Unfair! Unfair! How strongly have we felt that “life” was not fair? We’ve all experienced the burn of unfair treatment at one time or another, some life changing injustices and some real or perceived favoritism. So what did we do?
Center for Folk and Community Art (“CFCA”) artists, Dena Stewart and Stewart Stewart, went to high schools in inner city neighborhoods and asked teenagers to write a personal narrative about being in an unfair situation, and how they handled it. Then Dena and Stewart showed them how to visualize what they wrote and taught them how to illustrate their stories.
Most of the teenagers described typical unfair situations. Some weren’t picked for a team or club they worked hard to qualify for, but someone less talented was selected, and that was unfair. Some believed their siblings received preferential treatment by their parents, and that was unfair. One young lady lost her mother at a young age, and that was unfair. Some had physical disabilities or chronic health problems that interfered with them participating in athletic or social activities, and that was unfair.
A 15-year old boy wrote, “I get good grades in school, I am a good person. So why are my parents so ashamed of me that they call me names and tell me they wish I was never born? Why do they hate me for being gay? I sometimes want to die. They should love me because I am their son, not abuse me. The way they treat me is unfair.” (As part of our outreach, we contacted the LGBTQ Center closest to his school and at our next workshop session we gave the boy the name and phone number of a social worker for him to call or text to set up a private meeting at a location of his choice.)
These teenagers had NO prior art education, so while they were learning to illustrate, they experienced the creative process which provided them with opportunities to confront and overcome frustrations. By sharing their stories, they developed empathy, sympathy and integrity.
We THANK our Sponsors for helping us make this Project happen.
June I. Dressler and David Polansky
READ SOME OF THE STORIES


[ read more ]
To nurture and maximise learners’ potential to be an Effective Problem Solver with a Passion for Mathematics.
The Mathematics Department plans lessons and activities according to the MOE Primary Mathematics Syllabus 2013 and the framework of the Mathematics Curriculum.
Framework of the Mathematics Curriculum
The learning of Mathematics involves more than the basic acquisition of concepts and skills. Problem solving is the central focus of the Mathematics curriculum framework. It consists of 5 inter-related components, namely, Concepts, Skills, Processes, Attitudes and Metacognition.
Concrete – Pictorial – Abstract (CPA)
The learning of Mathematics concepts is progressive starting from the use of manipulatives to pictorial cues and gradually to abstract representation.
In GYPS, the focus of our Mathematics programme revolves around exploration, experience and excelling (E³ Mathematics) in the learning of Mathematics.
|Explore||Primary 1 and 2||• Hands-on activities
• Games – outdoor and indoor
|Experience||Primary 3 and 4||• Experience and Investigation
• Link to real life situation
|Excel||Primary 5 and 6||• Application of Mathematics concepts and skills in problem solving|
Based on the above 3 prong approach, we seek to
• develop pupils’ competency in Mathematical problem solving skills through engaged learning;
• develop their ability to use logical thinking and reasoning skills through solving Mathematical problems;
• build their confidence in asking questions during Mathematics lessons;
• use Mathematical language to communicate Mathematical ideas and arguments precisely and logically;
• develop positive attitudes towards Mathematics.
Explore (P1 and P2)
Experience (P3 and P4)
Learning experiences are designed to help pupils focus on investigation and making connections to real life situations.
Excel (P5 and P6)
Holistic Assessment – Performance Tasks and Journal Writing
Performance Tasks and Journal Writing are adopted as part of the Holistic Assessment for Primary 1 to Primary 5 pupils.
P1 & P2 Math Fun Day
Pupils applied Mathematical concepts in authentic setting.
P3 Math Fun Day
P4 Math Fun Day
P5 Math Fun Day
Learning Support Math (LSM)
The LSM is a specialised early intervention programme for pupils who lack basic numeracy skills. Small group coaching and additional support are designed to cater for the identified pupils from Primary 1 to Primary 2.
ICAN PROJECT (Improving Confidence and Achievement in Numeracy)
The ICAN project aims to level up the confidence and achievement of low progress pupils in Mathematics by
• helping pupils to bridge the learning gaps;
• developing pupils’ competency in Mathematics with the use of Mathematical language;
• providing opportunities for pupils to experience incremental success;
• helping pupils to make connection of Mathematics concepts and providing practice as well as review to promote retention of concepts learnt.


|dc.description.abstract||The paper discusses language policy in the US and the lack of it. Traditional neglect and erosion of foreign language study competes against new global realities, which paradoxically—in the context of global English—require Americans to increase their knowledge of critical world languages. Foreign-language education in the US is in a state of flux, with multiple actors competing for prevalence. For example, bilingual elementary education in areas where Spanish-speaking immigrants make up significant minorities or even majorities competes against popular anti-immigrant sentiment. Government initiatives to stimulate acquisition of nationally critical languages (Mandarin, Korean, Farsi, Russian, etc.) compete against traditional (dis)interest(s) in language instruction in the K–12 (elementary, i.e., kindergarten through 12 grade) and the higher education systems. These countervailing trends unfold when it is no longer obvious that the US will remain the only superpower.
The challenges to foreign-language learning in the U.S. are formidable. Americans generally assume that English suffices for communicative needs abroad, let alone at home. This prevailing view feeds the decision-making processes in education. In the quest to slash education budgets, “dispensable” subjects are sacrificed first: art, music, and foreign language instruction. In higher education foreign-language instruction is viewed as an arcane relic to be avoided or, if possible, excised altogether.
The University of Kansas (KU) serves as an example of the changes in language education in the US and demonstrates a possible way out of the gridlock. KU has received federal funding for critical languages for decades, but has also recognized the importance of critical and less-commonly-taught languages for a forward-looking education. This example demonstrates the tug-of-war that may or may not change the way American learn and think about foreign language as they reevaluate their position in a multi-polar, globalized world.||


Grab your bike or takkies, and join in on a virtual lockdown marathon
Discover Stories From Africa In The Tunnels Of A Silo
Kids interact with artworks through creative play, drawing, writing, reading and storytelling
Remember when all creatures were equal – when animals could speak and plants magically had personalities? These ideas could inspire beautiful works of art. The Children’s Interactive Tour is designed to facilitate children’s exploration of a child-friendly art exhibition titled And So The Stories Ran Away. Children between the ages of 6 and 12 are invited to join a multi-sensory discovery at Zeitz MOCAA in the V&A Waterfront’s Silo District. The tour takes place on Saturdays for the next few weeks.
Running until 30 March 2020, And So The Stories Ran Away celebrates stories from Africa. Students from the Michaelis School of Fine Art, the Ruth Prowse School of Art, and the Nyanga Arts Development Centre created artworks inspired by 18 proudly African stories.
The tour guide will choose five or six of the 18 stories that have been interpreted through the sculptural pieces in the exhibition. For example:
The Tale of Mouse and the Stories that Ran Away – Nigerian Ekoi story
The Guardian of the Boat – a creation story from central Africa
The Nya-nya Bulembu – inspired by a folk tale from Swaziland
The Blanket of the Sun – inspired by San folklore
Nkanyamba – inspired by a traditional Xhosa folk tale
Perfectly Balanced – inspired by the sacred story of the Tree of Life – a Zulu creation story
WHAT TO EXPECT
Children and parents meet in the Atrium Bowl at 11am where a museum educator from the on-site Centre For Art Education or one of the artists will meet them and facilitate the tour.
The tour focuses on a different selection of African stories at each event. The interaction with artworks may include creative play, drawing, writing, reading and storytelling with all activities designed to suit children of varying abilities and skill levels.
The children will be making their own drawings or storybooks based on their interactions. This is basically a storytelling session in the presence of interactive artworks where children will be prompted to draw and/or write in response to what they have seen and heard.
Art supplies will be provided and you don’t need to bring anything, but children should wear comfortable clothes because they may be sitting or drawing on low chairs or on the floor.
IN THE TUNNELS OF THE MUSEUM
The tour will take place in the tunnels of the museum on the lower ground floor (level -1). There is seating in Centre For Art Education classrooms but the children will spend much of their time on floors in the tunnels.
ATTENDING THE CHILDREN’S INTERACTIVE TOUR
Attending the tour is free of charge with museum admission or membership (which starts at R290).
Because only 15 children may attend each event, you must reserve your spot by booking online. On the day, simply pay your admission fee or present your museum membership. For more information, contact the organisers directly on firstname.lastname@example.org.
Photos: Gerhardt Coetzee
Transport your imagination to fantastical miniature worlds at the Toy Photography Exhibition.
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Key skill elements relating to mathematics
The examples below identify some of the elements that are related to learning activities in mathematics. Teachers can also build many of the other elements of key skills into their classroom planning. The eight key skills are set out in detail in Key Skills of Junior Cycle.
Table 2: Links between junior cycle mathematics and key skills
||Key skill element
||Examples of possible student learning activities
||Exploring options and alternatives
||As students engage in a task for which the solution is not immediately obvious, they ask questions, explore ideas and alternatives, evaluate ideas and actions and take more responsibility for their learning.
||Expressing ideas clearly and accurately
|| Students explain their thinking and justify their reasoning, using mathematical terminology appropriately and accurately.
||Using digital technology to develop numeracy skills and understanding
||Students use digital technology to analyse and display data numerically and graphically; to display and explore algebraic functions and their graphs; to explore shapes and solids; to investigate geometric results in a dynamic way; and to communicate and collaborate with others.
||Students use numbers to describe or summarise a situation; to support their reasoning and conclusions; and to convey and explain patterns and relationships.
|Managing information and thinking
||Thinking creatively and critically
||Students engage in rich tasks which require them to use their mathematical knowledge and skills in novel ways.
They reflect on their own approaches to such tasks and compare them to those of others, evaluating the strengths and weaknesses of different possible approaches.
||Being able to reflect on my own learning
||Students reflect on which learning activities they find most effective, using this knowledge to help further their learning in mathematics.
|| Being confident
|| Students enjoy frequent opportunities to experience success in mathematics. They experience a positive approach to learning in which different approaches are valued and they are encouraged to learn from mistakes.
|Working with others
||Learning with others
||Students work on collaborative tasks with peers in which they develop both their mathematical and their interpersonal skills, offering mutual support and feedback throughout the process.


Internet access to YouTube
Computer with projector (for students to view YouTube videos)
Speakers (for students to hear the YouTube videos)
– Watch the video lesson linked above. During the video, students will participate in speaking and singing activities for a given excerpt of the Star-Spangled Banner.
– This video features the United States Capitol Building, its history, and the congressional act making the SSB the national anthem.
– By the end of the lesson series, students will have rehearsed and performed the entire first verse of the Star-Spangled Banner.
– Applicable online resources and activities are provided at the end of this page to supplement the video lesson (optional).
Standards – National Association for Music Education
PreK – Eighth Grade
MU: Pr6. 1.– a – Perform with expression…
MU: Pr6. 1.– b – Perform appropriately for the audience…
MU: Cn11. 0.– a – Demonstrate understanding of relationships between music and the other arts…
Ninth Grade – Twelfth Grade
MU: Pr6. 1. E. 5a – demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances…
MU: Pr6. 1. E. 5b – Demonstrate an awareness of the context of the music…
Visit the Capitol Building’s Website
– Lesson plans about the historical meaning in the artwork of the Capitol Building
– Lesson plans about being a congress member
– Visit online versions of historical exhibits
Visit the Architect of the Capitol’s Website
– Video tours of the Capitol building and other landmarks on Capitol Hill
– Information on the craftsmanship used in building the Capitol
– Information about the artwork within the Capitol Building
– Information on the Legislative Branch of government
– Standards-based lesson plans and online resources


MODERN CURRICULUM PRESS
Level 1 Home Kit, Second Edition, Sing Spell Read And Write
- Publish Date: 2000-08-25
- Binding: Paperback
- Author: MODERN CURRICULUM PRESS
Attention: For textbook, access codes and supplements are not guaranteed with used items.
Arrives in 3-7 Business Days
Sing, Spell, Read & Write is a phonics-based program that uses a 36-step program of carefully sequenced steps to teach reading, writing, and spelling. Delivering explicit phonics instruction via a multisensory approach, Sing, Spell, Read & Write reaches every avenue to the brain and addresses every student's learning style.
The Level 1 Kit includes all the materials you need for a full year of instructions: Level 1 student books, Off We Go and Raceway, the Assessment Book, Level 1 Instructor's Manual, 17 Level 1 storybooks, Level 1 CD, as well as 6 Level 1 audiocassettes, the Raceway placemat, the A-Z Phonics Song placemat, A-Z Pick-A-Sound Card Game, A-Z Sound-O Game, Letter Cluster Pick-A-Sound Card Game, Letter Cluster Sound-O Game, Word-O Game, clear bingo chips, dry erase marker, eraser, and a Treasure Chest filled with prizes!
The level 1 student books are also available separately.
Looking for other grade levels?
- 2nd Grade


Supporting Students Social and Emotional Growth
Every year our second-year corps members in Chicago-Northwest Indiana complete a project in which they reflect on their experiences in the classroom, and develop a theory of change based around how we could better serve our students and communities.
May 6, 2019
I teach in a community-based Head Start Program in the Gage Park neighborhood on the South Side of Chicago. My students range from three to five years of age, and are strong, persistent, creative, inquisitive, and empathetic. They have great hearts and a real thirst for learning. As an early childhood educator, I’ve noticed that there is a movement towards pushing academics without giving young children the time and space to have fun and truly build their social-emotional skills. These skills allow students to manage their emotions, build relationships, feel empowered, and make strong decisions.
I’ve been fortunate enough to have taught many of my students for two years now, and I have seen how these skills have been an essential part of a strong educational foundation. Studies have shown that social-emotional learning provides students with skills that are essential for not just elementary education, but high school and beyond. In my classroom, I have focused on social-emotional learning while still incorporating standards for literacy, math, cognition, and language so that my students are ready for kindergarten.
From the beginning of the year, I’ve introduced many multicultural books depicting kids who look like my students, who are all Black or Latinx, and I have used CSEFEL social-emotional cards to help orient them to social-emotional learning. CSEFFL social-emotional cards were developed by the Center on Social and Emotional Foundations for Early Learning at Vanderbilt University. These cards help educators and caregivers teach social-emotional skills with images of children sharing, asking for help, working together, and more. In addition to the cards, I had my older students work with my younger students to model positive social-emotional skills, and gave them leadership roles so that they felt affirmed. I also introduced our calming kit, which is filled with soft stress toys, play-doh, a notebook and crayons, and more in the library/calming area of our classroom. Students use this kit and area to take a break when they are feeling strong emotions. It is imperative for students to be able to self-regulate in kindergarten, so building these skills is so important.
As a result of these additions, I have seen quite a change in my classroom over the past year. Now, students are working together more, solving conflicts on their own, helping one another and encouraging one another. They are better able to name and talk about their emotions, understand the emotions of others, and express and communicate their emotions in more constructive ways. We have become a beautiful little family in the Yellow Room over the past two years.
When I think about how I want to continue this work, first I want to collaborate with other teachers in CPS, caseworkers, and Head Start professionals to understand how I can be a stronger advocate for the support my students need. I also want to continue to work with other teachers in my center, moving toward a greater focus on social-emotional learning. Finally, I want to continue my model of giving students more leadership and autonomy in my classroom. As they move on to kindergarten, I hope they continue to receive the needed social-emotional learning support kindergarten, because through partnering with students, their families, and other teachers I know we have the built social-emotional and academic tools for their continued success.


Wilderness Living Skills and Nature Awareness
Our classes and workshops are experiential and teach true sustainability… how to live with nature in a way that benefits us and our environment. This creates a natural balance in our lives. Some of the foundational skills include: fire making, natural cordage, animal tracking, wilderness living skills, wildcrafting, wild edibles and more! We will have time to explore, learn, play and gain new perspective for seeing the world in a changing time.
Programs vary depending upon season, age and interest:
- Children Programs include Summer Experiences, Homeschool, After School and Workshops.
- Workshops consist of Wilderness Living Skills, Emergency Survival and Self-Sufficiency, the Art of Mentoring, just to name a few.
- Living History Programs can be customized for all types of groups, at your location or ours!
Contact Us for details and scheduling, 413-340-1161.
We offer internships/apprenticeships for people interested in working in the wilderness field. Our Programs are usually held in the Hilltowns and Pioneer Valley in Western Massachusetts, but we will travel for some Custom Programs.
Although students of Earthwork Programs can become (or already are) naturalists, trackers, and primitive skills experts, we also create …powerful, centered, self-motivated young adults, able to think critically for themselves, with the confidence and inspiration to dream a vivid dream of their own future, and the skills and enthusiasm to pursue that vision. – excerpt from Wilderness Awareness School, with which Earthwork Programs is affiliated.
“My son is noticing things, developing an awareness outdoors. It gives him a knowledge base to work from, whether looking at tracks, birds, or plants and their uses. He’s acquiring a foundation to build on.”
J. O’Connor, mother


In 2005 Gadj and Jodie Maymuru started out with a passionate idea to help their kids learn about their Aboriginal culture. Like all really good ideas it’s taken root, growing into Sharing Culture Online – a learning and teaching system for schools, individuals and communities that is helping not only to deepen knowledge and understanding of Aboriginal culture, but to celebrate it too.
Gadj, a Yolngu man born in Yirrkala, North East Arnhem land, and partner Jodie of Maori heritage, developed Sharing Culture Online after a move from Far North Queensland where the majority of staff and students were Indigenous, to the Sunshine Coast where culturally-based learning resources were scarce and outdated.
“My daughter was in Year 2 and was interested in learning about her culture. She was right into books and brought the only book in the library home on Aboriginal culture which was tatty and old. I have a Diploma in Multi Media, my husband is from Arnhem Land and kids love technology. We thought that by using technology, we could keep the culture going and our kids could learn about their culture, and celebrate it,” Jodie says.
“It grew from that – our passion for our kids to learn about their culture and also our experiences of racism too. We wanted to make it different, so that all kids of all backgrounds can see the beauty of culture.”
The need for Sharing Culture Online was definitely not confined to the Maymuru family and, as a result, it is being used across Australia in Aboriginal communities. The original Yolngu version was adapted in August 2010 so that communities can input their own language and culture. Gadj and Jodie are also now working with the Cherokee’s in America on a specially adapted version of Sharing Culture Online.
“There is also interest from Canada’s Indigenous peoples and we had an enquiry from Mexico the other day,” she says.
Sharing Culture Online is a teaching and learning system that gives students of all backgrounds the opportunity to learn about, and engage in, Aboriginal cultures. It’s designed to support educational needs and offers tools including digital talking books, an interactive talking dictionary, a website of facts and digital jigsaw puzzles. It helps develop literacy and numeracy skills and it can record and store local languages, as well as engaging with languages from across the country.
The resource is not just for primary school children, but is used by health centres, in adult literacy classes and in prisons. Importantly, it’s a resource that helps teachers teach.
“At conferences where we present Sharing Culture Online, teachers were saying they were unsure about what to teach Aboriginal and Torres Strait Islander children and this gives them a system they can use,” Jodie says. “It also gives communities a control of the content too.”
Gadj and Jodie have had good support from schools and from those that use the system. “It does bring the community together. One young woman has gone from not being able to speak her language to speaking it, and she can pass that knowledge on and teach it.”
Developing and marketing Sharing Culture Online has been a pioneering journey for the Maymuru’s as there were no other similar models to base the system on. “It’s been worthwhile but it’s also been challenging too, but it is unique and really does provide an Indigenous perspective on education.”
To find out more about Sharing Culture Online go to www.sharingculture.com.au


Why is art a valuable subject for students, teens, and even adults? Art helps to:
- Teach learners to be more tolerant and open.
- Allow learners to express themselves creatively.
- Promote individuality, bolster self-confidence, and improve overall academic performance.
- Help all students develop more appreciation and understanding of the people and world around them.
- Help students develop a sense of craftsmanship, quality task performance, goal-setting, communication skills, and teamwork —skills needed to succeed in the classroom and beyond.
- Strengthens student problem-solving and critical thinking skills, adding to overall academic achievement and school success.
- Help students develop a positive work ethic and pride in a job well done.
The Illinois State Standards for Art education further outline why art class is beneficial to all students:Illinois State Board of Education (2002). ""The goals and standards in the fine arts prepare students to meet the challenges of the 21st century. In art classes, they learn to solve problems, work in teams and use the technology, processes, and skills sought by the business community. Through their studies, students have a greater understanding of their own cultural heritage, as well as a sense of how the arts reflect and shape the larger world community.""State Goal 25 – Know the language of the arts. ""In middle school, students can analyze how the components are organized in an art work, and can compare and contrast the elements of two or more art works."" (ISBE, 2002)State Goal 26 – Through creating and performing, understand how works of art are produced. ""Middle school students can explain how the choice of tools, materials, and technologies are used to create specific effects. They can use these tools to imaginatively solve problems in dance, drama, music, or visual art."" (ISBE, 2002)
State Goal 27 – Understand the role of the arts in civilizations past and present. ""In middle school, students can describe how artists contribute to the world of work, and they know the many ways the arts contribute to everyday life. They know that the arts are an historical record and can describe how selected artists and art works influence or reflect their times."" (ISBE, 2002)
"Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep." Pablo Picasso


In alignment to District 300’s mission, to become college and career ready upon graduation, students who graduate from D300 schools will be able to read with confidence, write with purpose, speak with meaning, and think critically as they enter into colleges and any career.
Elementary English language arts instruction allows students to foster an understanding and working knowledge of foundational skills including concepts about print, alphabetic principles and conventions of writing with the goal of ensuring students are effective readers. As students progress throughout elementary school, they will read more challenging texts to strengthen their understanding of what they read while building a strong vocabulary knowledge. Students will also begin to write for specific purposes, including: to inform, explain, or tell a story.
Middle school English language arts instruction continues to build upon the foundation of reading and writing that began in elementary school. Students will encounter more rigorous texts in order to strengthen their comprehension and find connections across text types. Through informational texts and literature, students will develop a stronger vocabulary in order to better understand texts. Students will write arguments focused on claims and relevant evidence, write informative texts to examine a topic and convey ideas, and write narratives depicting real experiences and events.
High school English instruction builds upon the foundation of reading and writing in middle school with the emphasis on deepening a student’s understanding to be college and career ready. Students will encounter more rigorous passages while continuing to strengthen their comprehension and find connections across informational texts and literature. Students will write arguments focused on claims and relevant evidence, write informative texts to examine a topic and convey ideas, and write narratives depicting real experiences and events.
Director of Literacy


National Curriculum Purpose of study - Music
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
The national curriculum for music aims to ensure that all pupils:
· perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
· learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
· understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.


What is FLES?
What is the intended scope of the program and what are the short and long term goals:
- Short Term: Vertical alignment and articulation K - 5.
- Long Term: Vertical alignment and articulation K – 12 with the opportunity for a five year language program at the secondary level.
What will the class structure be like?
- 30 minutes every three days, with the classroom teacher observing for three years.
What research base has been used to develop the program?
- American Council of Teachers of Foreign Language, (ACTFL).
- Backward Design, Understanding By Design, Wiggins and McTighe.
- Studies by Heining-Boynton, 1990; Lipton 1992 to maintain viability of the program.
- Studies by Curtain & Pesola, 1994; Met, 1985; Met, 1989; Rosenbusch, 1991 are being used to help with several components of the structure of the FLES program. These include: scheduling, curriculum design, instructional materials, staffing, multiple entry points, student accessibility, language choice, and program articulation, coordination, and evaluation (Curtain & Pesola, 1994; Met, 1985; Met, 1989; Rosenbusch, 1991).
- A recent study by Taylor and LaFayette (2010) regarding academic achievement through FLES.
Has there been adequate time to develop the program?
- Visits to existing FLES programs, both locally and regionally, (Des Moines, Cedar Falls, College Community, and Blue Valley, KS.)
- A comprehensive hiring process to attract highly qualified candidates for the program is in place.
- A curriculum development process is taking place this spring and summer to identify basic thematic content and language structures for the FLES Program. SLE’s, I Can Statements, and an aligned Progress Report will be developed.
Who will be developing the curriculum?
A team of district staff comprised of:
- Executive Administrator, Elementary Education
- Continuous Improvement Staff
- World Language Facilitator
- ELL Facilitator and District PLC Leader(s
- FLES Teachers
- Secondary World Language Teacher(s)
- District Kindergarten and First Grade Teacher(s)
Will articulation between secondary and elementary programs be a consideration?
- Vertical articulation will take place by making sure that the curriculum is developed with input from elementary and secondary teachers.
What sort of experience/qualifications do the prospective teachers have in the teaching/study of Spanish?
- Spanish Endorsement K-8
- See Job Posting on District Employment Website
What is the plan for other languages?
At this time, there is no plan for other languages, but this does not preclude adding more languages in the future.


First year of discipline-based art education implementation by classroom teachers
AuthorFleming, Miri, 1947-
KeywordsArt -- Study and teaching (Elementary) -- Arizona.
Elementary school teachers -- In-service training -- Arizona.
Education, Elementary -- Arizona.
AdvisorRush, Jean C.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe subject of art in Arizona elementary schools is often taught by general classroom teachers with no art training. In an attempt to rectify this situation, The 1986 Arizona Institute for Elementary Art Education, following the example of the Getty Institute for Educators on the Visual Arts, created Staff Development and Curriculum Implementation Programs for these teachers. This study evaluates the Curriculum Implementation Program of Year One of the Arizona Institute. Data for the study were compiled from 10 classroom observations and 23 interviews of Institute participants by two evaluators. The components of discipline-based instruction taught during Summer Staff Development were implemented by all participants. Implementation was on at least a mechanical level of use, and the evaluators' results showed interrater agreement.
Degree ProgramGraduate College


Nursery rhymes could help to develop children's maths skills
Phonics and phonology (the study of the patterns of sounds in spoken language) may help children develop better maths skills, according to new research.
Discussion of the sounds in words, or identification of individual letters, are more likely to result in the growth of early numeracy skills than reading stories or counting, academics at Liverpool John Moores University found.
As part of the Liverpool Early Number Skills Project (LENS), funded by the Nuffield Foundation, researchers observed more than 200 children from 40 early years settings in North West England from the spring term of their pre-school year to the Summer term of Reception.
The final research project, ‘Understanding the influence of cognition and the home learning environment on early number skills’, examined how two types of home learning affected children’s numeracy skills:
Meaning–focused home learning experiences, involving interactions around the meaning of words, sentences or stories, such as shared reading
Code-focused home learning experiences, involving emphasis on the phonological and orthographic structure of language, such as discussing letter-sound relationships (phonics) or the sounds within spoken words (phonology)
Researchers found code-focused practices were more powerful predictors of early number skills at the end of the Reception year than meaning-focused activities or any activities focusing on number or quantity.
They suggested interactions which focused on discussing the sounds in words or identifying letters might develop both literacy and numeracy skills by helping children get to grips with the idea that symbols have meaning.
Parents and practitioners should be encouraged to carry out these interactions with children, according to the study, and could do so informally as part of activities, such as singing songs or sharing rhymes or books.
Co-investigator Dr Anne-Marie Adams said, ‘Much less is understood about the pre-school home-based practices which foster children’s early numeracy skills compared to their literacy development. Our research is an important first step in addressing this imbalance.
‘The evidence indicates that interactions in the home which focus around the sounds in words and the letters that represent them may support pre-school children’s early number skills development.
‘This may be through improving phonological processing skills, which may for example be useful in supporting knowledge of the counting sequence, or it may be through fostering an understanding that symbols have meaning, allowing children to connect quantities to numbers.’
However, as the research did not assess formal systematic phonics instruction, Dr Adams warned against taking the findings as support for the phonics system.
‘We would not propose that our research advocates the use of formal phonics teaching with pre-school children. The activities studied represented informal discussions about letters and sounds which were integrated into pre-schoolers’ everyday activities,’ she said


Our Approach to Reading
In St. Declan's we have moved away from the more traditional 'reader and workbook' approach. After a comprehensive review of the children's reading, we are focusing on the following areas:
- children who are not reaching their potential in reading. These children read two or more years below their chronological age on assessment.
- children who may be reading fluently but have significant difficulties with comprehension.
- children who are reading at or beyond their chronological age but who need to be encouraged to read a wider range of reading material.
In St. Declan's we use First Steps to enhance the objectives of the Primary School Curriculum. We emphasise comprehension strategies such as predicting, developing vocabulary, making comparisons, re-reading, visualising, etc. The aim of using these strategies is to support the children towards being more independent readers. First Steps is widely used and is endorsed by the Department of Education & Science. (click on the icon to access First Steps)
St. Declan's has made a substantial investment in Treetops (Oxford Reading Tree) which is a series of levelled fiction and non-fiction books. This enables teachers to place the children on a book that is at their assessed fluency level. This series allows teachers to ensure that each child is on the right book for his or her level. (click on the icon to access Treetops)
The school also has a subscription to the online reading programme Reading A-Z. This is an excellent website which has up to 40 short books for each letter of the alphabet. The books provide a range of high-interest fiction and non-fiction texts which can be both downloaded and printed, and also projected on the class whiteboards. (click on the icon to access Reading A-Z)
Children are trained in using the software allowing them to administer loans in each class. Parents have generously supported our appeal for new and good quality used books which allows us to have multiple copies of suitable books for each class level. (click on the icon to access Junior Librarian)
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A comprehensive music education begins early, in childhood. A music education must consist of not only repertoire knowledge, but theory, composition, history, and people. Professor Zoltan Kodaly, a Hungarian composer and teacher in the early 1900s, found that young Hungarian children were unaware of how to read and write music fluently, and also unaware of their musical heritage (Chosky, 1999). To know Hungary now, one would not know that this was the case in the 1900s. Hungary lives and breathes music. Currently, Hungary has 800 adult choruses, and numerous professional orchestras (Chosky, 1999). Hungary is a country about the size of Indiana (Chosky, 1999), so music penetrates the country. Kodaly introduced a method, the Kodaly Method, which systematically teachers children, or beginning adults, music. The learning is based in folk music, of one country of origin, and uses the music to teach theory, composition, and history (Chosky, 1999). This method has infiltrated the world with it's easy to understand concepts and time lines.
In the United States music is taught in most schools. However, as funding and music teachers have become unavailable, music programs have been cut. This lack of education in the public school system leaves music education up to the parents, which unfortunately many parents do not have the knowledge or tools (instruments and music) to teach their children appropriately, let alone fluently. In Hungary children obtain an eight year program devoted specifically to music which is separate from the children's regular studies (Chosky, 1999). In North America, schools have music once, or maybe twice per week, if at all. Although music programs in North America are not as intense as other countries, a comprehensive teaching method, such as the Kodaly Method, enables children to receive the basic skills of music literacy.
Jerome Hines in his book "Great Singers on Great Singing" notes that many individuals misconceive the brilliance of [musicians]. These individuals seem to think that [musicians] do not have to be very bright; they just do music (Hines, 1982, 2006). Hines (1982, 2006) writes of his interview experiences with famous singers and states that through his interviews; found that [musiciansians] are intelligent as a whole. Another misconception that many individuals have is that musical education is not important. Music education is very diverse and can educate individuals in many areas. Specifically the piano requires that individuals learn rhythm, notes, and style. These three things require math skills, reading skills, and historical knowledge. The same can be said of other instruments and the voice. Although not all individuals will be able to master or even play basically an instrument or sing, one can learn the basics of music and increase their knowledge of culture, math, and history. This appreciation in turn helps individuals increase their understanding of people and can increase positive social change.
To ensure that children receive a comprehensive music education, a few steps must take place. First, research your child's music program in the school. Does a music program exist? If not, what is …


A master’s degree in early childhood education will prepare you to work as a qualified educator for young children between birth and kindergarten. Early childhood is a crucial period of education for students as they establish good learning habits and begin to develop in education. With a master’s degree in early childhood education, you’ll be empowered to positively impact young children, setting them on a strong educational path for the rest of their lives.
The Benefits of a Master’s Degree in Early Childhood Education
With a master’s degree in early childhood education, you’ll have your pick of opportunities available to preschool educators. As preschool education is often provided by private organizations that determine their requirements for education and training among school professionals, minimum educational requirements will vary. But a master’s degree in early childhood education typically stands out as significant.
Teachers at this grade level with a master’s degree are highly valued, and are likely to be offered positions in lead teaching roles. And if you have your sights set on becoming a preschool administrator, a master’s degree is typically necessary to pursue the role. Both of these opportunities offer early childhood teachers better pay.
Master’s in Early Childhood Education Degree Curriculum
Course curriculum will be specific to your early childhood education degree, but many online programs cover the latest theories on:
- language and literacy
- health and nutrition
- infant development
- early childhood learning
Some programs encourage candidates to focus on a particular area of interest, such as special education or English language learning. Overall, an early childhood education online program should prepare candidates for real world teaching, whether that’s in an urban Head Start setting or a rural child care center. To that end, many prominent schools require students to complete an internship or classroom practicum before graduation.
Trends in Early Childhood Education
Although funding has improved over the past few decades, recent deficits in state budgets mean fewer dollars for public pre-K programs. According to a 2012 report from the National Association for the Education of Young Children (NAEYC), 19 out of 40 states with pre-K programs have had to reduce their per-child funding. However, some states, such as Georgia, continue to support voluntary full-day or universal preschool programs that are free to all children.
There is an increasing body of research showing the importance of educated early childhood staff who provide opportunities for unstructured play, stimulating experiences, and developmental assessment and assistance from birth. Teachers are also exploring how best to integrate smart technology and interactive tools into the classroom.
Requirements for Teaching Early Childhood Education
Early childhood education teaching requirements differ according to each teacher’s role, educational setting, and state. Early childhood educators can obtain:
- An associate, undergraduate, or graduate degree in early childhood education or child development
- A demonstration of competency like the National Child Development Associate (CDA) Credential
- Early childhood certification or endorsement from a qualified teacher training program
State licensing bodies often demand that early childhood teachers earn a degree and complete college coursework before obtaining certification. Private institutions have more varied requirements. Some employers might offer and/or require additional training in early childhood learning or specific curricula.
Careers in Early Childhood Education
Early childhood education usually mixes free play and make-believe with more structured educational activities. In addition to art, music, drama and dance, teachers provide age-appropriate introductions to languages, math and science. Educators may facilitate group activities, or work with children one on one.
A master’s degree in early childhood education will open you up to opportunities as an educator of students at the youngest level. Teachers who have earned a master’s degree in early childhood education will be qualified to take on career pursuits including:
- preschool director
- preschool administrator
- child care center director
- preschool teacher
- lead teacher
Early Childhood Education Career Outlook
The Bureau of Labor Statistics forecasts that employment of preschool teachers will grow by 17 percent from 2012 to 2022, faster than the average for all occupations. This is due to a bump in the pre-K population and a growing focus on the importance of early childhood education.
Qualified early childhood educators work in public and private preschools, elementary schools, in religious and civic organizations and in day care centers. The median pay for day care center teachers is $$27,130. Educators who’ve completed postsecondary education or possess other credentials are generally in greater demand and may receive higher pay.


With July 4th rounding the corner, many families are getting prepared for BBQ's and fun activities. While the parents cook, the children can have some outdoor fun! Here are a few red, white, and blue summer activities you can do with your kids.
Activity - Straw Painting
Red, white and blue tempra paint
Large construction paper
Paper towels for clean up
Place construction paper on ground outside.
Pour paint into small dishes
Put end of straw into paint, then hold straw over paper and blow paint.
Allow to dry before hanging.
Increased attention and focus to task
Following step by step directions
Color recognition and identification
Oral motor skill development
Perceptual motor skill development
Increased art appreciation
Development of positive self esteem through success of completing project.
Activity - Chalk Shadow Drawing
Red, white and blue chalk
Hose connected to water supply
A sunny day
Paper towel towels for clean up
Show child their shadow on the ground on a sunny day
Have child trace outline of your shadow and fill in body spaces
Use sprinkler or hose to wash off sidewalk when finished.
Increased awareness of self and body parts
Recognition and identification of body parts
Receptive and expressive language skill development
Concept of shadow
Improves focus attention to task
Sensory motor skill development
Perceptual Motor skill development
About the Author:
Debbie Scaccio, Arts & Crafts Specialist at Block Institute in Brooklyn, NY, has some suggestions of fun crafts that special needs children and their families can partake in. Block Institute is a New York educational facility dedicated to serving the needs of children and adults with disabilities.


What do you do before, during, and after class time to engage the children in your class? Learn to gather information from families, set goals, introduce activities and routines, and then review your day and make adjustments for the future.
DIRECTIONS: The module can be accessed on the iPD, located on the Early Childhood Learning and Knowledge Center (ECLKC) website by clicking on the link posted * below.
First, make sure that you have added the module to your OCCRRA registry account.
Second, you will need to open an ECLKC account and log on to the iPD to access the module. The links below can help you with the process.
* The iPD can be accessed at: Link to iPD on ECLKC. Once you are on the iPD, search for the module by entering the title of the module in the search box.
Once you have completed the module, please allow 6 weeks for attendance verification.
For assistance with verification of the module email: DRuhland@zerotothree.org.
|Training approved for||
|Registration deadline||Jun 30, 2020|
|Number of open seats||914|
|Event Owner||ZERO TO THREE|
|Sponsor Phone||(202) 857-2995|
|Target Audience||Classroom Staff / Teacher,Staff working with children with special needs|
|Age Groups related to content||Preschoolers|
|Core Knowledge Area||N/A|
|Child Development Associate Area||To ensure a well-run, purposeful program responsive to participant needs|
|Early Learning and Development Standards||N/A|
Use information gathered from families and other staff that helps you plan and prepare for the first month of school.
Set goals for children to acclimate to the school environment.
Describe the different elements that go into holistic planning for the class room: the daily schedule, lesson plans, and adult roles and responsibilities.
List adjustments that teachers may need to make during classtime.
Establish end-of-day routines for yourself and the teaching team that get the class ready for tomorrow.


A Mink, a Fink, a Skating Rink
What Is a Noun?
From the Series Words Are CATegorical ®
What is a noun? It’s easier to show than explain—and this book is brimming with examples. Author Brian Cleary and illustrator Jenya Prosmitsky creatively clarify the concept of nouns for young readers. Nouns are printed in color for easy identification, and the playful rhymes and illustrations combine to highlight key words.
|Interest Level||Grade 2 - Grade 5|
|Reading Level||Grade 3|
|Publisher||Lerner Publishing Group|
|Imprint||Millbrook Press ™, Lerner Digital ™|
|Number of Pages||32|
|Reading Counts! Level||2.7|
- American Bookseller Kids' Pick of the Lists
- Book-of-the-Month Children's Club Selection
“This book subtitled ‘What Is a Noun?’ appropriately abounds with persons, places and things, while rhymes drop broad hints about using nouns.” —Kirkus Reviews
“While this book may appear to be little more than a list of nouns, the witty zeal it brings to the task of enumeration makes this basic concept seem like plenty. . . Colored type highlights the nouns within the verse, which winds around the pictures in a bouncy typeface. Certainly one of the least serious grammar lessons imaginable, this book will convince kids that nouns are everywhere.” —Publishers Weekly
School Library Journal
“Libraries looking to build up their 400s section could consider this introductory title. . .” —School Library Journal
Author: Brian P. Cleary
Brian P. Cleary is the author of the Words Are CATegorical®, Math Is CATegorical®, Food Is CATegorical™, and Animal Groups Are CATegorical™ series, as well as several picture books. He lives in Cleveland, Ohio.
Illustrator: Jenya Prosmitsky
Jenya was born in St. Petersburg, Russia, and lived most of her childhood and teen years in Kishinev, Moldavia (former U.S.S.R.). At age seven Jenya entered the Children's Art Study Group. Three years later she was admitted to Schusev Children's Art School where she concentrated on fine arts. After graduating from Schusev Children's Art School and high school, she continued her art education at Repin College of Arts in Kishinev where she studied fine arts, illustration and graphic design. After coming to the U.S., she received a certificate in Computer Graphics from the School of Communication Arts in Minneapolis, a certificate in Web Design from the Center for Digital Imaging Arts at Boston University, and a Bachelor of Science degree in Graphic Design from the University of Minnesota. For over 10 years Jenya has worked as an interactive/graphic designer and children's book illustrator. She is the artistic creator of the Words Are CATegorical series for Lerner Publishing Group of Minneapolis. The series' name took after the cat characters Jenya had introduced to the books. She is the illustrator of the first three titles in the series that continue to stay on Lerner Publishing Group's best seller list since 1999 and can be found in book stores around the world. The titles are: A Mink, a Fink, a Skating Rink: What Is a Noun?, Hairy, Scary, Ordinary: What Is an Adjective?, and To Root, to Toot, to Parachute: What Is a Verb?. Her recent work includes The Wedding That Saved a Town for Kar-Ben Publishing of Minneapolis. Jenya resides in Boston with her husband, Olivier, two daughters, Eugénie and Alexandra, and two cats, Ferruccio and Marcello.
Lerner eSource™ offers free digital teaching and learning resources, including Common Core State Standards (CCSS) teaching guides. These guides, created by classroom teachers, offer short lessons and writing exercises that give students specific instruction and practice using Common Core skills and strategies. Lerner eSource also provides additional resources including online activities, downloadable/printable graphic organizers, and additional educational materials that would also support Common Core instruction. Download, share, pin, print, and save as many of these free resources as you like!
Words Are CATegorical ®
The best-selling Words Are CATegorical® series introduces young readers to different types of words through rhyming verse and illustrations of comical cartoon cats. Offering a lighthearted perspective, each title shows readers the fun and entertaining world of language. View available downloads →


By Teachers, For Teachers
No matter how far in advance you’ve planned your day, there will be times when you will have a few minutes to spare or an unexpected gap in your schedule. Instead of panicking and letting your students get out of control, you’ll need some “Sponge” activities to have in your back pocket. Sponge activities, or as some call them “Fillers,” are quick classroom activities that students work on as they come into the classroom or when they have some extra time. These classroom activities can be used during classroom transitions or when you have a few extra minutes to spare. They can be a lifesaver, and save you from the chaos that can occur when children don’t have anything to do. Here are some of the top teacher-tested classroom activities that you can have students do before the bell, in-between classes, or when they’re just waiting patiently for something to start.
Bell ringers are sponge activities that students do first thing in the morning as they enter the classroom. They can be written on the front board or in a packet at the students’ desks. They’re the perfect classroom activities for students to do independently while you are taking attendance or while students are doing other chores in the morning. Here are a few suggestions on what students can do for a bell ringer activity.
The Tweet of the day is like a recap of what the students learned throughout the day. Just like on Twitter, students must use 140 characters or less to describe what stuck out to them the most out of all of the things that they learned during that day. At the end of the day, if you have time, you can have students share their tweets. This classroom activity is not only a fun way to fill in some time for the students, but it’s also a great way for you to learn what students got out of the day. It’s also really good practice for the students to learn how to condense tie writing into 140 characters or less.
This competitive classroom sponge activity will have students excited to learn while they review concepts learned. This game can last two minutes or 10 minutes depending on how much time you have to fill. To get started, pair students into teams of two and give them one die. Each student rolls the die, and whoever has the larger number goes first. When prompted, the student then writes down as many (vocabulary words, definitions, spelling words, etc.) as they can. While this is happening, the other student is continually rolling the die until they get the number six, then the rolls change until the teacher says time is up. It’s a great filler for review and teachers love it because it can be as short or as long as you have time for.
Have students try and name as many of something as they can in a specific amount of time. The amount of time spent on this activity will depend upon the amount of time that you have. If you have a lot of time you can have students go down the list and try and name as many things as they can. If you only have a little bit of time, then you can just have students take one topic off of the list and try and name as many things as they can under that topic. Here are a few suggestions.
Name as many as you can of the following:
This classroom activity will have students writing for a reason. The purpose of this quick sponge activity is to give students a purpose for why they are writing. The goal is for students to respond to a variety of topics that will help you check for understanding. This will not only keep students engaged, but it will also give you a deeper understanding of what students are thinking. Here are a few suggestions.
Having a variety of sponge activities in your back pocket will help alleviate the need for students to sit and wait patiently when a lesson finishes early or you have a few minutes to spare. When you are prepared, then no instructional time will ever be wasted.
What are your favorite sponge classroom activities? Please share with us in the comment section below, we would love to hear your ideas on this topic.
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.


Pieces or songs
For this section of the exam, you play three pieces or sing three songs chosen from the relevant syllabus lists.
We want you to experience different styles of music, so our syllabuses are designed to include a wide range of repertoire to choose from. You should find music that inspires you, and that you enjoy learning and performing.
How do we choose the pieces and songs?
We have a panel of expert specialist consultants – examiners, teachers and performers – who help us to refresh and renew our syllabuses.
Using guidelines for each subject and grade, they put together an initial list of repertoire ideas. They also take into account suggestions or feedback from teachers and candidates, and look at statistics showing the popularity of previously listed music. This means our syllabus lists include music that we're sure you'll enjoy playing, suiting a wide range of tastes and approaches.
After a thorough moderation process to make sure that the level of challenge matches evenly across the lists, we check the availability of the music selected and then approve the final lists that will appear in our syllabuses.
Video: Trombone Grade 3 Piece B (previous syllabus)
Scales and arpeggios
If you play an instrument, you'll need to play scales, arpeggios and other relevant patterns in the selection of keys, ranges and variants specified in the relevant syllabus.
Scales and arpeggios provide strong foundations for good technical skills and musical understanding. Through learning and playing them, you'll become more familiar with your instrument and develop many key aspects of technique including articulation, tone and intonation.
Playing scales and arpeggios also helps you to understand a number of vital musical ingredients, especially keys and tonality. This develops your confidence and security when sight-reading, learning new pieces and performing – from notation or from memory, as a solo musician or with others.
Video: Clarinet Grade 6 scales and arpeggios
Unaccompanied traditional song
If you’re a singer, instead of playing scales and arpeggios, for this section of the exam you'll perform from memory an unaccompanied traditional song of your choice.
Learning to sing unaccompanied helps you to build your sense of key and pulse without referring to an accompanying instrument, and develops your ability to hold your pitch. It also encourages a sense of rhythm, a varied use of tonal colour, effective musical communication and reliable memory skills.
Video: Unaccompanied traditional song
This section of the exam requires you to play or sing at sight a short piece that you haven't seen before. In Singing exams, this is accompanied by the examiner.
Sight-reading is a valuable skill with many benefits. It helps you to perform new music with confidence, and to learn music more quickly. Good musical reading skills are also very valuable when it comes to making music with others, so singing in a choir or playing in an ensemble becomes more accessible, rewarding and enjoyable.
If you're taking a Horn, Trumpet or Organ exam at Grades 6 to 8, you'll also be required to take a transposition test. If you're taking a Harpsichord exam, you'll take a figured-bass realisation test. More information about this can be found in the syllabus.
Video: Alto Saxophone Grade 4 sight-reading
In the aural tests, examiners assess your listening skills and musical perception. The tests cover awareness of pitch, pulse, rhythm, melody, harmony and other musical features.
Developing good musical listening skills is a vital part of any music education, and the ability to hear how music works helps with all aspects of your music making and progress. Aural tests are the same for all instruments and singing.
Video: Grade 1 aural tests
You can find detailed information about exam requirements in our syllabuses, which are available on this website and in a range of printed booklets.


Here are some
excellent links to
websites to help you
learn more about music!
When you click a link, a new
window will open to that
website — this way, you will
be able to easily return to our
website for more great links!
We add links on a regular basis — bookmark our site and check back often!
Keeping Score, Revolutions in Music Here you can enjoy multimedia biographies which explore in depth the factors that came into play in the lives and works of great composers such as Tchaikovsky, Copeland, Beethoven, and Stravinsky, with the possibility of more as this series unfolds! Includes lesson plans at the "Education" tab at the top of the page. Also includes an area for children.
Classics for Kids Classics for Kids® is here to help you learn about classical music and have fun too! This website brings classical music's great composers to life through music and stories. You can listen to live broadcasts of a radio program or listen online. Play classical music games to compose your own music. The Classics for Kids® lesson plans and teaching resources give teachers practical, effective plans and activities that use classical music to help children learn. and meet national and state standards. We especially love the Musical Dictionary of instruments what a fun site!
San Francisco Symphony Kids Help your children with a great start in music with this site! In the Music Lab, students can experiment with musical elements while learning about tempo, rhythm, pitch, harmony, symbols and instrumentation. Kids can follow notes on the staff and use buttons to change the music. The Performalator lets kids play a tune and the Composerizer lets them create their own music... and so much more!
Children's Music Workshop Music Education Online provides a wealth of online information for anyone interested in music education. Established in 1993, Music Education Online is one of the most referenced web sites for music education on the Internet today. Use the drop down menus or the site index to access all the online music education resources.


Help your little champs nurture the basic skill of counting, with this set of captivating worksheets. Available for free access, these pdf worksheets provide numerous exercises to build kids' motor skills and increase their hand-eye coordination and attention span. Children get to learn, count, and write numbers up to 20. A blend of alike images are presented, so students get ample practice counting the pictures and answering them in the box provided.
This set of counting worksheets is designed for children of kindergarten, grade 1, and grade 2.
Introduce our counting up to 5 worksheets to your toddler, and enable them to improve their analytical skills. Replete with eye-catching images, this printable worksheet never fails to grab kids' attention. Help them practice counting the number of pictures, so they have no difficulty answering each question correctly.
Allow for your young champ's numeracy skills soar with this rewarding bunch of counting up to 10 worksheets. Children let their counting skills thrive by counting a variety of similar images and jotting their answers in the answer boxes provided.
Boost your child's early math skills, and keep them engaged with this vibrant free printable resource. Packed with 8 questions, these pdf worksheets are a most fascinating and effective learning and practicing tool for the little ones. What a great way to help elevate their counting up to 20 and also recall numbers up to 10!


Being a teacher is a fulfilling and challenging job since each student is unique and they are in different learning process which teachers need to be aware of their status during the instruction. Whether you are a teacher-to-be or you are currently teaching, upgrading teaching techniques and knowledge is really important to create a better learning environment which helps students to learn well.
The most common method that people take is to go to a conventional school and study their advance degree program in education, however, many people are too busy to study or they live in the area which is far from the school. Thanks to the advanced distance learning, people can either pursue their new degree in education or get higher degree for enhancing their teaching ability and even increasing their salaries as well.
Potential growing earnings
There are many ways to increase the salary of a teacher. A teacher can choose to have extra classes if they have more than one specialized subject like sports or health education. Another way is to obtain a higher degree like Master of Science in education, having advanced degree both increases the salary and enhances the teaching skills and knowledge. Some people may go to take teacher certificate program for getting the national certification which also leads to raising payment.
Besides, an inspiring teacher who have advanced degree program in specializes subject have more job opportunities in different States, he or she has the tendency to get a high-paid job by choosing from those schools or teaching institutions.
Types of online programs in education
The basic requirement of a teacher is to obtain a bachelor degree in education. The most common programs are BS in Elementary Education, BA in Interdisciplinary Studies and BA in Secondary Education. People who have completed the bachelor degree program are equipped with the teaching theories and skills that they are able to deliver the instruction.
To people who are new to education area, they are able to get a teaching job once they meet all the requirements of teacher certification. In other words, taking a bachelor degree in elementary education lets them have the chance to get better compensation.
If people already have received the certification of teaching, they can get extra degree in specialized subjects. There are many professional subjects in education for people who want to teach more than one subject, for example, BA in English, BS in Elementary Education with an Emphasis in Math, and BA in Special Education.
Having advanced degree program is another effective way to increase salary. This is because schools are focusing on the quality and the professional background of their teachers and instructors which are important to create better and excellent learning environment of the young students and the future leaders. Once people are granted their master degrees, they are able to demonstrate advanced mastery of a particular area.
There are two commonly-seen master programs: Master of Arts (MA) and Master of Science (MS). Master of Arts degrees are usually used for the degrees in humanities whereas Master of Science degrees are applied on the science and math subjects. Some popular master degree programs are Master of Education in Leadership of Learning, MA in Mathematics Education, and MA in Science Education with Geosciences.
Although taking bachelor or master degree program is the most welcomed selection for people who seek higher or better degree, some people choose to take certification program in education which is also helpful to increase their salaries. Comparing to taking bachelor or master degree program, online certificate program takes less time to finish as it can still improve their teaching abilities. In many schools, they encourage their teachers to take either college degree program or certificate program by increasing their payment. There are many certificate programs to meet different needs; the Certificate of Graduate Study in Mathematics Learning and Teaching degree program released by Drexel University aims to strengthen instructors’ abilities to deliver sessions with problem-based and students-centered concept.
Some special certificate programs are designed to the people with bachelor degrees in non-education area, and they can take the teacher certificate program to start their new career in teaching. The typical example is the Online Accelerated Teacher Certification (OATCER) program offered by Saint Joseph University.


Guide and Service Dogs
Have you ever seen a guide dog in training? These dogs usually wear a special harness or coat and they go through a long training process before they are adopted. Once they know the ropes, they can help people in many ways. Some guide dogs are trained to help people who are blind. They help their owner get dressed and keep their owner safe in traffic or even at home.
Other service dogs help people with physical disabilities. Some service dogs help children who are very sick. These dogs can even help children with learning disabilities or autism.
Fun Facts about Guide and Service Dogs for Kids
- Service dogs spend a year or more in training before they are given to a family.
- Service dogs must learn to ignore other people and focus on his companion, even when someone else offers him food or calls to him.
- If you see a service dog, ask before petting him.
- It costs around $20,000 to train a puppy to be a guide dog.
- Service dogs have to take a test before they can go to work.
Guide and Service Dog Vocabulary
- Harness: Restraint or collar
- Blind: Unable to see
- Disability: A physical or emotional challenge
- Companion: Friend or owner
- Autism: A brain disorder that affects a child’s ability to talk and make friends, among other things
Learn More All About Guide and Service Dogs
Watch this cool video about Ricochet, the surfing service dog:
A news clip about a service dog that surfs as fund raising activities.
Guide and Service Dog Q&A
Question: What kinds of dogs can be service or guide dogs?
Answer: Certain breeds, such as Labradors, are known for making good service dogs because they are obedient and easy to train. But, all dogs must pass certain tests before they can be adopted for service.
Question: How do people pay for service dogs?
Answer: Training a service dog costs a lot of money. People who love service dogs can do fundraising activities to help pay for this training. Maybe you could help raise money for service dogs.
Enjoyed the Easy Science for Kids Website all about Guide and Service Dogs info? Take the FREE & fun all about Guide and Service Dogs quiz and download FREE Guide and Service Dogs worksheet for kids. For lengthy info click here.
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Tobin, Declan. (2020). Guide Dog Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-guide-and-service-dogs/
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STEM Camp is a summer enrichment program offered by WSU’s Rochester Education Department in partnership with Riverside Central Elementary School (Rochester Public Schools). It runs in the afternoons during the last week of summer school at Riverside. STEM Camp began in 2010 under the direction of Dr. Maggie Hoody with 47 students and has since grown to serve between 150 – 200 students each summer. STEM Camp is directed by Dr. Joel Traver in collaboration with teachers from Rochester Public Schools.
STEM Camp Courses
Courses are designed and facilitated by students in the Rochester Elementary Education program, the Graduate Induction Program, and the Master of Science in Education, as well as recent graduates of each program. Each Riverside student gets to take two different classes based on their top five choices.
There are many favorite classes that have been offered each year since 2010, such as Bubbleology and We Do Lego. In addition, we offer a Zebrafish class in collaboration with InSciEd Out and the Mayo Clinic.
We have also worked to design and offer new classes for students. New classes include a solar energy themed course introduced in 2014 and Sphero and Lego Mindstorm classes in 2016.
The following courses were offered during STEM Camp in 2017:
- Bee Bots (new in 2017)
- Build It!
- The Science of Sound
- Bulbs & Batteries
- Solar Power (new in 2014)
- We Do Lego
- Lego Mindstorm (new in 2016)
- Rube Goldberg Inventions
- Snap Circuits (new in 2017)
- Sphero (new in 2016)
- Zebra Fish: Development/Five Sense
STEM Camp Reflections
Following the STEM Camp experience, teacher candidates and GIP residents were asked to reflect upon the ways in which experiences that occurred during STEM Camp would inform their teaching practice in the fall (and beyond).
“I will incorporate inquiry-based lessons into my lesson planning whenever possible to enhance student problem solving and genuine engagement with the content.”
“Because it is important to create learning experiences that are meaningful to children, it is important to understand the background of each student.”
“What I need to focus on is supporting them in their quest for the understanding of concepts. I also need to encourage them to use vocabulary that may be difficult and develop their own process for assimilating the new knowledge into what they already know.”


David Spencer's Education Paragon is a free educational resource portal helping David Spencer's secondary school students, their parents and teaching colleagues with understanding, designing, applying and delivering assessment, curriculum, educational resources, evaluation and literacy skills accurately and effectively. This wiki features educational resources for Indigenous Aboriginal education, field trips for educators, law and justice education, music education and outdoor, environmental and experiential education. Since our web site launch on September 27, 2006, online site statistics and web rankings indicate there are currently 1,885 pages and 16,641,568 page views using 7.85 Gig of bandwidth per month. Pages are written, edited, published and hosted by Brampton, Ontario, Canada based educator David Spencer. On social media, you may find David as @DavidSpencerEdu on Twitter, as DavidSpencerdotca on Linkedin.com and DavidSpencer on Prezi. Please send your accolades, feedback and resource suggestions to David Spencer. Share on social media with the hashtag #EducationParagon. Thank you for visiting.
" A calendar is a system of organizing days for a social, religious, commercial or administrative purpose. This organization is done by giving names to periods of time – typically days, weeks, months and years. The name given to each day is known as a date. Periods in a calendar (such as years and months) are usually, though not necessarily, synchronized with the cycles of some astronomical phenomenon, such as the cycle of the sun, or the moon. Many civilizations and societies have devised a calendar, usually derived from other calendars on which they model their systems, suited to their particular needs.
A calendar is most often referred to as a physical device written or typed paper. Other similar types of calendars can include online calendars (see below), computer calendars and scheduling software which can be set to remind the user of upcoming events and appointments.
As a subset, calendar is also used to denote a list of particular set of planned events (for example, court calendar).
The English word calendar is derived from the Latin word kalendae, which was the Latin name of the first day of every month.
Source: "Calendar." Wikipedia, The Free Encyclopedia. 22 Mar 2009, 03:59 UTC. 28 Mar 2009 <http://en.wikipedia.org/w/index.php?title=Calendar&oldid=278876863>.
For Canada and most western nations we have used the following terms to describe each era.
- AD which is the abbreviation for Anno Domini or After Death of Jesus Christ
The latest versions used to describe each era are:
- BCE which is the abbreviation for"Before the Common Era", "Before the Christian Era", or "Before the Current Era"
- CE which is the abbreviation for the Common Era, Christian Era and Current Era
Both the BC/AD and BCE/CE systems are based on a sixth century estimate for the year in which Jesus was conceived or born; with common era designation originating among Christians in Europe at least as early as 1615 (at first in Latin).[
Source: "Common Era." Wikipedia, The Free Encyclopedia. 26 Mar 2009, 02:57 UTC. 28 Mar 2009 <http://en.wikipedia.org/w/index.php?title=Common_Era&oldid=279727312>.
Calendars of Countries Past, Present and Future
- Calendars for Canada
Past | 2009 | 2010 | 2011 | 2012 | 2013 | 2014 | 2015 | 2016 | 2017 | 2018 | 2019 | 2020
Calendars of Faiths and Religions
- The Interfaith Calendar shows the primary sacred times for a number of faiths and world religions.
Calendar Tools and Calculations
"Calendar." Wikipedia, The Free Encyclopedia. 22 Mar 2009, 03:59 UTC. 28 Mar 2009 <http://en.wikipedia.org/w/index.php?title=Calendar&oldid=278876863>.
TheTimeNow.com. Fort Lauderdale, Florida, U.S.A. <http://www.thetimenow.com>.
TimeandDate.com. Norway 22 Mar 2009, 03:59 UTC. 28 Mar 2009 <http://www.timeanddate.com>.


Reading intelligently is a skill. It is a skill which requires practice, because as the complexity of literature and the response to that literature increases, so must the students' abilities along with it. Before a student can read intelligently, several foundational skills should already have been established.
An ability to focus and sustain attention is needed.
A foundation of literature for new connections to be built upon is important.
An imagination, one that has been nurtured over the years, allows for the movement from this world to another.
Oral narration practice trains the mind in keeping an orderly flow of ideas.
Observation skills train the child to be alert to distinguishing characteristics and details and then practice in classifying and arranging them.
These skills should have already been developed so that the student does not need to use large amounts of attention and energy in sorting out the general flow of ideas from a selection in literature, freeing him/her up to look more closely at the subtleties and details. The details are what separate reading from intelligent reading.
The lower years are spent in building up these very skills listed above, as well as others which will lend itself towards the development of the intelligent reader. Keeping a focus on synthetic responses to literature in these years is important, so the emphasis should be on increasing the body of knowledge and looking for how this body is interconnected.
Imagine that you've dropped a pebble in a still pond. Do you see the concentric circles which flow out from the center? Building skills in this curriculum would look like this if a model were to be made of it. Students in the lower years start in the center with simple narrations such as retellings or creative responses. Each year, as the student grows and develops, the narrations begin to add to the center base with narrations which increase in their complexity, matching the increase in the complexity of the literature. The center is not neglected, so retellings still have a fundamental place in this model. Narrations will include: preparation for reading the work, a question or brief conversation connecting the reading to previous readings, the reading itself, a narration following the reading, an opportunity in the closing to have a conversation of the work and perhaps, as needed, a parting thoughtful comment by the teacher on some point to further consider. As the lower years student begins to reach the end of this level, literary devices will be introduced.
The upper years continues to build on the foundation put in place from the lower years. At this time, the student's skills in narration, observation, attention and other skills are well in place and this curriculum will add more knowledge of literary devices: what they are, what role they play, how to find them in literature and where to include them in their own writing. A commonplace notebook, literary terms notebook, essays and even the Great Ideas Discussions will include opportunities to work with these new literary terms. Also, the grammar of poetry will be studied more intently and then applied to poetry read. For some select books each year of the upper years, the students will also keep an active reader notebook. This notebook will allow students to write down unknown words or phrases, questions that arise while reading, quotes that are interesting and other thoughts the reader might have while reading a literary work. These practices aid in creating an intelligent reader.
Charlotte Mason and members of the PNEU found multiple ways for students to narrate which greatly expanded on their skills in discerning author techniques, noting and applying literary terms, making comparisons, studying character and recognizing the deeper themes in literature and these same variations can be found in this curriculum. These skills and variations in practicing these skills make up the core of the intelligent reader and this, in turn, creates intelligent writers too.


Do you know about the important role of families in Head Start, and how to partner with them? Learn some of the ways teachers can build relationships with families. Also find out how to plan and prepare for your first home visit so it can be successful.
DIRECTIONS: The module can be accessed on the iPD, located on the Early Childhood Learning and Knowledge Center (ECLKC) website by clicking on the link posted * below.
First, make sure that you have added the module to your OCCRRA registry account.
Second, you will need to open an ECLKC account and log on to the iPD to access the module. The links below can help you with the process.
* The iPD can be accessed at: Link to iPD on ECLKC. Once you are on the iPD, search for the module by entering the title of the module in the search box.
Once you have completed the module, please allow 6 weeks for attendance verification.
For assistance with verification of the module email: DRuhland@zerotothree.org.
|Training approved for||
|Registration deadline||Jun 30, 2020|
|Number of open seats||1349|
|Event Owner||ZERO TO THREE|
|Sponsor Phone||(202) 857-2995|
|Target Audience||Classroom Staff / Teacher,Staff working with children with special needs|
|Age Groups related to content||Preschoolers|
|Core Knowledge Area||N/A|
|Child Development Associate Area||To establish positive and productive relationships with families|
|Early Learning and Development Standards||N/A|
Have a better understanding of family engagement in Head Start.
Understand why Head Start makes families a priority.
Understand the importance of building relationships between teachers, families, and children.
Develop ways to engage families in your classroom this year.
Learn more about making home visits as a teacher in Head Start.
Know what to do before, during, and after the teacher home visit.
Be aware of some of the common issues that arise during the teacher home visit.


Educational games don’t need to teach for their players to learn. Often, edutainment finds success by introducing ideas and concepts in less direct ways, like engrossing you in a historical setting or raising situations related to the topic. Even by those open expectations, The Geometric Golfer seems tangential to an educational mission. The game uses the format of golf to familiarize players with geometrical transformations, though it approaches those concepts with a looseness that perhaps applies better to discovering facts than math problem-solving. Still, geometry is fun to play around with like this, and the freedom to experiment with shapes and motions brings some degree of comfort to a potentially intimidating subject.
In each leg of The Geometric Golfer‘s courses, players must hit their ball – a polygonal shape of some sort – into a matching hole. On some stages you can just move the ball in (translating it, to use the geometric term), but you usually need to transform the ball by rotating, resizing, or reflecting it. As the courses grow more challenging, these moves also help you navigate trees and water obstacles in your path. The ball might need to shrink to go through a small passage, for instance, then dilate to fit into the hole.
You can usually just eyeball the transformations, which separates The Geometric Golfer from the actual math. The game offers coordinates for every point on-screen, ostensibly for calculations, but you never need that information and sometimes have barriers to using it. If the ball ends up slightly askew from the hole, you could theoretically grab some paper, plot out the shapes, and determine the best rotational point. That would be a tremendous waste of effort that the game discourages since instead, you can draw out an arc that looks close enough and hope for the best. No tool embodies this geometry-through-spitballing better than reflection guide, which indicates where the ball will travel with the same mathematical precision as measuring with your fingers.
At a point, the game drifts away from its learning goals for the sake of interesting challenges. The ten included courses steadily build difficulty as they go on, but the last handful feature especially tough holes that demand deeper knowledge of the game – though not usually deeper knowledge of geometry. The middle courses include some unusual shapes that require a keen awareness of transformations, but eventually, the focus shifts towards complex course layouts and your skill with the quirks of the game’s toolset.
As instruction for geometry, The Geometric Golfer doesn’t achieve much. Its geometry-adjacent obstacles would probably not help players complete their homework. It does, however, create a comfortable, friendly space for experimenting with general geometric concepts. You may not know the significance of different types of angles after a few rounds, but you’ll understand how to visualize a shape turning or how to use a grid. It works more effectively as a primer or supplemental aid for dealing with geometry, not as the primary way to learn math. (And for younger folks learning tangibly with geoboards or other manipulatives, this might be enough.)
It also makes for a pretty fun golf game. Luckily for those who don’t just want to recap their middle school education, The Geometric Golfer‘s gradual difficulty provides a good excuse to play through the whole thing (assuming you can wrap your head around the tools). The game-ier aspects may sometimes distract from the educational side, but the consistently clever courses expand on the variety found in other simplified golf games.
By the end, you will probably have learned less about geometry than about how to play The Geometric Golfer. That’s fine if you have no investment in taking away math skills. Its secret educational potential comes from how tossing around polygons for half an hour can instill confidence and comfort with the idea of transformations. Though maybe you’d still need a teacher remind you what a 90-degree angle is.
The Geometric Golfer includes a course creator for those who want to make something even more dastardly or geometrically stimulating than the default package. (Knowing the sorts of shenanigans kids can get into when given any level of creative freedom, the game also lets you disable that feature.)


KEY SKILLS OF THE MATHS CURRICULUM
Rosary pupils will become fluent in the fundamentals of mathematics, they will know and apply key skills and reason mathematically. Pupils will also solve problems across a range of contexts methodically and with resilience. Rosary pupils will have a secure and confident grasp in the fundamentals of maths. This conceptual understanding and the ability to recall and apply knowledge forms the foundations of all maths learning. This alongside the application of age appropriate key skills, and use of mathematical vocabulary, allows access to deeper understanding; therefore, making purposeful connections between areas of maths and other subjects.
Numeracy skills are taught to all year groups every day in both direct lessons and discreetly across the curriculum. Pupils are taught a variety of topics based on key objectives. These objectives are taken from the New 2014 Curriculum.
Our teaching Sequences: Teaching for Mastery
The objectives from our four areas of learning (Number sense, additive reasoning, multiplicative reasoning and geometric reasoning are arranged into dedicated blocks where pupils are taught key skills then encouraged to develop their reasoning skills. All year 1 -6 pupils have access to Rockstar Timetables, an online learning platform. Please ask the class teacher if you require log on details. Find out what the pupil are covering by looking at the year group overview at the end of this page.
Children use a range of written methods for completing addition, subtraction, division and multiplication. Many of the methods the children use may be different to the ones that you were taught at school. Please refer to the school calculation policy and numeracy policy, below, to view methods being used.
Timetables and Homework
Please support your child’s learning – help them to learn all their timetables. This is what is expected:
Year Group Facts For
Reception Count in 2,5,10
Year 1 X2, X5, X10
Year 2 X2, X5, X10, X3, X4
Year 3 X2, X5, X10, X3, X4, X6, X8
Year 4 All tables up to 12 x 12
Year 5 Consolidation of times and division facts
Year 6 Consolidation of times and division facts
Pupils will receive weekly numeracy homework. Pupils in years 1-6 also have access to an online teaching tool Rockstar Timetables . Pupils log on with their own usernames. Please see the class teacher for further advice.


During May, the Tertiary Education Commission (TEC) released a Request for Information (RFI) on Technology-supported solution(s) to enable improved adult literacy and numeracy. In the RFI, TEC indicated they are seeking solutions to help over one million New Zealanders aged 16-65 with low literacy and numeracy skills to improve their skills and capabilities. Existing literacy and numeracy programmes are currently reaching an estimated 143,000 people every year with only 32,000 being ‘heavily engaged’.
TEC is to be congratulated on recognising that there could be technology solutions for helping to scale up current programmes by a factor of 7 to 10. But they are likely to be disappointed if they are looking for a silver bullet or even a number of silver bullets. Our advice is to link this challenge to the Government’s digital inclusion work programme. It is probably not surprising that people with low literacy skills are over-represented amongst the digitally excluded. But rather than view technology as a solution to scale up existing literacy and numeracy programmes, we could possibly achieve better outcomes by redefining the literacies that are most relevant to a digital world.
Our proposed approach is to focus on clearly understanding the context for learning; this starts with understanding the motivation or benefits for each learner and then ensuring learners have access to the necessary tools and the skills to use these tools as well as the trust to continue using them. This mirrors the four key elements of digital inclusion – motivation, access, skills and trust.
So our suggestion to TEC is to tackle the digital literacy challenge first in collaboration with people who understand what works and what doesn’t, as well as local community-based organisations that have strong trusted relationships with the people they support.