with those of preschool teachers, those who teach elementary school must collaborate more with other educators. Furthermore, the logic and strategy of the curriculum is also of concern.
Rather than engage students with physical expressions like a preschool teacher, elementary school teachers are better served by presenting material that appeals to numerous learning styles.
Though teaching elementary school certainly requires energy, this energy is directed toward engaging students to a deep level with concepts rather than simply maintaining students' attention as occurs in preschools.
Weigh all Factors to Make a Truly Informed Decision
Do not underestimate the importance of the decision outlined above. The nuanced career path you select will have a major impact on your happiness as a professional.
Consider all of the variables, take your time to weigh the advantages and drawbacks of each form of education and you will feel confident in your decision.
If you're ready to take the next step in your education, contact Athena Career Academy today to find out more about our Early Childhood Program.


Year 1 News
Miss Hansson's ELC2 Superstars
What's Happening in ELC2:
This Week - Week 8
- Tuesday-24 March: Kep Kaatijin Incursion in celebration of Harmony Week
- Friday-27 March: Harmony Day - Please bring a gold coin
Next Week - Week 9
- Thursday-2 April: Last Day of Term 1
The development of essential skills in literacy and numeracy in Year 1
ELC2 students have completed the On-entry Assessment Program Module 2 in literacy and numeracy. We know that early literacy and numeracy skills are essential building blocks for sound, lifelong learning. The main purpose of this assessment has been to collect further information on the development of these essential literacy and numeracy skills and understandings of your child. This information is assisting me in ensuring that the learning programs in our class are targeted to meet and develop each child’s learning requirements.
We understand that there are many things that can impact on a child’s growth and development, and that each child develops at their own rate and in their own way.
Next week I will be sending home a Parent summary for literacy and numeracy Module 2, providing an overview of your child’s responses to questions and tasks completed as part of the assessment. Summaries also provide some ideas about how you can help your child at home.
For parents I have already met with to discuss On Entry:
I would like to thank you for this wonderful opportunity to discuss your child's On Entry results, it has been an absolute privilege. As a Year One teacher I very much see my role as a partnership with parents in supporting each student to fulfill their potential and get the most out of their first year of formal schooling. I feel I have gained a deeper understanding of each child's context and history from these conversations, assisting me to better help me support each child's individual needs.
For parents I have not met with to discuss On Entry yet:
Up to this point I have arranged meetings upon request and would now like to open it up to all parents. I would encourage you to have a personal meeting with me regarding On Entry, if possible, so we can go through the summary together. This is a great opportunity to touch base with each family and provides me the opportunity to:
- Receive valuable feedback on how your child is reflecting and enjoying school
- Answer any queries you may have and address any problems
- Share and celebrate your child's strengths and achievements with you
- Discuss any areas of need and how these will be targeted in the classroom
- Give you a general overview of how they are settling in to Year One and strategies we use to promote independence, solid work habits and a strong resilience in every student


The educational activity discussed in this article came about as the result of an invitation to the Instituto de Estudos da Criana (Institute of Children's Studies) at Minho University to take part in some celebrations for International Children's Day. The choice of Bigheads
as a topic was determined by the fact that small-scale interdisciplinary projects had already been set up in the different arts departments and they shared an interest in local cultural patrimony. Grotesque Bighead figures are strongly rooted in the Portuguese popular imagination and, over
time, have come to represent stereotypical social types that have remained constant formally and symbolically, and have resisted innovation. The Visual Education, Drama and Music course teams at the Instituto worked together and deconstructed the tradition by taking the Bigheads out of their
local, plastic dimension into a global, multicultural space. The deconstruction of the Bighead figure by teachers and students went through three stages: first, discussing and planning curriculum content; second, planning and making; and third, taking part in and sharing this event with the
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Document Type: Research Article
Minho University, Portugal.
Publication date: 01 December 2008
More about this publication?
The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.
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Read the buzzle article for some wonderful science fair ideas for 7th graders are you looking for some educational yet fun ideas for 7th grade science fair projects. Science is a main subject in the middle school learning curriculum, and sometimes a science-fair project will count as a percentage of the student's grade. Over 1000 free science fair projects with complete instructions. Seventh grade energy all the different forms of energy (heat the most complex science experiments all have these same steps that we're about to do. Find a wide range of science fair projects for kids as well as ideas students at any grade of 6th, 7th or 8th grades they will enjoy projects such as.
Explore award winning science fair projects for 6th|7th|8th|9th grade,science projects fair ideas experiments, kids project experiment ideas, science experiment projects, simple, cool, fun. 7th grade science fair projects - project ideas, guides, and specifics on what is expected of a 7th grade project. Find quality lessons, lessonplans, and other resources for seventh grade earth and space science and much more. Ideas for kids’ science projects suggestions for projects, how to conduct experiments and how to write a science report.
Get ideas for 8th grade science fair projects these are experiments and topics suitable for upper middle school level science fair projects. Science buddies' seventh grade science projects are the perfect way for seventh grade students to have fun exploring science, technology, engineering, and math (stem. Easy science for kids best science fair projects for 7th grade video for kids - learn fun facts about animals, the human body, our planet and much more fun free best science fair projects.
Seventh grade science standards seventh grade 4 indiana academic standards for science 2016 s t h es is a n d c on ne ct io n f i d e a s lst4: synthesis and connection of ideas (reading. When looking for a science project for your 7th grade student, it can be a bit difficult to find the right science project at their grade level it has to be something they can understand. Links to help seventh grade students meet state science 7th grade science skills along with hands-on science projects, on-line science. Here's a list of over 30 science fair ideas to get you started then download science experiments, and watch experiment videos to inspire your project.
Life science topics - seventh 7th grade life science standards, grade level help, internet 4 classrooms internet resources to prepare for science state assessment. Explore 1000s of free science fair projects, kids projects, expo ideas, exhibition topics, craft models, science experiments with creative ideas on for aerodynamics or hydrodynamics.
Science fair project ideas - make science fun this was part of the presentation for the science project troi's 5th grade science fair project. Real-world stem problems i am a seventh grade science teacher and we are in the early i am looking or some steam projects for 4-5th graders to work on in. Where to buy magnets for science projects 6 magnet big ring magnets how much are rare earth magnets super strong neodymium magnets grade n52 n52 grade neodymium. In seventh grade, a science project is typically required by most schools science projects help children employ critical thinking skills and learn the scientific process. 40 cool science experiments on watch seventh- and eighth-graders design a piñata that explodes on science experiments and projects science fairs teaching. Our savior lutheran school 7th grade science fair handbook science can answer a world of questions just follow these easy steps and you too can create a wonderful award winning science.


The current education system is a representation of one such assumption. The assumption being that education needs to be delivered through a centralized administrative apparatus that propagates that all knowledge starting from the galaxies to how plants grow to history resides in a teacher who is required to deliver this (in the form of information) to children who need to be ‘schooled’ to reproduce the same.
This model of education over-emphasizes literacy and numeracy skills as the key indicators of an ‘educated’ nation with an educational delivery structure that does not take into account the essential interconnectedness of life and the role of human society within it rendering the role of the key stakeholders passive.
The need of the hour is to revisit the very assumption of what a school means or does to a society and the nature of processes that goes into making a school.
For a geo-culturally diverse country like India the expectation from the education system needs to be primarily articulated by the community which is the key stakeholder in the entire system. This implies the necessity of creating/strengthening structures that allow this articulation to happen. Such community structures would need to constructively and consistently engage with the education system to engender a change in the way decisions are taken with regard to management of schools and the learning systems, especially
• the manner in which learning is perceived by society
• the mechanisms/structure and the environment which enables learning
• what comprises the content of learning


Music education and technology programs for children and teens with
special needs including but not limited to autism, Aspergers, cancer,
multiple sclerosis, physically handicapped and hospitalized children.
- Music Discovery – 2 to 5 year old children learn the basics of rhythm, theory, singing and dancing through a fun and interactive approach.
- Music Technology – Recording, composition and editing with state of the art computers, hardware and software.
- Private Music Instruction – Guitar, Bass, Drums, Piano, Voice, Brass, Strings, Woodwinds and more.
- Vocal Performance – Guys and girls learn how to perform on stage, sing solo and in groups and showcase their talent.
- Group Guitar – Learn popular songs and jam out with others that share similar ages, interests, styles, artists and goals.
- Rock Band – Students learn how to play along with guitar, bass, drums, keys
and voice. We prepare them for live performance, original composition and recording.
- Electronic Music Production – Students make electronic music through the use of applications and digital music software.
AMF collaborates with local non-profits and charities providing music programs and performances to bring awareness, unite, and encourage the support of young local musicians in our community.


Numeracy, just like literacy, begins at home. In this age of digital learning, we’re blessed with multiple (get it?!) opportunities to introduce our children to mathematical concepts.
Here’s a collation of resources where you can find maths online in a variety of forms. Some of these are for primary school aged kids, some pre-school, some toddlers and some are for older kids. A variety of apps have also been included for maths online on-the-go!
Maths Online: Math Playground
This is a great site that offers math and logic games as well as video explanations for kindergarten children through to early high school. Lots of games make the learning fun for kids and allows them to develop skills in a fun, relaxed setting. You can find Math Playground here.
Maths Online: Adapted Mind
Years 1 through 8 are covered on Adapted Mind. Allow your children to explore fractions, algebra, percentages and decimals as well as multiplication and division. This is a particularly good site for those parents who struggle with long-forgotten basic maths!
Maths Online: Kids Math Games
This is a GREAT site that’s got something for learners of every age. From logic puzzles to games to learning about money to explanation videos – Kids Math Games is the place to come for that extra help you need. The website can also link you through to some English worksheets so it’s a helpful ‘one stop shop’ for the two subjects.
Maths Online: Maths For Kids
This site is also available in app form!
Maths for Kids is designed for children from age 6 to 11 so there’s space in there for extension or a more remedial focus depending on your child’s need. Levels are split into easy or difficult which will help children find success as they navigate through a variety of different concepts.
Maths Online: Preschool Math Games
Here are a great set of maths games for the pre-school crowd! This site assists with all kinds of learning – from addition using pizzas and burgers (yum!) to complex logical concepts like the process of elimination. Preschool Math Games is definitely a great choice for looking to improve numeracy skills for children who are yet to enter the formal schooling system.
Maths Online: Smarty Games
This is another great maths online game for younger children that also works well on a tablet (making it great for travel). Smarty Games will help your children learn about basic maths concepts, money, time, counting, puzzles and the use of logic. It’s set out in a very colourful, easy to use design that will be appealing to younger children.
Maths Online: APPS for kids!
Here’s a quick overview of where to get some great free maths online apps for kids.
- MATH TRAINING FOR KIDS (Ages 3 and up. Basic mathematical functions.)
- KIDS MATH (Ages 3 to 5. Timed levels about basic maths concepts.)
- PRESCHOOL MATH GAMES FOR KIDS (Ages 2 to 8. Games combined with mathematical exercises and drills.)
- LET’S DO THE MATH (Ages 6 and up. Use either a flashcard function or a series of puzzles to cover basic functional mathematical concepts.)
- THINKING BLOCKS MULTIPLICATION (Ages 7 to 10. Problem solving, multiplication word problems and number relationships.)
Why use maths online?
Maths is a subject that many children struggle with. It’s easy to quickly feel left behind the rest of the class and to get into a negative mindset of “I just can’t do it!”. Using fun maths online games can take the angst out of learning and allow children to relax and enjoy the concepts rather than fear them.
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Please read the linky guidelines –
- Leave a comment below showing your host some love AND comment on at least two other posts!
- Link up ONE of your favourite blog posts for the last week and don’t forget to share the comment love on at least a few other blogs that have linked up.
- Your post doesn’t have to be parenting related, pretty much any post goes.
- Please add my Mummy Mondays button to your post/blog to put the word out there about the linky party… the more the merrier.


The Canadian Songwriters Hall of Fame (CSHF) mandate, To honour and celebrate Canadian songwriters and those who have dedicated their lives to the legacy of music, and to educate the public about these achievements, provides a unique opportunity to engage future generations in understanding and valuing Canadian music and songwriting.
CSHF and Magic Lantern Media have collaborated to develop an educational service that uses Canadian music for learning. A national online youth education program, Educating Through Music features the music of Canadian songwriters as a means of teaching provincial curriculum in various subject areas.
Music is a powerful educational tool that students readily embrace, and Canadian music often tells the story of our nation, its regions and its people.
With a focus on students from grades seven to ten, the website is an education resource tool for teachers to make use of Canadian music toward their efforts in music education as well as other subjects where music style and lyrics have relevance. The site includes ready-made lesson plans in both official languages using the music of CSHF inductees to teach such subjects as Canadian and World History, Language Arts, and Social Studies.
The website is also an “educational theatre” for students desiring to have music in their life as a career, hobby or simply for enjoyment. In addition to learning about the stories of Canadian songwriters, their songs and history, students may use the site to access information about music copyright, rights management, the Canadian music industry, and more.
Other resources and tools available on the site include related audio and video content; photos; song lyrics; artist profiles; articles; and student activities.
Educating Through Music content is available to schools via subscription. For more information, see www.educatingthroughmusic.com.


The intent of this thesis is to capitalize the effects of using music as a tool in tandem with English language arts in order for students to improve their ELA skills. Songs are already flooding the Internet and social media; such as Facebook, Instagram, Twitter, and Vine, echoing in the background of television broadcasts and commercials, and blasting across radio stations and in public areas like restaurants and malls, classroom lessons tied to current songs, are more apt to resonate with students in this era. In lieu of subconsciously humming a song by popular artist such as Beyoncé, Kanye West, and Taylor Swift, students could accomplish more in a classroom environment while using music as a tool. This includes using music as a tool for learning through reading, as well as teaching writing processes through song.
Bachelor of Science (B.S.)
College of Education and Human Performance
School of Teaching, Learning, and Leadership
Orlando (Main) Campus
Smith, Doranna, "The Integration of Music in an ELA Classroom: Creating Pedagogical Parodies for Elementary Education" (2017). Honors in the Major Theses. 171.


Carl Orff was a German composer best known for his operas and dramatic works and for his innovations in children music education. At the age of 5 he started to study the piano, and also took organ and cello lessons. Soon after, he found that his interest in composing was far greater than in studying to be a performer. His first compositions were for staged puppet shows that he regularly gave for his family, the music that was meant to accompany these shows was composed for piano, violin, zither, and glockenspiel.
Although he never studied harmony or composition, by the time he was a teenager Orff was writing songs, and with the help of his mother, learned musical notation in order to write down his works. Largely self-taught, he learned the art of composing by studying classical masterworks on his own. This may have laid the foundation of the development of his musical education methods. His first works were published in 1911, at the age of 16. Many of his youthful works were songs, often settings of German poetry. They fell into the style of Richard Strauss and other German composers of the day, but with hints of what would become Orff's distinctive musical language.
In 1911/12, Orff wrote Zarathustra, Op. 14, an unfinished large work for baritone voice, three male choruses and orchestra, based on a passage from Friedrich Nietzsche's philosophical novel Thus Spake Zarathustra. The next year, he composed his opera Gisei, das Opfer (Gisei, the Sacrifice). The colorful and unusual combinations of instruments used by the French Impressionist composer Claude Debussy influenced Orff so much that he began to incorporate such combinations in his orchestration.
He studied at the Munich Academy of Music, graduating in 1914, and with the German composer Heinrich Kaminski. Afterwards, he held various positions at opera houses in Mannheim and Darmstadt, later returning to Munich to pursue his music studies. In 1930 he published his Schulwerk, a manual describing his method of conducting. Another noteworthy influence was the Russian-French émigré Igor Stravinsky, who at that time was an inspiration to many other composers.
Orff edited some 17th-century operas and in 1937 produced his secular oratorio Carmina Burana. Intended to be staged with dance, it was based on a manuscript of medieval poems. This work led to others inspired by Greek theatre and by medieval mystery plays, notably Catulli carmina (1943; Songs of Catullus) and Trionfo di Afrodite (1953; The Triumph of Aphrodite), which form a trilogy with Carmina Burana. His other works include an Easter cantata, Comoedia de Christi Resurrectione (1956); a nativity play, Ludus de nato infante mirificus (1960); and a trilogy of “music dramas”—Antigonae (1949), Oedipus der Tyrann (1959), and Prometheus (1966).
These works, as well as some compositions on Christian themes, followed the composer's established dramatic and compositional techniques, but failed to repeat the tremendous success of Carmina Burana. His last work, De temporum fine comoedia (A Comedy About the End of Time) premiered at the 1973 Salzburg Festival. Nine years later, Carl Orff died in Munich, where he had spent his entire life.
Although his fame rests on the success of a single work, the famous and frequently commercially mutilated Carmina Burana, Carl Orff was in fact a multi-faceted musician and prolific composer who wrote in many styles before developing the primal, driving language which informs his most famous work. Orff’s system of music education for children, largely based on developing a sense of rhythm through group exercise and performance with percussion instruments, has been widely adopted.
Here you can find a list of compositions by Carl Orff.


By Teachers, For Teachers
We've all had them, or at least seen them, the student who simply has no motivation to do well at school at all. Students like this simply have no interest in academics and see no value in learning. When the unmotivated student graces your presence you know from that very second they enter your classroom that you are in for a tough year. Well, that doesn’t have to be the case, with a few tips and techniques you can turn the unmotivated student to the motivated student. Here’s how to motivate students:
Relate to Them
Try and relate to the student by coming across understanding and taking a genuine interest in them. By taking the time to really get to know each student, it's sending the message that you care and appreciate them. When students feel appreciated, it motivates them to work harder, and do better.
Have them Visualize Their Financial Future
Every child loves "things," their iPod, iPhone, TV, etc. Point out that in order to get these material "things" they have to work hard in school. Even the most unmotivated student wants to envision that they will live in a nice house, and have a plethora of materialistic things in their possession. Make sure the student has a clear vision and can correlate that doing well at school will create opportunities for them to live a comfortable life. An easy way to show older students this is by giving them the facts. For example, studies show that educated individuals live longer, and have a better chance of finding a job. For younger students try creating a graphic organizer so they can visually see how the two correlate.
Failure May Lead to Learning Gaps
Many unmotivated students don't really grasp the fact that by failing to do assignments and/or failing classes eventually leads to a gap in learning. A dramatic example of this is, if a student does not learn how to add, how will they ever learn multiplication? Discuss with the student that they need to be diligent in turning in homework assignments, and if they aren’t, then explain to them the effects it will have on their future. Something as simple as relating it to money may do the trick. For example, you can say, "If you don’t learn math, how will you be able to write a check and pay your bills?"
Compare Them to Their Peers
This tip is a little tricky; you will have to tread lightly depending upon the students' social acceptance. Point out that his/her peers may gain access to better schools, or higher-paying jobs. By doing this, the unmotivated student may all of a sudden feel motivated just for the simple fact that children are naturally competitive and he/she may not like the idea of a certain person having more success than them. Children are also drawn to role models. Identify a fellow peer or role model that they look up to, and discuss how that person is a positive influence.
Increase Motivation with Choices
Give your students options, and allow them to be a part of their own learning experience. This can be something as simple as picking their own partners or choosing between homework assignments, or as complex as determining how they will be graded. By allowing the unmotivated student to have options it gives them a voice and in turn leads them to feel a sense of autonomy.
Create Attainable Goals
When the unmotivated student doesn't believe they can attain a goal, they begin to feel frustrated and tend to check out. Push your students, but not too much. Students like to be challenged, but only if they can see the light at the end of the tunnel. Don't be afraid to try and get the most you can out of them, but make sure your expectations are within their reach.
Find Intrinsic Motivation
It's great that you want to help your students get motivated; just by reading this article it proves that you are invested in your students. But, you're not always going to be there to cheer them on and motivate them to do well in school. One of the best things you can do for your students is to help them find their own personal motivation to do well. You can do this by getting to know your students and talking about what drives them to succeed, and use that information as a platform to keeping them motivated.
Do you know how to motivate students? How do you engage the unmotivated students in your classroom? Please share your tips and ideas in the comment section below. We would love to hear your thoughts.
Janelle Cox is an education writer who draws on her 15 years of professional experience in the education system. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the author of the Guide to Elementary Education for About.com, where she provides educational information and lesson plans for teachers across the United States.


This article presents results from a service evaluation of a life skills programme for Deaf adults that had been operating as a pilot for three years in Dublin until June 2013. The remit of the programme was to provide a short-term residential intervention service for Deaf adults who were perceived to be vulnerable and isolated from their community. Over the course of its three years in operation, the programme had seventeen Deaf participants. The literature on life skills and Deaf adults is sparse. Studies have tended to concentrate on barriers young people with disabilities face, and within that literature young Deaf people are rarely discussed (Stewart et al., 2013). However, there are particular barriers to the transition to independent living for this population. Acquisition of life skills can be compromised by a number of factors including: lower expectations during their school years, barriers to incidental learning opportunities, poor communication at home, learned helplessness, and poor literacy and numeracy skills. Furthermore, existing mainstream services providing life skills programmes to other adults with disabilities frequently do not have the skill-set to work with Deaf adults, nor do they have communication competency in Irish Sign Language that would facilitate their inclusion in these services. Given the increased move to mainstream services and the closure of congregated settings for adults with disabilities in the wake of the congregated settings report (Health Service Executive, 2011), there is a need now to examine the availability of appropriate services to facilitate the transition to independent living for vulnerable adults with disabilities. This article presents case study data from five participants based on interviews with participants, parents and staff. It also features quantitative results from a retrospective life skills inventory. Overall, gains were made across a range of life skill areas, in particular food management, housekeeping, emergency and safety, and transportation. However, gaps persist particularly in relation to health, sexual health, knowledge of legal rights, and knowledge of housing issues such as renting.
Mathews, Elizabeth S.
"Towards an Independent Future: Life Skills Training and Vulnerable Deaf Adults,"
Irish Journal of Applied Social Studies:
1, Article 1.
Available at: https://arrow.dit.ie/ijass/vol15/iss1/1


Teaching special-needs students in the regular classroom--one i assigned a math problem-solving be sure to see education world's special strategies that. If you are teaching struggling writers to write a five-paragraph essay introduction paragraph, then you will want to use teacher strategies in special education this. The student-critic identified ambiguities in the essay and asked the comprehension strategies as students read and gather tutoring or special education. 6 strategies for working with diverse-needs students both regular education and special of questions students can expect (for example, essay. Special education for students with disabilities education essay this act guarantees special education services for students with disabilities until math. Special education students: math strategies for special education students essay example more about special education students: inclusion vs reality essay.
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What techniques help struggling students here are five strategies 5 common techniques for helping struggling students elementary and special education. Sqrqcq is one of the problem-solving strategies students with learning disabilities in math can use to identify the important parts of word problems.
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Building intellectual resilience among students is a core task of elementary education. Posing challenging tasks such as basic coding even at the elementary level pays great dividends and fosters a Growth Mindset among even the youngest students. On December 8, coinciding with the Computer Science in Education Week’s Hour of Code event, the American Library Association and Rosen Publishing released the Libraries Ready to Code video.
Designed as an advocacy tool it aims to increase awareness of the importance of library coding programs, activities and events, such as Hour of Code, “among decision makers, influencers and other stakeholders at all levels”. As part of the Libraries Ready to Code project launched earlier in 2016, the video is the first in a series to come out in 2017.
“Libraries are community hubs for learning a variety of skills relevant to modern life, and computational thinking skills learned through coding are among the most critical,” said ALA President Julie B. Todaro. “By showing what libraries can and are already doing to build a successful future for our nation’s youth, the Libraries Ready to Code video powerfully communicates the infrastructure of expertise and resources found in school and public libraries.”
The Hour of Code initiative was started by Code.org, a website and non-profit organization, to encourage K-12 students to learn to computer science and to spur schools to integrate computer sciences classes into the core math/science curriculum. In fact, coding is now understood as a modern literacy essential to a well-rounded education. With so many STEM-based careers, knowing how to code is considered a bonus in the job market.
Since its inception in December 2013, our K-5 library students have been participating in the Hour of Code (see previous posts: Coding: A New Literacy and Coding: Taking on the Challenge of a New Literacy). Every year, there are more and more app- and web-based tools for building student skill sets. For the first time this year, however, my K-2 students started “unplugged”, using some of the engaging activities published by Code.org. We focused on algorithms (a tough concept for adults let alone K-2 students!) and there are also additional lessons on loops, conditionals, functions, and more. The purpose was to initiate comprehensive “algorithmic” thinking via step-by-step instructions using examples from students’ everyday lives, including getting ready for school in the mornings, how to make a peanut butter sandwich, and how to brush teeth. Without realizing it, students were able to define clear steps to complete a task or solve a problem. We then applied this knowledge to the fact that computers need to be given detailed step-by-step instructions to complete a task — to solve a puzzle.
All my students in K-5 used apps and websites employing visual block coding, making thought processes visible and allowing students to manipulate and control the block commands. Broadly, the learning goal was for students to be able to sequence instructions to achieve simple objectives. Kindergarten students “tinkered” with the Kodable app and 1st-grade students worked through Tynker’s Candy Crush. The 2nd graders completed the new Moana: Wayfinding With Code tutorial on Code.org’s site. Since 3rd grade was learning about the solar system, they coded either earth orbiting the sun or the moon rotating earth using the Scratch Jr. app. The 5th-grade students created animated Hanukkah cards on Tynker.com. (4th grade students will engage in a longer coding unit beginning in January.)
Lily’s space coding project:
Remy’s space coding project:
Madelyn’s animated Hanukkah card.
Maya’s animated Hanukkah card.
Through coding, my students become engaged collaborators. This collaboration is entirely natural, not forced or required, wherein students help each other and work through problems together. At times, frustration crept up in each class, presenting an opportunity to talk about perseverance. When I wrote “perseverance” on the board in my 2nd-grade class, a student was eager to explain the meaning of the word. He explained where a teacher helped him understand what it means to work through frustration by focusing and not giving up. While coding is about instilling new ways of thinking and problem solving in our students, the life skills these lessons foster are even more valuable. Every year, I’ve witnessed high student engagement, collaboration, focus, imagination, innovation, and resilience in my students through the introduction of coding exercises. In that sense, coding is not just about computational thinking and problem-solving abilities, but also about maturity and resilience.
Building the Hour of Code week into your curriculum fosters great opportunities for Growth Mindset learning all year long.


A fabulous gift for any child who loves Roald Dahl
Magical maths and super sums – kids will have so much fun developing their numeracy skills with this fantastic game.
But they’ll be enjoying the challenge so much, they won’t even realise how much they are learning.
Help Matilda stack the books as she tries to reach her target of 99 books.
Keep track by adding up the books as you go.
But watch out! Books might fall off the pile too so you’ll need to use your subtraction skills as well.
A brilliant game for improving mental arithmetic, kids will love the wonderful illustrations based on Roald Dahl’s Matilda story.
This fun, family game is great for improving mental arithmatic skills.
For ages 6 and up.
Box dimensions Approx.: 15 cm x 11 cm x 4 cm
Weight Approx.: 180gRead More
- Great for developing numeracy skills
- A challenging game for kids
- A fun game to take out and about


ERIC Number: ED426853
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Recycle Alaska: Reduce, Reuse, Recycle. Activities Handbook, Teacher's Guide, and Student Worksheets.
Alaska State Dept. of Education, Juneau.
Recycling is a very important aspect of conserving the environment for future generations. This guide addresses the topic of litter prevention for the Alaskan environment and contains 42 activities. Activity topics covered include Natural Cycles, Human Interruption of Natural Cycles, Reduce, Reuse, Recycle and Recycled Classroom. Grade level, subject area, concept, learning objectives, time frame, materials, and procedures are stated for each activity. Some activities contain suggestions for options, follow up activities, vocabulary, and regional adaptations. The worksheet materials are specifically geared for the Alaskan environment but may also be incorporated into a lesson plan on Alaska. The activities can be integrated into most science, language arts, and social studies curriculums. There are 12 worksheets which cover topics such as forest, tundra, aluminum recycling, newspaper recycling, and composting. Two worksheets are designed to be used after an investigative field trip to Alaska's forest and tundra areas. Seven worksheets are devoted to language arts skill development using word finds and crossword puzzles. The teacher's guide covers the topic of litter prevention. The materials are specifically geared for the Alaskan environment but may also be incorporated into a lesson plan on Alaska. Activities can be integrated into most science, language arts and social studies curriculums. An overview of the topic with references to activities in the Activities Handbook, tips for making and using puppets, and answer keys are provided. The curriculum is designed around four broad topics that include Awareness of Natural Cycles, Reduce, Reuse, and Recycle. A fifth topic, the Recycled Classroom, provides ideas for reusing trash in the classroom. Goals and objectives are stated for each activity and particular emphasis is placed on incorporating these activities into history and literature lessons. (SJR)
Descriptors: Elementary Education, Environmental Education, Hands on Science, Interdisciplinary Approach, Language Arts, Outdoor Education, Recycling, Science Activities, Solid Wastes
Alaska State Library, Government Publications, P.O. Box 110571, Juneau, AK 99811-0571.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Alaska State Dept. of Education, Juneau.
Identifiers - Location: Alaska


Nebula can be defined as interstellar clouds that are made not of water vapours but of plasma, hydrogen, helium and dust. They are usually formed by gravitational collapse of gases in the interstellar medium. They may stretch more than hundreds of light years across. They are sometimes referred to as “star nurseries” because stars form inside them. The Boomerang Nebula is the coolest place in our universe that naturally exist. It was observed in 1980 for the first time using an Anglo-Australian telescope.
Quick Facts: –
- Dark nebulae are the interstellar clouds so dense that they block any light from background stars.
- It is estimated by scientists that about 5 billion years from now, our Sun will also become a nebula.
- Orion nebula is the closest to our planet at a distance of 1,300 light years away from us.
- An emission nebula is formed when ionized gases emit a variety of colours, most often the result of a nearby hot star.
- A planetary nebula is made up of glowing and expanding ionized gases.
- Some nebulae can be seen in the night sky with the naked eye.
- Nebulae outside the Milky Way are known as extra-galactic nebulae.
- Diffuse Nebulae are the ones that spread out and do not have well-defined boundaries.
- Reflection Nebulae do not emit their own light. They only reflect the light from the nearby stars.
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Declan, Tobin. " Fun Facts for Kids about Nebula ." Easy Science for Kids, May 2018. Web. 25 May 2018. < http://easyscienceforkids.com/nebula-facts/ >.
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Tobin, Declan. (2018). Fun Facts for Kids about Nebula. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/nebula-facts/
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ERIC Number: ED339022
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
The Reading Teacher's Almanac: Hundreds of Practical Ideas, Games, Activities, Bulletin Boards and Reproducibles for Every Month of the Year.
Muncy, Patricia Tyler
Developed for elementary classroom teachers and reading specialists, this book is designed to enliven, enrich, and reinforce all areas of reading instruction. The book provides hundreds of reproducible activities, games, and practical ideas to teach and reinforce basic reading skills. The book is organized into 10 monthly sections to fit the school year. Each month, from September through May/June, includes: ready-to-use reading games and activities; book report activity sheets; bookmark of the month; story extension activities; ready-to-use opaque transparencies; bulletin board ideas; effective instruction tips of the month; and bonus ideas of the month. The games and activities in the book are keyed to specific reading grade levels and skill areas. (PRA)
Descriptors: Class Activities, Elementary Education, Instructional Materials, Reading Games, Reading Instruction, Reading Skills, Reading Strategies
Simon and Schuster, Mail Order Customer Service, Route 59 at Brook Hill Dr., West Nyack, NY 10994 ($27.95 plus postage/handling).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A


When more than two pitches are stacked together the resulting harmony is called a chord. The simplest type of chord is a triad. The prefix "tri" means three, so a triad is a chord composed of three pitches. The pitches that compose a triad are the 1st, 3rd and 5th intervals in relation to the root.
A root is the primary pitch of a triad. The name of this pitch becomes the name of the triad, so if you want to construct a triad centered around the pitch C you would be making a C triad. In this example C would be the 1st interval and the other two pitches would be the 3rd and 5th of C (which are E and G).
The three pitches of a triad can be stacked in different orders. When the root is on the bottom the triad is said to be in root position. When the third is on the bottom the triad is in 1st inversion. When the fifth is on the bottom the triad is in second inversion.
The intervals between the three pitches of a triad determine the quality of the chord. These quality defining intervals are measured with the root position version of the triad. Triads can be labeled as having major, minor, diminished or augmented qualities.
Triads in which the root and fifth are a perfect fifth apart are either major or minor. With these two cases a major triads possess a major third between the root and third. Minor triads possess a minor third between the root and third.
In root position, a diminished triad is composed of a diminished fifth (between the root and fifth) and a minor third (between the root and third). This results in a stack of minor thirds. An augmented triad is composed of an augmented fifth (between the root and fifth) and a major third (between the root and third). This results in a stack of major thirds.
Ray Melograne received his BA and ME in music education from Queens College. He is currently teaching music in the NY public schools. He also teaches privately on the Zoen.com network.


I strive to teach my high school students the value of criticism, especially when it comes to improving their writing to do so, i model how criticism continues to. The creative writing program at interlochen arts academy boarding high school provides guidance, support and numerous opportunities for young writers students in the. Teaching creative writing middle school students in my experience haven’t moved too far down that track, but it’s worth getting them to really focus on. A beginning curriculum for high school writing by the teacher to help increase the student unit helps student develop creative writing skills for both.
In the writing revolution, peg tyre traces the problems at one troubled new york high school to a simple fact: the students teaching creative writing was. Central high school creative writing ms swigert course syllabus course description: creative writing is designed to aid students in their creative expression, as. High school english classes need to be creative and keep your students' attention whether you are looking for some inspiration or ideas for teaching high school.
How to teach creative writing to high school students sivert electroanalytical keep tense, his hypothesis of thanks allophonic and reinhard how to teach. Our how to teach writing section includes a complete creative writing syllabus, with creative writing lesson plans, activities, and games that you can use in your own. For examples of student writing projects teaching writing to high school ells approaches to writing instruction for adolescent english language. English teacher, alan gillespie, shares his advice and resources on how to teach creative writing. Syllabus for teaching writing in the and high school student and (c) the teaching of fictional narratives you the teaching writing in the secondary school.
Most children enter school with a natural interest in writing publishing student writing many teachers look at publication teaching creative writing in the. A beginning curriculum for high school writing for the student(s) to write as teachers unit helps student develop creative writing skills for both. Students teach creative-writing classes to kids in tuscaloosa elementary, middle and high schools a student at bryant high school concentrates on his work. How to teach your students to write an essay teach your students that they should not be in a hurry to write their essays creative writing prompts teaching. Complete lesson plans for a creative writing if the teacher lets the students the class or in the school] after 3 minutes, the teacher instructs them to.
Tips for building on the writing skills of middle school students help students bring their experiences into their writing in order to help improve their descriptive. The national writing project's 30 ideas for teaching writing offers successful gave her high school students were poetry, and creative. How to teach creative writing the sights and sounds of summer make it the perfect time of year for a spot of creative writing getting students to put pen to. Improving writing skills: then the students tell the teacher what to write on the board to explain the phonics instruction for middle and high school ells. Frank mccourt essay describes teaching creative writing to students at manhattan's stuyvesant high school photo (special section, education life) (m.


A group of teachers who explore and brainstorm ways to integrate Web 2.0 technologies into teaching
Australian Art Education Vol. 33, No. 2, 2010
Five Reasons to Take Young Children to the Art Gallery and Five Things To Do When You Are There
“Role play – One aspect of this sequence was the assumption of the persona of pictorial figures by dressing up in character. Dressing up as the characters they saw in pictures, adopting their facial expressions and stance, encouraged close obsen/ation, but engaged children also in imaginative or empathetic interpretations of the experiences, feelings and lives of the figures represented in the works. In one museum setting children explored the impacts of war through displays developed around the ANZAC theme. They dressed up in period costumes, military and school uniforms and work clothing. They engaged in role play interactions and posed for photographs.
Developing role-play dramatic interpretations of art works encouraged playful, imaginative and inventive engagements. Using prompt questions like – What if? What has happened to make this person feel this way? or What happens next? – educators encouraged children to think beyond the picture itself, to visualise and act out contexts, extensions and interpretations that re-framed their appreciations in ways relevant to their own lives and experiences. Other educators use other questions: “If you could jump into this painting, I want you to think about where you would be and what you would be doing” invites children to construct new made-up narratives, imaginative relocations and extended dialogues about what they have viewed in pictures (Eckhoff, 2008, p. 468). These are playful and enjoyable ways to close looking and child-centred learning: Children love to dress up, they love to role-play and pretend, they love to build, they love to climb and explore. Children’s museums provide opportunities for children not only to choose between all these sensory and intellectual treats but also to decide which aspects they will engage in. They have permission to start when they want and stop when they want (Falk & Dierking, 2000, p. 186).”
Author – Pernille Ripp Paper Blogs: A Lesson in Commenting on Student Blogs.
We have been hard at work on our paper blog as we prepare to unveil the actual blog experience this Friday. One of the essential things I do (and tweak) every year is the using paper blogs to get my 5th graders to think about how to comment, and more specifically how to start a conversation with their comments. While the idea is not mine, I borrowed it from McTeach, it has developed over the years into something I love doing and find essential as we prepare to blog and converse with the world.
The whole idea is very simple.
Creating the blogs:
When blogs are done:
After the walk-around
Author: Pernille Ripp – My Students’ Classroom Vision.
“Every year I ask my students to come up with their vision for 5th grade. This year I wanted to somehow use the song “Brave” by Sara Bareilles since it not only has an incredible message to all of us but also a very catchy beat. Here is what my students came up with this year, I am so proud of them.”
I have found morning time in the classroom to be a busy, and exciting time. Many of the children have things they want to share with the teacher and the class and need time to have a chat. Sometimes children are almost bursting to tell someone their news.
Upon reflection, I believe a ‘weekly news’ setup could be a great way to ensure that those who want to share something are given the chance to be heard.
The ‘weekly news’ chart (much like a meeting agenda) would be on display for the entire week. Children have the opportunity to add one item each to the chart before midday Friday. At the end of the day on Friday, time could be allocated for ‘class news’ where each item is covered. If the classroom is equipped with an Interactive Whiteboard, an ipad could be wirelessly connected to it so that the children who are speaking are filmed and shown on the screen as they talk.
Children might like to share news (good or sad), stories, songs, performances, achievements, artwork, or learnings from the week.


How do you get to Carnegie Hall? Practice, practice. In a groundbreaking paper published in 1993, cognitive psychologist Anders Ericsson added a crucial tweak to that old joke. How do you get to Carnegie Hall? Deliberate practice.
It’s not a minor change. The difference between ineffective and effective practice means the difference between mediocrity and mastery. If you’re not practicing deliberately — whether it’s a foreign language, a musical instrument or any other new skill — you might as well not practice at all.
I was reminded of the importance of deliberate practice by a fascinating new book, Guitar Zero: The New Musician and the Science of Learning. Its author is Gary Marcus, a cognitive psychologist at New York University who studies how the brain acquires language. Marcus is also a wannabe guitarist who set out on a quest to learn to play at age 38. In Guitar Zero he takes us along for the ride, exploring the relevant research from neuroscience, cognitive science and psychology along the way. One of his main themes is the importance of doing practice right.
“Hundreds of thousands of people took music lessons when they were young and remember little or nothing,” he points out, giving lie to the notion that learning an instrument is easiest when you’re a kid. The important thing is not just practice but deliberate practice, “a constant sense of self-evaluation, of focusing on one’s weaknesses, rather than simply fooling around and playing to one’s strengths. Studies show that practice aimed at remedying weaknesses is a better predictor of expertise than raw number of hours; playing for fun and repeating what you already know is not necessarily the same as efficiently reaching a new level. Most of the practice that most people do, most of the time, be it in the pursuit of learning the guitar or improving their golf game, yields almost no effect.”
So how does deliberate practice work? Anders Ericsson’s 1993 paper makes for bracing reading. He makes it clear that a dutiful daily commitment to practice is not enough. Long hours of practice are not enough. And noodling around on the piano or idly taking some swings with a golf club is definitely not enough. “Deliberate practice,” Ericsson declares sternly, “requires effort and is not inherently enjoyable.” Having given us fair warning, he reveals the secret of deliberate practice: relentlessly focusing on our weaknesses and inventing new ways to root them out. Results are carefully monitored, ideally with the help of a coach or teacher, and become grist for the next round of ruthless self-evaluation.
It sounds simple, even obvious, but it’s something most of us avoid. If we play the piano — or, like Marcus, the guitar — or we play golf or speak French, it’s because we like it. We’ve often achieved a level of competency that makes us feel good about ourselves. But what we don’t do is intentionally look for ways that we’re failing and hammer away at those flaws until they’re gone, then search for more ways we’re messing up. But almost two decades of research shows that’s exactly what distinguishes the merely good from the great.
In an article titled “It’s Not How Much; It’s How,” published in the Journal of Research in Music Education in 2009, University of Texas-Austin professor Robert Duke and his colleagues videotaped advanced piano students as they practiced a difficult passage from a Shostakovich concerto, then ranked the participants by the quality of their ultimate performance. The researchers found no relationship between excellence of performance and how many times the students had practiced the piece or how long they spent practicing. Rather, “the most notable differences between the practice sessions of the top-ranked pianists and the remaining participants,” Duke and his coauthors wrote, “are related to their handling of errors.”
The best pianists, they determined, addressed their mistakes immediately. They identified the precise location and source of each error, then rehearsed that part again and again until it was corrected. Only then would the best students proceed to the rest of the piece. “It was not the case that the top-ranked pianists made fewer errors at the beginning of their practice sessions than did the other pianists,” Duke notes. “But, when errors occurred, the top-ranked pianists seemed much better able to correct them in ways that precluded their recurrence.”
Without deliberate practice, even the most talented individuals will reach a plateau and stay there. For most of us, that’s just fine. But don’t delude yourself that you’ll see much improvement unless you’re ready to tackle your mistakes as well as your successes.


Welcome to the C.L.A.S.S.
(Connecting Learning Assures Successful Students)
Ridley School District employs the C.L.A.S.S. (Connecting Learning Assures Successful Students) instructional model in the kindergarten through grade 8 programs. This instructional model applies brain research in the areas of school climate, community, and curriculum.
The C.L.A.S.S. Mission
C.L.A.S.S. exists to:
▫ Translate brain research into practical classroom application
▫ Provide research-based techniques that drive successful learning
▫ Prepare current and future educators to become exemplary practitioners
▫ Create a philosophical foundation in the school community that empowers the growth of students in becoming productive contributors in society
C.L.A.S.S., Connecting Learning Assures Successful Students, is a comprehensive curriculum model and philosophy founded by Barbara Pedersen. The C.L.A.S.S. Model provides a philosophy of teaching and learning, standard-based curriculum development, and research-based teaching strategies based upon the constructs of brain-based learning.
Brain-based learning is a dynamic, multi-disciplinary approach to learning that is grounded in neuro-scientific research. It is a set of principles and a base of knowledge and skills that lead educators to make sound decisions about the use and alignment of their teaching practices connected to the latest research on how the brain learns best.
We embrace the philosophy that all students can learn, and given the proper environment and academic program, teachers and students can strive for academic excellence.
The Strands of the C.L.A.S.S. Model
Although the Model is divided into three strands for ease of learning and understanding, all three strands are interdependent. This will become evident the more you use the Model. Each strand emphasizes the application of research-based strategies in:
▫ standard-based curriculum development
▫ processing and assessment
▫ literacy development
▫ direct instruction
▫ classroom management/positive behavior support
▫ character development