Gone are the days when multiple surveys, based on self-created bench marks, were used to map the learning achievements of school children. HRD ministry has recently finalised the new class-wise learning indicators that students from Class 1 to Class 8 are expected to achieve.
For the first time in India, the National Council of Educational Research & Training has finalized learning achievement indicators.
Achievement indicators have been finalised in eight subjects: English, Hindi, Urdu, Mathematics, EVS, Science, Social Sciences and Art Education.
Indicators in case of English, Urdu and Hindi have been finetuned further to include the milestone a child should achieve in writing, reading, listening and speaking.


A thought occurred to me the other day while reading a few articles about the past and current state of Islam in our national and global communities: If music education can be used as an instrument in teaching students about other cultures, as well as helping them to become more receptive to and respective of other worldviews and belief systems on the whole, then can it also be used SPECIFICALLY to curb the rise of anti-Islamic sentiments and rhetoric that has become increasingly prevalent since the 9/11 terrorist attacks? After all, one of the biggest factors in being more open minded to things that seem different or foreign is exposure – only through exposure can something become more familiar, and therefore seem less threatening. Even if this doesn’t directly counteract anti-Islamic prejudice, it can at least help to reframe the way in which individuals experience and ultimately interpret both Islam and anti-Islamic sentiment. Furthermore, if the platform of a music educator can be used to such ends, how viable/practical would this approach actually be in communities with strong anti-Islamic views? Especially in “red states,” such as Texas, how easy would it be to include this in the public school music classroom without provoking public or political backlash?
In the NYTimes article, “Can Students Have Too Much Tech?” author Susan Pinker addresses the use of technology, specifically computers and other “networked devices” (e.g. smart phones, tablets, etc.) in education. Using studies as a reference, she argues that integrating such technologies can not only hinder student performance in areas such as reading and math, but that the effects are greater for students from lower-income families, as well as for certain subgroups such as boys and African Americans. While this is interesting, she mostly just addresses technology as a blanket approach in education (e.g. give the kid a laptop and see if the student’s performance changes), which she contrasts to very specialized uses of specific technologies (e.g. adaptive technologies for students with physical disabilities or learning disorders). She altogether omits addressing certain implications of the studies she references – specifically, what could be contributing to the difference in impact of networked devices on students from lower-income families, versus higher-income families?
While this question is incredibly broad and open-ended, it does raise some follow up questions which, given the specialized contexts in which Pinker says technology integration IS effective, ought to be addressed. First off, how are students’ habits of technology use in education settings influenced by their home environment? Are students whose parents are at home more often more likely to supervise their activities? If so, how are parents’ availabilities and attentiveness related to their socio-economic status (SES)? What about job or marital status? Furthermore, wouldn’t students be more likely to make effective, responsible use of networked devices if their parents model this for them? If so, what does this say about parents with jobs that regularly entail using these devices? Are they more likely to successfully act as positive role models?
Certainly, such jobs are more likely to be held by people in the middle- or upper-class, than by those in the lower-class, if only due to the effects of the higher pay found in such jobs. Therefore, students who leave school with familiarity and proficiency with such technologies are more likely (or at least better able) to get these higher paying jobs, right? In consideration of this, isn’t teaching students to responsibly and effectively use modern technologies especially paramount for alleviating income disparities (especially insofar as this can arise from social inequalities)? Doing so could potentially be very instrumental in empowering disenfranchised sub-sects of the population, and could effectively increase their upward mobility. This, in turn, could allow them to afford better higher quality education for their own children.


Mrs. Blackmore's Class
Homework & Resources
Things to Do
Scholastic Book Orders
How to Help Your Child
The Watsons go to Birmingham
Unit 2: The Phantom Tollbooth
Unit 1: Getting to know you
Impact of Famous People
McKinnley & Roosevelt
World War I
The Roaring Twenties
The Great Depression and 1930s
World War II
Battles and Victories
Holocaust & United Nations
The Atomic Bomb
The Cold War
Cause and Effect
Fact and Opinion
Click the links below to hear books read to you
Free audio stories for kids.
Read with Geronimo Stilton
Free online toys, movies, music, and stories.
Combining the joy of reading with the power of helping others.
Games, author extras, and resources based on the book A Dog's Life, The Autobiography of a Stray by Ann M. Martin.
Free music downloads, free games, children's books, children's music, children's songs, sing-along songs, and animated cartoons help teach kids to read.
National Geographic Young Explorer. Listen and Read · More issues.
Streaming video program featuring famous people reading children's books aloud.
Into the Book focuses on eight reading comprehension strategies.
Storybirds are short, art-inspired stories you can make and share on any device.
Prepare yourself for action, laughs and maybe even a little romance with your favorite super hero, Captain Underpants.
Offers lots of games on topics such as math, language, science, and social studies.
Many wonderful free childrens books are available to read.
Multicultural digital library of outstanding children's books.
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Fine motor activities are essential to help your child develop
|The Child's are develop their motor Skills|
Many of your child’s daily activities—like getting dressed, eating, and writing—require control of small muscles in the hands. We call these skills fine motor skills. Your child can do more things for himself when child has opportunities to practice these skills. There are lots of activities that can increase muscle strength and coordination, preparing children for more advanced skills, from writing with a pencil, using a computer mouse, or playing a musical instrument. Help your child build fine motor skills at home by providing opportunities to...
• Set the table
• Hold knives, forks, and spoons to eat
• Pour juice into a cup
• Wipe the table with a sponge
• Help with meals—stir, shake, chop, cut, and mix
• Get dressed—button, zip, snap, buckle, and fasten
• Use Velcro tabs
• Open and close containers with lids
• Cut with child-safe scissors
• Finger paint
How Children Learn Motor Skills
Physical development consists of two major components: physical fitness and motor skill development. Physical fitness includes strength, endurance, flexibility and body composition.
Motor skills include locomotion
-manipulation (throwing, kicking, catching, bouncing) and
-stability (bending, twisting, rolling, dodging).
Simple activities such as learning how to tie shoes or zipping or unzipping pants are both great examples of using our fine motor skills every day.
• Turning pages in a book
• Opening a drawer
• Eating with utensils
• Pinching objects between fingers
• Screwing and unscrewing certain objects
• Picking up and holding things
• Throwing and catching things, such as balls
• Writing or drawing
• Other activities that require the use of our hands
Kids with poor fine motor skills often dread paper-and-pencil activities. Using fun activities will give your child a sense of achievement while helping to develop essential handwriting skills.
Among the fine motor skills your child will perfect in the preschool years are the abilities to:
• paste things onto paper
• clap hands
• touch fingers
• button and unbutton
• work a zipper
• build a tower of 10 blocks
• complete puzzles with five or more pieces
• manipulate pencils and crayons well enough to color and draw
• copy a circle or cross onto a piece of paper
• cut out simple shapes with safety scissors


Still lives are a staple of art education, but, boy, can they get boring in a hurry. Have you been using the same silk flowers and plastic fruit for the last ten years? Are you looking for a new way to introduce still life to students? The February issue of ARTnews inspired this list of ways to take these traditions from still life to STILL ALIVE!
1. Create a Time Lapse Series: Using a digital camera or iPad, have students take photographs of something that changes over time. It could be your school playground, the whiteboard in the classroom, or even a piece of their own art in progress. Still life doesn’t mean unchanging! Display the images in a series.
2. Wrap It Up: Although not a new idea, it is one that can be constantly reinvented. Wrap your traditional still life objects in any number of things like pantyhose, cellophane, foil or patterned wrapping paper. This fun technique helps students really narrow in on using line to capture the specific shapes of different objects.
3. Go Monochromatic: This limitation helps students focus on value. You could create a still life in the color scheme of your choice, or, better yet, have students gather and arrange items in a certain color family. Take it a step further by adjusting the light source or building the still life on your light box.
4. Dig Into History: The major themes of still life are traditionally death, time, and change. Introduce secondary-level students to still life through history and ask them to represent one of these historical themes in a contemporary way.
5. Tell a Story: Have students gather still life items that tell a story when arranged thoughtfully. Ask them to think about how line, value, color and the other elements and principals may help communicate their ideas.
What are your favorite still life techniques?
Do you have any creative ideas to add to the list?


Curriculum & Programs
FOOD & NAPPIES!
We supply food and nappies at all of of our childcare centres!
AMAZE EARLY EDUCATION PHILOSOPHY
Early childhood is a time of rapid growth both mentally and physically. We recognise the significance of these years in laying the foundations for schooling and life. As your child moves through these years, the centre aims to provide a secure, stimulating, caring, warm and friendly environment for young children and their families. We provide appropriate developmental and educational programmes for all children. These programmes are underpinned by the Early Years Learning Framework. The experiences offered contribute to the continuing growth of young children’s knowledge of themselves and the world around them.
SPECIFIC GOALS OF THE EARLY EDUCATION PROGRAMME
The aims of the Programme are to:
- Promote the child’s development in each foundation learning area: sense of self and others, social living and learning, thinking, communicating, cultural, environmental, health and physical understanding.
- Foster those abilities, skills and attitudes that will assist in further learning.
- Complement and build on learning that has already occurred at home and in the community.
- Assist each child to make a smooth transition from home to school, with a gradual introduction to school life e.g. co-operative learning in the classroom and familiarisation with physical amenities.
- Cater for individual needs and interests through a child centred and carefully planned play environment, where the child feels comfortable, accepted and secure.
- Where applicable, utilise and extend on the Queensland Kindergarten Learning Guidelines and other pre-compulsory years of schooling curriculum guidelines.
- Use a variety of equipment and materials and to experiment in its use.
- Use the imagination and creative tendency that is evident in young children.
- Develop language skills and understanding of concepts.
- Develop an acceptance of routines and ability to participate in the daily life of the child’s class.
- Allow time to work on projects of interest to the child.
- Allow time to interact with a small group and within a whole class and to encourage individual contributions within both contexts.
- Allow time for play where adult supervision does not intrude.
- Develop both pre-literacy and pre-numeracy skills.
Early Years (6 weeks – 3 years)
The Amaze early years programme:
- Recognises individual differences and sets appropriate goals for each child.
- Educates the whole child – physically, socially, emotionally and intellectually.
- Responds to the needs of the child.
- Recognises children learn to co-operate, problem solve and think laterally. They learn language skills, basic mathematical concepts, persistence and concentration, the value of curiosity, self-confidence, co-ordination, healthy attitudes and values.
These skills are built on in the Kindergarten programme.
Kindergarten (3–5 years)
The kindergarten programme is provided for children in the year before they start school. We offer students a variety of developmentally, socially and culturally appropriate experiences. This programme is delivered by approved Early Childhood Education teachers. The Kindergarten Learning Guidelines underpin this programme.
- Whole group mat time (pre-literacy and pre-numeracy focus).
- Indoor activities.
- Extended project activities.
- Child centred play activities.
- Outdoor play – free and structured.
- Gross and fine motor activities.
The structure of the day will allow for a rest/relaxation period.


SMSC in Mathematics
Spiritual development in Mathematics
The study of mathematics enables students to make sense of the world around them and we strive to enable each of our students to explore the connections between their numeracy skills and every-day life. Developing deep thinking and an ability to question the way in which the world works promotes the spiritual growth of students. Students are encouraged to see the sequences, patterns, symmetry and scale both in the man-made and the natural world and to use maths as a tool to explore it more fully.
Moral development in Mathematics
The moral development of students is an important thread running through the mathematics syllabus. Students are provided with opportunities to use their maths skills in real life contexts, applying and exploring the skills required in solving various problems. For example, students are encouraged to analyse data and consider the implications of misleading or biased statistical calculations. All students are made aware of the fact that the choices they make lead to various consequences. They must then make a choice that relates to the result they are looking for. The logical aspect of this relates strongly to the right/wrong responses in maths.
Social development in Mathematics
Problem solving skills and teamwork are fundamental to mathematics through creative thinking, discussion, explaining and presenting ideas. Students are always encouraged to explain concepts to each other and support each other in their learning. In this manner, students realise their own strengths and feel a sense of achievement which often boosts confidence. Over time they become more independent and resilient learners.
Cultural development in Mathematics
Mathematics is a universal language with a myriad of cultural inputs throughout the ages. Various approaches to mathematics from around the world are used and this provides an opportunity to discuss their origins. This includes different multiplication methods from Egypt, Russia and China, Pythagoras’ Theorem from Greece, algebra from the Middle East and debates as to where Trigonometry was first used. We try to develop an awareness of both the history of maths alongside the realisation that many topics we still learn today have travelled across the world and are used internationally.


News & media
Reading Aloud to Thousands This World Read Aloud Day
Supporting the Nal'ibali reading-for-enjoyment campaign’s annual World Read Aloud Day initiative, the Story Powered Schools project read aloud to over 67 000 school children across KwaZulu-Natal and Eastern Cape this February!
Each year Nal’ibali celebrates World Read Aloud Day to raise awareness of the importance of reading aloud in children’s literacy development and issues a brand-new story in South Africa’s 11 official languages. Asking adults and caregivers nationwide to join them in reading it out loud to children on the same day; the Story Powered Schools team took up the challenge and brought this special story into the 240 rural schools they are supporting this year.
And, while read-aloud sessions big and small were taking place in classrooms as well as school fields and halls, the Story Powered Schools project team were introduced to the media at special WRAD event at uShaka Marine World.
Attended by project partners, Department of Education and USAID, an energetic reading by WRAD 2017 ambassador, author and actress Buhle Ngaba, was given to both the adults and the 80 children who joined the event from Story Powered Schools in Umlazi.
Further encouraging a love of reading, and sitting amongst the children as reading role models, players from the provincial football club, the AmaZulus, joined for the story, and, together with the nation, the Story Powered Schools project helped Nal'ibali break its read-aloud record and reach 719 627 children this year!
Share the joy and take a look at our WRAD celebrations here!


June is Black Music Appreciation Month and today we recognize the contribution of programs designed to support degree completion in music for historically marginalized students. Historically Black colleges and universities provide our nation with rich academic experiences in music, performance, and theater education for both undergraduate and graduate students. Programs offer a combination of voice and instrumental pedagogies with some courses geared toward education and business in the industry. Many HBCU music programs are members of the National Association of Schools of Music which establishes guidelines for credentials in music education and emphasized their engagement in scholarly musical practice and endeavors. Graduates from these programs are prepared to enter music and performance professions with a variety of skills making them competitive in the market including: teaching, composing, recording, and management among many other artistic competencies. Below are six (6) HBCUs with comprehensive academic programs; each aligned with unique institutional missions and programmatic features that honor Black/African American musical traditions and culture.
Alabama A & M University offers programs focused on voice and instrumental performance with emphasis on piano pedagogy. It’s also home to the “Showband of the South.”
Florida A & M University is known for two programs in music: 1) Bachelors of Science degree in Music Industry, and 2) Bachelors of Science degree in Education.
Hampton University offers a numerous scholarships for students interested in music. It also provides a summer program for students in grades 4-9; establishing pathways for mentorship and recruitment of students into their four-year collegiate programs.
Morgan State University offers music education as Maryland’s preeminent public urban research university. One interesting profession noted was in the field of arts management.
North Carolina Central University is known for its ensemble leadership in music. Its choir, Big Band, and guitar ensembles are prominently featured as national treasures.
Prairie View University emphasizes its teaching program in music for EC-12 in the state of Texas. The program also encourages degree attainment beyond the baccalaureate toward preparation for advanced degrees.


The Nursery curriculum aims to offer the children a wide range of activity and experience and take account of all areas of the child’s learning and development.
This includes emotional, social, physical and intellectual learning and development.
Children start the nursery with very different previous experiences, knowledge, skills and attitudes. Their stage of development and past experiences need to be considered individually and the curriculum matched to the needs and interests of the children.
The six areas of learning for the Foundation Stage are: Personal, social and emotional development, Communication and Language, Physical Development, Literacy Development, Mathematical Development, Expressive Arts and Media and Understanding of the World. These are as set out in the Early Years Foundation Stage Curriculum. The Foundation Stage of Learning applies to children from birth to five.
The four areas of the curriculum for Birth to Three curriculum framework (2003)are: the Strong Child, the Competent Learner, the Skilful Communicator, the Healthy Child.
The Nursery Curriculum aims to promote the all round development of the children, introducing them to a range of educational experiences, making them aware of the cultural diversity of society and fostering positive attitudes and skills for learning. It is vital that the staff ensure that all the children, regardless of gender, race or disability, have access to and are encouraged to participate in all areas of learning and experience throughout the nursery. The curriculum values and promotes independent learning, encouraging the children to make their own decisions and begin to think how to solve problems. It promotes co-operation and partnership between the children and opportunities to learn from one another.
The nursery curriculum is the next step in an ongoing and developing process, beginning at home with the parents and linking to future learning to ensure continuity and progression.
“I think there is a really positive attitude across the staff team which really benefits the children.”
– Parent feedback June 2016


Laura Lamere on Beyond the confines blogsfsm on “…concert A is… Mr WordPress on Hello world!
Category Archives: Cultural Education
The recreation and leisure services profession in the US is one whose primary purpose is to “generate significant public support for (the recreation movement) in order to advance the development of best practices and resources that will make parks and … Continue reading
“Music educators cannot sit by unconcernedly, during these times of enormous and rapid change, content to know that the scale still numbers 12 half steps and concert A is 440” (Kaplan, 1966, p. v). This quote seems as timely today … Continue reading
Music teachers are in precarious situations. Over the decades, music education professional organizations have formalized and worked to establish purposes, have argued both utilitarian and aesthetic philosophies of music education, and have collaborated with other arts agencies to inform our … Continue reading
The 1990s produced new attention on basic skills that all children should have from and within many disciplines, including the visual and performing arts. Beyond reading, writing and arithmetic – the nostalgic three r’s of schooling – what is considered … Continue reading


Once children reach the age of 6, they become interested in the questions of “how” and “why” about everything–from stars and planets to rivers and trees to the cycle of life. Montessori Elementary education encourages these explorations through the five Great Lessons, stories that encompass the breadth of human knowledge. We move from the creation of the universe to the coming of plant and animal life to the arrival of humans. We then focus on the fruits of human innovation: language and mathematics.
Our elementary classrooms hum with activity and social connections. Students feel empowered to follow their own passions and interests. They work to create a respectful, welcoming community. They speak up when they think something is unfair or unjust. Along with the Montessori-trained guide (lead teacher) and the classroom assistant, they create a community of joyful learning.
As in the Casa program, all elementary classrooms are mixed-age environments. Our two lower elementary classrooms (grades 1 through 3) each have 24 to 28 students . Our upper elementary classroom (grades 4 through 6) has 24 to 28 students. The school day is 8:30 to 3:30; before and after care is available from 7:30 am to 5:30 pm.
Dr. Montessori called her Elementary curriculum Cosmic Education to acknowledge the interconnectedness of all fields of study and of all elements of the world. As students contemplate the narratives of the world and of human life, they begin to find their place in the global community and develop ways in which to make their own unique contributions. This creates a sense of peace and belonging for all students.
The jumping off point for learning starts with one of five Great Lessons–an engaging story that grabs children’s interest and makes them want to learn more. These lessons help them delve into these areas of Montessori curriculum: physical sciences, life sciences, social sciences, language and literature, mathematics, the arts, and foreign language. Elementary lesson details follows below.
Elementary children also have a “going out” program where, in small groups, they turn the surrounding community of the Twin Cities into an extension of their classroom. Students decide that they want to learn more about something in particular, then plan and execute a trip (including finding transportation and a chaperone) to seek out the information or experience. They may venture to a public library to gather resources, interview an expert at a local university, go to an ethnic restaurant, or visit an exhibit at an art museum. Through this experience, they gain independence, confidence, and important life skills.
The first Great Lesson describes the Creation of the Universe. Together, we learn about the composition of the earth, its elements, and the sun and air and water. We experiment and test things we are learning about.
The second Great Lesson, the Coming of Life, tells the story of how plants and animals developed on earth, from single-celled organisms to the vast diversity of life on our planet. Children then springboard to studies of all of the life sciences through a variety of approaches and materials that help them relate parts of plants and animals to their functions and understand and predict why biological processes happen.
All of the Great Lessons in Montessori education use history as a tool to explain the development of the world and human society. The third Great Lesson in particular describes the arrival of humans on our planet. Through the modes of history and geography we trace civilization and map the world in all of its geographical and political forms.
Once we establish the advent of human civilization, we begin to study the most profound human creations. In the fourth Great Lesson, guides tell the story of spoken and written language. Students become aware of the many functions of language and its power. They write in a variety of forms (essays, illustrated books, poems, letters) and about subjects that interested them.
The final Great Lesson focuses on the history and development of mathematics. We learn how humans have used their reasoning powers to invent, discover, and solve problems. Similarly, we ask students to invent and solve their own problems through creative means. While students are introduced to all chief mathematic functions, they are more importantly given a sense of adventure and a drive to explore numbers without limitation.
The arts are woven throughout everything the children do and learn about through the Great Lessons. Children are encouraged to respond to all of the Great Lessons in a variety of ways, from paintings to plays to songs. They learn techniques to make illustrated, bound books. They write plays about what they are learning in math and science. They learn and play on the Montessori tone bars the music of ancient civilizations.
In addition to learning spoken language and Chinese character formation, students explore Chinese culture, history, poetry, and art. Like all other elements of Cosmic Education, a student’s exploration of Chinese occurs throughout the day in conjunction with other lessons.


Institute for Educational Development, East Africa
Following on the 1990 and 2000 World Conferences on Education for All, African governments increased their focus on access to schooling (but not necessarily on outcomes) by providing more facilities for increased enrollments. The learning outcomes that had been neglected led to a call to focus on more sustainable access – re-examining the quality of some of those facilities against the anticipated quality of educational outcomes. Studies in Southern and Eastern Africa, including the one under discussion here, indicate that the achievement of the Millennium Development Goals (MDGs) will not rely only on school-based factors but also on the careful analysis of wider socioeconomic and cultural factors. This paper, through the results of the case study component of the Early Literacy Development project in the Lindi Rural District of Southern Tanzania, discusses why literacy development has lagged behind in Sub- Saharan Africa. The focus of the study and of this paper is on the relationship between literacy practices, literacy events and early literacy development at home and school in low-resourced communities. The extent to which school infrastructure and ecology including buildings, teaching learning materials and teacher characteristics reinforced literacy practices and events at home and school is also highlighted as being of special interest.
Africa Education Review
(2015). Educational infrastructure and resources for sustainable access to schooling and outcomes: the case of early literacy development in southern Tanzania. Africa Education Review, 12(1), 88-108.
Available at: http://ecommons.aku.edu/eastafrica_ied/66


Students at the centre of learning – Library Learning Commons
School libraries have changed, as these students demonstrate in the Learning Commons at Westminster Woods PS in Guelph.
Many of us think of a library as a place to find resources for borrowing – books, movies or music. As a student you might have used the library as a quiet place to study, sitting alone at a carrel desk with your texts and notes.
Things have changed. And so have we.
Over the past couple of years the Upper Grand District School Board has been working on transitioning our school libraries into Library Learning Commons to support the changes in teaching and learning brought on by the increased use of technology, 24/7 access to digital resources, inquiry based learning, and collaborative learning environments.
A learning commons is a shared learning space that is both physical and virtual. It is also a perspective, a different way of imagining and using libraries. A learning commons perspective supports a student-centred approach to learning. It emphasizes active and collaborative engagement and encourages the co-creation of knowledge by all learners. A Library Learning Commons is a shift in thinking of a school library as a place filled with books to a discovery center that emphasizes people and doing rather than things.
There are multiple research studies that show that students who have access to a learning commons perspective are more likely to exhibit advanced student achievement and literacy development. We know that critical thinking, problem solving, creativity, and the ability to create new knowledge are essential skills for today’s students. These skills are the foundation of the curriculum and must be embedded in all aspects of the school including the Library Learning Commons.
A Library Learning Commons supports the shift in teaching and learning by…
- providing individual, small and large group space, either physical and/or virtual, to support participatory learning opportunities
- advancing the learning community to achieve school goals
- cultivating effective instructional design to co-plan, teach and assess learning
- fostering literacies to empower life-long learners and engage readers
- facilitating collaborative engagement to cultivate and empower a community of learners
- supporting inquiry-based learning and providing a space for student learning and innovation to be demonstrated, shared and showcased
2015-16 has been named the “Year of the Learning Commons” by the Canadian Library Association, which recently published Leading Learning: The Standards of Practice for School Library Learning Commons (PDF). This document, in partnership with Together for Learning: School Libraries and the Emergence of the Learning Commons (PDF) published by the Ontario School Library Association, provide a framework for school libraries as they transition to learning commons.
Schools across North America and abroad are re-thinking, re-inventing and re-investing in their traditional library and computer lab spaces. A re-investment in school libraries as Library Learning Commons is a sustainable investment in school improvement and the future of learning.
If you have questions about Learning Commons @ UGDSB please contact Michelle Campbell, Supervisor of Library & Media Services, firstname.lastname@example.org (519) 822-4420 x550


There is a correlation between arts education and academic success. It helps to close the gap between student’s academic achievements. The arts provide an incentive to attend school and participate more effectively due to the incentive of participating in the arts program. The effects of arts instruction on learning have found that children who study the arts are:
• Four times more likely to be acknowledged for scholastic achievement;
• Elected to class office within their schools three times as often;
• Four times more likely to participate in a math and science fair;
• Three times more likely to get an award for school attendance; and
• Four times more likely to succeed in winning an award for English competency.
In addition to academic success, students introduced to arts education have heightened soft skills, such as creative thinking, confidence, imagination, elaboration and participation. In a study of more than 2000 middle school students in four states, researchers at Columbia University found that children receiving at least three years of in-school arts instruction scored significantly higher on quantitative tests of creative thinking than their peers with less arts instruction. Students with more arts instruction had index scores averaging 20 points higher than their peers on measures of the aforementioned soft skills.
Nonetheless, arts education develops cognitive skills which may or may not be easily measured through standardized testing. According to Dr. Elliot W. Eisner of Stanford University, schooling in the arts has cognitive effects that help prepare students for the 21st-century workforce. Eisner identifies key competencies of cognitive growth that are developed through an education in the arts.
• Understanding of healthy relationships;
• Problem solving;
• Attention to distinctions;
• Flexibility and confidence;
• Decision-making skills; and
• Identifying goals and outcomes.
School districts are finding that the arts develop many skills applicable to the “real world” environment. In a study of 91 school districts across the nation, evaluators found that the arts contribute significantly to the creation of the flexible and adaptable knowledge workers that businesses demand to compete in today’s economy.
In addition to supporting employment competencies, arts education in themselves are marketable skills in today’s economy. For instance, today’s media workers are applying arts skills in careers such as video and audio production, Web design, graphic design and advertising. Design skills taught through the arts are both professional and technical and can lead students to careers in the architecture or fashion industries. The U.S. Bureau of Labor Statistics has counted more than 2 million full-time workers in artist occupations. In this way, workforce development programs that involve the arts may provide dual benefits, opening up careers in the creative industries for some students while enhancing the overall workforce preparedness of others.
In conclusion, closing the gap of academic achievement can be addressed by encouraging art education not eliminating it from the education system. Due to budget cutbacks in school districts throughout the country, arts.
"Living the Arts Through Language + Learning: A Report on Community-Based Youth Organizations," Shirley Brice Heath. Americans for the Arts, November 1998
"Learning in and Through the Arts: Curriculum Implications," Burton, Horowitz and Abeles in Champions of Change.
"Ten Lessons the Arts Teach," Elliot Eisner. Learning and the Arts: Crossing Boundaries, Amdur Spitz & Associates, 2000. www.giarts.org/Learning.pdf.
Gaining the Arts Advantage: Lessons from School Districts that Value Arts Education, President's Committee on the Arts and Humanities and the Arts Education Partnership, 1999. www.pcah.gov/gaa/index.html.
"Artist Employment in 2000," Research Division Note # 78, National Endowment for the Arts, May 2001.


One thing that will never change is the way music creates inspiration and opportunity for people from all walks of life. This was not evident to me until just recently when I attended the Carnival of Madness tour. The headlining band was Shinedown.
Lead singer Brent Smith took a break to have a heart-to-heart talk with the audience. What he said hit home. Although he spoke about rock music, his words encompass all music really.
“… Rock ‘n’ roll is a way of life for a lot of people,” Smith said.
“When you’re upset, rock ‘n’ roll pushes you over the edge to have you break through those barriers to give you strength again. When you’re down, when the world doesn’t make any sense and no one understands who you are, you have to think about how many times rock ‘n’ roll has been there for you when you needed it most.”
It’s true. Music can be an outlet or an escape from reality. It can help you understand who you are and offer support.
When I was a teenager I went through a hard time after finding out I had dyslexia and again, when my parents divorced. Music helped me get through those tough times and kept me from turning to other outlets to feel good — outlets that could have proven dangerous.
Instead, I learned to play the guitar which gave me a chance to express myself, increased my self confidence and helped me deal with my dyslexia.
History shows that all types of music can provide inspiration. Music also can be used as a form of healing and therapy.
The earliest references of music therapy date back to the time of Aristotle and Plato, according to www.musictherapy.org. The profession of music therapy made its debut after World War I when musicians would play for thousands of veterans suffering from physical wounds and emotional trauma.
More recently, music therapy is being used as treatment on a widespread scale: to promote wellness, manage stress, help reduce pain, express feelings, enhance memory, improve communication and as a form of physical rehabilitation.
Children exposed to music from an early age do better in school.
A study published in 2007 by Christopher Johnson, music education and music therapy professor at the University of Kansas, revealed that students in elementary schools with superior music education programs scored around 22 percent higher in English and 20 percent higher in math scores on standardized tests, compared to schools with low-quality music programs, regardless of socioeconomic disparities among the schools or school districts. Johnson compares the concentration that music training requires to the focus needed to perform well on a standardized test.
If you haven’t yet experienced what positive improvements music can bring to your life, it’s not too late. OCCC has three choirs and several performance bands.
Get involved. Support the arts.


THE HIVE DENVER LEARNING COMMUNITY
The Learning Hive is connected learning in action. It is a community of organizations that serve educators and youth in out-of-school experiences. Together, they work to create connected learning experiences to not only engage educators and youth, but to support them as they learn together to develop necessary 21st century skills.
Connected Learning is a framework for thinking about learning that, while drawing from successful approaches of the past, is also based on evidence of what works best in the contemporary context and in the digital age. It is a set of educational and design values and principles that can be adapted and applied to any context. It re-imagines the learning experience of educators and young people by connecting three spheres of societal relevance—community, industry and education. It ensures that young people learn the traditional reading, writing, and numeracy skills, while inspiring them, along with educators, to be creative, analytical problem solvers. It provides for more engaging, relevant, and enduring learning experiences that prepare educators to support youth as they prepare for college, the workforce, and citizenship in a democracy.
WHAT IS THE GOAL OF THE HIVE?
With the ultimate goal of connecting the learning that takes place across the three spheres of relevance—community, industry and education—the Hive experience should:
- Transform Colorado into a learning platform for educators and young people, making “anytime, anywhere” learning possible;
- Value and make visible the learning that takes place out of school—in the community and within industry—and connect it to formal learning experiences;
- Create a cohesive a collaborative network of organizations and institutions that promote learning opportunities
- Be a catalyst for more relevant teacher preparation and more engaging learning experiences in schools and other formal learning spaces;
- Create multiple ways for educators and young people to learn and redefine achievement to increase the number of youth who pursue STEAM programs of study and professions.
WHAT DOES THE HIVE LOOK LIKE?
In an attempt to serve educators and youth in various learning environments the Hive assumes three forms—physical, mobile and virtual.
- The physical space will be designed to create compelling learning experiences that go beyond mere functionality to connect at a deeper level with educators’ latent or expressed needs;
- The mobile component provides an opportunity to take those compelling learning experiences to rural areas of Colorado by transforming other physical spaces into powerful tools to inspire innovation and creativity;
- The virtual space serves as an online resource for educators and youth while making everyone aware of the various learning opportunities that are happening all throughout Colorado.
HOW DID THE HIVE ORIGINATE?
The idea for a Hive Learning Network began with the MacArthur Foundation’s digital media and learning initiative as it explored how digital media are changing how young people learn and what that means for education. Launched in New York City in 2007, the New York Hive is hosted by the Mozilla Foundation. The Chicago Hive Learning Network was created in 2009 and is hosted by DePaul University. Other Hive Learning Network locations are in development in Toronto and San Francisco.


Passing the Numeracy Skills Test Paperback
by Mark Patmore
Part of the Achieving QTS Series series
"I'm so grateful for this book, which was invaluable for passing the skills test and made it much less intimidating.
It explained each component of the test clearly and concisely so that I knew what to expect, taking me through the key knowledge and skills needed for each part and using language that was easy to follow.
The example questions helped me identify areas to work on and were great practice to build my confidence." -Ruth Makoff, PGCE (Secondary) Teacher TraineeAll applicants to Initial Teacher Training in England need to PASS the QTS Numeracy Skills Test before starting their course.
The test is designed to ensure trainee teachers have a sound grasp of numeracy skills such as mental arithmetic and interpreting statistics and how to apply these in practice.
This popular and widely recommended book outlines all of the requirements of the QTS Numeracy Skills Test, explains the essential subject knowledge candidates need and includes practice questions for test preparation. This sixth edition, written by one of the authors of the test itself, is updated throughout and includes a full practice test, more practice questions and more question and answer commentary. It is more than a collection of practice questions. It includes advice, tips, test commentary and guidance to help you pass first time. It helps you to:familiarise yourself with the skills and knowledge to be testedfully understand the format and structure of the numeracy skills testknow what to expect on the day of the testHOW TO USE THIS BOOKThis book is divided in to six chapters. Chapter 1: this very short chapter has been included to remind you of the basic arithmetic processes.
The majority of you will be able to miss this unit out, but some may welcome a chance to revise fractions, decimals, percentages, etc.
Chapters 2-4: these cover the three 'content' areas (see above), one area per chapter.
Chapter 5: this includes a practice mental arithmetic test, and a full practice onscreen test for you to work through.
Chapter 6: this contains answers and key points for all the questions in the main chapters and for the sample tests. In each chapter, the additional required knowledge, language and vocabulary are explained, and worked examples of the type of questions to be faced are provided together with the practice questions.
The answers for these questions are given in Chapter 6, together with further advice and guidance on solutions.
Revision checklistsYou can use the checklists in your revision to make sure that you have covered all the key content areas.
- Format: Paperback
- Pages: 112 pages
- Publisher: SAGE Publications Ltd
- Publication Date: 17/02/2015
- ISBN: 9781473911758
- EPUB from £8.15
- Hardback from £45.79


elementary physical education, planning time
An elementary classroom teacher (ECT) has a busy day. The teachers teach their class, prepare class materials, and may supervise the lunchroom or the playground at recess time (Daily Physical Activity in School, 2005), attend meetings with parents and perform a number of other responsibilities. For this reason planning time is a very important component for the ECT. Planning time for the ECT is usually taken when students are in elementary physical education. This study investigated how elementary physical education can assist the ECT in their planning time. In this study 219 ECT from three states and 18 different schools participated in this study. The ECT was given a short survey to fill out regarding how, or if, planning time helps or benefits the ECT. The results found that the ECT appreciated the planning time that it was needed in order for them to be successful in the classroom and because of planning time the students would benefit. The results also showed a great respect from the ECT for elementary physical education, which can be beneficial for principals and other school administrators.
Original Publication Citation
Barney, D., & Deutsch, J. (2012). Attitudes and perceptions of elementary classroom teachers use of physical education time for planning. International Electronic Journal of Elementary Education, 4 (2), 367-376.
BYU ScholarsArchive Citation
Barney, David, "Attitudes and Perceptions of Elementary Classroom Teachers Use of Physical Education Time for Planning" (2012). All Faculty Publications. 1873.
David O. McKay School of Education
© 2012 IEJEE. This work is available under the creative commons license CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/)
Copyright Use Information


Scholastic has just issued a breathtaking proclamation, The Reading Bill of Rights, that says, among other things, that the ability to read is the birthright of every child in the world, and that "every child should have access to books, magazines, newspapers, computers, e-readers, and text on phones."
Missing from this inspiring statement is how children will get access to books, magazines, etc. Children of poverty have very little access to reading material at home, at school and in their communities. The obvious source is the library, and research confirms that access to a good library is related to literacy development, independent of the effect of poverty.
But libraries in high-poverty areas are not well-funded, and have fewer materials and are open fewer hours than those in low-poverty areas.
I hope Scholastic will become an aggressive, outspoken, and strong proponent of better funding for public and school libraries, especially in high-poverty areas, and more support for librarians who understand what children really like to read.


Curating Culture: What can higher art education do?
Taking place in an art school, the Panel naturally addressed the specific challenges and responsibilites educational institutions are facing. A quick summary.
- Internal vs external: Should schools rely on external initiatives, such as Acme, or should they take action themselves? Both sides of the fence will surely have to do their part. “What are we good at?”, is the question that art universities should ask themselves in that regard, as one audience member pointed out. “And maybe that’s where you start as opposed to trying to turn yourself into property developers or things that you’re actually not very good at.”
- Implicit attitude vs explicit skills: Should art schools react by teaching different or new explicit set of skills, such as classes in entrepreneurship? Or should they teach a certain implicit attitude? This could also be seen as going back to the question of where the actual competencies of artistic or design work and knowledge production actually lies. Is it in the craftsmanship-related skills or processes of producing a material object, artefact or interface? Or is it in the conceptual work that is embedded within a different kind of attitude or approach to looking at the world?
- Transdisciplinarity vs discipline-specificity: Can transdisciplinary exchange happen naturally, or does it need structures to be helped along? Is the gap between disciplines to large to breach? Is a designer essentially completely different from a musician? And should they be taught differently and separate from one another?
- Bottom-up vs top-down: Administrative structures usually come in during the very first stages of planning. But what if that wasn’t the case? What if an art school would start from the bottom-up? Are the students the ones that should curate the space before the administrative component comes in? One audience member (a former CSM student) responded to this by pointing out that especially with younger students, a given structure was actually beneficial. Maybe then it should be “bottom & top-together”? Another audience member (from CSM) said that they were actively seeking conversation with students: “We are doing a lot of co-design now”. She called it a “user- or human-centered approach”. Is this just salesmanship talk? Or if it is a genuine interest, then why were there so few student voices to be heard during this panel?


George Frederic Watts was, according to the gallery guide, one of the most celebrated artists of his day. And walking around The Watts Gallery, it soon becomes clear why.
Watts’ work is powerful and has an instant impact. Travelling from room to room, one sees a transformation in style and approach, from idealistic doll-like figures, to textural symbolist works. Throughout this transformation, a strong connecting thread persists: Watts was not afraid to deal with significant social and historical subjects. Subjects that I imagine were very popular during the Victorian era. Dramatic works like Found Drowned , for instance, are captivating and haunting, and have the ability to really draw the viewer in.
The means of display in the gallery is also strong – each wall decorated in a bright colour, and paintings hung boldly from long chains, suspended from a high-up dado rail. The story of how Watts’ paintings ended up in this unique space is interesting to consider. George and his artist wife, Mary Seton Watts, moved to the village of Compton in 1891, seeking refuge from the hectic life of their London residence, Little Holland House (perhaps a future Maximal Space?) The gallery opened in 1903 – designed by architect and social reformer Christopher Hatton Turnor – just one year before George Frederic Watts’ death.
Before he passed away, Watts’ opinion of the space seemed less than positive – he was particularly displeased by the cramped nature of the space (which can be seen in the photographs below):
‘Everything must be crowded here…I am sick of the whole thing!’
After his death, Mary Seton Watts was determined to expand the space, and over the years the gallery was altered and added to, allowing for more comfortable viewing. Walking around today, there are still whispers of that old cramped world – pictures hung in a very traditional way, and a lower ground floor filled with objects, archival material and paintings.
Mary Seton Watts was an important figure in her own right, both artistically and in terms of her theories on art education. Specialising in works in 3D or relief, she encouraged the local community to engage in similar artistic practise. She was a firm believer in art for all. One of her most ambitious projects was the chapel, located just up the road from the gallery. After the couple bought land on Budborrow Hill for a new cemetery, in 1894, Mary began to plan designs for a chapel there. The beautiful embellishment of this building, inside and out, was painstakingly made with the support of the local community. And walking into the space today is just fantastic.
On first entering, just a hint of the decoration is revealed (especially on a rainy winter’s day). But, with the click of a light switch, all is revealed – and there is so much. Every possible spare inch of the chapel is brought to life with detailed embellishment. And although the space is small, it really does take a long time to take it all in. From angels towering above on beams, to ornate gold patterns, words cannot describe the amount of time and effort that must have gone into decorating the space.
Even if you don’t have time to spend a whole day in the gallery, I wholeheartedly recommend spending a few minutes to rest and relax in the chapel.


Preparing children of all socioeconomic levels for school is about much more than helping them learn their ABCs, although language and literacy skills are an extremely important part of children's early development. But young children cannot learn to read if they have problems that distract them from educational activities, if they aren't able to follow directions, if they have difficulty getting along with others, and if they're unable to control their emotions.
Child development research over the last three decades has repeatedly shown that children's social and behavioral competence is a greater predictor of academic performance in first grade than are cognitive skills and family backgrounds.
Social skills that lead to academic success include:
getting along with others
being able to identify emotions and regulate them
knowing how to respond appropriately to conflict
engaging in social conversation and cooperative play
feeling good about one's self and others.
Once children master social-emotional skills, they are prepared to learn academically.
When parents and quality early learning programs work together as partners, they provide the nurturing and support that promote children's healthy development and enable children to enter school, and life, ready to succeed.
Families need to be able to access affordable care that will prepare their children for school and lifelong success. For low-income children, in particular, a quality early learning program is especially beneficial in promoting school readiness. A quality program provides a safe, supportive environment where teachers build relationships with each individual child and work closely with parents to provide positive feedback and encourage children's appropriate behavior.
During April, the Month of the Young Child, let's celebrate our children, thank their teachers and caregivers and commit to giving every child the opportunity to enter school ready to learn.
As a community, we can help children succeed by:
recognizing that the roots of successful learning start early -- the brain develops most rapidly in the first three years of life -- and helping children early on, before they fall behind
targeting low-income children, whose risk factors will decrease when provided with consistent, high quality early learning experiences
engaging and supporting parents in their children's development and in the parents' attainment of education and income self-sufficiency
making high-quality early childhood programs accessible to low-income families.
The social skills we help our children develop early on translate into marketable, lifelong skills that contribute to effective workplaces and healthy communities: Learning to play with others leads to language skills and teamwork. Making up games and rules builds negotiation skills. Learning to follow rules helps develop sound employee ethics. And, early exploration fosters creative thinking and problem-solving.
Developing these skills in present and future generations will help overcome adversity and ensure a brighter future for all.
This article was provided by Anne Lance, executive director, Teaching Tree Early Childhood Learning Center in Fort Collins. For more information about early childhood programs in Estes Park, please contact Estes Valley Investment in Childhood Success (EVICS) at 586-3055; firstname.lastname@example.org; Nancy Almond, director.
Estes Park families with young children are encouraged to learn more about school readiness by attending the Family Night event this Thursday, April 26: Ready or Not - School Readiness Begins at Birth! See graphic on this page and contact EVICS to register. Registration extended to Wed., April 25.


Local musicians and music educators say parents can encourage and inspire children’s musicality with simple activities at home.
Photo courtesy of the Heights School
From the powerful sounds of a high school band to the soothing melodies sung in a kindergarten music classroom, local music educators are using the month of March to raise awareness of the benefits of learning music.
In fact, the National Association for Music Education (NAfME) designates March as Music In Our Schools Month, and local music educators echo the significance of the annual celebration.
“Research suggests that parental involvement in a child's music activities can not only pique a child's interest in music, but it can positively impact motivation and achievement in music.”
— Brian C. Wuttke, Ph.D., director of music education, George Mason University
“The reason Music in Our Schools Month is so important is because it heightens awareness … that school music programs help provide important and healthy musical alternatives to the sometimes disturbing messages that children inadvertently hear in the … music they may encounter in popular culture,” said Brian C. Wuttke, Ph.D., director of music education at George Mason University in Fairfax.
Even if formal music lessons are not an option, local musicians and music educators say that parents can encourage and inspire their children’s musicality with simple activities at home. “Research suggests that parental involvement in a child's music activities can not only pique a child's interest in music, but it can positively impact motivation and achievement in music,” Wuttke said.
So how can parents support a child’s musical talent or interest? “I think playing music with your kids would be the number one way to enhance their musicality,” said Elizabeth Lasko of the National Association for Music Education. “Of course, a parent may not play an instrument, but there is always singing.”
Lasko encourages parents to allow children to experiment with instruments. “As kids, we used to sing with our grandmother’s player piano,” she said. “Singing with recorded music is another option. Learning songs from different eras and genres can open up new worlds to kids.” According to Lasko, inexpensive percussion instruments like shakers or tambourines can help children develop rhythm while having fun.
"Music education is as important as math and science because it is all related," said Kevin Strother, Ph.D., Music Department head, The Heights School in Potomac, Md. “Without the arts, education is incomplete and the student is not whole. Without music education, math and science are not seen in a complete picture. How else do you teach a student to think and create? With the arts, music and other forms, we can teach our students to think, create and imagine.”
Shannon Melideo, Ph.D., chair of the Education Department at Marymount University in Arlington, says exposure to music should be a priority. “[It] is critically important,” she said. “Sure, you want them to listen to ‘your music’ as a parent, but listen to as much diverse music as possible and talk about it informally.”
Lasko agrees and encourages parents to look for local performances that are designed for young audiences. “Lots of children love to attend musical performances that are geared toward their own age, especially if there is fun interaction between the performers and the audience,” she said. “Many communities offer inexpensive performances. Some [are offered] at schools. Seeing kids their own age or slightly older perform music can be very inspiring for children.”
Parents don’t even have to leave home to find musical inspiration. “For young children, simple, everyday household items can be used to make a functional musical instrument that the child can decorate and compose a song on,” said Wuttke.
He added that parents should encourage their children to participate in school music programs. “Praise the student for their efforts,” he said. “Ask the student to sing or play a song on an instrument they are working on in school for family members.”
Finally, technology offers convenient options. “There are many iPad applications, for instance, that are musical in nature and help kids learn about different instruments and how to record music,” said Lasko.


Two schools with widely varied demographics partner with the MIENC through Sound Learning, a curriculum-based music education partnership between Georgia State University, community musicians, and local area schools designed to enrich children’s music learning, support the role of the music specialist in the school, and advance the role of music in children’s development and interdisciplinary learning. Founding Consortium members; active from 2000-2007.
Atlanta Symphony Orchestra
Georgia State University School of Music
Music-in-Education National Consortium (MIENC)
Music and Math/Science: Music PLUS Music Integration curriculum investigates the key elements of sound; the commonalities between mathematical measurement and musical measurement; how technology can be used to better understand the rhythm and patterns of the human body; how rhythm, movement, and music can be used to demonstrate an understanding of patterns; and the correlation of patterning between music and other academic subjects.
Specific activities designed across the curriculum for integrating music:
Music: Students compose music for the recorder based on pattern techniques.
Math: Patterns learned in math are transferred to art projects.
Social Studies: Students learn and perform colonial songs for “Colonial Day.”
Science: One unit is based on sound, including a visit to Fernbank Science Center for a sound lesson, and “Sound Free Day.”
Reading: Student study letter form and write thank-you letters to the visiting performers. In addition, students write reviews for Sound Learning performances and their visit to the Atlanta Symphony.
Writing: “Kings as Collectors” project, which relates to their visit to the art museum, includes a music component. In this assignment, the students write essays on favorite pieces that are personally inspiring. Also, the teacher designs a ‘tic-tac-toe’ activity that relates to the Symphony trip. In response to this trip, the students describe their experiences through art, writing, or musical expression
Music and Geography: Third grade students discover how music was and is used to express culture in the various geographic regions of Georgia. First, students are introduced to music and musicians from specific geographic regions of Georgia. Then, each class selects one region and a song that represents that region to study in-depth. After analyzing the song’s form and lyric construction, the class writes new lyrics that reflect that particular region’s geography and culture. For the final visit, students perform their class song with the Peachtree Brass Quintet.
Professional Development Plan: The Sound Learning Team meets before the program is implemented to discuss curricular connections and goals, project ideas, and timelines for the four-visit residency. Teachers are then asked to complete a graphic organizer for each visit that outlines how their students would be prepared, expectations for musicians, and any assistance they may need. Embedded professional development is continuous throughout the residency via email, phone, and on-site visits.
Guided Interns: Georgia State University music students become MIE Fellows. Bridging the disciplines of music education, performance, and composition, students participate in seminars that introduce principles of music teaching and learning and their application within a collaborative classroom context. Students observe Sound Learning in schools, develop performance-based instructional methods, and become resident artists who participate in professional development, collaborative planning, and interactive classroom teaching.
Results: The teachers collect a wide variety of student work that address the project as it unfolds, allowing the teachers to constantly gauge student interest, engagement, and understanding as it develops throughout the project. Data is collected through a wide variety of student work tailored to each of the individual visits, allowing for high levels of both teacher and student creativity. Teachers develop original assessment tools based on student reactions. Students are given multiple options for exploring and expressing their reactions to the visits. In these ways, the students’ academic skills are developed and utilized in conjunction with their aesthetic sensibilities. Music is integrated into all areas of the curriculum, meeting the goals for the inquiry question.


KINSHASA, April 29, 2010—“Finally, school is going to be like school again,” a parent sighed with relief at the highly anticipated distribution of textbooks to first and second year elementary school students in the Democratic Republic of Congo (DRC).
Backed by US$150 million in funding from the World Bank, this initiative of the Government of DRC is part of a larger push to rehabilitate the country’s educational system. Curriculum guides were also provided to teachers. The unexpected but welcome gesture will enable eight million young beneficiaries to start school with a solid foundation.
The textbooks were acquired through the Education Sector Project, which aims to prevent further deterioration in the delivery of essential services for primary education and foster a sustainable development and financing of the sector. Launched in January 2008, the five-year project, which also entails coordination of various initiatives funded by donors, is an important first step toward full recovery of DRC’s educational system. The program is very ambitious but commensurate with the scale of the problem at hand.
For a long time textbooks had become a rarity in schools across DRC, a problem that was further compounded by a poorly articulated education sector strategy and a decline in teaching quality at all levels. Decades of generalized disruption have left a legacy of unequal access, particularly at the primary stage. For many parents whose children still attend elementary school, this initiative is very encouraging. “The basic idea is to improve the quality of elementary education by facilitating access and placing an emphasis on equal opportunities for all children of school age,” explained Firmin Seke di Makwala, one of the experts working on the project.
Laying the Foundation for Success
In Kinshasa’s Ligwala district, students at Kobota Elengi Elementary School proudly showed off their new books. This private school with a very good reputation in a densely populated neighborhood is one of the beneficiaries of the textbook distribution program. For Louis Kiboba, who teaches here, this is definitely a good step, given the importance of the first and second year of schooling in terms of laying the foundation for future success. He regretted that such opportunities were not available in previous school years.
To date, over 14 million grammar and math textbooks have been delivered across the 30 educational jurisdictions of the country. The books are distributed in all registered public and private elementary schools. “These textbooks were crafted by Congolese educators taking into account the cultural dynamics of the country,” said Firmin Seke di Makwala. “As such they facilitate learning because they make references to an environment Congolese students are familiar with.”
Pene Wangozi, an academic inspector in Maniema province, expressed the same feeling of satisfaction felt by the parents of school age children. “For a beginning, this is very encouraging, but we cannot stop after the first two years of elementary school,” he says.
Outside Kinshasa, the distribution has even reached areas that still suffer from insecurity due to recurring conflict. Such was the case in Goma, the provincial capital of North Kivu, where World Bank Country Manager for DRC, Marie-Francoise Marie Nelly, personally witnessed the delivery of textbooks.
Access to remote areas was facilitated by considerable improvements of roads as a result of a government-led rehabilitation effort. “In the past we had great difficulty delivering textbooks along the Bukavu-Alungu corridor because travel along that road was almost impossible,” Firmin Seke di Makwala said. “Today, we can travel that same road in less than two hours and the work of the distribution teams has been made much easier.”
Early Signs of Success, despite Lingering Challenges
Although in 2007 gross enrollment rates at the primary level were estimated at 91 percent, the gross rate of student admission in the first year of elementary school remained at only 46 percent. This statistic is indicative of the fact that many children enter late into their first year of elementary school. This results in part from forced displacements due to lingering conflicts in some of the regions, but also from the fact that parents are having a hard time paying for school-related expenses. Added to these causes are the absence of adequate teaching materials, the lack of streamlined policies for teachers and the nonexistence of a comprehensive strategy for education sector.
Yet despite the realization that much remains to be done to rehabilitate DRC’s education sector, Congolese students have begun to reap the early fruits of an investment into the country’s future.


T EDUC 526
Explores the domain of the arts, particularly music, drawing, painting, and three dimensional expressions such as pottery, sculpture and architecture, to find means of better integrating arts and arts instruction into the school curriculum.
The course emphasizes research and experience based methodology to foster creative expression and visual literacy in K-8 students. Students will learn how to promote the enjoyment of creative exploration through a variety of art media and techniques. Students will be required to read and analyze research articles on theories in art education and human cognition. Based on a comprehensive understanding of the elements and principles of design, students will learn how to guide children to describe, analyze and interpret works of art.
Student learning goals
Promote the sheer enjoyment of experiencing, creating, and teaching art.
Analyze and discuss research and theory in art education.
Correlate basic art concepts and vocabulary with performance modes.
Foster sensitivity to the artistic development of children and the ability to modify art activities for students with varied levels of cognitive development and skill.
Facilitate connections across beliefs, cultures and across curricular areas.
General method of instruction
This is a survey course that focuses on building a framework for understanding and implementing the Art Standards into the basic education of all students Kindergarten through grade eight. Exercises and assignments will be explained through lecture, demonstration, model lessons, art historical examples and childrens' literature. Emphasis will be place on the exploration of the Elements and Principles of Art through in class art projects in the following mediums: Drawing, Painting, Design, Sculpture and Crafts.
The best way to approach art education is with enthusiasm and an open mind. If you are committed, persistent in your practice, and approach projects with dedication you will successfully increase your visual awareness and creative knowledge.
Class assignments and grading
Art Portfolio (inclusive of all in-class artwork) Art Lesson Plan Art Resource Notebook (continuing all materials from the course) Art Critique Poster and Art Elements Poster Group presentation of a Biographical Essay on a selected artist
Attendance and participation are of supreme importance! Timely and regular attendance is integral to your success in this course. Grading is based on the participation and completion of the above objectives. Great emphasis is placed on effort and dedication. Specific percentages and points will be outlined in the course syllabus.


Literacy and Numeracy
Sound literacy and numeracy skills form the foundation for learning. The College has a whole-school approach to developing the Literacy and Numeracy skills of all students. In 2014, the College completed an audit of the literacy demands of all subjects, with a particular focus on writing. The results of this audit will be used by the College to develop consistency in the teaching of written tasks.
Additionally, the College runs after-school literacy and numeracy support classes for all students. These are voluntary to attend, but a teacher or coordinator may recommend that your child takes up this assistance with their studies.
The College runs a literacy support centre which assists students identified through testing and teacher recommendation for intensive literacy support. Students are withdrawn from a number of classes during the week to attend these sessions. The Literacy Coordinator also liaises with staff regarding progress and support.
Literacy and Numeracy Day
Each year, our Year 7 students celebrate Numeracy and Literacy Day, participating in a range of activities associated with these essential skills in our everyday life. Students and teachers dress up as book characters to add to the fun. Literacy and Numeracy Day aims to encourage learning, develop students’ confidence and encourage teamwork between classmates.
Program for Students with Disabilities (PSD)
For students with special educational needs, additional support is often needed so that they are able to participate fully in the life of the school community. At Rosebud Secondary College we have a dedicated team of support staff, including visiting teachers, integration aides and an interpreter for the hearing impaired. Their committed work and care of our students is instrumental in these students achieving their goals. Strong friendships are established and students develop a great sense of acceptance and belonging within the College. This aligns with the College’s belief that the school experience should be positive for all students.
Hands-On Learning (HOL)
Hands-On Learning (HOL) is an education support program to help Years 7-10 students get the most out of school. The program runs in more than 30 schools in Victoria and started in Frankston over 10 years ago.
See what HOL have been doing at Rosebud Secondary College RSC HOL Presentation (2.3 MB)
One day per week, HOL students attend a ‘Work Place’ within their school and do practical jobs that are designed to reinforce the work they do in the rest of their normal school week. HOL students attend the College as normal on these days, but wear work clothes and go to the HOL workplace. They have a light breakfast and plan the jobs to do that day. There are two HOL staff and up to 10 students per day. They do a range of practical tasks and learn practical skills. Different students get different things out of HOL, most increase their self-esteem and confidence. Most students also develop friendships and a sense of belonging.
If you think HOL would assist your child please contact the Assistant Principal responsible for their Year Level.
More information on this program can also be found at http://handsonlearning.org.au/


The biography of Ferdinand Georg Waldmüller (1793 - 1865)
Ferdinand Georg Waldmüller (1793 - 1865) was one of the leading Austrian painters of the Biedermeier period and a writer. In 1823 he made a painting of Ludwig van Beethoven.
Waldmuller was born January 15th 1793 in Vienna.
He briefly attended the Academy of Fine Arts Vienna, however later had to finance his life by painting portraits. He lived in Bratislava, and then in 1811 he got a job as a teacher of arts for the children of Count Gyulay in Croatia. After three years he returned to Vienna and started to improve his skills by copying the works of old masters, and painted portraits, genre subjects, and still-life, but is perhaps best known for his landscapes paintings, which in their loving attention to detail illustrate his belief that the close study of nature should be the basis of painting.
He was professor at the Academy of Fine Arts Vienna. However, his views were in opposition to the official doctrines of ideal art promulgated by the Vienna Academy, and after he had published his works on art education, he was forced to retire in 1857. He was rehabilitated in 1863.
He became the most significant representative of Biedermeier: he was second to none in depicting nature in delicate colours. His many genre-pictures are also significant. Waldmüller later became interested in nature and thus started painting landscapes. His most notable work lies in the depiction of nature, where his sense for colours and large knowledge of nature helped him to achieve masterly skills.
Waldmuller died in August 23rd 1865 in Hinterbrühl, Austria.


This study was prompted by the recent increase in academic and public interest in neuromusical brain research, which provides information about how the brain processes music. It is the task of neural science to explain how the individual units of the brain are used to control behaviour, and how the functioning of these units is influenced by an individual's specific environment and relationships with other people. However, the concept of neuromusical research is relatively new to music education. In any learning experience, brain processing (of information) is not an end in itself. The skill of 'thinking' is dependent on the whole integrated mind/body system, with skills being a manifestation of conscious physical responses that demonstrate knowledge acquisition. Howard Gardner's 'Theory of Multiple Intelligences' lists the musical intelligence as one of eight autonomous intelligences: linguistic, logic-mathematical, spatial, bodily-kinesthetic, musical, intrapersonal, interpersonal, and environmental. All of these intelligences can be developed to a reasonably high level. This thesis uses David Elliott's praxial philosophy as a conceptual basis. Elliott's four meanings of music education: education in music, by music, for music, and by means of music, have been selected to determine the parameters for an 'inclusive' understanding of musical intelligence. Scientific research findings, brain based data, and behavioural results with educational implications have been used to define what is meant by the musical intelligence, and its role in whole brain learning. Whole brain learning (also referred to as 'accelerated' learning or 'super' learning) is examined in the framwork of IQ (intellectual quotient/intelligence), EQ (emotional intelligence), and SQ (spiritual intelligence). It is important to note that the brain imposes certain constraints on the learning ability of individuals, but that there are also numerous benefits to be derived from an awarenss of brain functions pertaining to education in general and music education in particular. These constraints and benefits are an important feature of whole brain learning, with the musical intelligence playing a vital role.
Dissertation (DMus)--University of Pretoria, 2003.


Saltersgill Avenue, Middlesbrough, Cleveland TS4 3JS
futura nostra est
History is not just blindly accepting the world for what it says it is but always questioning it.
At Prince Bishop we believe that History helps to make better citizens:
We believe that Prince Bishop Students should be exposed to a range of cultures and experiences beyond their own lives – this helps to promote understanding and tolerance.
A detailed curriculum is coming to this page soon
At Prince Bishop School we believe geography helps our students to make sense of the world around them. Geography will help them to think about and discuss some of the big questions which affect our world and understand the social, economic and physical forces and processes that shape and change our world.
Geography is very relevant to our students, as they will develop knowledge and understanding of current events from the local area to the global.
A detailed Geography curriculum is coming soon which will include improvement of Literacy skills through written work and numeracy skills through when interpretation of data and constructing a range of graphs


When Cedonia was taken out of school by her parents, she needed the support of Clementina, her local School Mother, to encourage them to let her continue with her education.
When Joyce was 13 years old, her mother abandoned her and two younger siblings to take care of themselves. All she wanted was a normal life and chance to go back to school.
Teachers are key to the success of any education system. Teacher training helps them give their students a better chance in school and in life.
Ms Hinda was finding it difficult to run her business because of her lack of literacy and numeracy skills. Learning for Livelihoods programme helped her to turn a new corner.
Muroki was finding it difficult to settle into school because he couldn’t understand English. A new approach was found which helped him to settle in and move forward.
Even though Amour had to drop out of school when young, she was determined to study hard and become an English teacher.
Asli is a 55 year old widow and mother of seven living in a Internally Displaced Person camp. She needed to rebuild and re-establish her life.
Tabitha was in secondary school when her studies were interrupted due to her marriage, but this was not going to stop her from continuing her education.
When it comes to accessing education, people living with disabilities not only face stigma and discrimination, but also an education system often ill-equipped to accommodate their needs.


Your youngster doesn't need to go out to have fun, so bring the indoor playground to him and he'll have a blast with all the stuff you set up just for him. You can customize the toys and equipment in the room to correspond with his interests and developmental stage, and when you're in the middle of cold and flu season, it will be nice to know your child won't be climbing, sliding and bouncing on equipment that's been touched by hundreds of little hands.
1 Set up a ball pit in your youngster's very own indoor playground. The bright-colored balls provide toddlers and preschoolers with visual and tactile sensory stimuli. Larger ball pits also massage the body and provide a child with a sense of buoyancy.
2 Place one or two playhouses in the playground to encourage your child in her imaginative play endeavors. You can purchase the playhouses or transform giant cardboard boxes into upcycled playhouses that your child can customize -- and she'll learn a little about creative recycling, too. Transform the cardboard boxes into castles, pirate ships, spaceships or cabins with some tape and child-safe paint.
3 Add a toddler- or preschooler-sized soft structure. While the giant inflatables and enormous play structures at commercial indoor playgrounds might seem tempting, they are often designed for an older playgroup and could be dangerous for very young children. Soft play structures provide a safe place for your child to improve muscle and motor skill development, spatial orientation, balance and even hand-eye coordination.
4 Place a variety of rockers and ride-on toys in the playground if there is enough space in the room. These will help your child get some energy out while helping him develop his gross motor skills, too.
5 Install shelving against the wall -- make sure it is anchored securely to the wall -- and fill the shelving with fabric bins full of dress-up play accessories. You can also use the shelves to store other play items and install a small curtain rod next to the shelves to hang your child's dress-up costumes.
6 Pick up giant foam blocks for your child to use for building. These blocks are easy to use to build houses, walls and any other creation your child can imagine, and won't hurt your child if she steps on them during play.
7 Set up a child-size table and chair set for arts and crafts to encourage creative and fine motor skill development. You can keep the supplies in a fabric bin high on the built-in shelving to prevent your child from getting to them and decorating the walls.
8 Install a child-safe swing in a ceiling joist. Instead of a traditional child's swing, choose one that your child must climb in with a pod-like seat to keep her safe and install it low to the ground. The swinging motion can actually help your child with vestibular (motion) development, helping her improve her balance and smooth movements. If you're not the handiest when it comes to home renovations, have a professional install the swing to make sure it is done properly.
Items you will need
- Ball pit
- Soft play structures
- Rockers and ride-on toys
- Wall shelving
- Fabric bins
- Foam blocks
- Child-size table and chairs
- Child's pod-like swing
- Child's Play: Montessori Games and Activities for Your Baby and Toddler; Maja Pitamic, et al.
- Play = Learning: How Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth; Dorothy Singer, et al.
- Jupiterimages/Brand X Pictures/Getty Images


Weekly Interventions that are Strategic and Effective.
Our workshops put an emphasis on providing teachers with the ‘what’ and the ‘how’ to implement hands-on, engaging, student centered strategies and interventions, based on specific skill deficit areas, to their students. We work with you to determine which areas of concern your school or district needs to focus on – literacy, mathematics, writing, and/or behavior – and we plan our workshops around those needs. Participants will create and be able to walk away with multiple strategies and interventions to use in within their classrooms the very next day.
i-LEADR follows the foundational skills flowcharts for both literacy and math to determine root cause, provide specific training to teachers to equip them with the skills to close academic gaps and the knowledge to determine if what they are doing with the student(s) is having a positive impact.


Our ‘Art education’ at home continued with Paul Klee. I have yet to find an art class suitable for Faith so meanwhile, we will have to learn what we can through books and the Internet. Normally, I will scout the local libraries for children’s books on the particular artist, read to the girl and then explore the artist’s work with her. I’m not an Art teacher by training but I can always learn!
The book that I used for this lesson is The Cat and the Bird and the illustration is based on Paul Klee’s work. My objective for this lesson is simple. I wanted Faith to observe how colours are being used in harmony and to apply it in the colouring of the cat which I drew the night before.
Faith is in this phase in which everything is colourful to her. If you are to ask her to complete a piece of colouring work, chances are it will resemble the colours of rainbow. For this lesson, I wanted her to observe how the colours blend and we used crayons for this task. Initially, she was doing well.
While the sister was doing work, the brother couldn’t be ignored, of course! It’s doodling time for him!
“Hey! Pay attention to what you are doing!”
Before you know it, the girl continued the colouring, this time in multi-colours. She gave me all sorts of reasons why the cat should be full of colours. I wasn’t going to fight this battle. Besides, it’s her work. I’m just going to let her enjoy the process.
There you have it. A colourful cat. Her version of Paul Klee’s The Cat and the Bird.
We continued with the next artwork called ‘Castle and Sun’. Here, I got Faith to observe how the artist used shapes and lines to create this piece. I could have asked her to cut out different shapes using coloured paper but decided that she could spend some time working on the designs that are to be cut into various shapes as buildings. We even took out the blocks to create a ‘castle’.
By this time, the brother was tired out and needed to take a short nap. While I carried him to nap, the girl continued to her work. We couldn’t quite finish the second piece since she had to get ready for school and had to continue the following day .
Each of our ‘art lessons’ takes about two hours and while it can get really messy with the toddler around, I must say it is also satisfying to see how the girl has progressed. My only hope is that I will remain calm and not think about the mess that could be created. Learning should be fun!


Grade 2 Overview
In second grade, students build on the foundational skills learned in first grade. It is a time for solidifying skills, gaining confidence, and reaching independence. The students continue along their reading journey by reading increasingly longer books, expanding their core of sight words, and learning more flexible ways of problem-solving words. Second graders sustain silent, independent work for longer and also develop their skills of working as part of a group. They solidify their knowledge of place value and build upon that knowledge and understanding, using it to add and subtract two- and three-digit numbers with regrouping. It is a fun and exciting year, and a special time as the second graders prepare to receive the Sacraments of Reconciliation and Eucharist.
The students begin second grade by learning about the Sacrament of Baptism as the sacrament of belonging. They see themselves as members of God’s church and the Catholic community. The students learn about God’s forgiveness through the parable of the Prodigal Son, and they grow in their relationship with Him through their preparation for the Sacrament of Reconciliation. The second graders deepen their understanding of Jesus’ sacrifice as they prepare to receive Him for the first time in the Eucharist.
English Language Arts
In Grade 2, the students continue to grow in their journey as readers and writers through a multi-faceted literacy program. In Phonics and Spelling, they develop their skills with long and short vowels, blends, digraphs and diphthongs. In second grade, students have a rapidly expanding core of known words that are recognized automatically. They also learn flexible ways of problem-solving longer, multi-syllable words. Second graders learn to read with phrasing and fluency at appropriate levels. They work on comprehension skills such as sequence of events, cause and effect, and character, setting and plot. As writers, second graders sustain longer pieces (sometimes over several days) with attention to beginning, middle and end. They learn basic proofreading for capitalization and punctuation, and write with different purposes including personal narrative, informational writing, opinion pieces, and creative writing.
In second grade, students extend their understanding of the base ten system, and develop their fluency with addition and subtraction within 100. They also solve problems within 1,000 by applying their understanding of models for addition and subtraction. Second graders learn to use standard units of measure (centimeters and inches) and appropriate measurement tools. They describe and analyze shapes, tell and write time to the nearest five minutes, and solve problems involving dollar bills, quarters, dimes, nickels and pennies.
The Social Studies curriculum in Grade 2 focuses on learning more about who Americans are and where they came from. Through the theme of E Pluribus Unum (translated as “from many, one”) the students learn about the United States as “the Great Melting Pot”. They discover more about their own family histories as well as those of their classmates. Studying stories of immigrants who came to this country over time, the students read and hear examples of traditions and customs from other countries that can be found in America today. Through the theme of Time, they use calendars and learn words and phrases related to time, and read and create timelines to represent events. They learn about Great Americans who made a significant contribution to society in a variety of ways.
In Grade 2, students describe and classify different materials by observable properties of color, flexibility, hardness, texture and absorbency. They learn about the states of matter and analyze objects to make conclusions about size, shape and weight. Second graders conduct experiments involving friction, and make observations about its effect on temperature and speed. In Life Science, the students compare how plants and animals depend on their surroundings and other living things to meet their needs.


- Check out some great new videos and tips about how important - and easy - it is to TALK PLAY READ and SING with young children. Share these with your family, friends, and colleagues so that they know, too! Baby Connections is a proud member of the the Early Literacy Alliance of Waterloo Region and all 22 member organizations are working together to share this message and ignite an early literacy movement in our community.
- The 2016 Ontario Kindergarten Program recognizes the value of literacy in the early years: The foundations of language development, literacy, and the capacity for relationship begin to be established at birth. Infants just a few hours old communicate by using facial expressions and responding to adult facial expressions and by using cries and other sounds that vary with context and need. Children continue to develop their ability to communicate, both nonverbally and verbally, through interaction with adults and children at home, in child care, and in the community before they go to school, and they do so in a wide variety of ways. (p. 65)
Why read aloud from birth? Too Small to Fail lists several reasons, including the positive impact on a baby's language development and literacy skills and the opportunity to bond and provide warm, memorable experiences for adult and child.
- There are first times for everything with a baby. Reach Out and Read has some tips for the first time you read with your baby. Enjoy reading... no matter what your age!
- There's a strong connection between early literacy, literacy throughout life, and health. Watch the free "Connecting Early Literacy to Health" webinar from EarlyChildhoodWebinars.com and American-based Nemours BrightStart! to find out more. Project READ Literacy Network has information about literacy in Canada.
- A new study from the University of Iowa finds babies make more speech-like sounds during reading than when playing with puppets or toys - and mothers are more responsive to these types of sounds when reading to their child than during other activities.
- Calling all dads! The time that you spend talking and reading with your baby is really important. Find more details in Storytime with Dad: Why fathers should read with their children.
- How can you have a conversation with a baby? The Urban Child Institute provides 5 Tips for Baby Conversations.
- Reach Out and Read has some new Milestones of Early Literacy Development for children from birth to five years.


This article is a book review of The Children's and Young Adult Literature Handbook by John Thomas Gillespie
Dobda, Kathyanne W., "Review of The Children's and Young Adult Literature Handbook: A Research and Reference Guide" (2006). Michael Schwartz Library Publications. 24.
Dobda, K. W. (2006). [Review of the book The Children's and Young Adult Literature Handbook by John Thomas Gillespie]. Collection Management, 31(3), 101-102.
(c) 2006 Taylor and Francis (Routledge)
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