Sprouting Entrepreneurs is a three-year teaching programme for rural primary and secondary schools that focuses on entrepreneurship in agriculture. It addresses the South African real-life challenges of food insecurity, youth unemployment and rural poverty from a classroom perspective, by linking agriculture, food and entrepreneurship as main learning areas. This paper outlines the programme in its local social and economic context. It argues for the need for a concept of entrepreneurship education that views opportunities in the context of young people’s positive freedoms. Its didactical model combines the EntreComp framework with the capability approach developed by Amartya Sen and others. It emphasises the role of capabilities or freedoms in developing and implementing ideas that create value for others. The Sustainable Development Goals form a medium of learning.
Potential-Focused Learning is based on constructivist concepts and concentrates on the ‘patterns of construction of learning relevant realities’ and the ‘self-organisation’ of individuals and systems. On the basis of constructivism we will present in this article a new dynamic concept of potentials and ‘positive differences’ that expand the perception of teachers and students with regards to favourable learning steps and thus their scope of action. The approaches of potential-focused learning are theoretically underpinned throughout this article. The effects of dynamic concepts on teaching design and the prerequisites for potential-focused learning are discussed by describing the essential elements of learning designs in potential-oriented teaching such as organisational frameworks, potential-focused performance assessment and the meaningful task development of learners. First empirical studies show the positive effects of potential-oriented teaching on ‘autonomy’ and ‘intrinsic motivation’ of learners.
The pre-service teachers’ attitudes is one indicator to show whether the inclusive education system is successfully implemented. However, no research studies have been conducted to reveal pre-service teachers’ attitudes towards inclusive education in Indonesia. Therefore, the purpose of this study was to know the attitudes towards inclusive education of pre-service teachers in Indonesia. The current study investigated 177 Indonesian pre-service teachers who have studied the inclusive education course in Yogyakarta city using the teachers’ attitudes towards inclusion scale. The findings of the current study were 1) the pre-service teachers had moderate attitudes and beliefs towards inclusive education, 2) there were no differences in attitudes toward inclusive education between males and females, and between those who have never interacted with students with special education needs and those who have such experiences.
As a part of the Art Education course, students of the primary school education develop competences in Art Education, Social Entrepreneurship Education and Human Rights Education (one sequence). For the students, a learning environment is created which is characterized by an artistic approach and input as well as by cooperative teamwork in the field of Social Entrepreneurship Education (SEE) and Human Rights Education (HRE). The focus lies on the development of creativity and on the awareness of sustainability as well as the experience of self-efficacy and the fostering of strategies that enable a change of perspective in order to arrive at innovative ideas. Common objectives of the three educational disciplines and connecting points within these three areas are analyzed.
This article presents a discussion about primary school visual arts education from the point of view of social sustainability and in the context of teacher education in Finland. The study focuses on the student teachers’ understanding and pedagogic thinking of the equality construction in visual arts. In this case study the research data comprises the learning portfolios of student teachers (N=25) from the visual arts teaching course at the University of Helsinki in which they designed and carried out pedagogical workshops of visual arts to promote equality. The data were examined with the methods of qualitative content analysis. In this context, the student teachers found engaging elements in the aims and practices of visual arts to be the way to enhance equality. Visual arts education was found to offer a functional space for enhancing the agency, social skills and values needed in a sustainable future.
The importance of sustainable education is increasingly being seen over the last decade. One way is by offering social entrepreneurship education (SEE): education that addresses engagement (empathy, compassion and care) and entrepreneurship. In a Dutch institute for primary teacher education, a pilot study was undertaken on SEE. Student teachers were instructed to design games that stimulate social entrepreneurship of children aged 8–12, and especially aim at enhancing empathy. Game designing appears to offer good opportunities for the enhancement of empathy. This study reveals what the students enrolled in the pilot (n=8) perceived to have learned about SEE, and in particular about the enhancement of empathy. The students saw a relationship between empathy, sustainability issues and SEE. They had the impression certain game conditions, competences and teacher characteristics stimulated SEE and empathy. Game designing offered good opportunities to enhance empathy and helped the students to increase their understanding of SEE.


In the last three year at Rio, we have gone all in for reading. We have added many high interest books to our libraries and made sure our libraries are full time places to learn and explore books. We have encouraged students and teachers to engage in our Accelerated Reader program which asks students to read independently and take short comprehension quizzes to demonstrate their understanding and earn points for various kinds of affirmations. We have also focused in on the primary grades when children first come to be able to read and develop an interest in reading. This has included changing our kindergarten to an All day program beginning each early Fall as well as lowering our class sizes in kindergarten and first grade. We have also added more pre-school opportunities as well as transitional kindergarten classes.These efforts and many more initiatives are keenly focused on literacy development and particularly in helping every child become interested and competent readers.
Why all this effort and focus? Well, reading is central to academic success and the general ability to learn. While it is clear that we are working on many learning practices including writing, mathematics, technology and the 5Cs; Communication, Critical thinking, Collaboration, Creativity, and Caring, we know that reading is a bridge to human development in many of its aspects. This year we are focusing on helping students in the intermediate and middle grades to become better readers while we continue to seek improvement and expansion of reading programs across every grade level and subject matter.
We know that the easiest way for children to develop as readers is for them to be immersed in a family of readers. We encourage all our parents to read with, read to, and model themselves as readers of every kind of text including books, Internet based sources, and anything that engages and enlightens. We also encourage parents to develop an awareness of the quality and quantity of reading their children do each week while encouraging them to grow as readers regardless of their current status.


Prang's Oriental Ceramic Art
Long considered the pinnacle of Prang's career as a chromolithographer, Oriental Ceramic Art, is a ten volume set of chromolithographs featuring the collection of Asian ceramics owned by Baltimore business owner and collector William T. Walters. Prang himself considered it his "monument." After years of searching the printers in Europe to have his collection reproduced as lithographs, he could not find anyone to create prints to his liking. He then turned to Louis Prang's company, and after seeing a sample of what they could do, he decided that Prang was the man for the job. Prang states in the introduction to Oriental Ceramic Art why he was given the job:
"The work of every European house of importance was examined before Mr. Prang was asked to make the lithographs of three pieces of porcelain of different colors- his immediate success determined the question, and when two years later some twenty of the plates were shown to French lithographers in Paris, their criticism was that the impressions had been fortified by color from the brush; they could not believe that the work of such excellence could be produced simply by lithography. This very satisfactory opinion has been since confirmed by many lithographers, and it is conceded that these plates represent the highest type of work that has been produced in that branch of art."
The job took over eight years to produce and half a million dollars in costs. The volumes, which included 116 chromolithographs, 437 black-and-white lithographs, and essays pertaining to Asian art, were produced in an edition of 500 copies at $500 each, making back only half of the production costs. The text was written by Asian art scholar Dr. Stephen W. Bushnell and was published by New York publishing firm D. Appleton & Co.
Prang commissioned three artists, British painter James Callowhill (1838-1907) and his sons James (1865-1927) and Percy (b. 1873), to Walter's estate in Baltimore, to paint in watercolor the chosen items that would be reproduced as chromos. The Washington Monument, just a short distance from Walter's Baltimore house, can be seen in the reflection of some of the vases. Once the paintings were finished, lithographers at Prang's factory got to work breaking down the color-separation needed to make realistic reproductions. The prints used anywhere from sixteen to forty stones. Though the price of $500 was steep, the entire edition sold out. The paintings were exhibited at the Pratt Institute in New York, and Prang gave talks there and to other organizations describing the process of creating this work.
By the time Oriental Ceramic Art was finished in 1897, Prang realized that he had taken chromolithography to its highest level with this work. That same year, he merged the art side of his business and formed the Taber-Prang company in Springfield, Massachusetts. The newly-formed company continued to produce art prints until 1937. After this, he dedicated the rest of his career to promoting the Prang Educational Company, enlightening the country on the importance of art education and selling his brand of art supplies.
For the gallery of all 116 color plates, click here
The American Antiquarian Society's copy of Oriental Ceramic Art was the generous gift Joanne S. Gill in 2014.


Julian Alden Weir (1852 – 1919)
The youngest of sixteen children of Robert W. Weir, artist and art instructor at West Point Military Academy, J. Alden Weir became one of the leading early American Impressionists. However, his art education began with training in the traditional basic styles and methods from his father. Throughout his career subject matter included landscape, still lifes, and portraits. Although his landscapes increasingly reflected his adoption of Impressionism, his portraits and still lifes remained more realistic and conservative.
Weir also completed murals including ones in the Liberal Arts Building of the 1893 Chicago Exposition. They received much acclaim, but mural painting was not a specialty for him.
At 18, he enrolled at the National Academy School in New York. From 1873 to 1877, he studied in Europe, part of the time in Paris with Jean Leon Gerome at the Ecole des Beaux Arts. From Gerome, he learned much about classical figure painting and the modeling of forms. Weir also had much admiration for the Old Masters such as Frans Hals and Hans Holbein.
Friendship with Jules Bastien-Lepage, French plein-aire painter, encouraged Weir to work directly from nature, which became a modification of influences of the Beaux Arts training he was receiving at the Ecole. It was also the beginning of his path to Impressionism, although when first exposed to this revolutionary style, he was highly disapproving. Of his first encounter with it at an exhibition in Paris, he wrote home to his parents: “I never in my life saw more horrible things. . . .It was worse than the Chamber of Horrors. . . .I was mad for two or three days, not only having paid the money but for the demoralizing effect it must have…..”(Gerdts 105)
However, increasingly painting by Weir reflected this new style, beginning when he and Bastien-Lepage painted outdoors together, concerning themselves with atmospheric light and everyday subject matter such as peasants working in the fields. Another influence was friendship with James MacNeil Whistler, known for his loosening of style and dark tonalities.
In the 1880s Weir focused on still-life painting along with landscape, especially florals in a rather dark palette, which at the time of their creation were counter to his increasing interest in Impressionism. He also was a portrait painter and in 1883, married one of his models, Anna Baker.
After 1883, he had a New York studio at 51 West Tenth Street and supported himself and wife with portrait painting and teaching. He became associated with the first generation of American Impressionists that included Childe Hassam and John Twachtman. He and Twachtman traveled in Holland together and also held joint exhibitions including in 1888 at the Society of Painters in Pastel and the next year at the Fifth Avenue Art Galleries. Weir’s entries were still life, figure, and scenes from rural Connecticut, with obvious Barbizon School influence of Lepage and realistic tendencies of Gustave, but nothing that one could describe as Impressionism.
He was part of the founding of the Society of American Artists, which was a rebellion of European-trained American artists against the constraints of those upholding the standards of the National Academy. Weir was a leading figure in the Society and became increasingly influential in promoting leading-edge French paintings including the collection in America of work by his friend Bastien-Lepage and also of Gustave Courbet and Edouard Manet.
However, by 1893, exhibited paintings by Weir were being labelled Impressionistic in what was described by one critic as their “rude style of handling” (Gerdts 106) including their casual attention to detail and atmospheric qualities. Between 1893 and 1897, Weir completed factory landscape paintings that were said to reflect his full commitment to Impressionism. His summer home from 1883 was in Windham, Connecticut, and his factory paintings depicted the thread factories of nearby Willimantic, Connecticut. These realistic, industrial subjects were a departure from pervasive serene, often idealized American landscape painting.
Active in art circles, Weir was an organizer of the 1913 Armory Show in New York, which introduced avant-garde European art to the American public, and he was also President of the National Academy of Design from 1915 to 1917.
Five years after his death in 1919, a memorial exhibition of his work was held at the Metropolitan Museum in New York.
William Gerdts, “American Impressionism”
Matthew Baigell, “Dictionary of American Art”
Michael Zellman, “300 Years of American Art”
Biography from the Archives of AskART


Number Line helps students visualize number sequences and illustrate strategies for counting, comparing, adding, subtracting, multiplying, and dividing. Choose number lines labelled with whole numbers, fractions, decimals, or negative numbers. Or use a blank number line, with or without tick marks.
Describe intervals between points on the line using forward or backward jumps above and below the line. Jumps can also be labelled with their values or left blank. Add custom tick marks to the number line to show equivalence or compare number values. Show strategies with drawing and annotation tools.
Hide elements of the sequence shown on the number line, which challenges students to use what they know about number relationships and computation to identify those missing elements.
This virtual number line is an open-ended educational tool, ideal for elementary classrooms and other learning environments that use laptops, iPads, Chromebooks, or Windows devices.
- Mark the number line with multiples of whole numbers, fractions, or decimals. Set the starting value of the line, including using negative values.
- Add and manipulate forward and backward jumps, above or below the line.
- Label jump bars, manually or automatically, to show intervals or hide labels altogether.
- Add custom tick marks and values to the blank number lines.
- Hide and reveal jumps, numbers, and other elements with resizable covers to create your own problems and model strategies.
- Use the drawing tools to annotate work and show understanding.
- Add equations, expressions, and descriptions with the math text and writing tools.
- Share your work by saving an image or providing a share code to others.
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Book for Educators
This book provides teachers with the theoretical basis, practical knowledge, and expertise to effectively use the number line as a powerful model for mathematical learning in K-5 education. The number line is a common artifact in elementary school classrooms, but is seldom used to its potential. This book helps te achers to implement lesson activities through which children can develop confidence, fluency, and facility with numbers. It also will enable children to develop powerful intuitive strategies for both single and multiple digit addition and subtraction.
Number Line Strategies & Models
Number Line was made possible by a generous donation from Dr. David Moursund.
Technical Support and Feedback
These apps were crafted by Clarity Innovations: “We improve teaching and learning by creating solutions that match promising technologies with the needs of education.” For app support and feedback, contact them at www.clarity-innovations.com/apps.
© 2019 The Math Learning Center


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This updated issue brief provides a summary of key evaluations on the impact of after school programs. It focuses on academic outcomes, school attendance, student behavior, and parental concerns about student safety.
This issue brief highlights the important role of afterschool and summer programs in developing the skills youth need to be successful in today’s workforce, in particular, their role in enhancing competencies that employers often say are missing such as skills in communication, teamwork, problem solving, and technology.
This issue brief is an interview with researcher Jessica Manta-Myer about an evaluation of the Summer Science Project in 10 elementary school sites in CA. The programs were provided with hands-on curriculum, training, and coaching in STEM. Evaluation showed increased knowledge, skills, and confidence for students, and staff confidence in leading STEM, as well as staff retention.
This issue brief outlines a policy agenda for federal, state, and local efforts that can increase participation in summer STEM learning, with a special focus on girls and students of color who have been under-represented in higher education and in careers.
This issue brief provides a succinct overview of social emotional learning and why afterschool is a perfect place to focus on this and to achieve positive developmental outcomes. It includes examples of curriculum and activities for afterschool programs from SC, NC, GA, NH, and NY.
This report summarizes 2014 survey results and provides a quick picture of supply and demand in afterschool. It indicates that the numbers of children being served in afterschool have increased to 10.2 million. It also indicates that the numbers of children that would enroll if a program were available is increasing to 19.4 million.
This issue brief identifies the practices associated with program quality in both formal and informal summer learning programs. It includes basic tips on summer reading and links to related research.
This special report focuses on the potential of afterschool and summer programs to support families living in communities of concentrated poverty. It outlines both benefits of Out-of-School (OST) programs and barriers to enrollment for families from resource-poor backgrounds. It offers recommendations to system builders and providers.
This issue brief includes helpful facts on literacy rates among underserved youth. It identifies ways afterschool and summer programs can contribute to literacy development. It includes program examples and ideas for advocacy.
This issue brief identifies 6 elements of coordinated community system-building efforts including: (1) shared vision; (2) engaged leadership; (3) continuous quality improvement; (4) data management; (5) sustainable resources, and (6) marketing/communications. It includes promising practices from a number of city and state planning efforts.


New Michigan Science Standards adopted
Michigan – a leader in developing the Next Generation Science Standards – adopts new Michigan Science Standards.
Michigan State University Extension and Michigan Sea Grant have been actively engaged in science education for decades through programs such as the 4-H & Great Lakes Natural Resources Camp and the Great Lakes Education Program. On November 10, 2015, the Michigan State Board of Education approved the new Michigan Science Standards, which are aligned with the Next Generation Science Standards.
According to the Michigan Department of Education, “The effort to revise science standards comes from a vision for science education that is based on over thirty years of research on how students best learn science, as well as the ever changing needs in our workplaces and communities for scientific understanding.” This vision for learning science and engineering was presented by the National Research Council in A Framework for K-12 Science Education, which was used to develop the Next Generation Science Standards.
The view of science in these new standards has three dimensions: Practices (research suggests that students need to be engaged in doing science), Disciplinary Core Ideas, and Crosscutting Concepts (which link the different domains and disciplines of science).
Michigan actively participated in the development of the Next Generation Science Standards (NGSS) as a Lead State Partner.
Two Michigan State University professors served on the 41-member NGSS Writing Team. Both were team leaders, and Michigan was the only state to have more than one team leader. They were Melanie Cooper, Lappan-Phillips Professor of Science Education and Professor of Chemistry, Michigan State University; and Joseph Krajcik, Director, CREATE for STEM Institute and Professor, Science Education, Michigan State University, who served as Chair of the Physical Science writing committee.
The NGSS developmental process included 66 Michigan educators including elementary education, secondary education (grades 6-12), post-secondary education, and informal science educators. These educators represented Michigan professional science organizations including the Michigan Science Teachers Association, Michigan Science Education Leadership Association, Michigan Math and Science Centers Network, and the Michigan Department of Education. Members were selected to provide expertise in all areas of the NGSS, and represented a cross-section of the state. Michigan also provided extensive public feedback for two public drafts, with Michigan respondents representing 11% (most in the nation) and 8% (third in the nation) of the total respondents for the two drafts, respectively.
The Michigan Science Standards will be implemented over time. The Michigan Department of Education will provide support for educators through guidance, professional development, and learning resources as Michigan seeks to improve science literacy statewide.
Michigan Sea Grant helps to foster economic growth and protect Michigan’s coastal, Great Lakes resources through education, research and outreach. A collaborative effort of the University of Michigan and Michigan State University, Michigan Sea Grant is part of the NOAA-National Sea Grant network of 33 university-based programs.
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Much of the country has been struck this season by record low temperatures and never-before-seen snowfalls. How do we keep young children safe and warm through it all?
Three pages of helpful Cold Weather Safety tips from the National Center on Early Childhood Health and Wellness (NCECHW).
The tips fall into five categories:
- Sleeping Safely in Any Season
- Bundle Up!
- Keeping Healthy Outdoors
- Staying Safe Indoors and in Vehicles
- Infection Control
Some may already be familiar, like: Dress children in layers of warm clothing. If the top layer gets wet, they still have a dry later underneath.
Others, like this one, may be new to you: Car seats and winter coats don’t mix. Bulky coats can compress in a crash and create a loose car set harness. Instead, lay the jacket or a blanket over children once you’ve safely strapped them into their car seat.
You can find the Cold Weather Safety document on the NCECHW portal of the Early Childhood Learning & Knowledge Center.


An Associate of Arts in Elementary Education can be earned through a partially online program. The program lasts at least two years, but it may last longer depending on the student's rate of progression. Some programs have admission standards and require students to maintain an average GPA of 2.0 or better to remain enrolled. It's important to note that these programs don't prepare students for teacher certification or licensure, but they can help students transfer into a bachelor's degree program in elementary education.
The majority of schools require live attendance at a campus site for early childhood courses due to their importance. However, general education classes required for this associate degree can often be earned online. Some online programs may be offered in cohort format, allowing a certain group of students to progress through the entire program together.
Associate's Degree in Elementary Education
Future teachers or teacher's assistants take early childhood classes to learn to handle a variety of educational and non-educational issues that can arise in the classroom. Prospective educators also learn about race and ethnic issues and other sensitive cross-cultural topics. Some programs are designed to aid students in preparing for state licensing exams.
In these programs, students learn how to teach and communicate with children and young adults, creating and building on their educational foundations. An emphasis is also put on developing written communication skills. Students can expect to take education courses like the ones listed here:
- Foundational contexts of education
- Self exploration and the teaching profession
- Introduction to education
- Processes in teaching and learning
- Literacy pedagogy in the elementary school
- Child growth and development
Graduates of an associate degree program have the following career opportunities available to them:
- Childcare worker
- Teacher's assistant
- Substitute teacher
- Library aide
If teaching at the elementary level is a long-term goal, a bachelor's degree in a specific grade level will be required. With that bachelor's degree and perhaps other additional degrees or training, these positions may be possible:
- Elementary teacher
- Preschool teacher
- Special education teacher
- Assistant school principal
- School principal
Job growth and opportunities for most teaching positions vary depending on the grade level. The U.S. Bureau of Labor Statistics (BLS) predicts that job opportunities for kindergarten and elementary school teachers will grow at an average rate of roughly 3% between 2018 and 2028. The median salary for an elementary school teacher in 2019 was $59,670.
Continuing Education Information
These programs encourage associate degree graduates to transfer to a 4-year university and obtain a bachelor's degree so that they can become full-time elementary teachers. However, since courses may not always transfer to a 4-year school easily, students should always work with an academic adviser to help plan out their educational path. In addition, students should research the licensing requirements in their own state before deciding to pursue a further degree.
An associate's degree in elementary teaching can be completed partly online and also on-campus. This degree provides a foundational starting point for students interested in working with children at the elementary school level, with the possibility of earning additional degrees and certification.


Do you remember when you learned to decipher the sound of a drum? What about the first time you saw someone tickle the ivories? Now is the time to form those special musical memories with your kiddos.
Starting March 16, our newest session of WeBop kicks off. WeBop is an early childhood education program for children ages 2-5 and their parents. They can all stomp, strut and swing to the joyous rhythms of jazz together. The eight 45-minute classes were developed by Jazz at Lincoln Center and offer an outlet to explore jazz through movement, songs, storytelling and play.
Whew! We are so excited.
This session’s curriculum is “Jazz Heroes” and will focus on the swingin' music of jazz legends such as Ella Fitzgerald and Louis Armstrong.Of course, WeBop is an outstanding way for parents and guardians to connect with their little ones through music, but did you know that jazz is educationally and developmentally beneficial for you and your child?
Jazz is an art form product of the multicultural richness that stems from New Orleans, Louisiana. It became an intersection for different cultures (especially between those who came to the U.S. by force or by choice) to express themselves musically. Therefore, it’s an excellent tool to spark a conversation about diversity, integration and democracy.
Early childhood learning often emphasizes play as an educational tool, because it is so accessible to children. Since musicians play instruments and performers dance to the beat, jazz is a wonderful way to reach kids. Plus, rhythms help toddlers learn how to count!
3. Jazz promotes stress reduction.
Not only will parents who enjoy WeBop have a little break from #ParentLife, but their little ones can develop relax and develop happy memories during this time.
4. Learning jazz is one of the best ways for young minds to develop.
Researchers have found that jazz band students are high achievers, because their training in jazz has shaped their brains to rock at things like hand-eye coordination, memorization, discipline, patience, critical and creative thinking, intellectual engagement with others and confidence. OK, where do I sign up?!
Getting up to move and groove with your kiddo? That will raise your heart rate, lower blood pressure by expanding blood vessels by up to 30 percent and boost productivity! What a perfect way to teach them a lesson about taking care of themselves — and having fun while doing it. While there is not much research with conclusive evidence about jazz keeping your heart healthy, we think WeBop will pump up the jam enough to get you moving!


Fun Crawling Insects Quiz – FREE Interactive Quiz General Knowledge Questions for Kids
Enjoy this Easy Science for Kids Crawling Insects Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on the Crawling Insects. You need to answer all the questions to be able to get your score. You can do this fun quiz about Crawling Insects 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 the Crawling Insects.
About Our FREE Online Crawling Insects Quiz
Our easy science quizzes are a free interactive online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Crawling Insects quiz helps your kids learn fun facts about Crawling Insects while enjoying this FREE science quiz questions for kids.
If your kid is home-schooled by you, or is in a science enrichment class, then this is a fun activity, with reading comprehension benefits for kids in 1st to 5th grades. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun quiz game on Crawling Insects.
As a reading comprehension training activity for kids, you can set a timer to encourage kids to do the reading comprehension in a faster and more efficient manner as they train to remember what they read, or you can limit the number of times the kids can read about the quiz topic, before they do the actual fun quizzes.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other science quiz games, 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 Crawling Insects quiz answer they think is correct, and at the end you get the quiz score. Your child can try again and again doing the Crawling Insects quiz, till gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Crawling Insects Quiz – FREE Interactive Quiz General Knowledge Questions for Kids - ." Easy Science for Kids, May 2020. Web. 28 May 2020. < https://easyscienceforkids.com/fun-crawling-insects-quiz-free-interactive-quiz-general-knowledge-questions-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Crawling Insects Quiz – FREE Interactive Quiz General Knowledge Questions for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-crawling-insects-quiz-free-interactive-quiz-general-knowledge-questions-for-kids/
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The curriculum at The Batt School is designed to enthuse, challenge and encourage our children to develop both their knowledge and skills in every area of Primary school learning. We aim to provide a broad and balanced curriculum that has the individual child at the heart of everything we do.
We believe that our curriculum enables pupils to foster a love of learning, develop life-long skills and engage in first-hand experiences that challenge, stimulate and promote their thinking. The central aims of our curriculum are to provide opportunities for all pupils to learn and to achieve; to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. Through a well-planned and organised curriculum, effectively taught by qualified, enthusiastic and committed teachers, pupils are helped to:
- Develop the essential literacy and numeracy skills they need to learn;
- Develop the attitudes, understanding and skills to become successful, independent learners;
- Work toward achieving their potential;
- Develop lively enquiring minds
- Develop personal values, qualities and attitudes and be respectful other people and their views and opinions;
- Foster their creativity;
- Develop appreciation and concern for the environment;
- Work co-operatively with others;
- Gain a joy and commitment to learning that will last a lifetime.
Our curriculum is designed to reflect our aims and to meet the requirements of the National Curriculum and other government guidance. Please see the 2014 National Curriculum on the government’s Department for Education website via the link to the left.
In line with statutory requirements, the children are formally assessed at the end of Key Stage One (Year Two) and at the end of Key Stage Two (Year Six SATs). The results of these assessments are published by the government and are available in the Information section of this website. In addition to these end of key stage tests, the children are assessed at three points during the year – Autumn, Spring and Summer, as well as ongoing formative assessments, which enables the staff to monitor progress effectively and set appropriate individual targets.


Art Education has a major responsibility for some of the important aspects of a child’s development - those which have intellectual, personal and social significance and strong links with the sensual and emotional life of the individual.
At St Saviour's and St Olave's we celebrate the creativity of our students’ work; their imaginative and enthusiastic responses enable them to produce original and diverse outcomes.
We also believe that a grounding in the technical skills required to express ideas visually with success, and a knowledge base of both historical and contemporary Artists, architects and crafts people from across different cultures is also key.
- To help children to understand and use the language of aesthetics and to comprehend the nature and function of art design within the context of their own work, their environment and culture.
- To improve the quality of children’s learning, their abilities to make informed decisions, solve problems, develop their ideas and the ability to act upon them to make personal responses.
- To develop the necessary skills used in the manipulation of appropriate materials and techniques.
- To develop a broad understanding of the meaning, significance and contribution of art, craft and design within contemporary, historical and multi-cultural contexts.
- To develop visual literacy and enable students to evaluate visual images.
- To develop individual expressive powers through the practical creation of visual forms, encouraging intellectual, analytical responses and intuitive, emotional responses.
- To develop the ability to hold, articulate and communicate ideas, opinions and feelings about their own work that of others.
- To develop skills in handling and exploring the possibilities of different media and encourage individual aptitudes.
- To develop the appreciation of the skill and effort required to achieve work of quality.
- We encourage a Growth Mindset in the Art department, and students are encouraged to make mistakes, learn from them, practice purposefully and act on the expert advice given.


School Of Education (14)
Special training is a kind of schooling that specializes in assembly the needs of bodily or mentally handicapped children. Special education lecturers should be patient with each scholar, as some might have the instruction given aloud, at a slower tempo, or in writing. In a program leading to a bachelor’s degree in particular training, prospective teachers study in regards to the different types of disabilities and methods to current data in order that students will understand.
Also know as Public Law 94-142, it states that the federal government will support states in defending the rights of, assembly the individual needs of, and bettering the outcomes for infants, toddlers, children, and youths, with disabilities and their families.
The training of special wants people has evolved from a time where handicapped youngsters had been hidden away and even jailed to a time the place individualized studying plans and specialised instruction is supplied to fulfill their needs when they can’t be met within the common classroom.
Special education lecturers frequently work with common education academics, college counselors, directors, and oldsters to develop Individualized Education Programs. Another famous incidence of special education is when Anne Sullivan Macy labored tirelessly to develop reading and communication abilities in the baby, Helen Keller, who was deaf, could not converse and blind. Special education academics assess students’ progress and use that data to adapt classes to help them be taught. Before particular schooling personnel can conduct the FBA on your baby, they have to pinpoint what the conduct is and describe it in concrete phrases. Some particular training lecturers work with students who’ve bodily and sensory disabilities, resembling blindness and deafness, and with students who’re wheelchair-certain. Some states enable special education academics to transfer their licenses from another state.
Most special schooling lecturers use computer systems to keep records of their college students’ performance, put together lesson plans, and replace IEPs. Low incidence: Leads to state certification as an Educational Specialist for Students with Severe Disabilities. Specific information regarding certification is on the market from the Maine Department of Education, Certification Services , State House Station 23, Augusta, Maine 04333. Others main in elementary education or a content space, akin to math or science, with a minor in particular education. Other states require even an experienced instructor to go their state’s licensing necessities. Every state should maintain the same level of economic support for special schooling every year. Some particular training teachers need to finish a interval of fieldwork, commonly known as scholar instructing, before they’ll work as a instructor.


Arabic lessons for kids
The pedagogical design features a stealth learning approach through game-based technology, making the learning experience more innovative and fun. As a self-learning tool, stealth learning encourages the Arabic learner to retain and apply Arabic literacy skills in his or her daily life through gameplay.
The game was playtested in an open beta phase since March 2017 and verified independently to show improvement in the educational development of children. The final version released in February 2018 is shaped by the feedback and data collected during the testing phase.
Supported learning outcomes
Antura and the Letters is a smartphone app that teaches Arabic literacy skills. It incorporates a series of games and assessments to support numerous learning outcomes:
- Letter and sound recognition
- Decoding (letters, letter combinations, and words)
The approach is a blend of phonics instruction and iterative pattern recognition. This method creates a meaningful learning experience and explains the logic behind the Arabic language. Children start with an easy introduction to patterns and letter sounds and reiterate the learning process throughout the entire alphabet. This enables kids to read words right away and have fun figuring out the puzzles within the Arabic language.
The curriculum includes:
- Arabic alphabet phonology
- Letter sounds
- Letter shapes within a word (initial, medial, final, isolated)
- Letter articulation and letter combinations (using letter sounds)
- The diacritic signs (Harakat)
Vocabulary used in the game
The in-game vocabulary includes:
- Nouns (singular/dual/plural, feminine/masculine)
The following themes are represented in the vocabulary:
- Family members
- Parts of the body
- Nature and Animals
- Community workers
- Days in a week and months
Educators, contact us!
If you want to use Antura in your classroom or educational context, you can contact us to have our support and contribute to the improvement of the game.


Black Holes Worksheet – Find the Hidden Words Game Free Printable
Black Holes Worksheet – Download our fun find the hidden words game free printable science worksheet. The black holes for kids worksheet includes a fun word searching puzzle along with a missing-and-hidden word search game for kids. Our black hole facts for kids worksheet is free to print. Kids who like word search puzzles will enjoy playing the hidden words game and learn fun facts about black holes for kids.
The free find the words game on black holes is a great way to gain your child’s interest during science classes or homeschooling science lessons. This free printable hidden words game is good for kids in Elementary school in First Grade to Fifth Grade and younger kids in Kindergarten and Preschool kids.
Kids in Grade school from Grade 1 to 5 can enjoy our all about black holes for kids worksheet as a reading comprehension worksheet.
Children shall learn well about black holes, since kids will most likely have to read more than once the facts about black holes to find what the missing words are.
This exercise will not only improve children’s skills to remember what they read, but also enhance their reading skills.
Preschool and Kindergarten kids who haven’t learned to read can enjoy this find the hidden words game free printable worksheet as a fun listening comprehension activity. Parents and Educators can read to the kids the black hole fun facts and then ask the children to answer what the missing words were. Pre-K kids can also enjoy playing the hidden words puzzle while practicing to spot and recognize letters and words.
Parents can use our fun facts about black holes for kids worksheet to do homeschooling activities with their kids and spend fun quality time teaching their kids about the world around them and arousing their kids interest in science.
Teachers can utilize our free find the words game to interest kids during science lessons and to make learning about black holes in space enjoyable for kids.
Educators and Teachers can use our free printable black holes worksheet for after-school education programs or homeschooling activities.
Black holes in space were formerly stars. Black holes have a very strong gravitational force that can suck anything close around them into them. Black holes can even pull light in. Nothing can escape out of a black hole. Want to learn more fun facts about black holes and how stars become black holes? Download our fun black holes worksheet and find out more about black holes!
FREE Printable Black Holes Worksheet for Kids
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By Brian R. Belland
This ebook makes use of meta-analysis to synthesize learn on scaffolding and scaffolding-related interventions in STEM (science, know-how, engineering, and arithmetic) schooling. particularly, the amount examines the level to which research caliber, evaluation variety, and scaffolding features (strategy, meant final result, fading agenda, scaffolding intervention, and matched intervention) impact cognitive scholar results. It comprises distinctive descriptions of the theoretical foundations of scaffolding, scaffolding suggestions which were proposed to fulfill varied meant studying results in STEM, and linked efficacy details. additionally, the ebook describes review options and examine designs which might be used to judge the impact of scaffolding, and indicates new fields within which scaffolding recommendations that experience confirmed efficacious will be used.
Read or Download Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence PDF
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The problem of Reframing Engineering schooling is the 1st booklet to rfile the event of enforcing the CDIO Engineering academic Framework in a wide academic establishment within the Asian context. It makes a speciality of the right way to effectively enforce and deal with the major phases, actions and inevitable demanding situations that experience to be negotiated in any huge scale curriculum innovation.
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Extra resources for Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence
2011). Thus, when designing scaffolding, it is important to think about the processes and situations in which the scaffolding will be used (Akhras & Self, 2002; Belland & Drake, 2013). Activity theory explains that tools such as scaffolding do not merely transmit human action from one forum to another, as an ax transmits the force produced by swinging one’s arms to the surface area of the blade. Rather, as a psychological tool, scaffolding transforms and extends human action first in external action, and then that same transformed external action can be internalized (Belland & Drake, 2013; Kozulin, 1986).
1997). , 1997). , 2004). ACT-R also sees excessive failure as not conducive to learning and thus advocates maximizing successful practice and minimizing opportunities for excessive failure (Koedinger & Aleven, 2007). Ultimately, the goal of ACT-R is that students practice applying content knowledge to problems and, in the process, generate and optimize production rules that govern the application of such declarative knowledge to problems (Aleven, Stahl, Schworm, Fischer, & Wallace, 2003). , 1997).
4 (P. A. Cohen, Kulik, & Kulik, 1982). It is unlikely that peer scaffolding would be sufficient as a sole source of scaffolding support, as similarly abled peers do not have the content or pedagogical expertise to be able to engage in the dynamic assessment and customization that is characteristic of one-to-one scaffolding (Belland, 2014). Peers also often do not have the patience and persistence of a computer program. Furthermore, when peer scaffolding providers are at the same grade and ability level as the peer scaffolding receivers, one may question the capacity for strong scaffolding interactions.


Ceramics, Metals and Sculpture
Students who enjoy working with their hands are encouraged to take classes in ceramics, metals and sculpture. Each medium offers intro- and advanced-level courses.
In ceramics, students explore the medium of clay through wheel-throwing and hand-building techniques. Ceramics classes focus on developing students’ understanding of the principles of composition in three dimensions as well as conceptual skill building. Once students have experience working with hand-molding techniques, they begin throwing on the pottery wheel. Throughout the year, students also delve into different clay firing and glazing techniques—from Japanese raku firing to high-fire stoneware in the kiln—and will leave class with an extensive portfolio of work.
Metals courses are designed to strengthen a students’ imaginative spirit and design capabilities by allowing them to explore the medium of metal using a variety of techniques. Metals courses emphasize understanding the foundational skills and technical aspects of the medium as well as the use of composition and content. Students explore methods of construction with sheet metal, surface textures, basic stone setting, lost wax casting, and forming and forging using copper, nickel, brass and silver. Students in advanced metals classes will refine their techniques with more sophisticated fabrication methods. Students will leave metals with a vast portfolio, including wearable objects, functional objects and small-scale sculptures!
Sculpture courses aim to introduce and develop students’ problem-solving skills using 3-D works as a means of creative expression. Students focus primarily on contemporary forms of sculpture, but are also introduced to historic and cultural backgrounds of sculpture at the beginning of each project. Students in sculpture courses learn how the 3-D form can alter the physical environment through the display of individual works and sculptural installations. Throughout the class, students will also learn the safe operation of hand and power tools while working with wood, metal, found objects and wax. Each year, students conclude their sculpture courses by creating a large-scale group installation and/or work of public art.


Each student has been assigned their own login for Spelling City. Please use this website for practice if needed.
Grammar- Students will review parts of speech, identify and apply adjectives, identify and apply prepositions, choose and apply parts of speech in sentences correctly. Reading- Students will review Reading Comprehension Strategies and begin Literature Circles. Students will discuss their thoughts and feelings about assigned reading. Students will also listen and respond when appropriate to peer discussion. Students will evaluate character traits and settings while reading. They will examine points of view in multiple texts. In nonfiction reading students will review text features and identify them in multiple sources. Students will reading for enjoyment for at least 30 mins. daily. Spelling and Greek and Latin- Students will study Greek and Latin roots and identify several vocabulary terms with common roots. Students will continue to practice spelling and the rules implied. Writing- Students will organize thoughts during pre writing practice. They will use multiple organization techniques. Students will examine multiple examples of descriptive writing in preparation of writing their own descriptive writing.


Get the secret here: http://www.stevespanglerscience.com/experiment/floating-ping-pong-ball
You've seen Steve Spangler use blow dryers or industrial-sized blowers to levitate ping pong balls, beach balls, and send toilet paper flying through the air. You can replicate this levitating object phenomenon on a smaller scale using objects that are right in your home! The Floating Ping Pong Ball trick uses amazing principles of air that are sure to amaze anyone, from your science teacher to your parents to your neighbors!
Want more experiments like this? Check out http://www.stevespanglerscience.com/product/naked-eggs-and-flying-potatoes
Sick Science™ is a trademark of Steve Spangler, inc.
© 2013 Steve Spangler Science all rights reserved
Tagged under: DIY Science,Cool Science,Science Tricks,Sick Science,At Home Experiments,Do Yourself Science,SteveSpanglerScience,Amazing Science,school,Science For Kids,Incredible Science,Fun Science Experiments,Steve Spangler,SteveSpangler,Sick Science!,Spangler Science,At Home Science,Steve Spangler Science,Insane Science,Classroom Science,Cool Science Experiments,Cool Science Projects,Science Magic
Clip makes it super easy to turn any public video into a formative assessment activity in your classroom.
Add multiple choice quizzes, questions and browse hundreds of approved, video lesson ideas for Clip
Make YouTube one of your teaching aids - Works perfectly with lesson micro-teaching plans
1. Students enter a simple code
2. You play the video
3. The students comment
4. You review and reflect
* Whiteboard required for teacher-paced activities
With four apps, each designed around existing classroom activities, Spiral gives you the power to do formative assessment with anything you teach.
Carry out a quickfire formative assessment to see what the whole class is thinking
Create interactive presentations to spark creativity in class
Student teams can create and share collaborative presentations from linked devices
Turn any public video into a live chat with questions and quizzes


In Discoverers (0-2s) the youngest children will begin to learn about the world through their senses, cared for by staff who create a home from home feel and follow individual sleep and food routines. Staff will enable each little one to thrive and build firm foundations for the future. Each day is a new day of discovery when you are little and our safe and stimulating play spaces will encourage active learning, times of rest and emotional wellbeing. Sensory play including water, painting, music and songs will feature regularly.
In Explorers (2-3s) the children will be continue to explore the world around them, both inside and outdoors. Our staff will support each child’s growing independence and developing language skills by offering fun experiences that promote confidence and self-esteem. As children mature their social skills develop so opportunities to explore friendships with others and learn about sharing and turn taking will be an important feature in this room. Exploring snow and rain, jumping in puddles, singing action songs and playing with spaghetti all promote learning with their whole bodies and provide vital foundations for holistic learning.
In Adventurers (3-5s) the children will continue to investigate the wider world following their own path of discovery and using resources that invite experimentation. Friendships will develop, essential skills will be learnt and positive attitudes fostered, like perseverance, independence and motivation. By giving children space, time and quality resources, we know that childhood bodies and brains will be stimulated and learning will take place. Looking for worms, creating with sand, planting vegetables and building with blocks are essential elements of an exciting early childhood learning experience. Activities will support imagination and creativity, enable children to “do it by myself” and begin to encourage problem solving skills, giving each child the foundations for learning needed for their next adventure in school.


New Horizons uses a curriculum that is based on child development research. This research tells us what to expect of children at a given stage of development so that we can set up an environment and plan experiences that support children’s growth and learning. Our classroom environment is designed to help our prekindergarten students’ progress in their learning and development.
Children learn through their play experiences as a part of our early learning program. Play does not always happen automatically. The environment is well organized and provides children with many ideas and choices to support their play development. Recognizing and supporting play does not mean that all play is “free’’, and the role of the teacher is simply to ensure safety. Careful observations by our teachers help them to add intentionality to their curriculum planning. At New Horizons we follow the VPK Education Standards which are based on what we know about children, including what they should know and be able to do along a continuum of development.
Our curriculum is based on these standards which include:
Oral Language/ Vocabulary Measure – a child’s expressive and receptive languag e- Targets the child’s knowledge of adjectives, verbs, verb tenses, prepositions, and nouns
Print knowledge: Print knowledge is the child’s ability to recognize letters or words, and his/her knowledge of letter names (both upper and lower case) and the sounds they make.
Phonological knowledge: Phonological awareness is the awareness and manipulation of different sounds in words.
Mathematic measure: Mathematic knowledge is the awareness of early numeracy skills such as counting, numerical relations skills and arithmetic reasoning.
At New Horizons our classrooms provide the foundation for children to thrive and afford them the best opportunity leave our prekindergarten ready for success in kindergarten.


Too many young people in NSW are confronted with significant barriers when entering the Vocational Education and Training (VET) sector, and this is especially the case for those experiencing disadvantage. VET plays a vital role for young people in the transition from school to both further education and employment. Difficulties with this transition can result in unemployment, underemployment and social exclusion that may affect young people for the rest of their lives and have long-term undesirable social and economic implications. As a result, it is imperative that young people experiencing disadvantage receive specific and targeted supports to overcome the barriers they face to accessing VET.
Youth Action, Uniting and Mission Australia collaborated with other sector organisations to better understand the challenges faced by young people who want to complete a VET qualification by conducting community consultations and a sector stakeholder survey. This report is based on the evidence gathered through these consultations, research and literature review.
Young people may experience a multitude of intersecting challenges when accessing or completing VET courses, including financial constraints, socio-economic factors, geographical remoteness and limited literacy and numeracy skills. These barriers are often exacerbated by funding rules, lack of information and difficulties with navigating the complex service systems.
Certain cohorts of young people, like Aboriginal and Torres Strait Islander young people, young people leaving out-of-home care, those experiencing homelessness, young people from migrant and refugee backgrounds, or with disabilities, have lower levels of VET take up and completion rates. Therefore, it is important to identify and support these young people through early intervention and proactive support.
Information about scholarships and FEE-HELP is complex and some young people may not qualify for these financial supports. Some young people who are eligible for fee exemptions or scholarships may not be aware of this or need assistance from a third party to advocate on their behalf to access these. There have also been frequent changes to the eligibility criteria for financial support and these changes have sometimes not been well publicised or communicated.
Recent policy changes created an open and competitive VET market, which impacted on how young people access and complete VET courses. These changes have resulted in reduced course options for young people in rural and remote areas and the cost and duration of travel are often prohibitive for this group of young people. There is currently also a strong focus on promoting online learning modes in VET including digital education hubs in regional areas. Although innovative course delivery models are encouraged, some face-to-face contact is vital to help disadvantaged young people build confidence, have a sense of connection with teachers and peers and access information on supports available.
Greater flexibility with VET entry requirements and additional individualised wrap- around supports are needed to ensure young people experiencing disadvantage are able to commence, continue and successfully complete their VET courses. This should include increased access to literacy and numeracy support and other foundation level courses in community-based locations.
The VET sector is vital to create a workforce that meets the growing and unmet demand in different employment sectors. The NSW Government and the community will benefit from efforts to ensure young people are provided with opportunities to successfully pursue careers in their chosen employment pathways through a whole-of-sector approach.


In the (soon to be ‘refreshed’) National Plan for Music Education in England, music hubs were tasked with the core role of ‘developing a singing strategy to ensure that every pupil sings regularly and that choirs and other vocal ensembles are available in the area.’ Since 2012 hubs across the country have been working on this role, but what have the challenges been, and how might these be addressed under a ‘new’ national plan?
At one of our early annual Singing Strategy Symposium events, there was much debate around what singing ‘regularly’ actually meant, during which a representative of Arts Council England attending the event revealed that the ACE definition of regularly was ‘at least once a week.’ The general consensus amongst delegates was that this was not enough, and that we should really be aiming for daily singing.
I do believe that this is the right aim, however hubs are not in every single school leading singing on a daily basis, and therefore this aim cannot be achieved without schools taking the initiative for themselves. (This, in fact is a common theme across many of the core and extension roles, and especially across the more recent additional SMEP responsibilities added to the hubs’ portfolio of duties). It is all very well hubs providing vocal and choral teaching, choirs, vocal ensembles, and ‘Big Sing’ events, but by their nature these are not going to be ‘regular’ enough or reach ‘every’ pupil.
The only way to reach all pupils is through schools, as part of statutory music provision, and in the case of singing also through collective worship. Relying on ‘buy-in’ (whether chargeable or free) to hub services and events is not on its own going to be able to achieve the aim of ensuring that every child sings on a daily basis (although if hubs are providing weekly singing sessions in schools that of course does meet the ACE definition of ‘regularly’).
Singing strategies which focus on school staff development and provision of singing resources to schools rather than events and projects, would therefore seem to be a stronger and more sustainable model moving forward as we approach NPME 2. Looking back to pre-2012 and the original free Sing Up programme, this was incredibly successful in encouraging all schools to sing, but (no offence at all intended to Sing Up, who do wonderful work!) cannot be said to have the same national impact now that it is chargeable. Having a singing strategy which provides free or heavily subsidised singing training and resources for schools, along the lines of the previous Sing Up model, would perhaps be a more sustainable and impactful approach to singing strategy moving forward.
In addition, we also need to be clear that the NPME is not just a ‘hub thing’ but is a guidance document for everyone involved in education, which sets out clear responsibilities for all partners including schools. It is crucial that the messaging around the ‘refreshed’ NPME is clearer and more extensive than the original version, which most schools had not heard of in the first few years, and some still haven’t heard of even now! Only then can we all work together to ensure that every child in England sings daily, and once we’ve achieved that aim we can work on phase two – making sure they enjoy it!
Dr Elizabeth Stafford, February 2020.
Copyright © 2020 Music Education Solutions® Limited. All Rights Reserved.
If you are interested in developing partnerships to enhance your singing offer, our Music Education Partnerships and Projects day may be just the thing to inspire you. Click HERE for details.
The next Singing Strategy Symposium will take place in Birmingham on 4TH NOVEMBER 2020. Click HERE to book half price early bird tickets.


Typical Course Length
The Primary PGCE course aims to give student teachers the professional skills needed to become successful teachers who can engage all learners and lead learning across the primary age range. You will gain an understanding of children’s development and learning across the Foundation and upper primary age range. Working across all Areas of Learning and Experience, you will work with skilled and experienced practitioners to in learning to teach ambitious, capable and confident learners who are informed and confident about the world beyond school. This is an innovative course, which will give you an enriched understanding of the progression of pupils into the next phases of their education through focussed experiences in other phases of schooling.
A degree in any subject.
To support the Welsh Government’s Literacy and Numeracy framework students must have achieved a standard equivalent to a Grade B in the GCSE examination in any of the following:
- English Language
- English Literature
- Welsh Language (First Language)
- Welsh Literature
Where an equivalent to a grade B in either English Literature or Welsh Literature is achieved, a minimum of a grade C must be achieved in the corresponding GCSE examination in English or Welsh (First) Language. A grade B in the GCSE Examination in Mathematics or Mathematics-Numeracy must also be achieved.
Grade C GCSE in a science subject.
The University offers tests in these subjects if you do not have these requirements.
- A minimum of two weeks experience or observation in a school setting is an advantage.
- Literacy and numeracy skills tests will form part of the selection process on the day of the interview.
The University will offer an accommodation inclusive package for applicants who accept an offer of a place following the 2019/20 ITE selection process. Accommodation will be included, at no extra cost, for the 8 weeks that students are undertaking the university-based element of the ITE programme.
Together with your fellow students on the primary and other secondary programmes, you will study the principles of effective pedagogy, assessment, lesson and curriculum planning. You will participate actively in learning, contributing to seminars, delivering presentations and engaging critically with research. During the University sessions, you will plan and deliver micro-lessons in preparation for the practical element of the course. You will study the full range of the primary curriculum with an opportunity to focus on specialist areas and phases in either the Foundation Phase or Upper Primary.
You will be supported in developing your knowledge of those areas outside your degree studies. There will be a focus on the development of learners’ literacy, numeracy and digital competence. Placements will occur in selected Partnership Cluster Hubs where schools will have close link with the University and where trained mentors will be guiding and supporting your development. On placement, you will work closely with your subject mentor and the University Link Tutor to develop your practical skills in teaching.
In addition to specialist placements in primary schools, you will experience a short placement in a secondary school working to develop your understanding of the continuum of children’s learning. You will also undertake an action research project to develop an aspect of your practice and begin your career as a research-informed teacher.
Learning & Teaching
Assessment on the course takes a range of forms including, for example: essays, reflective writing, presentations, lesson plans, action research project. There are no formal examinations.
Assessment of practice takes place throughout all three placements on a continuous basis.
All teachers are responsible for the teaching of the three cross-curriculum themes of literacy, numeracy and digital competence. Students will be supported in planning the delivery of literacy, numeracy and digital competence in the context of their own subject.


Great Place To Live. Great Place To Work.
Why Teach Physical Education?
Physical Education contributes significantly to every student's health and well-being. Physical education is an instructional priority for California schools. Every student-regardless of disability, ethnicity, gender, native language, race, religion, or sexual orientation-is entitled to a high-quality physical education program. Physical education is an integral part of the overall education program for every student and provides one of the few opportunities for every student to develop the skills, knowledge, and confidence necessary to lead a physically active lifestyle. A high-quality physical education program promotes an active lifestyle and improved health, motor skill development, and better cognitive performance (Etnier and Sibley 2003; Etnier et al. 1997).
Daily physical education for all students is recommended by numerous national associations, including the Centers for Disease Control and Prevention, the National Association for Sport and Physical Education, the National Association for State Boards of Education, the American Academy of Pediatrics, and the American Heart Association, and is noted in the Healthy People 2010.
Interested Candidates please contact Director of Physical Education & Physical Activity, Michelle Zapata, ZapataM@sfusd.edu at (415) 241-6238


Juel and Roper/Schneider. Reading Research Quarterly 18:
'The selection of text used very early in first grade may, at least in part, determine the strategies and cues children learn to use, and persist in using, in subsequent word identification.... In particular, emphasis on a phonics method seems to make little sense if children are given initial texts to read where the words do not follow regular letter-sound correspondence generalizations. Results of the current study suggest that the types of words which appear in beginning reading texts may well exert a more powerful influence in shaping children’s word identification strategies than the method of reading instruction'’
IFERI committee member Gordon Askew:
Predictable text is another way of saying 'easy to guess'. Such books obviously do provide early success and resultant confidence. Unfortunately for some children (and perhaps especially for their teachers) it is a false confidence. There will quickly come a stage when guessing is far less easy and far less reliable. If they haven't by that stage established a better strategy...
http://www.spelfabet.com.au/2015/08/pre ... ive-texts/
Video: Alison Clarke illustrates why predictable or repetitive texts are harmful for beginning readers.
Here’s Jenny Chew on the RRF message board. She helps with one-to-one reading at her local primary school.
''The trouble is that ‘sound it out’ often doesn’t work, given the mismatch between the books RR [Reading Recovery] children are given to read and the state of their phonic knowledge. I’ve helped voluntarily in an infant school which doesn’t have RR but uses Book Bands, and weak Y1 readers have often been issued with books full of words that they can’t possibly read. I’ve always taken along my own stock of decodable books, and I get the children to try these once I’ve dutifully helped them through their non-decodables. At first they tend to resort to their usual strategies, but when they realise that these are books where sounding out really works, they often get the bit between their teeth. It’s not all plain sailing, however – I can move them on to the next level of decodables when I see them the following week, but in the meantime they will have been issued with several more non-decodables which will have made them revert to their non-decoding mindset''.
Decodable Words Versus Predictable Text
by Dr. Patrick Groff
This method's foremost presumption is that the time it takes for novice readers to recognize written words via phonics instruction could be shortened significantly. It was held that if nonreaders were repetitively shown whole written words, until they were recognized as "sight" words, this would speed up their overall acquisition of reading ability. Sight words are ones children recognize rapidly, without sounding-out their letters.
It now is well-established experimentally that the look-say methodology has fatal flaws. Children taught in this manner somehow are able to remember the identities of a relatively small number of words. However, they soon suffer an overload on their memory systems, and begin guessing wildly at the names of words in sentences. Consequently, pupils' ability to accurately comprehend what they have read is badly affected.
Phonics and Book Bands: article from the RRF newsletter. 2002.
http://www.rrf.org.uk/archive.php?n_ID= ... eNumber=48
Prof. Daniel Willingham discusses readabilty formulas for leveling books.
http://www.realcleareducation.com/artic ... p8.twitter
Rose Report 2006. para 82.
(A)s they learn to master the alphabetic code, children should be given reading material that is well within their reach in the form of 'decodable books'... Using such books as part of the phonic programme does not preclude other reading. Indeed it can be shown that such books help children develop confidence and an appetite for reading more widely.
Controlled text for independent reading makes a tremendous difference. We should only ask children to decode what we have already taught them. Introducing complexity at an early stage can lead to faulty reading strategies that take a concerted effort to correct.


Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5–11 Years Old
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The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre-literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical group. Children who were 5 years old at project start were followed until the age of 11, when dyslexia was identified and data could be analysed in retrospect. The children's neurocognitive pattern changed both by literacy stage and domain. Visuo-spatial recall and RAN appeared as early precursors of L1 literacy, while phonological awareness appeared as early precursor of L2 English. Verbal long term memory was associated with both L1 and L2 skills in the Literacy stage. Significant group differences seen in the Pre-literacy and Emergent literacy stages decreased in the Literacy stage. The developmental variations by stage and domain may explain some of the inconsistencies seen in dyslexia research. Early identification and training are essential to avoid academic failure, and our data show that visuo-spatial memory and RAN could be suitable early markers in transparent orthographies like Norwegian. Phonological awareness was here seen as an early precursor of L2 English, but not of L1 Norwegian.
PublisherJohn Wiley & Sons Ltd.
Subjectvisuo-spatial skillsrapid namingphonological awarenessshort term memoryworking memorylong term memory
Copyright 2015 The Authors


A lot of you are probably grappling with how to maintain your instrument at home. Here are some guides and resources to help you out!
Violinists, Violists and Cellists (Pegged Instruments):
If your instrument is REALLY out of tune (requires use of the pegs), you AND your parents should watch the video below before trying to tune the instrument. It is dry but very complete. The same principles work for the cello, but just know that the cello pegs will require more leverage as they are larger and the strings are thicker. You can use a tuning app to help you, or you are welcome to use the recorded pitches below to compare your string's pitch.
It is vital that you NOT exceed the target pitch (go higher than) the pitch the string is designed for as it could result in the string breaking.
Violins are tuned (lowest to highest): G-D-A-E
Violas and Cellos are tuned (lowest to highest): C-G-D-A
ABOUT OUR PROGRAM
The Bay Village Schools
have a proud tradition of excellence in music education. The school district has boasted an orchestra program since 1972 when it was founded by Mr. Frank Pendergrass and Mrs. Nada Crews. Today we proudly continue what they started.
Explore further to see what our students are doing! We hope you enjoy your visit to our site.


It took The Lion King to convince Angela Davis to write a book.
Her daughter, 11-year-old Aliyah, had been cast in the New York stage production of the famous Disney film. She began as an elephant in the Circle of Life scene but graduated to the role of Young Nala, the lioness and childhood friend of Simba, the eventual Lion King.
So for a year, she and her mother lived in New. York.
“I was so inspired by her I thought: I’ve got to do something to inspire her now,” said Davis, who earned a bachelor’s in Human Ecology: Child & Family Studies PreK-4 in 2006 and a master’s in Elementary Education: Reading Specialist in 2009. She’s now at East Lake Elementary School.
So she wrote If Rapunzel Were Rachelle, a children’s book that imagines: What if Rapunzel and her magic hair were African-American? It came out in 2018 on Keen Vision Publishing.
“I was raising a girl and I was teaching in school where I was working with both boys and girls,” the 36-year-old Davis said, speaking to a group of of whom were student majors in UTC’s School of Education.
One thing she noticed was a lack of confidence and self-esteem in the young girls. “They didn’t value themselves enough,” she said.
Her own daughter was one of those girls. Aliyah came to her one day and asked to have her hair straightened so she would be “pretty,” Davis recalled.
“You’re already pretty!” she told Aliyah.
To prove that beauty is not just a matter of straight hair, Davis shaved her head, which led to If Rapunzel Were Rachelle.
“I started to grow it naturally and that kind of pushed me into: I wonder what this fairytale would look like if her hair looked like mine?”
She has a second children’s book in mind: If Cinderella was Sierra, as well as projects to develop teaching tools based on her books for elementary schools.
“I do want you to know there’s a sense of urgency out there that we don’t hear about,” she told the UTC students, noting that statistics show that a child who can’t read at grade level by third grade is 13 times less likely to graduate.
“You’re serving. They need you,” she said.


Senate Passes Lowey’s READ Act to Improve Global Education Efforts
WASHINGTON, DC – Congresswoman Nita Lowey (D-NY17/Rockland-Westchester), Ranking Member on the House Appropriations Committee, announced the U.S. Senate passed bipartisan legislation she introduced, along with Congressman Dave Reichert (R-WA), to increase accountability for U.S. basic education efforts, removing barriers for those out of school and improving the quality of education for those already enrolled. The Reinforcing Education Accountability in Development (READ) Act, H.R. 601, would enhance transparency and accelerate the impact of U.S. basic education programs around the world in order to help countries address the more than 263 million children and youth that are out of school. The legislation now heads back to the U.S. House for a vote.
“There is no greater force multiplier in foreign aid than education,” said Congresswoman Lowey. “Prioritizing education around the world will not only help students learn to read and write—it will ultimately help protect vulnerable children from poverty, disease, hunger, and even extremism. Simply put, we cannot build the world we want for ourselves, and for future generations, without making education the center of our efforts.”
Worldwide, 250 million primary schoolchildren are failing to learn basic literacy and numeracy skills. 130 million of these students have attended at least four years of school. Studies have shown that for every year a girl stays in school, her future income increases between 15 to 25 percent.
An educated citizenry contributes to sustained economic growth, strengthened democratic institutions, the empowerment of women and girls, and decreased extremism. That is why no country has reached sustained economic growth without achieving near universal primary education.
Specifically, the READ Act calls for:
- U.S. engagement with key partner countries, other donors, civil society, the private sector, and multilateral global education initiatives, such as the Global Partnership for Education, to promote sustainable, quality basic education.
- A comprehensive, integrated U.S. strategy that improves educational opportunities and addresses key barriers to school attendance, retention, and completion for the poorest children worldwide;
- The creation of a “Senior Coordinator” within the United States Agency for International Development (USAID) responsible for the development, implementation, and coordination of U.S. basic education programs;
- An annual report to Congress on implementation of the basic education strategy and progress achieved by USAID programs.


Montessori is a well researched, non religious, educational approach used in more than 22,000 schools throughout the world. Particularly popular in Europe and the US, Montessori began in Australia in the 1920’s and is most well known as a respected method of early childhood education. There are also many Montessori primary and high school programs in Australia. In fact the Montessori primary school curriculum is one of only four government accredited curriculums in Australia.
Montessori is a respected method of education that regularly features in reports concerned with positive educational outcomes. A number of commentators have noted similarities between the Montessori approach to education, and that of the Finnish education system, regularly held to be one of the best systems in the world.
The Montessori approach respects culture, individuality and diversity – throughout the world Montessori schools are highly sought after for parents who want to nurture these attributes, along with a genuine love of learning, in their kids. We would love you to join us!


By Teachers, For Teachers
Online social networking has become so much more than just browsing Facebook, Twitter and Instagram. It’s become a popular professional development tool that many classroom teachers use to help them stay connected with their colleagues, as well as other professional educators. In fact, social networking has begun to transform how teachers communicate with one another. Not only are teachers now able to connect with people all over the world, but they can also easily maintain their professional relationships by simply commenting on someone’s photo or status, or by privately messaging them. One of the greatest benefits of having a social media account is the ability for teachers to showcase themselves. Today, a prospective teacher can use a social networking platform as an informal resume where potential employers can learn more about them by simply scouring their profile and newsfeed, and learning more about their qualifications and experiences. There are a number of ways that teachers can use social networking to their professional development advantage. Here are a few suggestions.
Utilizing social networking sites like Twitter, Facebook, Instagram, and LinkedIn (the best professional development platform) can help teachers connect with other educators and gain more information. When teachers use social networking, they are able to form connections with other educators and professionals that can help their students get accurate information to increase their knowledge. For example, if students were learning about space, they can use their social networking connections to Skype with an expert from NASA to help their students gain more information about space. Another great example of using social networking to gain information is if students were learning about another country. The teacher can use their connections to plan a virtual field trip with another classroom to help them learn more information about the students’ unique lifestyle and culture from a firsthand resource.
Another way that teachers can use social networking to their advantage is to share their ideas with other educational professionals. These days, almost all social media platforms make professional development easy for teachers to share your teaching techniques and learn from others. Today’s teachers can compare notes on their techniques and learning styles, which is a great way to enhance their knowledge and learning experience in the classroom. Teachers can search these networking platforms by simply using the hashtags #teachersofinstagram, #edchat, #educator, or #teacherresources.
One of the best things about using social networking as a means of professional development is that it helps to keep teachers “In the know” about what is currently going on in education. In the past, teachers used to have to wait for a sign-up sheet to come out for any professional development training or courses that would help further their knowledge. However, today’s teachers are able to stay in the loop much easier by simply going on their social networking platform to gain professional development information. They can sign up for online courses, join a group chat, or scroll through their newsfeed to learn valuable information or sign up for a conference or teaching seminar.
One of the great benefits of social networking is its ability to help teachers establish key professional relationships that can help to advance their teaching career. LinkedIn is a great social networking site for professionals because it allows individuals to connect with not only the professionals that they already know, but also their contacts, as well as others in the field which whom they have never met. By building these connections, teachers are now able to establish more professional relationships than they have ever imagined.
Another way teachers can use social networking to their advantage is that it can open them up to diverse views. The more people that a teacher connects with on a social networking platform, the more insight they will get into different perspectives on educational topics. What a teacher once thought may change after connecting to a professional in the field who has a different perspective.
Professional development for teachers has come a long way. Through the use of technology, today’s teachers are able to connect with other professionals in their field which whom they probably wouldn’t have ever had the pleasure of meeting, since many of them are from across the globe. This powerful tool has become a great way to not only further ones’ career in the education world, but to gain valuable insight and knowledge.
We want to hear your opinion on teacher professional development through social networking. Do you think there are benefits to this type of communication? Please feel free to share your thoughts on this topic, we’d would love to hear your thoughts and opinions.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds Masters of Science in Education from the State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com, TeachHUB Magazine, and Hey Teach. She was also the Elementary Education Expert for About.com for five years. You can follow her on Twitter @empoweringed, on Facebook at Empowering K12 Educators, or contact her at Janellecox78@yahoo.com.


Fun Bees Quiz – FREE General Knowledge Science Quiz for Kids Online
Enjoy this Easy Science for Kids Bees Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Bees. You need to answer all the questions to be able to get your score. You can do this fun Bee family quiz 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 Bees.
The Bees Quiz & FREE Online Quizzes
Our general knowledge quiz for kids are a free online science quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Bees quiz helps your kids learn fun facts about Bees while enjoying this FREE and fun kids science quiz.
If your child is interested in science, or is enrolled in some extra-curricular program, then this is an easy science activity, with reading comprehension benefits for kids in first to fifth grade. Kids will enjoy competing against their classmates and friends, to see who scores the best, doing this fun and free science quiz about Bees.
As a reading comprehension fun activity for your kids, you can set a timer to encourage kids to do the reading comprehension training in a faster way, or you restrict the number of times your kids can read about the Bees quiz topic, before they do the actual general knowledge science quiz.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this general science quiz and our other science kids quizzes, as a listening comprehension activity; you read out to them about the topic and then read the Bees quiz question and answers. You will select the Bees quiz answer they think is correct, and at the end you get the quiz score. Your child can try doing the free science quiz for kids online again, till gets the perfect score faster, as your child learns to listen more carefully and develop a better memory and attention span!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Bees Quiz – FREE General Knowledge Science Quiz for Kids Online - ." Easy Science for Kids, May 2020. Web. 29 May 2020. < https://easyscienceforkids.com/fun-bees-quiz-free-general-knowledge-science-quiz-for-kids-online/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Bees Quiz – FREE General Knowledge Science Quiz for Kids Online -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-bees-quiz-free-general-knowledge-science-quiz-for-kids-online/
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Written for art educators and those who value the arts for students with special needs, this book provides an overview of special needs students in the art room—addressing each group separately and including current definitions and descriptions and recommended teaching strategies. Art lesson adaptations and behavior management strategies are included, and follow-up activities at the end of each chapter offer further insights into each group of students. It also addresses school-wide concerns: collaboration among educators and school staff; art therapy and therapeutic teaching; paraeducators in the art room; and resources for the arts for special needs students. Step-by-step directions aid readers in obtaining funding to expand their own teaching opportunities.
Editor Beverly Gerber says, “There is no magic teaching pill to learn how to teach students with special needs. There are however, effective teaching strategies and approaches that can reach a wide range of students of differing abilities. When these strategies are put together, they form a framework for lesson planning and behavior management“ (p. 28). These sound teaching practices can be adapted for a variety of student ages and disabilities, and teaching practices and principles that work well in one classroom can usually transfer to other school settings—they are as relevant in the art room as in the special education program.
While good teaching is timeless, terminology may change. A 2014 reprint updates language reflecting the Supreme Court ruling to replace the term “mental retardation” with “intellectual disabilities.” New issues reflect and respect that change while staying true to the original timeless concept. A story from a retiring art teacher best illustrates this blend. She presented her annotated copy of Reaching and Teaching as a gift to the new art teacher who followed her.
222 pgs. (2006) ISBN 978-1-890160-36-4
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