Noun(1) graphic art consisting of an artistic composition made by applying paints to a surface(2) creating a picture with paints(3) the act of applying paint to a surface(4) the occupation of a house painter
Verb(1) make a painting(2) apply paint to; coat with paint(3) make a painting of(4) apply a liquid to; e.g., paint the gutters with linseed oil
(1) This is partly to be explained by the decline of narrative painting as a vigorous art form in Australia; the medium of film has to a large degree superseded this art form.(2) Less well developed are the arts of painting , sculpture, and carving.(3) Yet people do still make a pilgrimage to see Leonardo's original painting in the Louvre.(4) The art of painting , many artists believed, ought to have grander aspirations.(5) The second batch will be trained in pencil drawing, watercolour painting, oil painting and acrylic painting .(6) After studying painting and graphic design locally, he went to the United States to further his art education.(7) The title of Paul Gauguin's well-known painting makes a handy list of questions that researchers hope to answer by studying supernovae.(8) Seeing and knowing could not be made congruent in mimetic painting .(9) The statement invites generalization to all of modernist painting .(10) He also suggests the distance we have come from earlier traditions of modernist painting .(11) Mack will be creating a new sculpture based on this painting , also with the cooperation of Liang.(12) The Suprematists took the art of painting and porcelain making to the ultimate extreme of complete abstraction, using the geometrical forms of the square, circle and cross.(13) a still life painting(14) pastels require a different approach to painting(15) a painting by Ôö£├┤ CÔö£┬íobhÔö£├¡in(16) For example, in art we are familiar with the genres of painting , drawing, sculpture and engraving.
(1) paint :: paent
(2) oil painting :: Peintiad olew
(3) cave painting :: peintio ogof
(4) abstract painting :: paentio haniaethol
(5) landscape painting :: peintio tirlun
(6) watercolor painting :: peintio dyfrlliw
(7) painting brush :: paentio brwsh
(8) finger painting :: peintio bys
(9) painting pictures :: lluniau peintio
(10) painting album :: albwm peintio
1. picture ::
2. color ::
3. daub ::
4. portray ::
5. tell ::
Word Example from TV Shows
The best way to learn proper English is to read news report, and watch news on TV. Watching TV shows is a great way to learn casual English, slang words, understand culture reference and humor. If you have already watched these shows then you may recall the words used in the following dialogs.
This particular PAINTING...
Breaking Bad Season 3, Episode 11
That seems fair,
we did just give you the PAINTING.
The Big Bang Theory Season 10, Episode 10
The Penny-Amy PAINTING.
The Big Bang Theory Season 12, Episode 24
would you ask him to stop PAINTING?
Money Heist Season 3, Episode 3
Didn't need a lawyer to get me
out of finger PAINTING,
The Big Bang Theory Season 9, Episode 18
English to Welsh Dictionary: painting
Meaning and definitions of painting, translation in Welsh language for painting with similar and opposite words. Also find spoken
pronunciation of painting in Welsh and in English
Tags for the entry "painting"
What painting means in Welsh, painting meaning
in Welsh, painting definition, examples and pronunciation
of painting in Welsh language.


Art Education is important in the development of every child. Some of the benefits of art include increased motor skills, cultural awareness, confidence, perseverance, collaboration, and focus. At FDES, every child is an artist. In art class, we learn about famous artists and their historical context; we draw and paint with a focus on observation; we sculpt in a variety of mediums; but most importantly, we are pushed to think like artists. We take risks and celebrate mistakes. As an art educator, I have the pleasure of watching children blossom into artists with distinct preferences and approaches to art. Thank you and we look forward to an art-filled year!


The purpose of this mixed methodology study was to identify the frequency of reading comprehension instruction in middle and high school social studies and science classrooms. An additional purpose was to explore teachers' perceptions of and beliefs about the need for reading comprehension instruction. In 2,400 minutes of direct classroom observation, a total of 82 minutes (3%) of reading comprehension instruction was observed. The qualitative findings reveal that teachers did not feel qualified or responsible for providing explicit instruction on reading comprehension. Teachers pointed to the pressure to cover content in preparation for state standardized tests as barriers to providing reading instruction.
Ness, M. (2016). Reading Comprehension Strategies in Secondary Content Area Classrooms: Teacher Use of and Attitudes Towards Reading Comprehension Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 55 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol55/iss1/5


Digital technology: Supporting the language and literacy development of ELLs
This paper examines the use of digital technologies in the elementary classroom to support the language and literacy development of English language learners (ELLs). My research took place in Calgary, Alberta and included undergraduate students and a university based researcher. A Google Forms survey and an online interview was used to collect data. The results indicated that technology can be helpful to elementary teachers in supporting the language and literacy development of ELLs because it helps motivate and engage students. Teachers should be cognizant of the disadvantages that arise when using technology in the classroom to support ELLs. These concerns include the possibility that ELLs will become too dependent on technology and their social skills will be at risk with too much technology use. Being conscious of the disadvantages of technology use can inform teaching practices.
As of March 2019 a Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International applies to all new works published by this journal.
Authors retain copyright of their work, and are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website).


Date of Award
College of Health Professions
Type of Degree
Mary E. Reynolds
Susan Thomas Frank
Research has shown phonological awareness to be a strong predictor of literacy. To support literacy development, a phonological awareness project was piloted in several West Virginia schools in 2001. This study compared WV educators based on employment setting (schools participating and those not participating in the phonological awareness project) and professional category (classroom teacher, reading specialist, speech-language pathologist) on answers to survey questions related to phonological awareness. Results showed no significant relationships between employment setting and responses. However, reading specialists reported spending more minutes per week providing phonological awareness instruction to children at risk for reading difficulty than did speech-language pathologists. Of concern was that over half of the responding speech-language pathologists reported no involvement in phonological awareness instruction in the regular curriculum, and over one-quarter reported that they did not provide phonological awareness instruction to children on their caseloads, who may be at risk for reading failure.
Phonology - Study and teaching.
Speech therapists - West Virginia.
Daniel, Melinda J., "Phonological Awareness Instruction: Opinions and Practices of Educators and Speech-Language Pathologists in West Virginia" (2006). Theses, Dissertations and Capstones. 332.


Karuna Skariah Photo by Shibani Chettri
Karuna Skariah, a National Board Certified Teacher, is an educator at Robert Goddard Montessori School in Prince George’s County Public Schools, Maryland. She is a mentor for teachers going through National Board Certification and has been in education for 19 years. She currently teaches a mixed group of 2nd-and 3rd-grade talented and gifted students.
Activity: Where on Earth: An Introduction to Latitude and Longitude
Grade Level: 2-3
Activity Length: Three 45-minute lessons
Subjects: physical science, geography, history, culture, reading language arts and mathematics
Tell us about your activity.
Students Rahsaan, Mason and Sara explore places on the world map.
Photo by Karuna Skariah
The goal of this activity is to teach students how latitude and longitude can help locate and identify a specific city or landmark on Earth. The acquired knowledge and skills from this unit help young students understand the human desire to explore the world around them.
With inspiration from National Geographic’s “Introduction to Latitude and Longitude” activity, students were first introduced to the concepts of latitude and longitude, and how intersecting lines (parallels and meridians) are expressed on maps. They learned that the intersection points of these lines are called coordinates.
I gave each student a world-map, printed from Nat Geo Ed’s 1-Page Map collection, to work out the coordinates of the White House. They had the opportunity to locate a favorite landmark (starting with the Taj Mahal), zoom in, and observe the structure of the landmark. The ultimate takeaway for my students was that lines of latitude and longitude connect us to places, cultures, climates, flora, and fauna.
Students Mason, Braedon, Chayse, Sara and Rahsaan stand with the maps they used for their lesson.
Photo by Karuna Skariah
Following the Equator and other tropical lines of latitude gave them insight into rain forests, while the polar regions helped them understand the ice caps. Students were also fascinated by locating landmarks (natural and man-made) using coordinates. They were able to make concrete connections between the coordinates and how geotechnologies like GPS, satellites, Google Maps, and compasses communicate geospatial location.
How did this activity help students learn about the world?
In this lesson, my students became geologists, cartographers, explorers, scientists, and mathematicians. They used their critical-thinking skills to solve a particular problem related to geographic location; identify coordinates; and narrate a brief history of a landmark of their choice. This activity engaged their literacy and numeracy skills through map-reading.
During the initial introduction to coordinates, some of the younger 2nd-graders were having difficulty tracing the lines of latitude between the Equator and Tropic of Cancer. The 3rd-graders helped the 2nd-graders trace the parallels so the younger students were able to come up with the correct coordinates for the landmarks. The 3rd-graders were empowered to impart their knowledge and collaborate with their peers. Students took responsibility for their own learning by comparing places sharing the same lines of latitude. They also challenged each other to find the coordinates of capital cities and famous monuments in Europe and United States.


MASTERING THE ART OF LISTENING
MASTERING THE ART OF LISTENING
Among the key lessons that the world has learned over the past few months is the profound impact of music on healing. It reminds us of who we are in a setting where nothing seems normal, bringing us together even during social distancing.
We at HARMAN have long championed music’s unique ability to help enhance well-being and inspire lives. However, in order to tap into the transformative power of music, the key is knowing how to listen
THE DIFFERENCE BETWEEN HEARING AND LISTENING
What is the difference between hearing and listening? One is passive, the other is active. One is automatic, the other is intentional. One we use every day, the other we may not have used in years.
Studies have shown that when done correctly, active listening offers an abundance of physiological, psychological, and cognitive benefits. Active listening can be an extraordinarily valuable skill. The good news is that everyone can master it. So, what can we do to master this skill?
You must be actively engaged with what you hear. Take a moment to truly savor it. Sit down and pay attention to the track you’re listening to. Enjoy it with your body and mind.
Close your eyes. The activity in the emotional center of the brain (Amygdala) is about 75% higher when listening to music with eyes closed. Don´t listen to music as background noise: Let the act of listening to music become the primary focus.
Listen for musical elements like the melody, harmony and lyrics. Enjoy listening to every nuance to understand the complexities. Take your time to engage with a song and appreciate the work of the musician. Don´t skip ahead while listening to songs! Listen to every song in its entirety to be able to fully understand the intention of the artist. If you listen to music actively, it enables emotional contentment, aural pleasure and a deeper appreciation of music.
Avoid constant stimulation when hearing music like distraction from phone messages, social media etc. Get rid of all distractions. Turn off your phone, laptop and even the lights, then close your eyes and focus to the sound. Use headphones that provide noise cancellation when you’re on the go.
It doesn´t matter which genre you are listening to, as long as you enjoy the music. Pick your favorite song and try to listen to the structure. What does it remind you of? What does it mean to you?
To test the quality of speakers and headphones you can use our best 25 reference songs (https://artoflistening.harman.com/professional-reference-songs).
Use good speakers and headphones for active listening. Use headphones that provide noise cancellation or at least noise isolation to avoid disruption
In conclusion, when done consciously, listening has clear, quantifiable effects on the listener, many of which are profoundly beneficial. Listening draws us into the present moment, empowering us to act and to live with purpose.
Listening enhances our connection with others, helping us to build and nurture relationships. Listening stimulates our emotions, enabling us to receive and remember what we hear. Conscious, active listening is an acquirable skill with the power to combat the malaise of modern noise and improve the quality of life. Here’s to a life of truly listening.
You can also visit our Art of Listening website for self-education and inspiration, complementing the work HARMAN is doing to bring contemporary music education to students of all ages by collaborating with some of the most influential music education organizations around the globe.


The four main instruments in the string family are the violin, viola, cello, and the double bass. When it comes to the cello and the bass, they may look similar from a distance but they are actually very different in nature. From size and tuning to the sound produced and how they’re played, we’ll go through the main differences between the two in this article. If you’ve decided to purchase a cello or a bass and aren’t sure what your next steps should be, we’ve got you covered–head into one of our stores or check out our cello buying guide.
Difference #1: Tuning
One of the main differences between the cello and the double bass is its tuning. A cello is typically tuned in 5ths from low to high (C, G, D, and A), while basses are turned in 4ths (E, A, D, and G), with the low E being lower than the cello C. Although it is possible to tune a cello in fourths and a double bass in fifths, it is almost never done. The result of this standard tuning practice is a much wider range for the cello–cellos max out at about five octaves while the double bass maxes out around four.
Difference #2: Size
Although the cello and double bass are the largest instruments in the string family, there is a substantial difference in their size. The double bass measures in at about 6 feet long and is the largest instrument in the string family, while the cello is slightly smaller in nature. (Fun fact: the name cello is short for “violoncello”, which means “small double bass” in Italian.) While both the cello and double bass rest on the floor (supported by a metal end pin), the cello is the only instrument in the string family that must be played sitting down. The bass, on the other hand, can be played standing up or while sitting on a tall stool.
Difference #3: Sound
The cello, known as an instrument with a tenor voice, has a deeper and richer tone than both the violin and the viola. Due to its extra octave range, the double bass is capable of producing a deeper sound that the cello is just not capable of producing. Although cellos are very popular in orchestras, with between eight and twelve cellos found in large symphony orchestras, the bass is found in almost every form of Western music, making them one of the most versatile instruments available.
Difference #4: Playing Position
As mentioned above, the cello is played sitting down while the bass is played standing up. Here’s a little more information on how to hold a cello and a double bass:
How to Hold a Cello:
- Sit in a sturdy chair
- The neck of the cello should be to the left of the head, with the C-string tuning peg adjacent to the ear
- Avoid slouching; some cellists prefer to sit at the edge of the chair, while others prefer to sit back for more support. Regardless of your preference, make sure you’re sitting straight
- Adjust the end pin so that the body of the cello rests against your chest, balancing its lower half between your knees
- Use your knees to keep the cello steady
- Keep the cello angled to the right so that the bow can reach all the strings
How to Hold a Bass:
Although the bass can be played in a sitting or standing position, standing is the most common so it’s the one we’ll cover here. If you prefer to sit, speak with your music instructor for tips and advice.
- Stand with your feet shoulder width apart
- Adjust the endpin so the nut of the fingerboard is the same level as your eyebrows (note: different bass players have different opinions about where the nut of the fingerboard should rest, so your teacher’s preferred level may vary.)
- Turn the bass slightly to the right and tilt it back so that it rests against the left side of your hip
Now that you know the differences between the cello and the bass, we hope you’re ready to take the next step and enroll in lessons. Music & Arts is the premier private music lesson facility and we’re committed to exceptional music education. Find a store near you!


Preschool Weather Theme Dramatic Play Activities
Young children learn through multiple pathways. To support science learning in the preschool classroom, the National Science Teachers Association recommends using hands-on activities that allow the students to explore and discover. Instead of keeping weather activities boxed up in the science center, extend them throughout the curriculum and into pretend play. Whether children pretend they're weather anchors or create a mock storm, drama can provide an imaginative way to tackle environmental science concepts.
1 Pretend to Be Weather Forecasters
During the preschool years, children are learning about the seasons and connecting the changes that they see to different weather patterns, according to the PBS Parents website. Help your students learn about the weather, build related vocabulary and get creative with a TV station pretend play experience. Set up a TV station in your classroom. Hang a map of the United States behind the students and explain that they will describe the weather in each area. This also provides an opportunity to learn about climate and explore the differences between regions. For example, the "weather anchor" can point to the northeast area of the map. If it's December she might say, "Today's weather will be cold and snowy." If it's June, her forecast may include, "Today's weather will be sunny and hot."
2 Dress Up for the Four Seasons
Preschoolers are developing the ability to understand that different types of weather require wearing specific pieces of clothing, according to the "Pennsylvania Learning Standards for Early Childhood." Provide your students with a bin of pretend play dress-up clothes that match the seasons. Include a winter coat, snow boots, mittens, hats, rain boots, a rain slicker, shorts, sweaters and sundresses. Call out a season and have the preschoolers pick out which dress-up clothes they will wear. If you say "winter," students can pick out coats, mittens, hats and boots. They can then act out their own winter scene. Repeat this with the other seasons.
3 Learn With a Make Believe Thermometer
Understanding how to use a thermometer and what the numbers mean is part of many states' preschool standards. For example, Pennsylvania's early learning standards for preschoolers include the use of a thermometer in their science concepts and competencies. Preschoolers should also develop the ability to use scientific tools to observe change, according to Maine's "Early Childhood Learning Guidelines." Explore how to use this science tool and help your young students to connect the numbers with the weather outside by making a pretend play thermometer out of paper. Write a number on it and ask the students to act out a scene that features the weather for the temperature. For example, write "85" and have the students act out a summertime scene at the beach or the swimming pool.
4 Use Props for Weather Play
Children in the preschool years should develop the cognitive skills necessary to pretend props are the real deal within a pretend play scene, according to the Arizona Early Learning Standards. Make and use weather props in your classroom. For example, ball up pieces of white paper to make a snowstorm, or use cotton balls to stage a pretend play snowball war. Cut pieces of blue construction paper and have the students toss it around like rain.
- 1 National Science Teachers Association: NSTA Position Statement, Early Childhood Science Education
- 2 PBS Parents: Science: 4 to 5
- 3 Arkansas State University: Weather Wonders
- 4 PA Keys: Pennsylvania Learning Standards for Early Childhood
- 5 Maine Department of Education: State of Maine Early Childhood Learning Guidelines
- 6 Arizona Department of Education: Arizona Early Learning Standards


Current usage of the time period “visible arts” consists of positive artwork in addition to the utilized or decorative arts and crafts , however this was not at all times the case. The Arts of the Americas Circle is a dynamic group of collectors and arts lovers, involved in historical, fashionable, and up to date art and culture from the region. Art work from notable contemporary artists in a variety of media and styles. The research of visual art gives students with the skills to appreciate and create and visible artwork.
For example, an artist may combine conventional portray with algorithmic artwork and other digital techniques. Complete authorities departments, with multi-million dollar budgets, at the moment are devoted to the promotion of visual arts, whereas even native government authorities preserve full-time “arts officers” to coordinate actions at local degree.
This is often the case when the artist has used a colour particularly to express a powerful emotion fairly than the natural colour of an object within the painting. College students will work individually and collaboratively on creating unique performances primarily based on topics of their selection, in addition to viewing reside and recorded performances, reading essays and scripts, and assembly visiting artists.
As students participate in group actions and follow teamwork on projects, they study to recognize the worth of working in cooperation with others and come to comprehend that the creative process isn’t at all times solely individual, but often results from a collective vision.
How Artists Can Profit From Visual Arts Degrees
With a recorded historical past of round 5,000 years, Chinese Civilization is one of the earliest civilizations in the world. Our visible arts and design curriculum strengthens and deepens students’ core foundational skills and techniques so they could purchase the required self-discipline for their inventive follow. There are nearly 1000’s of artists, designers, craftspersons, architects and students who have not had to sacrifice their sense of artistic individuality in an effort to earn a residing.
An artist who excels in drawing is referred to as a draftsman or draughtsman. As they develop their creative sensibilities, college students will build upon their information of the elements and rules of visible art to investigate more complicated concepts of creative design.
The Department of Visible Arts (DoVA) at the University of North Georgia is a multi-campus, student-centered department that fosters quality education, service, inquiry, and creativity. The School of Business Dean’s Workplace and the Department of Visible Arts opened “Shared Roots:Views of Dynamic Community,” an exhibition of images in Barry Corridor. College students who aspire to turn into lecturers must enroll within the Secondary Schooling (Artwork) concentration.
Colours are capable of so many variations that making absolute statements about which means is inconceivable, which is why an understanding of the artist’s inspiration and intentions in a portray add to our appreciation and enjoyment of a murals. Many conventional disciplines are actually integrating digital applied sciences and, because of this, the traces between conventional works of art and new media works created utilizing computer systems have been blurred.
There are a number of good and relevant traits or qualities that a senior highschool student who has studied the Visual Artwork programme is expected to cultivate. The Nationwide Endowment for the Arts is dedicated to supporting visible arts exerciseâ€”painting, sculpture, photography, printmaking, drawing, craft, and public artworkâ€”that demonstrates exceptional aesthetic investigation and meaningful neighborhood engagement.
Throughout studio lessons in drawing, design, and sculpture, you may explore the philosophical in addition to the mechanical features of the art experience.


On 25th September the What the Research Says event at the London Knowledge Lab discussed the World Economic Forum report – New Vision for Education: unlocking the potential of technology. The presentations from the event can be found on the Resources page of this blog.
The report stimulated a lively discussion and the meeting benefitted greatly from the presence on-line of Elizabeth Kaufman and Jessica Boccardo from Boston Consulting group who had co-authored on the report. Those present came from a wide range of backgrounds, both within and outwith academia, including commercial developers, think tanks, publishers and educators. All believe in the importance of evidence-based models of innovation and development.
The emphasis upon 21st Century skills was seen as positive and timely. However, there was much discussion about the nature of foundational skills and in particular, whether these are the same now as they were a decade ago, for example is the numeracy now the same numeracy as it was in the millennium? In fact should we be asking: are there new kinds of knowledge that need to be added to the agenda? Foundational literacies, competencies and character qualities are not necessarily mutually exclusive and should not be addressed in isolation. Not all skills are measurable, for example, creativity. In addition, measurement alone is insufficient, what is required is the creation of circumstances in which skills are developed and supported. The group also wondered why the European Commission lifelong learning indicators were not referenced.
Developing comparable indicators to measure progress globally is a huge challenge given the diversity of contexts, likewise, consensus on definitions and globally uniform standards. Context needs to be attributed beyond the country level only – there can be variations at regional, district, school and teacher levels.
There was much agreement that technology can support the development of 21st Century skills and that the potential extended beyond the examples within the report. For example,
- Adaptive technologies for learning powered by Artificial Intelligence can support foundational skills, but they can also support curiosity, structure personalised feedback, support self-regulation, metacognition and communication;
- Open data can be used to model good practices and can support skills development specifically: critical skills, analytic skills, research skills, teamwork skills & citizenship skills;
- There are tensions with the adoption of games that need to be addressed for progress to be made. The reasons for this include: Educational game designers ignoring the importance of the social interactions around games and the fact that games do not fit easily within educational structures.
- Big data and learning analytics are important technologies missing from the report.
The closed loop model is appealingly straightforward. However the discussion identified concerns with this approach that included: A lack of openness for teachers and learners to engage with the process at every stage, for example to negotiate and con-construct learning objectives. Instruction is only one form of educational approach and that severely limits the application of the closed loop model. Despite an emphasis upon context within the report, there appears to be no accounting for learner context in the closed loop model. A spiral model has been tried and tested and shown to be effective, might that be more appropriate?
The report’s reference to ‘Abundant high-quality content’ was challenged and the group noted that in the Bridge example, teachers had spent considerable time developing lesson content.
The groups experience questioned how many teachers actually use online CPD?
There was much agreement that more evidence is required and that there is a wealth of evidence available within academic institutions. Could this be capitalised upon?
There was also much agreement that a multi-stakeholder approach is essential and suggest the addition of researchers and learners.


Mathematics is one of the most important life skills that we all use in our everyday lives, and there are many reasons why you should consider studying it.
Many of us say we’re not numbers people.
But numbers play a big part in all our lives, and understanding how numbers work can have a hugely positive impact. From finding a new job or getting a promotion, to managing debt and getting a better handle on family finances, everyone can find a way of making numbers work for them.
Maths in Society
Numeracy is an essential skill for every job. There is a myriad of ways in which maths is used in employment: handling financial transactions; estimating costs, floor spaces and materials; measuring medicines, food and drink supplies, hair dyes; understanding data and statistics; calculating computer coding; using algebra in engineering and geometry in transport and logistics; dealing with payslips, tax and national insurance, the list is endless.
In a world where the opportunities relating to science and technology are soaring, it is vital that everyone appreciates the value of having good numeracy skills. Poor numeracy is a direct drag on the economy - a report in 2014 by Pro Bono Economics undertaken for National Numeracy estimated the cost to the UK economy of outcomes associated with low levels of numeracy to be around £20.2 billion per year, or about 1.3% of GDP. It is therefore imperative to ensure that Scotland’s workforce is confident and fluent in maths if her economy is going to continue to compete internationally, and the growing national skills gap is to be addressed.
Every job entails some sort of basic maths, yet we overlook this as it becomes second nature when we actually apply it. Many careers use maths as basis for more specific skills – including engineering, quantity surveying, science, and games and computer programming. But just about any job role you can think of will include maths. And the better your maths skills, the better you will be able to perform that job role. And without people who can do maths, we would not have many of the things we take for granted.
There is a fairly wide-held perception that a person is either good at maths or no good at maths. And that the maths you learn at National 4, National 5, and Higher level is of no relevance to real life. But that’s just not true!
What good maths skills can lead you to
When studying mathematics, you develop skills that are transferable to suit whatever career you’re interested in. Studying maths could potentially lead to a career in:
- And many more
Maths at college
Being better with numbers isn’t a special talent, it’s something we can all learn at any stage in our lives.
If you would like to improve your mathematics skills and qualifications, college is the perfect place to do it. You can gain qualifications in your spare time to fit around your existing work, study, and family commitments.
And did you know that Fife College exceeded the national pass rate for National 4, National 5 and Higher Mathematics last year so there is no better place to start your studies!
So what are you waiting for?


Enjoy this Easy Science for Kids Thor Heyerdahl Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Thor Heyerdahl. You need to answer all the questions to be able to get your score. You can do this fun quiz about Thor Heyerdahl again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Thor Heyerdahl.
About the Earth Science Thor Heyerdahl Quiz
Our online quizzes for kids are a free online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Thor Heyerdahl Geography quiz helps your kids learn fun facts about Thor Heyerdahl while enjoying this FREE online quiz for kids game.
If your kid is being home-schooled, or is in a special education program, then this is an easy science activity, with reading comprehension benefits for kids in grades one to five. Kids will enjoy competing against their classmates and friends, to see who scores the best, doing this fun interactive quiz for kids on Thor Heyerdahl.
As a reading comprehension educational activity for kids, you can set a timer to encourage kids to do the reading comprehension training in a faster way, or limit the number of times your kid can read about the Thor Heyerdahl quiz topic, before they do the actual fun quiz with interactive score.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Thor Heyerdahl quiz and our other fun online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Thor Heyerdahl quiz answer they think is correct, and at the end you get the Thor Heyerdahl quiz score. Your child can try doing the free quiz for kids again, till gets the perfect score faster, as your kid learns to listen more carefully and develop a better memory and attention span!
Enjoyed doing this online quiz with interactive score game about Thor Heyerdahl? Check out all our other fun online quizzes for kids and other earth science made easy for kids. Visit our Geography for Kids all about Thor Heyerdahl page. Get lengthy info here.


The Office of Elementary Education and Reading is responsible for supporting and training K-3rd grade teachers, curriculum specialists and other educators by providing research-based instructional strategies on literacy and guidance on the implementation of the Literacy-Based Promotion Act. Passed during the 2013 legislative session, the Literacy-Based Promotion Act (LBPA) places an emphasis on grade-level reading skills, particularly as students' progress through grades K-3. Beginning in the 2014-2015 school year, a student scoring at the lowest achievement level in reading on the established state-wide assessment for 3rd grade will not be promoted to 4th grade unless the student qualifies for a good cause exemption.
The LBPA was amended in 2016 and includes changes such as an Individual Reading Plan (IRP) and increased expectations for 3rd grade students beginning in 2018-2019.
Recruitment of Literacy Coaches
In an effort to support schools in their literacy efforts, the MDE has deployed educators with expertise in literacy to a number of support schools across Mississippi. Check back periodically for literacy coach recruitment information.
Tools and Supports
- Job Description
- EIR Literacy Coach FAQs
- IRP Guidance Webinar
- Universal Screener Companion Guide - Diagnostic Assessments
- LBPA FAQs (May 2019)
- Individual Reading Plan (IRP) FAQs - Currently under revision


This book is a featured text in a Canter graduate course, Teaching Beginning Readers Pre-K-3 .
"This book merges the five big ideas in reading with developmentally appropriate practice to create a practical guide that will enhance literacy development in any type of preschool setting. The references, resources, and examples will help teachers bring these ideas to life in their classrooms."
—Addie Gaines, Principal
Kirbyville Elementary School, MO
Use research-based strategies to build early literacy skills!
Early childhood educators recognize that young children are more likely to succeed in later grades if they have a variety of engaging preschool experiences. Literacy for Young Children brings together reading research and learning standards to help teachers become informed decision makers about meeting the literacy needs of young students from diverse backgrounds.
Based on the authors' work in Early Reading First classrooms, this resource includes evidence-based, easy-to-implement activities to develop oral language, phonological awareness, print awareness, emergent writing, and early comprehension skills. Chapters provide an overview of each skill, methods for assessment, and appropriate instructional strategies. The book showcases examples of PreK and kindergarten children from different cultural and linguistic backgrounds to demonstrate how teachers can support individual learners. Readers will be able to:
- Adapt instruction appropriately for ELLs and children with special needs
- Partner knowledgeably with families to provide rich literacy experiences at home
- Integrate literacy across the curriculum, and more
As teachers and literacy coaches become more purposeful and confident instructors, they open the door to successful learning while continuing to close the achievement gap.


Get started with the basics of music education with this easy to follow resource, which will deepen students’ musical skills, confidence, and understanding.
With our Primary Music Starter Pack, students will learn about informal and formal music notation, musical vocabulary and improvisation.
They will also have opportunities to explore body percussion, singing and develop their composition skills.
This collection includes a range of simple musical activities that can be used for Years F-6 by specialist and generalist primary school teachers alike. Each activity can be taught individually, or in a range of different combinations to suit students.
Each activity comes with a lesson plan, to progress you through the different activities as you introduce primary school students to the fundamentals of music.


“No Facebooking in class!” is a refrain often heard by high school teens. But new research from Concordia proves that social media can be a powerful educational device — especially when a student isn’t doing so well to begin with.
In the new book Youth Practices in Digital Arts and New Media (Palgrave 2015), Juan Carlos Castro, co-editor and co-author along with Martin Lalonde investigate how an after-school program in Quebec is revolutionizing learning for at-risk youth by using social media as a teaching tool, rather than a classroom annoyance.
In their chapter, “Amplifying Youth Cultural Practices by Engaging and Developing Professional Identity through Social Media” art education researchers Castro and Lalonde engage with students and educators at Maison Kekpart, a Montreal-area community centre for at-risk youth.
The centre offers a unique program known as La Relève, which provides professional work experience for young people facing academic challenges. Students ranging in age from 13 to 17 participate in an internship in multimedia production, led not by traditional teachers, but by artists who themselves are active in those areas.
The goal: help kids become more engaged in their formal schooling by giving them the tools to use social media to build the professional, civic and social competencies that will guide them through their adult life.
“Young people today use social media not only to stay connected with their real-world friends, but also to engage in self-expression and identity formation,” says Lalonde, who is currently pursuing his PhD in art education at Concordia, supported by a SSHRC Joseph-Armand Bombardier doctoral Scholarship, and is first author on the article.
“La Relève taps into that natural, social impulse and uses it to show participants that they can use those outlets to build professional skills.”
Students work directly with artist-educators on projects related to sound design, digital imaging and video production, using tools like Facebook, Instagram and YouTube not only to express themselves, but also to develop professional multimedia skills. They work on projects related to selfies, mashups and memes — social media phenomena that are already part of their day-to-day lives — to bolster their technical skills and learn how to make professional calibre productions.
“This is more than an internship; it’s an opportunity for at-risk youth to see the inherent value of education,” says Castro, Lalonde’s supervisor and an assistant professor of art education.
“Through La Relève, they learn skills that can help them express themselves more clearly, as well as land a job. At the same time, they start to actively understand that education can be useful to them, and that it can directly apply to their lives. That’s an attitude that they then take back to their regular school settings.”
For the researchers, as well as the educators at Maison Kekpart, it’s a win-win proposition that could eventually be adapted to the traditional school system.
“Social media is an integral part of these kids’ lives. By showing them that it can also be part of their educational and professional spheres, educators can help keep them interested in school. Ultimately, this can lead to better classroom engagement and fewer drop-outs. But it will be up to government agencies and school administrators to embrace and implement these ideas,” says Lalonde.
Partners in research: This study was made possible thanks to the Citizens of Tomorrow project, funded by the Social Sciences and Humanities Research Council of Canada, and based at the University of British Columbia. The goal of Citizens of Tomorrow is to investigate marginalized Vancouver and Montreal urban youth’s participation in community digitally mediated arts programs, and how their engagement with identity, culture, health and well-being is impacted. Juan Carlos Castro is a co-primary investigator on the project.
Credit: Concordia University
Categories: Leadership in Education


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Globe Educational Services now has a YouTube channel. We look forward to your comments on current content and your suggestions for future content.
As in language acquisition, there are many commonly held beliefs about when it is best to start to learn a musical instrument. Examine your own beliefs and see whether they are your own or “folk wisdom” passed along from other people that has stayed in your memory. I can still hear the voice of a music teacher from long ago lamenting that I had not started on my instrument much earlier in life. I started to learn a musical instrument when I was seven years old.
I suppose that had I not witnessed the joy of so many adults learning a musical instrument I could have come to that same conclusion that music teacher from long ago did that there is an optimal age to begin learning a musical instrument. There might be such an age for X or Y individual, were it possible to make copies of people and find out which age and situation promoted the greatest amount of learning. However, it is much more amazing to forsake cloning and simply witness the cognitive capabilities of adult learners who decide to study a musical instrument. Also, the motivation that teenagers bring to music education is most instructive. Skateboarding and music or volleyball and music or hockey and music instead of it being demanded of teenagers to choose between interests as though they are always competing. I was told to choose between such interests as a teenager. I never chose. I did as much as I could. Did it alienate coaches? Yes, it did, and I am pleased that my parents supported those decisions of mine.
There are so many activities to pursue, but I trust that if you have read this far you might still be interested in music. If age is used as a reason not to pursue music, I hope that you reconsider that reasoning. Much in life can be lost through aging, but music stays with us for a long time. There is so much fun to be had playing music. Perhaps guitar is not your instrument. That’s great. Find another one and have at it! If I know anybody who can help, I will certainly do my utmost to help you find somebody to teach you music.
This week has seen a number of GES students begin working on a Sor study (Etude No. 3 from 12 Studies, Op. 6). As luck would have it, there is an excellent PDF available (https://drive.google.com/file/d/1Txo3iFBSm4pU0yguJnfxMHaU9XsJcFi-/view) for fingering suggestions made by Edson Lopes, who is incredibly generous for providing these suggestions for free.


People have made music for thousands of years. Bone whistles have been found in Europe that date back 25,000 years. Music has many purposes. It stirs the emotions. It can comfort a crying child or fire up a crowd. It is a way to express feelings and ideas.
Music comes in many forms. A choir is a large group of people that sing together. They often sing religious music. An orchestra is a group of people who perform using instruments, such as flutes, horns, violins and cellos. Folk music includes songs that have been sung for many years. The music has a simple sound and usually includes just a few instruments.
- Wind instruments are instruments that use human breath. These include bagpipes, harmonicas, recorders, flutes, clarinets and saxophones. A didgeridoo is an Australian Aboriginal wind instrument.
- Brass instruments are made of brass and are played by blowing into the mouthpiece. These include the trumpet, French horn, tuba and trombone.
- String instruments have strings. These include violins, cellos, guitars and ukuleles. Percussion instruments are instruments that play a sound when you hit, scrape or shake them. These include the piano, the cymbals, drums, castanets, chimes and tambourine.
- There are many types of music. Some music is fast and loud. It makes you want to get up and dance. Other music is soft and slow.
- Comfort: calm, reassure
- Choir: a group of people who sing together
- Orchestra: a group of people who play string, wind, percussion and brass instruments together
- Didgeridoo: an Australian wind instrument
Visit Scholastic to learn about music around the world.
Question: Can anyone be a musician?
Answer: Even a young child banging a pot with a spoon is a musician. You don’t have to have a beautiful voice to sing, nor do you have to play an instrument perfectly. Keep practicing and have fun. You can be a musician too.
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Our tuition-free, full day Kindergarten program provides your child with ample opportunities to learn and grow socially, academically, emotionally, and physically through hands-on adventures in learning. We follow the Arizona Academic Standards to help ensure a well-rounded curriculum. The Journeys ELA program and Fundations phonics program pair together for a well-rounded reading and writing curriculum. Mathematics and numeracy is taught via enVision Math using many forms of manipulatives to introduce and develop math concepts. Social Studies and Science are taught alternately with hands-on activities that engage students in community, civics, and the scientific process at their level. Students will rotate through specials classes daily (P.E., Technology, Music, Spanish, and Library) and participate in Art Masterpiece.
HMH Journeys: provides an ELA instructional system for reading both literature and informational texts, for acquiring foundational skills, and for developing mastery of speaking, listening and writing.
Wilson Fundations: Students are taught phonics with the Wilson Fundations which enables learners to experience a multi-sensory, systematic approach designed to address the growing needs of emergent readers.
Pearson enVision: is a comprehensive mathematics curriculum with superior focus, coherence, and rigor. Ensure success at every level with problem-based learning, embedded visual learning, and personalization to empower every teacher and student.
Harcourt & McGraw Hill: Social Studies emphasizes the exploration of geography, history and current events. Social Studies concepts are often taught in conjunction with ELA standards, such as informational reading and research skills. We use Harcourt and McGraw Hill text series to support learning. Use of primary source documents, video, discussion, and other relevant sources are also integral to the program.
At Val Vista Academy, we use G Suite for Education, and we are seeking your permission to provide and manage a G Suite for Education account for your child. G Suite for Education is a set of education productivity tools from Google including Gmail, Calendar, Docs, Classroom, and more used by tens of millions of students and teachers around the world. At Val Vista Academy, students will use their G Suite accounts to complete assignments, communicate with their teachers, and learn 21st-century digital citizenship skills. The link listed provides answers to common questions about G Suite for Education.


What happens in the Early Childhood Music classes?
Early Childhood Music is a sequenced and developmental program of songs, games, rhythm and movement, shared with parents and carers.
The classes are fun and engaging, delivered by a highly trained and experienced specialist teacher.
Babies and Toddlers
Music and movement are almost inseparable for your little ones as they listen and respond to musical experiences.
This class introduces them to nursery rhymes, songs and chants. It engages babies and toddlers in creating whole body movements, and playing bouncing, rocking, patting, clapping, fingerplay and listening games.
Two and three years
Children learn through imitation, exploration and repetition at this age.
In this class they will develop skills in beat matching and rhythm patterns through movement. They will also discover their singing voice through the melody of songs, and create music with a variety of percussion instruments. Musical concepts of pitch (high/low), dynamics (strong/quiet), tempo (fast/slow) and timbre (quality of sound) are explored through listening games.
Four and five years
Children become more social with others in the class and enjoy rule-based games.
These classes encourage singing, echo songs and call and response through singing games. Beat matching and, later, rhythm patterns become conscious and children’s understanding of these musical concepts is expressed in their first musical book! Listening skills become more refined as children identify the musical concepts of pitch, dynamics, tempo and timbre through musical games, all the while developing important pre-literacy and pre-numeracy skills.
Whether you know what instrument you’re interested in or you’d like more information, we can help you select the best music lessons for your needs – contact us on 02 6652 1592 or register your interest and we’ll get in touch with you!


RESHMA NC SHAH
I know a bright class XI student who sold his laptop given by the state government after Class X because his father lost his job and they could not make ends meet. Two years later, his elder brother has dropped out of college and works shifts as an office assistant at a doctor’s private clinic. In spite of clearing the Class X board exam with flying colours, these two bright minds had to give up on their dreams before they took shape.
There are numerous such meritorious ‘forced’ drop outs where laptops and other prizes given by the government are sold off to make ends meet.
So, what ails our education system? Many argue that with government sponsored education, the problem lies in lack of quality education that should be delivered by trained educators. Efforts are in place to rectify this, both by private and government agencies. But there is another angle that deserves attention.
Recently, the Indian constitution has added the right to education as a fundamental right for its citizens. Education is popularly perceived as the panacea for all social and economic diseases. It is often marketed as the perfect tool to remove disparities and create a just society with equal opportunity.
However, even if we ensure 100% enrolment at the elementary or school level, how are we, as a society, going to ensure that there is no drop out at the secondary and graduate level?
School education will open the doors to a bright future, but only a little. Therefore it is no surprise that parents wish that their child should take up a professional course after Class XII. Those pursuing higher studies are usually preparing for a career in academics and research. Then, the question is, how level is the playing field?
Are we ensuring that school education becomes a universal right and then neglecting the high ‘forced’ dropout rate? Consequently, are we then producing a society of low skilled literates and making higher education accessible just for those that can afford it?
In the current scenario, any poor student, whose parents cannot afford the high tuition fee of a science or commerce degree or post graduate degree, are forced to go for humanities, short term vocational courses or take up low-skilled jobs that require only Class X pass candidates. Whatever hopes or aspirations that the student has may never be fulfilled, simply because of their parents’ inability to pay for the next logical step.
Ironically, primary or elementary education comes at a much lower cost than a professional or college degree. Yet, it is primary education that is free and compulsory, made more attractive through free midday meals. For a country with rising income and a growing middle class, surely, free school education is not the main issue. A part time maid or a labourer may earn enough to afford to send his or her child to a decent school. What he or she cannot afford is the prohibitive cost of education after Class XII.
Ultimately this becomes the pressure point. If not checked it may lead to the emergence of a 100% literate but not 100% educated and qualified society. The sooner the government realises this and takes steps to support higher education, the better for the future of the country.


The concept that plants and humans in a living system are mutually beneficial was communicated to 2nd to 12th grade students in science educational and outreach programs at Texas Tech University's Center for Space Science. Students traveled to the TTU horticulture greenhouse for a live program, which focused on research in the Engineering Development Unit. The research is funded by NASA's Advanced Life Support. During the program students were presented with the science of growing plants, how plants benefit humans in space, and baseline science vocabulary. A survey instrument was developed to assess student level of understanding of sciences, and their comprehension of living cycles, which work together to support manned space missions. The survey consisted of multiple-choice questions covering topics presented during the program. Likert questions were used to assess student's desire to travel in space, be an astronaut or a scientist, and their enjoyment of science and growing plants. The survey was administered before the program; immediately after the program; and a delayed test was administered in their classroom several weeks after the program. Student performance was scored according to correct responses in the survey. Responses were analyzed for changes over time using an analysis of variance with repeated measures. The results showed there was an overall improvement in knowledge from preprogram survey to postprogram survey and that students recognize science is the main topic to be studied to expand for better space programs. Some elementary education students scored equal to or higher than secondary education students. Enthusiastic science teachers may drive student interest exhibited in the early grades. There is evidence that a teacher's attitude towards science and one's basic science knowledge is important to molding student's attitudes and interests in science.
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Join our fabulous artist and arts tutor Christina Frank as she guides you through a wonderful 7 week creative program. During the term students will explore a range of techniques/materials focusing on building foundational skills in drawing, painting, collage, printmaking and modelling in clay whilst harnessing their own unique creative expression. We will draw inspiration from life & imaginations weaving in the seasons, nature, dreams and story. Participants will also get the chance to work on and develop their own projects from home.
Week 1. Organic Vessels 1 (drawing using charcoal and graphite)
We will explore organic form by observing and drawing collected natural objects such as seed pods, cones, leaves and flowers. These drawings will be the basis for planning an ‘organic vessel’ to be made of clay next week.
Week 2. Organic Vessels 2 (drawing with charcoal, handbuilding with paper clay)
Informed and inspired by last week’s drawings we will firstly do another drawing of the intended design of your ‘organic vessel’, then get stuck into making it using rolled coil construction.
Week 3. Organic Vessels 3 (handbuilding with paper clay)
Continue and complete your ‘organic vessel’. Put aside to dry… we will be coming back to this in a few weeks!
Week 4. Chagall ‘My Story’ 1 (drawing with pencil and soft pastel)
Chagall was a prolific artist whose work is spilling over with rich colour, landscapes, people, animals, stories and dreams, all relating to his own experiences. This week we will observe some examples of Chagall’s work, select elements from these, for instance a bird or animal, and create a whimsical drawing using these. As you do this be considering a drawing of your own story for next week.
Week 5. Chagall ‘My Story’ 2 (mixed media pencil, soft pastel, watercolour, tissue paper collage)
Start an artwork telling something of your own story, combining Chagall like elements, give it the colourful, topsy turvy Chagall like treatment, building layers of mixed media: pencil, soft pastel, watercolours and collage.
Week 6. Chagall ‘My Story’ 3 (mixed media pencil, soft pastel, watercolour, collage)
Continue and finish ‘My Story’ mixed media artwork inspired by Marc Chagall’s enchanting paintings.
Week 7. Still life 1 (drawing using graphite and charcoal, painting using acrylic)
We will consider the still life tradition and explore concepts of positive and negative space as we draw a still life composition based on your own ‘organic vessel’, then use this to create a painting using acrylic paints.
I intend that this course supports the students own creative journey. They should each bring a small sketch book with them, to record and develop their own ideas, dream up their own projects, and practice drawing. Sometimes in the process of artmaking there is waiting time, perhaps waiting for something to dry, or to take turns in using a particular process or piece of equipment. During these times the student can be using their sketch book.
Creative Kids Rebate
You can use a $100 Creative Kids Voucher if enrolling for 5 or 10 sessions. To find out all about it and how to apply for your 2020 voucher please go to: www.service.nsw.gov.au/campaign/creative-kids
- You must enter coupon code ‘CK‘ during checkout to receive the $100 discount, as well as separately entering your child’s voucher number.
- Please place multiple orders if you wish to use vouchers for more than one child.
NOTE: When enrolling for a course or workshop please make sure you put the appropriate number of students enrolling in the enrolment box.
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Music and productivity: going hand in hand?
Here we go again: another night filled with homework, and another opportunity to fall into the ever so appealing trap of procrastination. Because of the substantial amount of homework and academic stress at Packer, it is crucial to find ways to improve productivity and be on top of all our work.
In this age of technology, there are many ways to increase our focus, one of the most popular being music. Listening to music enables some students to be more inspired during the sometimes tedious task of homework, and also enhances focus when the brain is strained because of cramming for, say, an essay due next period. Despite some drawbacks of music while learning, it is clear that work habits and productivity are increased when listening to music by lightening one’s mood and tightening one’s focus.
In general, music provides entertainment and distraction from problems and serves as a way to relieve tension and boredom. Teresa Lesiuk, associate professor of music education and music therapy at the University of Miami, argues that “It’s shown that when you’re in that particular mood state [brought on by listening to music], you take in more options, [and are] better at problem-solving and thinking creatively.”
Not only is music beneficial to your mood, but the act of listening to music actually fosters attention and focus towards your topic. As Sparring Mind, (a newsletter based around the art of creative work) puts it, “music has a way of expressing that which cannot be put into words.” When it is late the night before you have a huge assignment due and, stress begins to overpower and it becomes difficult to focus on work because of the anxiety fogging the brain. In this situation, listening to music allows one to to step back for a moment and remember that everything will be ok. Listening to music in a time of stress motivates and improves your mood.
Although many believe music is beneficial to one’s focus, and “helps block out surroundings in order to fully concentrate on work” as Sara Gerson (21’) says, it can also be a drawback. Some researchers maintain that music, particularly with lyrics, distracts in a detrimental way when someone is trying to learn new things.
When it comes to absorbing and retaining new information, listening to music might be harmful. Sparring Mind stresses that listening to music demands too much of your attention (even when the sounds are subtle) to allow you to be effective while trying to learn or analyze new information Since listening to music with lyrics activates the language center of our brains, trying to engage in other language-related tasks like reading and writing becomes challenging. When focusing on homework such as writing, it is more beneficial to listen to music quietly, or not all, so that you can pay close attention to the words you are writing, and not to the repetitive and upbeat lyrics and melodies of pop music.
Many researchers including Sparring Mind, suggest listening to music you already know when doing more brain activated tasks because you know what is coming and your brain does not try to learn new musicality. On the contrary, it can be better to listen to music you don’t know word for word when you are doing less laborious homework (like math) that usually doesn’t require learning a whole new topic, because it prevents you from singing the song in your head and becoming more distracted.
Adda Jones (21’) has found that while doing English and history homework, she likes to listen to “slower songs and turn the volume down so [she] can focus on [her] work while having the music be in the background.” This allows her to not get distracted, while at the same time enjoying the music induced mood booster. She also emphasized the importance of music for her focus, and that without it her level of procrastination could be much higher.
For students with many hours of homework each night, it is imperative to find what works best for you in terms of tightening focus and getting everything done on time. Different people prefer varying methods, but music is definitely a good option for those who enjoy a reassuring mood lift and encouraging inspiration. So plug in your headphones, start typing, and as many say, grind.
Check out this awesome homework playlist by Daisy Zuckerman (22′) for some song


Although not one of the six traditional Confucian classics, the Three Character Classic is perhaps one of the most popular reads on Confucianism.
Serving as a child’s first formal education at home in the ancient times, along with other universal introductory literary texts such as the Hundred Family Surnames and Thousand Character Classic, the Three Character Classic remains a cornerstone of elementary education for the Chinese-speaking world.
Some familiar Chinese stories can be traced back to these classics. For example, the line 香九齡，能溫席 (“nine-year-old Xiang could warm [his father’s] bed”) explores the concept of filial piety
Another line: 融四歲，能讓梨 (“four-year-old Kong Rong yields the larger pears [to his brothers]”) teaches the virtue of respecting elders, taking good care of children and being forbearing as well as conciliatory.
Written in the form of triplets, the 1,200-character text contains the most commonly used Chinese characters, classical sentence structures, historical elements and Confucian morality.
Though the classic has been viewed as a must-read throughout the centuries, in recent years there has been considerable debate over whether Confucian classics are still valuable learning materials in modern society.
Some people believe that the Three Character Classic contains outdated ethical philosophies that send the wrong message to children. Yet others argue that many of the principles still remain applicable.
“The Three Character Classic contains wisdom and inspirational stories of ancient figures and our forebearers who can be role models for students in developing a positive character,” said Si Chung-mou, head of the department of Chinese language studies at the Education University.
“In being exposed to ancient Chinese culture and classical sentence structures, we hope our students can build a solid foundation for reading and writing.”
In 2015, speaking as the director of the Analects of Confucius and Modern Society project, which published a book under the same name, Si said the theory and practice of Confucian values in ethics, morals, aesthetics, music, education and politics were not outdated.
He added that we should make the past serve the present and apply it flexibly. In view of this, researchers led by Si spent over two years working on the Three Character Classic and Modern Society, publishing it last month and making it available in an audiobook.
With HK$1.6 million in funding from the Quality Education Fund, the project invited Chinese subject teachers from 28 local primary schools to supplement their classroom teaching with Three Character Classic materials provided by the team. Students were also able to make use of these tools for self-learning purposes during class suspension amid the pandemic.
Apart from developing teaching materials for upper primary students, the project organized a family event and a training workshop to facilitate teachers’ understanding of the Three Character Classic, the traditional culture behind it and the development of students’ moral character and Chinese language competence.
The research team has compiled the materials into an illustrated book as well as an audiobook, available in Cantonese and Putonghua.
The book is divided into eight sections. Each contains five to seven chapters, covering short stories, fun facts, explanations, translations, text appreciations and extended questions, which invite readers to reflect on how the theories can be applied to our daily lives and modern society.
The book will be distributed to all primary schools, universities and public libraries for free, while relevant materials are also available online via www.eduhk.hk/analects/.
(This article was published at The Standard on August 11, 2020: Education: A true test of character )


The certificate in Early Childhood Education is designed to prepare students for working with children under the age of eight in a supportive role. Students interested in working with infants and toddlers are advised to take ECE* 141, Infants/Toddlers Growth and Development, and ECE 241, Methods and Techniques for Infant/Toddler, in addition to the courses listed below.
Students completing the requirements for the Certification are able to:
- Identify a variety of current and historical theoretical approaches.
- Identify and assess the elements that determine quality in early childhood settings.
- Identify and evaluate ethical issues that may be encountered in the field.
- Plan, implement and evaluate age appropriate and individually appropriate activities.
- Create and evaluate a learning environment that supports children’s physical, social, emotional, creative, language and cognitive development.
- Identify and apply positive approaches to discipline and behavior management that encourage children to develop self-control and self-esteem.
- Meet the needs of diverse populations of children and their families.
EARLY CHILDHOOD EDUCATION ELECTIVES:
|†ECE* 101||Introduction to Early Childhood Education||3|
|†ECE* 176||Health, Safety, and Nutrition||3|
|†ECE* 111||General Psychology I||3|
|†ECE* 204||Child & Adolescent Development||3|
|†ECE* 222||Methods & Techniques in Early Childhood Education||3|
|†ECE* 210||Observation, Participation and Seminar||3|
|†ECE* 215||The Exceptional Learner||3|
|†ECE* 231||Early Language & Literacy Development||3|
|†ECE* 190 OR
|Early Childhood Education Behavior Management
Children, Families and Schools
|† Pre-requisite or corequisite required.|


We offer reading testing and specialized reading tutoring in person and via Whizzimo which is an interactive online platform.
Special reading tutoring is a different approach to helping children with persistent reading difficulty learn to read and read well. Children with dyslexia or challenging reading difficulties learn best with reading curriculum that is different in two important ways: how and what children are taught. First, the children must be taught how to read using an approach that is a specialized multisensory approach as children with dyslexia or chronic reading difficulty learn best when all their learning channels are activated. This means your child must hear, see, say, touch, and manipulate the information they are learning. They are learning via a nationally known, specialized one-to-one reading program that most public schools don’t offer.
Second, what your child learns must be different from the way general education teachers teach reading. Your child must be taught in a manner that is systematic, explicit, direct, and content controlled. There are several reading programs available that are highly effective for helping children with reading challenges. The key is to know which reading program is best for your child.
If your child is in early elementary school, these are the critical years for helping him or her with the foundational skills needed for success in middle and high school. In other words, don’t wait and start special reading instruction now or valuable time will pass. We’ve been helping parents long enough to know you can spend some money now or wait and spend a lot of money later to help your child.
The longer you wait, the harder it is to overcome a reading challenge. When you wait to start until your child is older, in addition to the special reading tutoring, you’ll also be trying to change your child’s negative attitude toward reading and possibly even low self-esteem.
Children who require special reading tutoring and receive it at an early age have a more positive attitude toward reading when they are older.


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Because our training method differs greatly from that of traditional mathematics, just because your child struggles with math at school doesn’t mean he won’t do well at UCMAS. On the contrary, some of the most successful students have been those who had previously found math difficult. If a student is dedicated to the program, receives strong parental support and encouragement and persists through the initial training period, dramatic improvement is guaranteed. This is confirmed by the many testimonials we have from our proud UCMAS parents.
Absolutely! A student who has already demonstrated advanced ability in mathematics will still benefit greatly from learning the Abacus method. UCMAS graduates learn new techniques and better understand how calculations work, enabling them to do their work faster and more accurately. That’s powerful knowledge to take forward into secondary school and beyond. Plus, the whole brain development and life skills UCMAS fosters will help your child excel in any subject.
The UCMAS Mental Math program trains students to quickly and accurately do complex calculations without the aid of a calculator or other helpers. Introduce the concept of visualization and thinking in pictures.
Unique among its competitors, UCMAS actively encourages parents to participate in the Parents Orientation (prior to starting the Basic level), which helps parents understanding the system and support their child in the early training stages. Parents are also regularly kept up to date as to their child’s progress throughout the program.
More than one way to solve a problem – applying different frameworks, we’ve found, helps increase the child’s understanding and improves his/her numeracy skills
At any age, especially in the formative years of 5 – 13.
UCMAS Mental Math program promotes whole brain development, develops foundational skills like focus, listening and creativity and trains the next generation of leaders to face the challenges of an increasingly competitive environment.


You may be surprised to learn that the journey to becoming a healthy reader begins in infancy – long before your child enters school. The same meaningful interactions between you and your child that grow their brain for listening and spoken language (LSL) also begin building the foundation for literacy. Reading to your baby in the early days is an important part of achieving your LSL goals for your baby and setting them on a path for future success in reading, in school, and in life.
Experts agree that the first years of a child’s life are the most important years for literacy development. For your baby with hearing loss, begin reading to them in their very first weeks. Your baby needs to hear your voice talking about pictures and actions. As you sit with your infant, feeding or rocking, share a story and look at a book together.
It may seem too early to start reading to a baby so young, but the more words your child hears in their first years of life, the better their vocabulary and language will develop. Reading aloud for at least 15 minutes every day is one way to give your baby the early start they need to hear 40 Million Words and to learn to listen and talk.
Make every moment count as you talk, read, and sing. This parent guide provides a resource to help your baby get the most out of their meaningful interactions with you.
Download the guides now. (English) (Spanish)
The goal of LSL is to help your child with hearing loss develop their skills at the same rate and age as their hearing friends. Your LSL early interventionist will work with you on the strategies needed to grow your baby’s LSL and reading skills. During intervention sessions, you and your interventionist will share activities with your child that will support their progress in all areas of development. Your child will learn literacy through play and reading activities, and you’ll spend many moments reading aloud to your child on a daily basis.
As your child’s first teacher, you’ll use a variety of experiences to help them develop the building blocks for literacy - vocabulary, print awareness, rhyming, phonological awareness, narrative development, reading aloud, writing and spelling skills. Your LSL professionals can guide and coach you in what to expect from the literacy journey. In addition, you can take advantage of the many resources that have been developed by literacy and early childhood experts to incorporate simple activities into your daily routines to grow your baby’s brain.
Early learning and literacy is so important that there are many great resources dedicated to helping you learn more about talking, reading, and singing to your baby.
Check out these links to helpful resources:
Singing with your baby is a fun and effective way to promote early learning, language, literacy, and brain development. Many experts believe that singing lullabies and nursery rhymes leads to good communication skills and forms the foundation for reading readiness and eventual school success. Songs and rhymes will also help build your baby’s vocabulary and count toward the 40 million words.
In LSL intervention you’ll practice singing, rhymes and fingerplays (action rhymes) to help your child learn to listen and talk. Your baby will love to hear your voice and will respond to songs, rhymes, and singsong speech. Both of you will enjoy these interactions, and you’ll be growing a healthy reader in the process.
Loving Literacy: Magic of Everyday Moments by ZEROTOTHREE →
Too Small to Fail →
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Enrol for the Certificate for Music Educators in 2015-16
Posted: Mon, 11 May 2015 11:03
The Trinity Level 4 Certificate for Music Educators (Trinity CME) is designed for music educators who work with children and young people.
The Trinity Level 4 Certificate for Music Educators (CME) is a brand new qualification for music educators working with children and young people in the UK. It is designed to enable music educators to gain recognition for their work while benefiting from opportunities to develop their practice.
Once registered, each learner completes an initial self-assessment to map their prior knowledge and experience against the six units of the CME. From this starting point, the centre works with the learner to develop and agree a personal action plan, setting out any training and support that will be required to enable the learner to meet the assessment criteria across all six units. Assessment is through a portfolio of evidence, including practical demonstration in the real working environment.
Study is part time and flexible, with training and support arranged to fit around learners' professional commitments, meaning that learners can continue with their professional activities while working towards the CME. Learners must complete the Trinity CME within two years, although many will complete it in less time.
Who it's for
The Trinity CME has been developed for anyone who works as a music educator with children and young people, including:
- instrumental and vocal teachers working with music services, hubs, schools or privately
- early years and primary teachers
- community musicians and workshop leaders
- professional musicians who undertake education work
What it assesses
The Trinity CME assesses learners across the following six units, representing up-to-date best practice in music education.
- Understanding children and young people's musical learning
- Planning, facilitating and evaluating young people's musical learning
- Reflective practice and professional development in music education
- Promoting children and young people's positive behaviour
- Equality, diversity and inclusion in music education
- Safeguarding in music education
For information about costs and how to enrol, please visit


WRAP is an informal writing and reading assessment profile. An easy-to-use 15-minute assessment tool that enables teachers at 1st Grade K-2 to monitor and collect data on their students' literacy development and behavior. 1. Analyze and interpret reading and writing samples 2. Select resources appropriate to the literacy needs of K-2 students 3. Support and reinforce skills and strategies essential to building a solid literacy foundation.
|Product Type||Complete Kit|
|Guided Reading Level||A, B, C, D, E, F, G, H, I, J|
|Grade Level||1st Grade, 2nd Grade, Kindergarten|


Our Ivy Kids Kits
Ivy Kids Kits are a monthly educational subscription for children ages 3-8 developed by early childhood teachers with children of their own. Our goal is to provide monthly resources and tools to parents and caregivers looking to have more meaningful learning experiences with their children. Each month you will receive a kit containing more than ten activities based upon a classic children’s book. The activities have been carefully crafted to encourage curiosity, problem solving, and creativity in young children. The Ivy Kids Kit games and projects are a fun way to develop fine and gross motor muscles, build math and literacy skills, encourage reading comprehension, and promote scientific thinking. Each Ivy Kids Kit contains instructions with ways to modify games to best suit each individual child and provide adults with questions to structure a child’s learning. There are enough games and materials in each kit to engage and cognitively stimulate a child throughout the month and can be replayed for years to come. To assure the quality of each kit, each activity has been tested and enjoyed by young children.
What makes our Ivy Kids Kits so special?
- Fun and engaging educational activities are developed by certified early childhood teachers.
- A monthly book is selected based upon its success as a learning tool in the classroom.
- Unique games and projects are based upon the monthly story and characters.
- Each kit is packed with games, materials, and projects that can be played for years to come.
- Ivy Kids Kit activities can be modified based on your child’s age and development.
- We design each kit to build early foundational skills in math, science, and literacy.
- Everything that you need to play is included in the kit.
- Games can be played with more than one child.
- Our materials and activities are similar to those found in high quality early education settings.
- Each activity contains a detailed instructional guide with questions to scaffold learning.
- Our activities meet the standards of the National Association for the Education of Young Children (NAEYC).
- All our activities have been tested and enjoyed by children.
Ivy Kids Kit Benefits:
How your child will benefit from his or her Ivy Kids Kit:
How parents and/or caregivers will benefit from their Ivy Kids Kit:


There are unique courses that are required for your particular area of specialization. This field is forecast to grow by 17% during the next 10 decades, with 123,000 new jobs from 2022. It is not tough to discover that the computer science field is becoming overly broad to readily specify.
How to Choose Computer Science Job Outlook
Acomputer science degreewill prepare you for in-demand jobs now and offer you the foundational skills you would like to be prosperous. Now that you learn more about your career alternatives, it’s time to find out more the program that may allow you to get there. paraphrasing vs. summarizing The work prognosis for people that choose to stick to the career path is very bright.
Tech professionals are a few of the very sought-after workers in the work marketplace. Nonetheless, you can observe that both disciplines provide career choices that have above-average earning potential. A number of jobs are easily available to people who possess technical abilities, and this is the reason the job outlook for computer science (CS) graduates is generally glowing.
Market research analysts utilize sophisticated statistical strategies to advise businesses on marketing and company plans. The information supplied by BLS is totally free and simple to access.
Additionally, most data scientists agree that 12 decades of experience is crucial for a decent degree of expertise in data science. Last Note If you’ve read through the info provided and wish to learn about just how much pharmacy school expenditures, tuition information might be located on individual school sites and historic data are available here from AACP. paraphrasinguk.com If you’ve got an interest in computers and data technologies, there are a huge collection of stable jobs offering excellent salaries in a massive assortment of educational degrees.
The Little-Known Secrets to Computer Science Job Outlook
Career fairs can also be provided for the two majors. Others might get a diploma in public wellbeing.
The 5-Minute Rule for Computer Science Job Outlook
The consumer marketplace will approach 100 billion in the upcoming several years. You may additionally not get the very best quality education you must compete for positions in the area. Knowing the definition of computer science isn’t only significant, but it’s mandatory for people intending on working in this area.
Another disadvantage is that you’ve got to take multiple science classes with a lab. Usually, pc science-related jobs pay fairly well and, as a result of rising demand for skilled computer scientists, really great salaries are sure to stay for many years to come. As a consequence, easy to outsource.
Among the benefits of taking courses online is that nearly all modern computers have webcams which may be able to record assignments for extra usage. You may develop approaches to solve computing issues or design far better means of utilizing computers. http://clubsports.gcu.edu/galleries/womens-sports/womens-ice-hockey/ These days, nearly all the world’s robots are utilized in factories.
Robots make it feasible for producers to concentrate on innovation. Software engineer is just one of the fastest-growing professions. Software software engineers assess customers’ computing needs and produce custom computer applications to satisfy their requirements.
Computer Science Job Outlook – Is it a Scam?
Needless to say, getting a decent data scientist sometimes requires a lifetime because the field is continuously growing and innovating. Many surgeons also concentrate in a specific type of operation or function on a specific section of the body. Obviously, somebody starting out as a data scientist doesn’t need to have a strong comprehension of AI and ML procedures.
To enhance that, there are numerous on-line sources mentioning a gloomy prognosis. Of course you do not have to waste your own time and money on something that might not have a beneficial impact on your life. Affordability Of course the on-line course ought to be cheap and if possible provide staggered means of paying so you aren’t under significant financial pressure whilst also expecting to pay attention to your studies.
The Computer Science Job Outlook Game
On-line colleges may vary considerably in respect to class offerings and basic quality. Some classes could comprise an optional year out in industry, where it’s possible to continue to produce key abilities and develop a network of contacts. Pros anticipate huge increase in the mobile device industry.
The most critical thing about the pharmacist occupation future is people will probably constantly require medication. Outside of pharmacy, there are a good deal of different professions in the healthcare field that take a doctoral or professional level, including doctors, surgeons and healthcare scientists. If being a pharmacist does not appear to fit, think about having a look at pharmacy technician schools!


Fine motor skill development is essential for successful handwriting development. Teachers are discovering that many students are entering school with poorly developed motor skills. This not only affects students’ ability to write by hand, but also things like tying shoes, buttoning, and even sitting still in class.
With Halloween right around the corner, we thought we’d round up some fun Halloween activities that help build fine motor skills. From cutting with scissors and gluing to tracing shapes, these activities will encourage fine motor skill development.
10 Halloween Activities to Build Fine Motor Skills
Handprint crafts are always fun and add a personal touch by using the shape of the child’s hand. The Best Ideas for Kids shares these four fun options for Halloween handprint cards: a pumpkin, a vampire, a ghost, and a Frankenstein. This activity provides lots of fine motor work – from tracing to cutting to gluing – AND kids get to work on their handwriting skills by writing a message inside!
Frogs Snails and Puppy Dog Tails incorporates math into this fine motor skill Halloween activity. Kids use tongs to pick up Halloween erasers and count them as they deposit them into a container. Try using different erasers or other items to make this a sorting activity as well!
This Witchy Fingers activity from Fun-A-Day encourages kids to use tweezers or witch fingers to pick up small objects such as pumpkin seeds, buttons, and googly eyes. As the author, Mary Catherine, noticed with her own students, this activity goes well beyond simple fine motor skill work. Kids can also practice counting, stacking, sorting, and making patterns.
Manipulating pipe cleaners is a great way to build fine motor skills. This activity from Play Trains has students build a tree out of pipe cleaners. For a little extra decoration (and fine motor work), try threading beads onto the branches. If kids have a train set, they can then use their trees to decorate around the track!
These creative Halloween activities are sure to delight kids, and each one encourages fine motor skill development. Try them with your kids or students and comment below to let us know which one is your favorite!
Free Halloween Printables!
Looking for more Halloween activities for your students? Check out our free Halloween printables!


A team of researchers from Ericsson and the royal college in London conducted a futuristic study of how 5G technology could be used in the future.
We’re closer to 5G connection technology than ever before. This next-generation wireless networking technology will serve many different kinds of inland people, from autonomous vehicles to virtual reality, from intelligent cities to robots that are always connected to a network. In what other areas can we use the best 5G technology? Ericsson has come together to imagine the futurist practices of 5G with researchers from the royal college in London.
The team first focused on transferring physical skills between networks using technology and named it ‘Internet of talents’. For example; motion, and a virtual reality head that senses the press, a surgeon can perform an operation by directing a robot on the other side of the world. It sounds like a fuzzy idea, but it will not be a surprise that it will happen in the future.
Apart from that, thanks to 5G, music education can be given with networked gloves. Technology can record muscle movements that occur when a piano master plays the composition. Gloves developed with high-end technology can teach by pretending to be muscular movements of the piano master who is learning to play the piano with these muscle movements.
Of course, these are just a few examples of what 5G technology can do in the future. At the ‘real’ light speed, the internet will be transmitted with almost zero delays from one end of the world to the other. It will be possible to control objects far away in real time.
Is there a technology that you imagine that your 5G technology will develop with the possibilities it provides? You can share your ideas with us in comments.