DEMONSTRATE SECURE USE OF IT (ICDL SECURE USE OF IT)
The ICDL Foundation is an international organisation dedicated to raising digital competence standards in the workforce, education and society. The ICDL certification programmes, delivered through an active network in more than 100 countries, enable individuals and organisations to assess, build and certify their competence in the use of computers and digital tools to the globally-recognised ICDL standard.
This module sets out concepts relating to the secure use of ICT in daily life and skills used to maintain a secure network connection, use the Internet safely and securely, and manage data and information appropriately.
17 September 2020
17 – 18 September 2020
9.00 AM – 6.00 PM
Successful candidates will be able to:
- Understand the importance of keeping information and data secure, and identify common data/privacy protection, retention and control principles.
- Recognise threats to personal security from identity theft and potential threats to data from using cloud computing.
- Be able to use passwords and encryption to secure files and data.
- Understand the threat of malware and be able to protect a computer, device or network from malware and address malware attacks.
- Recognise common network and wireless security types and be able to use personal firewalls and personal hotspots.
- Protect a computer or device from unauthorised access and be able to safely manage and update passwords.
- Use appropriate web browser settings and understand how to authenticate websites and browsethe web securely.
- Understand communication security issues that can arise from using e-mail, social networks, voice over Internet protocol, instant messaging and mobile devices.
- Back up and restore data to local and cloud storage locations and delete and dispose of data and devices securely.
1.1 Data Threats
1.2 Value of Information
1.3 Personal Security
1.4 File Security
2.1 Types and Methods
2.3 Resolving and Removing
- Network Security
3.1 Networks and Connections
3.2 Wireless Security
- Access Control
4.2 Password Management
Secure Web Use
5.1 Browser Settings
5.2 Secure Browsing
5.3 Mobile Marketing
6.2 Social Networking
6.3 VoIP and Instant Messaging
- Secure Data Management
7.1 Secure and Backup Data
7.2 Secure Deletion and Destruction
Demonstrate listening, speaking, reading, and writing skills (English) at a level equivalent to Employability Skills System (ESS) Literacy Level 4.
Demonstrate numeracy skills at a level equivalent to Employability Skills System (ESS) Numeracy Level 4.
ONLINE ENQUIRY FORM


- Speech Pathologists are health professionals who can diagnose and treat communication problems and swallowing and eating difficulties. They can also support children in their social and literacy development. -
What to Expect at Occumax
At Occumax we help your child to communicate effectively with others. Speech Pathologists look at more than just being able to speak clearly without any articulation problems.
They also help your child to express themselves so that they make sense to others and help them to understand what others are saying to them so that they can participate in meaningful conversations.
We help your child to develop a functional communication system, whether that be with talking, signing or pictures, so that they can connect with others through the mutual sharing of thoughts, ideas, emotions and needs.
Your Child’s Initial Assessment
An initial assessment usually takes about 1.5 hours. Both you and your child need to be present.
During this appointment, your Speech Pathologist will discuss your main concerns and observe your child participating in the tasks that they have difficulty with. Standardised assessments may also be administrated.
Your Speech Pathologist will also be on the look out for a range of foundation skills that are important for your child's communication, social and literacy development, such your child's:
- Engagement, interaction & eye contact.
- Ability to open & close circles of communication.
- The purpose behind communication attempts such as protesting, commenting, questioning & greeting.
- Speech sounds including if they say them all, leave some out, substitute one sound for another or jumble them around.
- Language abilities such as following instructions & understanding what is said.
- Ability to answer questions and construct sentences correctly.
- Ability to use grammar correctly such as plurals, past & present tense and pronouns like he/she, his/her.
- Understanding of the building blocks of literacy such as knowing letter sounds, sight words, rhyming, syllables, reading and spelling.
- Ability to maintain a conversation & stay on topic.
- Understanding of social rules.
- Ability to know what & how to say things during conversations.
- Fluency issues such as stuttering, not being able to get words out, or talking too fast.
- Voice quality, tone and pitch such as a husky or nasal voice.
Your Child’s Intervention
After your therapist has analysed your child’s assessment results, they will discuss the findings with you. They will also discuss what intervention approach will best suit your child, set intervention goals and you can decide how often you would like therapy.
Parents are required to attend therapy appointments, unless otherwise agreed. This gives you the opportunity to see how to do the activities at home and the cues and prompts your child responds to. It also allows you to discuss any issues or questions you might have about your child’s development.
Depending on your child’s needs, goals and age, your therapist may recommend or utilise the following intervention approaches:
- Individual therapy sessions (usually 45 minutes, weekly, fortnightly or monthly) utilising:
- Play based therapy
- TalkAbility™ - The Hanen Program®
- More Than Words® - The Hanen Program®
- Picture Exchange Communication System (PECS)
- The Lidcombe Program For Children Who Stutter
- Augmentative & Alternative Communication systems
- Traditional speech & language therapy approaches
- Pragmatic Organised Dynamic Display (PODD) Books
- Education of parents – We believe no question is too small or “silly” for you to ask
- Home program activities
- Consultation with teachers or other children involved in your child's life
- Small group therapy sessions:
- Hanen Groups
- Playing & Learning To Socialise (PALS) Group
Book A Speech Pathology Appointment
Book online or call our office on 07 4818 0445 to make an appointment for your child.
Use the enquiry form below or call us on 07 4818 0445 to find out about how our Speech Pathologists can help your child.
We value your privacy and would never spam you


Canada is a country in the northern part of North America. It has ten provinces and three territories extend from the Atlantic to the Pacific and northward into the Arctic Ocean. The name of the capital is Ottawa and it's three largest Metropolitan areas are Toronto, Montreal and Vancouver. Canada is part of several major international and intergovernmental institutions or groupings including the United Nations the North Atlantic Treaty Organization, the G7 (formerly G8), the Group of Ten, the G20, the North American Free Trade Agreement and the Asia-pacific Economic Cooperation forum.
Reasons to move to Canada:
Canada is an extremely attractive study destination. There are few reasons to move to Canada.
1. Jobs in Canada- There are great employment opportunities available to eligible skilled foreign workers who move to Canada. Thousands of foreign workers are needed by Canadian Companies to fill jobs in Canada in a range of high-demand occupations, due to large part to an ongoing labor Shortage.
2. Incredible Cites- Many people decide to move to Canada so they can enjoy the high standard of living found in Canadian Cities. For the past several years in a row ,the Economist Intelligence unit (EIU) has ranked Vancouver, Toronto and Calgary among the Top Five” Most Livable Cites” in the world ,out of 140 cities evaluated around the globe.
3. Freedom- In November 2015, the Legatum Global Prosperity Index declared Canada to be the number one country in the word for personal freedom. Canada is a Western democracy which protects freedoms and human rights under the rule of law and where men and women of various backgrounds can live freely, without fear of government oppression.
4. Safety and Security- Canada is known for being one of the safest countries on Earth, both in terms of its relatively low level of violent crime as well as its political stability and location is a peaceful part of the planet.
5. Education Opportunity- People who immigrates to Canada has access to its excellent education system, which includes several of the world’s top institutions of higher education.
Education System in Canada:
Education across Canada is generally divided into four stages: pre-school or early childhood education; primary or elementary education; secondary education and post-secondary or tertiary education, which includes college and university programs and vocational/technical schooling.
Credit Transfer Opportunity:
It’s definitely possible to transfer credits from Bangladeshi University. When you are applying to a Canadian University just attach the official transcript and details course description with the admission form. Make sure you notarized the official transcript. Once the university offers you a letter of admission, they will evaluate your transcript and offer you advanced standing for the courses that matches with their corresponding course. If you are not satisfied with the advanced standing approval, you can further talk to an academic advisor once you come to Canada.
University Ranking in Canada –There are 26 Canadian universities in the QS World University Rankings 2019, ranked based on six indicators, including employer and academic reputations and citations per faculty member, a measure of research impact. Read on to count down the 10 highest-ranked Canadian universities in this year’s ranking, plus a look at how its other institutions performed.
· Scanned copy of your valid passport
· Scanned copies (original) of all educational Certificate & Mark sheet
· Latest CV & Four Copies Photo
· Scanned copies (original) of Two Academic Reference Letter (For PG)
· Statement of Purpose (SOP)
· Scanned copy of IELTS Certificate
· Job experience letter (if required)
· Other supporting documents (if available, e.g. extracurricular activities)
The main intake offered by all Universities is September / January and May.
English Language Requirements
IELTS minimum score of 6.5 for Postgraduate and 6 for Undergraduate Programs.


There are many benefits of arts education for kids – from the improved language development, reading comprehension and non-verbal communication to enhanced problem-solving and collaborative skills, increased confidence and better test scores.
Experts agree that an arts education is about more than just teaching music and theater to kids. It’s about teaching skills and traits – such as dedication, accountability, receiving constructive criticism and being able to persevere and focus – that will, in turn, help them in their other classes and last a lifetime.
With that in mind, to help Nassau County and Suffolk County parents find private music and theater classes for kids on Long Island, Your Local Kids offers parents an Education and Enrichment Guide that lists a wide variety of classes and activities in the arts – from acting and drama to singing, music and dance classes – in both Nassau and Suffolk.
Numerous studies have proven the correlation between drama and music involvement and higher academic achievement. For example:
- “A small increase in the IQs of six-year-olds who were given weekly voice and piano lessons” was found in a study by E. Glenn Schellenberg at the University of Toronto at Mississauga, as published in a 2004 issue of Psychological Science.
- Students – in a study led by Ellen Winner, professor of psychology at Boston College, and Gottfried Schlaug, professor of neurology at Beth Israel Deaconess Medical Center and Harvard Medical School – who underwent 15 months of weekly music instruction and practice showed improved sound discrimination and fine motor tasks, and “brain imaging showed changes to the networks in the brain associated with those abilities,” according to the Dana Foundation, a private philanthropic organization that supports brain research.
- “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,” according to a study by Christopher Johnson, professor of music education and music therapy at the University of Kansas, published in 2007.
In addition, according to the American Alliance for Theatre and Education, drama students outperform non-arts peers on SAT tests, as compared to their peers with no arts coursework or involvement.
It’s clear from this data that the arts are a crucial element in children’s education and development, and whether parents are able to get their children involved in music and theater and other audio and visual arts in school or outside of school, their children will benefit academically and socially.
So how do parents get their children involved in the arts? Here are some simple steps to get started:
- Take notice of your children’s interests and foster them by signing them up for classes.
- Talk about art, whether it’s music or images or Broadway shows, and emphasize the significance of special pieces of art in your own home.
- Provide materials so they can create, draw, paint, dance, play and make music, put on plays, etc., depending on their specific creative interests.
- Be supportive and encourage their creative spark and ideas.
- Stimulate their interests by taking them to local museums, plays, musicals and performances, and art fairs.
- Support art education in your community.


Get the answer: Art Projects For Kids: Abstract Line Art in 06:01 minutes. This solution was published on September 09 2014. Art Lessons For Kids: Scribble Art.
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Here is the Guidance: Art Projects For Kids: Abstract Line Art
|Tutorial||: Art Projects for Kids: Abstract Line Art|
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Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. At Saltergate we aim to provide this through fun, relevant, stimulating lessons which allow all pupils to engage in different ways.
Pupils are taught to:
We teach music for one hour each week through a scheme called Charanga. This runs throughout Juniors and allows pupils and teachers to tap in to a range of music, genres, instruments and learning in a fun and engaging way. Click here to find out more.
Music also forms a large part of our special performances at Christmas, Easter, the end of the year leavers' celebration and one-off shows. Singing and playing instruments combine with dancing and acting to make learning relevant and build confidence and creativity.
We are very lucky to have a wide range of teachers who visit to deliver specialist teaching for a range of instruments in school, from Year 3 to Year 6. This includes drums, acoustic and electric guitar and singing.
Each session can be delivered 1:1 or in groups in our music room.


Children and Music
There is no downside to bringing children and music together through fun activities. We are able to enjoy the benefits of music from the moment we’re born. Although a good dose of Mozart is probably not increasing our brain power, it’s enjoyable and beautiful. From the pure pleasure of listening to soothing sounds and rhythmic harmonies, to gaining new language and social skills music can enliven and enrich the lives of children and the people who care for them.
Toddlers and Music: Toddlers love to dance and move to music. The key to toddler music is repetition, which encourages language and memorization. Silly songs make toddlers laugh. Try singing a familiar song and inserting a silly word in the place of the correct word, like “Mary had a little spider” instead of lamb. Let children reproduce rhythms by clapping or tapping objects.
Preschoolers and Music: Preschoolers enjoy singing just to be singing. They aren’t self-conscious about their ability and most are eager to let their voices roar. They like songs that repeat words and melodies, use rhythms with a definite beat, and ask them to do things. Preschool children enjoy nursery rhymes and songs about familiar things like toys, animals, play activities, and people. They also like finger plays and nonsense rhymes with or without musical accompaniment.
School-Age Children and Music: Most young school-age children are intrigued by kids’ singalong songs that involve counting, spelling, or remembering a sequence of events. School-age children begin expressing their likes and dislikes of different types of music. They may express an interest in music education, such as music lessons for kids.
Teens and Music: Teenagers may use musical experiences to form friendships and to set themselves apart from parents and younger kids. They often want to hang out and listen to music after school with a group of friends. Remember those days of basement and garage bands? Teens often have a strong interest in taking music lessons or playing in a band.


Black History: Special Delivery!!
The Black Panthers are well known for their activism throughout the United States. They also deserve recognition for their community service efforts and innovative programming. In this blog post we will share info about some of these programs which include medical centers, ambulance services, youth empowerment programming and much more.
In 1968, The Black Panthers launched their free breakfast program for children in Berkley, California. provided free breakfast for school children. It was their first large scale community action program. The program grew to cover 19 cities by the end of 1969 and served more than 20,000 children.
Health Clinics, known as the “Peoples Free Medical Centers” offered medical care in 13 cities across the United States. The Black Panther’s women members were integral to the success of this effort. Unfortunately many were not able to stay open for very long. Services offered included various health screenings, immunizations, physicals, etc.
Established in 1971, the Intercommunal Youth Institute was launched to empower black youth to achieve success. The first graduating class was in 1974 and the programs name was changed to the Oakland Community School. In 1977 California Governor Jerry Brown, Jr. gave the program a special award for “having set the standard for the highest level of elementary education in the state.”
Maya Angelou (left) visiting Oakland Community School
Seniors Against A Fearful Environment (SAFE) was a non-profit organization organized by the Black Panthers. A group of senior residents asked the Black Panthers to launch the organization to help seniors learn self-defense techniques to prevent robberies, muggings and other attacks on seniors. These seniors had originally approached the Oakland police department to provide additional patrols and protection. The SAFE program offered free transportation services which allowed seniors to conduct banking transactions more safely.
The Peoples Free Ambulance Service provided rides to the hospital for sick or injured people. At least one ambulance was available 24 hours per day for emergencies and from 8am-5pm for non-emergencies (doctor visits and other medical appointments).
The Black Panther’s Free Food Program provided food to black communities and also assisted other individuals as well. The program was initiated to supplement grocery purchases. The program also provided mass distribution of food items on occasion which included giving away food such as eggs, vegetables, fruits, milk, meat, and other food items. Each bag distributed contained a week’s worth of food.
The Black Panther Party Black Student Alliance was started in 1972. It brought together Black Student Union groups in California to establish Black Panther programming on college campuses. The goal was to unify students with their local black communities so that the schools and community would be more responsive to the needs of black residents. The Black Student Alliance initiated programs which provided supplies and books to students at no cost, free child care, food distribution, transportation services, financial aid programs, etc. The program also advocated for securing better instruction for students.
The Black Panther Newspaper was published and distributed weekly starting in 1967 both locally and nationally. The publication provided updates on Black Panther initiatives being carried out by its various chapters across the United States. It also provided commentary on oppression in black and other marginalized communities in the U.S., African and around the world.
As you can see The Black Panther Party was heavily involved in providing resources and empowerment to oppressed groups within local communities!


This case study was produced as part of Play England’s Exploring Nature Play project, which worked across three adventure playgrounds in London, North Tyneside and Torbay, as well as with schools and environmental organisations, to explore different ways of increasing children’s understanding of nature through play.
Part of the Play Rangers ‘Practical tips’ series from Play England and Playwork Partnerships, compiled by Dan Rees-Jones, a practicising play ranger.
An independent evaluation of the innovative Outdoor Play and Learning (OPAL) programme, designed to enhance play opportunities for children within school.
DATE: June 2009 At St John The Baptist Church of England School in Hoxton, play is a fundamental part of the school’s curriculum. The head teacher believes that introducing innovative play ideas in their school has had a great impact on the quality of children’s education and their enjoyment in school.
This briefing summarises findings from the Play and Exercise in Early Years research project.
Play England produced a short film that explores how high-quality play facilities in primary schools can help to improve children’s academic performance and enjoyment of school.
Farley Nursery School offers a unique approach to early childhood learning, where children are encouraged to spend their time playing outdoors in natural settings in Salisbury.
Chelsea Open Air Nursery School and Children’s Centre provides early childhood provision with free play and structured activities. The providers view risk and challenge as a strong ethic for children’s learning and play, and this is reflected how the provision is run.
This briefing summarises aspects, relevant to the play sector, of the guidance on developing school grounds, which is part of the government’s school building and redevelopment programme.
Free play in early childhood highlights concerns over recent policies that structure young children’s lives in pursuit of targets and testing.


Reading program hopes to inspire future educators
ALAMOGORDO — A new mentorship program is being unveiled this year in the Alamogordo Public School District, where high school and college students will mentor elementary students in reading and hopefully become inspired themselves to pursue a career in education.
"In conjunction with New Mexico State University - Alamogordo, we've gotten together to do a new program in which high school students and college students from NMSU-A can enroll and become a mentor for a third grade student at Yucca or Heights Elementary," said Director of Curriculum and Instruction Michelle Perry. "The beauty of this is these adults and about to be adults are going to be exposed to children at a younger age in the context of reading and supporting that younger child in their learning."
The program, named That's Fire (Friends in Reading Excellence), is set up for student mentors to meet with their assigned third grader four days a week and to attend a class on reading instructional strategy once a week. Perry explained the student mentors will learn reading instruction strategies from Alamogordo High School teacher Holly Bird in partnership with NMSU-A's Department Lead for Elementary Education Anne Ricksecker.
"So when these student mentors do arrive for teacher prep classes at NMSU-A, they've already been exposed," Perry said. "We're really hoping that not only will this inspire better reading scores for our students, it's going to inspire high school students and adults in our community to take an interest in education."
Perry said the program will have incentives for the student mentors as well as the elementary students as they achieve reading goals.
So far, the program has about 18 students signed up to be student mentors and the district is hoping for more applicants. For more information on the program, contact Holly Bird at 812-5577 or email@example.com.


Now that the government guidance on returning to schools in September has been published, our general approach is to ensure that we can continue to teach as many students as we can. We are working with schools and teachers to return to face-to-face activities in a safe manner as soon as we are able. In the meantime, we will be continuing to register online teaching until we can return to teaching in schools and music centres. Please find more information on how we’re ensuring access to music during COVID-19 here: https://www.kent-music.com/news/kent-music-and-covid-19-coronavirus/
We provide music lessons in schools and local music centres across Kent. Learning to sing or to play a musical instrument provides enormous benefits for young people in terms of their intellectual, social and emotional development. To find out more information on the social and academic benefits of music education, the role you can play in your child’s learning or for general information on lessons and ensembles, please download a copy of our Parent Guide.
All of our staff who work with children and young people have a current enhanced disclosure through the Disclosure & Barring Service and we run a programme of regular child protection training for our teachers.
Lessons at your school or at a Music Centre
Lessons are offered individually or in pairs and are delivered by professional musicians. We offer a wide range of instruments which is subject to the availability of teachers in your area.
Individual lessons can be tailored to the student’s needs while group lessons provide a fun and sociable way of learning a musical instrument. Lessons can work towards music examinations or simply focus on the enjoyment and accomplishment of learning to sing or to play a musical instrument. We would advise that individual beginners opt for a 20-30 minute lesson, increasing the lesson duration as they progress and small groups opt for a 30 minute lesson.


Many parents worry over when and if they should introduce certain skills and subjects to their children. This is not a new concern. Maria Montessori developed the theory of sensitive periods in which children will naturally develop critical life skills. These Montessori sensitive periods can be thought of as developmental windows that allow organic skill development.
What Is a Sensitive Period?
Sensitive periods in child development are times when children are intrinsically motivated to develop skills in certain areas. These periods are defined by intense interest and focus in a particular domain, often to the exclusion of other topics. It is believed that children move through each sensitive period one time. Once it ends, there is no way to re-enter that phase.
Defining the Sensitive Periods
Montessori experts define up to 11 sensitive periods in child development. Some of these include:
- Movement–This is the period in which infants gain control over their muscle movements. They progress from limited, random movements to grasping, crawling and walking.
- Order–Toddlers in this sensitive period seek structure and routine. Disruptions to their routines may trigger tantrums.
- Language–The language development period starts at birth and continues through age six. Children go through the stages of speech development and gain comprehension skills.
- Sensory–Children develop greater awareness of differences in sensory input. They start to notice that some objects are heavier than others and that different materials have varying textures.
- Small Objects–Young children develop greater attention to detail during this time.
The sensitive periods extend to academic readiness, as well. Children show a natural inclination to develop foundational skills in reading, math, music, and writing at different times.
Honoring the Sensitive Periods
Children cannot be forced to develop skills when they are not ready. Preparing the child’s environment to allow natural exploration at the appropriate time is key to success.


In a time when music is so easily accessible, students can easily loose sight of all the work and people it takes to bring an album to their listening ears. All many of my students ever see is the album or song title on their phone, or the album art. They just take it for granted that music will be there to download or stream at any time. But before that music becomes available to them, many hands have gone in to creating and preparing it for distribution. Students should be made aware of what is done to make music ready for them to consume so they can become more engaged with the process, so they can enjoy music and music making beyond just listening, and so music will continue to be created and produced by their generation.
The National Association for Music Education (NAfME) has an excellent online resource that lists and describes many careers in music. The resource is organized by categories of Music Education, Performance, Music Business, Healthcare, Worship, Music Production, Music Technology, Music Publishing, Musical Theatre, Instrument Making and Repair/Restoration, Movies/TV/Radio, and Administration. Under each heading are 3-8 specific careers, with a description of each that includes skills needed and qualifications. These descriptions are valuable because they move the conversation beyond the obvious. For example, it seems silly to ask students to explain what a singer does, because the obvious answer is “sing.” But in the description, they learn that there is much more to having a career as a singer. For Pop/Rock/Jazz singer, the author wrote, “Most pop vocalists earn their living in a variety of music areas – concerts, recordings, club work, radio and television commercials, Broadway musicals, and even teaching. Versatility is absolutely essential in this career, especially to the vocalist who may not have the good fortune to gain star status. Performance situations are competitive, often demanding years of experience to gain a solid reputation and a high level of proficiency. A vocalist who sings reasonably well, can sight-read, knows all styles of music, and has a solid knowledge of music theory is going to be in demand.”
Having students think through the whole creative process brings them to discover a host of careers they may not have considered. “What has to be done first in order for a recorded song to get to you?” This begins with the producer putting together a timeline that starts with the composer/songwriter creating the song. Personnel must be assembled, including other singers, and instrumentalists. Often, a sound designer must be found to create rhythm tracks or special effects electronically that will be edited into the final mix. The song has to be rehearsed, probably edited and revised, and then eventually recorded by a recording engineer. Then the song is edited and mixed down into its final form. When the song is ready, the publicist needs to create a campaign to get the word out that the song or album is available. It needs to appear on Amazon, iTunes, and a number of streaming sites, and it needs to get air time on popular radio stations. And then there is the DJ who completes the on-air package, and helps promote the music. Suddenly, students realize that there are many career opportunities within the process of making recorded music; and they haven’t even considered musical theater and opera, or the many jobs that must be done in order to pull off a concert or concert tour.
This brings us to the students who are interested in music, but don’t see themselves as performers. For students who don’t see themselves as singers but want to pursue a music career, the resource offers many options, including recording engineer, recording producer, composer, publicist, sound technician, or sound designer. There is also the whole field of music business and administration. Berklee has an excellent resource on line that includes many music careers that the NAfME does not include, particularly in the popular music fields.
Many of these careers offer opportunities for classroom activities that students will enjoy, find relevant, and may lead them to choose a career in music. Creating, producing and recording a song in class, with small groups of students assigned to the various jobs along the way, offers an authentic educational experience, and the benefit of a product that every student can get a copy of and take with them—the recorded song. Careers in music is a good basis for many worthwhile units of instruction in the music education classroom.


Over time, transcribing can become a hobby for serious jazz musicians. Jazz students in conservatories often hang together and share their latest transcribed licks. And part of the fun of writing out others’ parts is listening for hours and scouring obscure records to find material that speaks to you. With practice, experimentation, and time, the licks that you “stole” to imitate your idols can become a valid part of your personal vocabulary. In this lesson we’ll explore a transcription of a Roy Haynes phrase and vary it to demonstrate ways to make it your own.
When you transcribe from a video of a live performance, there’s an advantage of seeing how a drummer executes ideas. However, when you write out the parts solely from a record, it’s usually difficult to make out exactly what sticking is employed. But with repeated listens, we can often logically discern right- and left-hand stickings. Also, the guidance of a great teacher can answer phrasing questions because those instructors may have seen first-hand how previous generations of drummers played certain phrases. It’s important to know the history to make informed choices about your language. Eventually, after spending time with transcribed material, you can diverge from the tradition and interpret what they hear.
Let’s check out a phrase Roy Haynes played during his solo on the track “Evidence” from Thelonious Monk’s Thelonious in Action. Note the accent pattern that Haynes uses in this figure.
Exercise 2 demonstrates one example of how Haynes could have performed the previous phrase. The right hand leads, embedding a swing ride pattern within the paradiddle-diddles.
Here are a few more sticking possibilities.
We can also modify this phrase by changing the rhythm and orchestration. Let’s apply a triplet subdivision to it.
By moving some notes to the hi-hat in an open-handed style, we get more contemporary ideas reminiscent of Mark Guiliana’s and Nate Wood’s inspiring styles.
By developing your craft in this manner, you can play with respect to the masters while carrying their torch. Happy practicing!
Mike Alfieri is a Brooklyn, New York–based drummer and educator. He has a bachelor’s degree in music education from the Crane School of Music and a master’s degree in jazz studies from SUNY Purchase. For more information, visit mikealfieri.net.


Summer is the perfect time to catch up on any learning deficiencies your child may have. By dedicating more time than is possible during the school year, a student can make a remarkable amount of progress during the summer – as much as a year’s progress in just 4-6 weeks!
In addition, working on skill-building during the summer months prevents further deterioration of skills – the dreaded “summer slide.”
At PRIDE Learning Center we offer an amazing summer program to help students enter the new school year prepared to meet and exceed classroom expectations.
Students attend Monday – Friday from 9:00am – 12:00pm or 12:30pm – 3:30pm.
Parents can sign up for any weeks between June 2nd and August 29th
We have locations in Redondo Beach, Newport Beach, Mission Viejo and San Clemente.
For students struggling to learn to read, we offer out intensive Orton-Gillingham reading program. Your child will work one-on-one with our credentialed and Orton-Gillingham Certified teachers (not tutors) using the best research-based and multi-sensory materials. At PRIDE Learning Center we specialize in helping children with learning differences by focusing on the underlying foundational skills that are preventing your child from reading.
Designed for students who know how to read fluently but are struggling with comprehension, this intensive program teachers your child strategies and skills to improve “Reading to Learn.” The goal of this program is to teach children to be efficient readers so that they can learn the content begin taught in any of their classes. These are skills that must be explicitly learned, they do not come naturally to many students. At PRIDE Learning Center, our highly effective comprehension program provides students with the ability to conceptualize mental images that match content, and use language to describe those images. Starting at a concrete level and moving towards more abstract concepts, we are able to help students visualize the content of what they are reading.
Basic Math Skills
Our math program is for students of all ages who are struggling with basic math concepts. At PRIDE Learning Center, we build an understanding of mathematical concepts by using visual learning tools, game playing and exercises that engage all the senses. Our one-on-one, multisensory math program gives students a strong math foundation. Students master their number facts and numerical fluency. They are given the essential tools for a strong math foundation.
Our writing skills program effectively teaches essential skills in careful order: from parts of speech, to sentence structure, to paragraphs, to complete essays. For the reluctant beginner writer, our program provides the essential foundation in thinking and writing skills. For the more proficient and advanced writer, it offers opportunities, strategies, and techniques to apply them.
For more information on our summer programs call us at 866-774-3342 ext. 1 or you can email us at: email@example.com


When more than two pitches are stacked together the resulting harmony is called a chord. As we have already learned, the simplest type of chord is a triad. The prefix "tri" means three, so a triad is a chord composed of three pitches. The pitches that compose a triad are the 1st, 3rd and 5th intervals in relation to the root. When a fourth pitch is added to a chord, it is referred to as a seventh chord. The added pitch is and interval of a seventh from the root, which is the reason for the name.
The four pitches of a seventh chord can be stacked in different orders. When the root is on the bottom the chord is said to be in root position. When the third is on the bottom the chord is in 1st inversion. When the fifth is on the bottom the chord is in second inversion. When the seventh is on the bottom the chord is in third inversion.
The intervals between the four pitches of a seventh chord determine the quality of the chord. These quality defining intervals are measured with the root position version of the chord. Seventh chords can be labeled as having major, minor, dominant, half diminished or diminished qualities.
Major seventh, dominant seventh and minor seventh chords all contain a perfect fifth. A major seventh chord contains a major third and a major seventh. It is a major triad with a major seventh added. A dominant seventh chord contains a major third and a minor seventh. It is a major triad with a minor seventh added. A minor seventh chord contains a minor third and a minor seventh. It is a minor triad with a minor seventh added.
There are two types of diminished seventh chords. Both contain diminished fifths and minor thirds, so they are both diminished triads with sevenths added. The half diminished seventh chord has a minor seventh added to the triad. The other name for this chord is a minor 7 flat 5, because it is identical to a minor seventh chord aside for the flatted fifth. The fully diminished seventh chord has a diminished seventh added to the diminished triad. A diminished seventh is two half steps lower than a major seventh or one half steps lower than a minor seventh. It is the enharmonic equivalent to a major sixth, but is identified as a diminished seventh since its pitch letter is the seventh pitch from the root. An example of this would be the interval between C and B double flat. Since the pitch is being identified as B double flat, instead of its other name of A, the interval is labeled as a diminished seventh.
The major seventh and dominant seventh chords can both posses a raised fifth since they both contain major thirds. This causes them to become augmented triads with an added major or minor seventh. These chords retain their identities as either major or dominant seventh chords. They are labeled as altered seventh chords, and the alteration of the raised fifth is added to the name (Major 7 #5 or Dom 7 #5).
Ray Melograne received his BA and ME in music education from Queens College. He is currently teaching music in the NY public schools. He also teaches privately on the Zoen.com network.


The Poetry of Science: The Poetry Friday Anthology for Science for KIDS edited by Sylvia Vardell and Janet Wong
Synopsis: If your kids love science, this book is for them! THE POETRY OF SCIENCE: THE POETRY FRIDAY ANTHOLOGY FOR SCIENCE FOR KIDS features 248 poems by 78 award-winning and popular poets.
Need inspiration for a science fair project? You’ll find it here. Curious about ecosystems? Dive in! There are poems about push and pull, chemistry, energy, math, computers, inventions, famous scientists, experiments, imagining the future, and more!
This book is a companion book to The Poetry Friday Anthology for Science (Teacher Edition)—an NSTA Recommends title—with 30 additional Bonus Poems. Use this book with the Teacher Edition, or let kids enjoy these poems all by themselves!
Published: December 2015 | ISBN-13: 978-1937057985


By eighth grade, Birchwood students have learned the foundational skills they need to succeed in high school. Eighth grade is about refining their skills by asking tough questions and digging deeper to find meaning in everything from a classic novel to a science experiment. Along the way, teachers are preparing them for the transition to changes they’ll encounter in 9th grade.
English Language Arts
Eighth-grade English Language Arts, students read a wide variety of literature that helps develop critical thinking, deep analysis of purpose and meaning, and attention to detail. They learn to approach writing as a craft. They pay more attention to organizing, assembling, rethinking and polishing. That makes students’ writing better while reinforcing skills they can use in other subjects and outside school.
Eighth-grade social studies/history builds on the knowledge students have accrued throughout their educations. Now, though, they’re looking at it from different perspectives through new information and advanced tasks. Discussions are designed to expand their minds and help them see history and international affairs from different perspectives. They see the impact that culture, heritage, economics and geography has on society as a whole.
By eighth grade, students have progressed past memorizing the components of second — and sometimes third — languages to conversing in them. World language teaching helps students become global citizens through projects, teamwork, and studying customers through celebrations.
Creation, innovation and exploration are the hallmarks of eighth-grade science. Students learn to make their own discoveries through data analysis and study of the natural world. They also study great scientists and engineers to inspire them to become tomorrow’s creators and innovators.
In eighth-grade math, students go beyond number crunching to understanding why mathematical processes are important. They break problems down into components, such as variables and possible formulas, to see how the “mechanics” of math work. Teachers help students develop efficient study habits and confidence handling mathematical concepts.
Valuable in its own right for developing abilities such as abstract thinking, art education has also been shown to improve performance in the classroom and on standardized testing. Art education at Birchwood provides an outlet for students to express themselves and develop their own creative potential. Students learn where art originated, discover the work of artists that can inspire them, and find their talents as musicians, designers, painters, sculptors and builders.
Birchwood embraces the idea that music is an invaluable part of education that helps language development, speech perception and reading skills. From keeping the beat in a percussion section to singing harmonies, our music program provides a wide range of choices for students to explore their musical talents. Some of them might practice an instrument for hours every day in hopes up on a professional stage. (Remember parents: pitchy notes coming from behind a bedroom door is part of the learning curve!) Some of them might just want to be able to jam with friends from time to time for fun. And some will try music then move on to other interests. But they will share the same appreciation for music.
Health and Physical Education
The physical changes that occur in the middle school years make them the ideal time to teach students the importance of physical fitness, including healthy habits, mental health, and the need for consistent exercise. Health and Physical Education stresses lifetime fitness through exercise, individual and team sports.The latter emphasizes teamwork and sportsmanship, which are helpful qualities to carry into life. Teachers also provide age-appropriate instruction on human physiology and body systems.
10 Birchwood Drive
North Providence, RI 02904
Phone: (401) 233-1120
Fax: (401) 353.6903
Copyright 2019 North Providence School Department


By Wills Citty
A new College of Education study shows teaching struggling students reading strategies through U.S. history class can improve both reading skills and understanding of the subject itself.
The study, published in the journal Exceptional Children, was conducted in partnership with researchers at the University of California, Riverside. It looked at the effects of targeted reading intervention for eighth grade history students who read well below grade level. Half of the students in the study were English language learners, and half received special education services.
Over the course of the 15-week study, participants in some cases made significant gains through comparatively low-impact support.
|A new study shows that reading intervention works.|
“Struggling readers who received just 5-15 minutes of daily direct, interactive vocabulary instruction were able to define more academic vocabulary words than their average performing peers who received incidental instruction from the classroom teacher,” said study co-author Dr. Kristen Beach, who spoke on behalf of the UNC Charlotte contingent.
Beach, an assistant professor in the Department of Special Education and Child Development, and departmental colleague Dr. Lindsay Flynn helped develop the program. The pair trained classroom teachers on reading techniques and documented the results of their deployment in the classroom.
Students were taught the meanings of academic terms, how to break down complicated words, and critically for history class, to understand cause-and-effect relationships.
“The cause-effect text structure is among the most important for readers to understand in history, since history is often defined by sequenced and causally-connected events. Unfortunately, the cause-effect text structure is also among the most difficult for struggling readers to grasp,” said Beach.
After learning strategies to identify and organize cause-effect relationships, struggling readers performed as well as average performing peers on a task that required picking out cause and effect in a new passage, the study found.
Integrating reading instruction into classes other than English may thus be a real answer for students without the foundational skills to succeed; on the other hand, doing so may also be a source of consternation for teachers dealing with limited resources.
Beach noted that while most instructors came to recognize the value of integrating reading instruction into their history class, at first some were skeptical about dedicating time to non-core material.
However, “the decision to teach reading skills or subject-area content isn’t necessarily a catch-22,” Beach said, “In fact, infusing instruction on word reading, vocabulary, and text structure into content area classrooms can be feasible and is often at harmony with content area teachers’ goals: to teach content knowledge and critical thinking skills.”
The numbers back up that argument.
Study participants improved by an average 20 points in teacher-created history finals. That’s a striking statistic, Beach said.
“These improvements are particularly impressive given [our study’s] instruction supplanted the teacher’s typical instruction and did focus more on strategies for reading rather than on instruction to improve content area knowledge.”
The study was a cooperative effort between university scholars and the middle school teachers who agreed to participate. Researchers and teachers met throughout to talk about which strategies worked and which didn’t. And tactics were modified and improved base on these review sessions.
“Our goal was to design instruction that was effective, manageable, and complimentary with teachers’ existing classroom goals and practices. By doing so, we maximized the likelihood that the resulting intervention would be sustained in the school building after our particular study ended,” Beach said.
The broad based reading strategies employed in the study are part of preservice special education teacher training at UNC Charlotte. In response to educator feedback, Beach and study co-author Flynn are working with a College of Education colleague to develop a program that teaches class-specific reading skills.
# # #
Willis Citty is Director of Communication for the College of Education.


Numeracy & Literacy
At The Henry Beaufort School our ambition is for our students to leave school equipped with the skills they need to be critical, independent, and informed young adults, able to use and decipher all of the information with which they will be bombarded in future life. It is therefore the shared responsibility of all teachers to work together to build the literacy and numeracy skills of all our students, in lessons, around the school site, and in the wider community. For this reason, students are encouraged to use and develop their skills across all subjects, in order to emphasise the importance and relevance they have for life beyond the classroom.
Both literacy and numeracy are essential skills required in the ‘outside world’. We employ whole school, cross curricular initiatives to support the work of the English and maths departments in raising standards and achievement in these areas, making sure that students recognise they use these skills outside these subject areas and helping them to apply their knowledge in everyday life.


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‘Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.’ (National Curriculum 2014)
Early Years (Nursery) children will join in with dancing and ring games, learn a range of simple songs, tap out rhythms and explore sounds and how they can be changed. In addition, the Reception children will build a repertoire of songs and dances and explore the different sounds of instruments to make music.
In Key stage 1 the children will use their voices expressively and creatively by singing songs and speaking chants and rhymes; play tuned and un-tuned instruments musically; listen with concentration and understanding to a range of music; and experiment with, create, select and combine sounds.
The Key stage 2 children will sing and play musically with increasing confidence and control. They will work on developing an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
There will be opportunities to play and perform in solo and group contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression; improvise and compose music for a range of purposes; listen with attention to detail and recall sounds; use some musical notations; appreciate and understand a wide range of music drawn from different traditions and from great composers and musicians; and develop an understanding of the history of music.
All pupils have the opportunity to participate in concerts during the year. These are performed to parents and invited guests and include aspects of music and dance. In years 3 and 4 the children will learn to play the recorder and in years 5 and 6 they will be able to learn to play the flute. In addition, there will be the opportunity for some children to learn to play the guitar and piano.
Links with Other Curriculum Areas
English – Music teaching helps to develop language and vocabulary and expression. It supports the teaching of rhyme and intonation and the development of breath control, essential for reading aloud.
Maths – Rhythm in music can support the children’s understanding of pattern and time.
Science – As children sing their bodies undergo particular changes related to their breathing and movement of their vocal chords. Instrumental work in music links with vibration and sound waves and knowledge of the senses.
Art/DT – Children have opportunities to design and make simple percussion and stringed instruments using a range of materials. Looking at artworks can inspire children to create their own music, stimulated by the colours, shapes and items depicted and the moods and emotions they evoke.
Humanities – By studying particular pieces of music and their composers and performers, the children will learn about the time and place from which the music originated.
PSHE – By composing and performing as part of a group, the children learn how to work together and value the contributions of others. Talking about musical works helps children to learn more about themselves, their likes, dislikes and feelings. They will be encouraged to respond critically to pieces of music, providing reasons for their responses.
From the autumn term 2016, individual piano lessons are being offered to pupils in years 3, 4, 5 and 6. They can be 15, 20 or 30 minutes as decided by parents and teachers.
Pupils can be prepared for Grade exams and there will be opportunities for them to perform solos and/or duets in assemblies and at a pupils’ concert held annually at Wingfield Barns.
Post Year 6, pupils will be able to continue their lessons with Dinah locally if they wish.


Can you imagine living your life without music? It would be very hard to do so, as music has been hard-wired into our very existence as human beings. While everyone enjoys listening to good music, not many of us are what the world calls ‘musicians’- the ones with the ability to play a musical instrument. This could be due to not having the opportunity to learn as kids or simply due to lack of inclination or proper instruction. However, music is something that is never too late to learn. People who have received a music education are generally smarter than their non-musical counterparts are. Extensive research done in this area has proved that children who learn to play a musical instrument do better in academics.
The music Club of SSMIET was started in the year 2016 with an objective to create awareness among the students about the benefits of learning music. The Music Club of SSMIET provides a platform for students to learn and showcase their Music talents. It provides them with a good opportunity to appreciate and learn Music from various sources. It also provides basic lessons for absolute beginners on instruments like Guitar, keyboards and Drums. The objective of our Music Club is to provide students with an opportunity to beat stress, to learn a new hobby, to develop an ear for music and sense of appreciation and to form a college band in the future.
If you think why should one waste time in learning Music? Here are some facts supported by research that will challenge your prejudices and will open your eyes towards Music:
- Playing a musical instrument relieves stress
Researchers studying the benefits of music have reported that playing a musical instrument on a regular basis can help bring down stress. Studies show that playing an instrument helps in lowering the heart rate and blood pressure, which in turn lowers the stress hormone cortisol, thus making us feel relaxed.
- Playing a musical instrument makes you smarter
People who have received a music education are generally smarter than their non-musical counterparts are. Extensive research done in this area has proved that children who learn to play a musical instrument do better in academics. Shaw, Rauscher, Levine, Wright, Dennis and Newcomb, in their research paper titled Music Training Causes Long-Term Enhancement Of Preschool Children’s Spatial-Temporal Reasoning, speak about, “a research team exploring the link between music and intelligence reported that music training is far superior to computer instruction in dramatically enhancing children’s abstract reasoning skills, the skills necessary for learning math and science.”
- Playing a musical instrument improves your social life
Music helps you connect. Learning an instrument enlarges your social circle since you get to meet more people than you usually would. In children, music can help develop social skills.
- Playing a musical instrument helps build confidence
choosing to take music lessons can help build confidence. Once you are aware that you are able to do something well, like play the flute for instance, you naturally become more confident of your skills.
- Playing a musical instrument teaches patience
Music teachers feel that music can help teach patience. In a world of instant gratification, learning to play an instrument is not something that can happen overnight. It is the daily effort of everyday practice that can help a musician learn how to play without mistakes. This is turn develops patience.
- Playing a musical instrument fosters creativity
Stuck in everyday routine lives; many of us lose touch with our creative side. Learning to play a musical instrument, especially when you reach advanced levels, can foster that lost creativity.
- Playing a musical instrument improves memory
Music and memories go hand in hand. Learning to play a musical instrument makes you use both parts of your brain and this in turn boosts memory power.
- Playing a musical instrument develops discipline
Music requires dedication and regular practice. Allotting a specific amount of time to practice music daily develops discipline in the learner.
We have planned to establish a tie up with Trinity College of Music Academy in the future.
- Dr. L.Ronald David, Associate Professor / English (Music Club in-Charge)
- Dr. Abraham Hudson Mark, Assistant Professor / Physics (coordinator)
- Dr.Sri Nithya Nareshananda, Assistant Professor/ Physics (coordinator)


Art & Design
We are strong believers in the impact of Art and Design at Monksdown Primary School as part of a broad and balanced curriculum. It provides children with opportunities to develop and extend skills to express their individual interests and ideas, whilst also contributing to the development of the child emotionally, spiritually, intellectually and socially.
High quality art education equips children with the skills to explore, experiment, create and invent their own work of art whilst engaging, inspiring and challenging pupils. As artists, children should be able to critically evaluate their work and the work of others, taking influence from well-known artists and adapting their work accordingly. As their skill set progresses, they should understand how art has changed their landscape, culture and history.
Batik Design – painting and peeling off the wax.


Homework help sites for website
Center for Early Literacy Learning CELL has developed specific materials to assist parents in guiding their child’s early literacy development through the use of fun and exciting literacy learning experiences. Practitioners working with parents will also find these resources helpful.
Creative Bug Creativebug.com has thousands of award-winning art & craft video classes taught by recognized design experts and artists.
DaybyDayOhio Family Literacy Calendar The Day By Day Ohio Family Literacy Calendar is a tool that families and caregivers can use that features songs, activities, book suggestions, and videos. It offers resources to further develop early literacy skills and prepare for lifelong learning. This wonderful site is made possible by the State Library of Ohio and Ohio Ready to Read. Access to this site does not require a library card.
Explora Primary Schools Designed with students and educators in grades K through 5 in mind, Explora Primary Schools provides a safe, trustworthy environment for students to look up facts for class projects or homework.
Info Ohio INFOhio transforms student learning by providing equitable access to quality resources and cost-effective instructional and technical support for each student, educator, and parent in Ohio.
Khan Academy Nonprofit organization that offers over 3,000 educational videos for free over topics including K-12 math, biology, chemistry, physics, finance, history, and more. Test prep also offered.
Ohio Department of Education Kindergarten readiness tools.
The Ohio Digital Library Download the Libby app (or Overdrive) to access ebooks and downloadable audiobooks for your smart phone, other Apple or Android device, or Windows 10 (ver. 1607 or later). Use your library card number to sign up.
PBS Kids PBS’s children’s media and family and educator resources include PBS KIDS television series, pbskids.org, PBS Parents, PBS Teachers, PBS KIDS Raising Readers and literacy events across the country
Reading Rockets Resources to help struggling readers build phonemic awareness, phonics, fluency, vocabulary, and comprehension skills
Science Reference Center Science encyclopedias and reference books
Storyline Online The SAG-AFTRA Foundation’s award-winning children’s literacy website, Storyline Online, features videos of well-known actors reading children’s books alongside creatively produced illustrations. Access to this site does not require a library card.
Webmath Math-help web site that generates answers to specific math questions and problems, as entered by a user, at any particular moment. The math answers are generated and displayed real-time, at the moment a web user types in their math problem and clicks "solve." In addition to the answers, Webmath also shows the student how to arrive at the answer.
World Book Kids Thousands of colorful illustrations, diagrams, and maps enrich thousands of articles selected for appeal and curricular standards, with teacher guides, provide instructions and stimulating ways to use content in the classroom setting or for homework.
World Book Early Learning Online resource for preschoolers and early elementary grade students
World Book Students Contains an extensive multimedia collection, including editor-selected websites, and correlations to state standards.


When it Comes to Art, Messy is Good!
The tables are covered, the smocks are on, and the brush is loaded and ready to go. What happens next? Even with all the precautions, within seconds there is more paint on the ground than on the paper. We’ve all been there!
Our instincts are to clean up the mess before continuing, and to bring attention to the fact that paint is for the paper, not our hands. Yet many studies have shown that allowing children to be messy is more beneficial than we realize, and it is perhaps more important to hold off on the order while creativity is at play.
Studies from the NAEA (National Art Education Association) show that the development of skills for problem solving, sensory and spatial awareness are built when we allow messes to be made.
When a child is at artistic play, they have the opportunity to explore textures and shapes in a free environment that benefits their understanding of everyday objects. The comprehension of solids vs. liquids, for example, can become easier when materials are not contained.
To see how much a blob of paint can move, you must be able to push it around without borders. The next time the child squeezes out some toothpaste, they may have an easier time understanding how the little bit on the toothbrush can do so much!
In the same realm, being messy can be helpful in understanding physical capabilities, when you see first hand how long your arm can stretch and how hard can you actually press that crayon, and the possibilities in between.
Using modeling clay can be a wonderful way to find out how something can be both solid and malleable, and further direct understanding of weight, fragility, and other factors of real world objects.
When the mess hits the wall, it reinforces the understanding of the environments we’re surrounded by. Although it may take some restraint, watching the paint drip down from a table can show how liquids operate, etc.
In addition to the benefits of being messy during creating, having a bigger clean up can actually be more valuable than cleaning as you go, because problem solving skills are at play!
When surrounded by one big mess rather than constant small messes being cleaned up, it is easy to see how things can go back in their place.
Searching for the correct marker caps, wiping down surfaces, figuring out how to organize materials in a bin or drawer are all ways to develop fine motor skills, while reinforcing the importance of a big clean up.
Parents and teachers are always determined to show children the importance of taking risks, and reinforcing the benefits of exploration. Through being messy during creative play, positive habits are formed, and there is more time for parent and child to explore together.
Besides, what’s more exciting than bath time?


The Prepared Environment
The Montessori classroom is a meticulously prepared environment, developed to maximize learning and growth in students. Maria Montessori pioneered the idea that an environment can be designed specifically to facilitate independent learning in children. She based this concept on her own careful observations, and developed a framework of six core principles to guide the creation of a student-centered classroom.
The Montessori Classroom
The success of a Montessori classroom has much to do with the preparation of the environment; teachers take time and careful attention to arrange classrooms that allow for independent movement and work; freedom of choice in work activities; and comforting lighting and soundscapes.
Six Principles of the Prepared Environment
Maria Montessori outlined the following principles, with regards to her students' perceptions, while defining the prepared environment:
- Structure and Order
- Nature and Reality
- Social Environment
- Intellectual Environment
The prepared environment allows for freedom of movement; freedom of choice during independent work blocks; and freedom to either interact socially, or take time to yourself. From the earliest levels of Montessori education, students are encouraged to develop agency, and to seek out opportunities and resources. This freedom helps students develop positive relationships with "work," which leads to motivated, independent learners.
Structure and Order
It may seem strange to follow "Freedom" with "Structure and Order," but in practice, they complement each other perfectly. Montessori classrooms can sometimes seem hectic or unstructured, but this is only because the students and teachers have taken time to establish the routine and structure needed for students to work independently.
This structure is very important to the development of a confident, reasonable learner. As the child internalizes the structure of the classroom around her, she realizes the rational, systematic outcomes of the natural world, as well. The student is able to make assumptions and rationalizations, and determine the truth and value of these things by navigating a structured environment. A chaotic environment can have a detrimental effect to developing reasoning skills and confidence, as these opportunities to develop detailed perceptions are fewer and more fragmented.
Beauty is a hallmark of the Montessori prepared environment because it creates a sense of harmony, order, and comfort for students and teachers. Beauty is, of course, in the eye of the beholder, and Montessori classrooms strive to deliver a calming beauty that can be enjoyed fully by the students of that classroom.
Natural lighting and oxygen-producing plants are parts of many classrooms, which speaks to the next principle of the prepared environment as well. Warm lighting, pastel colors, and soft materials are often seen in Montessori classrooms, creating a feeling of being at home, or at least, being in a comforting environment.
Nature and Reality
Being able to interact with the world around you is a hallmark of Montessori education from the earliest levels. Students are encouraged to interact with the natural environment outside of the classroom, to experience and interpret natural phenomena. Within the classroom, natural materials are used as much as possible. Dexterity work could involve grains of sand or kernels of corn; practical life work may involve preparing a snack with real kitchen utensils.
Both natural and real materials are used so that students can learn the relationships between these objects, and have confidence using them independently as they grow. It's common to see children interacting with actual glass vases for their flower arranging work, or manipulating real fabrics and materials on the dressing frame or with the locking activity board. Students learn to utilize real fabric fasteners like zippers, buttons, and velcro; they also work with real metal locks and latches to learn the basics of mechanics and increase dexterity. It's important that children learn how these materials work, for their own growth as well as safety.
Beyond the physical environment and materials within the classroom, the classroom space also acts as a social environment for the students. Students have the ability and freedom to interact with each other through work, rest, and play; the social and emotional frameworks of a Montessori education encourage students to approach each other with empathy, and to work constructively through disagreements or differences.
As children grow, they become more socially aware, and their interactions become more meaningful. This is further encouraged by the multi-age classroom, where older students can model more advanced behaviors for their younger counterparts.
The intellectual environment is the culmination of the six principles of the prepared environment; by creating a space in which the Montessori curriculum can flourish, students will develop their intellect as well as their personalities. This environment is full of materials and activities specific to each piece of the Montessori curriculum. Students understand that this is a place for learning, and they are comfortable developing their foundational skills (order, coordination, concentration, and independence) within this environment.
See more about the Montessori Elementary experience is this video, featuring Kingsley, from the American Montessori Society!


Teaching Children to Read
In what may be its most important action, the Panel then developed and adopted a set of rigorous research methodological standards. (See the methodology adopted by the Panel and printed as an addendum to this Report.) These standards guided the screening of the research literature relevant to each topic area addressed by the Panel. This screening process identified a final set of experimental or quasi-experimental research studies that were then subjected to detailed analysis. The evidence-based methodological standards adopted by the Panel are essentially those normally used in research studies of the efficacy of interventions in psychological and medical research. These include behaviorally based interventions, medications, or medical procedures proposed for use in the fostering of robust health and psychological development and the prevention or treatment of disease.
It is the view of the Panel that the efficacy of materials and methodologies used in the teaching of reading and in the prevention or treatment of reading disabilities should be tested no less rigorously. However, such standards have not been universally accepted or used in reading education research. Unfortunately, only a small fraction of the total reading research literature met the Panel's standards for use in the topic analyses.
The research literature screening process proceeded essentially as follows. For each topic, an initial pool of candidate studies was created by searching a minimum of two databases (PsycINFO and ERIC) for study reports relevant to the topic. To be included in the database, studies had to measure reading as an outcome. Reading was defined to include several behaviors such as the following: reading real words in isolation or in context, reading pseudowords that can be pronounced but have no meaning, reading text aloud or silently, and comprehending text that is read silently or orally. From the pool produced by the electronic searches of the databases, those studies were selected that met the following criteria:
- Published in English in a refereed journal;
- Focused on children's reading development in the age/grade range from preschool to grade 12; and
- Used an experimental or quasi-experimental design with a control group or a multiple-baseline method.
Those studies meeting the above criteria formed the set of studies subjected to further analysis. The next step was to code each study for several characteristics including the following:
- Characteristics of study participants (age; demographics; cognitive, academic, and behavioral characteristics);
- Study interventions, described in sufficient detail to allow for replicability, including how long the interventions lasted and how long the effects lasted;
- Study methods, with sufficient description to allow judgments about how instruction fidelity was insured; and
- Nature of the outcome measures and whether they were described fully.
For each study meeting the above criteria, relevant reported statistics were coded in a standardized format and analyzed. For several topics, the number of studies meeting criteria was sufficient to permit a formal statistical meta-analysis, including calculation of effect sizes. For others, a full meta-analysis could not be carried out. Where there were too few studies that satisfied the Panel's criteria to permit a meta-analysis, the Panel made a decision to conduct a more subjective qualitative analysis to provide the best possible information about an instructional reading approach or program.
With this information as background, this Report is organized into sections to provide an overview of the major findings and determinations achieved by the NRP in the areas of alphabetics (phonemic awareness instruction and phonics instruction), fluency, comprehension (vocabulary instruction, text comprehension instruction, and teacher preparation and comprehension strategies instruction), teacher education and reading instruction, computer technology and reading instruction, and next steps. This Report concludes with some reflections on the NRP process and products.


The fast growth of digital technology, transportation system, and wireless communication networks in recent years has dramatically increased the contact of people from different countries and regions. Accompanying this is the need to have better understanding of different cultures to attain harmony among all walks of life for a concerted effort to develop the earth. As an important part of culture, music facilitates the multi-faceted understanding and knowledge of countries and regions. Western classics, which have long taken an important portion of the music curriculum, gradually got more companies from local traditional music and popular music as can be seen from the music curriculum of many places. Excluding these, to what extent music from other parts of the world is included in the music, educational, and cultural policies of china is worth investigation. This paper will focus on cultural inclusivity in the music curriculum of primary and secondary schools in Hong Kong and Nanjing. Curriculum documents for various stages of learning from lower primary through senior high school levels would be investigated and compared. It will see how much cultural understanding may be brought about by the music curriculum. The depth and breadth of this cultural understanding would be analyzed and the transparency of purpose checked. There would be a review of the literature in an attempt to establish the basis for analysis of the curriculum documents. The inclusion of music from different parts of the world appears to be covered in relation to the domains of appreciation, performing, and creating, as well as cultural specific areas such as aesthetic sense, philosophical aspirations, and functionalities (context of the music). Implications for music education, teacher education, and policy-making regarding cultural inclusiveness would be deliberated to inform concerned music educators.
|Publication status||Published - 2012|


Tools for using video in the classroom
Be specific about instructions when watching videos to encourage active viewing.
Ask students to:
- Jot down a reflection when an even occurs
- Raise their hand during a specific event or quote
- Be prepared to respond to a specific prompt at the end of the video
- Talk about what active viewing looks like
Augment the video by:
- Pause the video and asking specific questions
- Check for understanding
- Do you guys check that out? What does that mean?
- Pausing the video and ask students to talk about what just happened with a partner
- Not 10-minute just a quick 2-minute conversation
- Playing the video twice and explain that you will be watching it twice
- For short videos
- Hiding the video and only showing the audio of the footage
- Listen to this artist and tell me what you think the work looks like
- Turning off the audio……
- What do you think they are saying?
Reflection is a huge part of my art education pedagogy. Reflecting as a teacher and asking students to reflect on their own understandings.
A very simple reflective practice to use in the art classroom is to continually ask students their definition of art. Asking students this question throughout a course provokes students to mindfully reevaluate their understanding of art and its function in society.
Yoga in the classroom may sound overwhelming but taking a break during class to stretch or breath is accessible, calming, and works! In high school, it relaxes students and in elementary school, it becomes a ritual that calms down excitement before moving to a new activity.
I rarely use lecture style teaching but my college from graduate school gave me this amazing idea! Use bingo!! If you have a dense topic or instruction to deliver in a lesson take keywords from your lecture and turn them into bingo cards!!! This is a great way to keep engagement for a topic that would otherwise be boring.
Again this is another awesome activity I learned first hand at graduate school. This is a great opportunity for students to feel empowered and to build community in the classroom.
- Give students the day before or give them 3 minutes to think of something they can teach a classmate in 2 minutes. Verbalize examples like learning a word in a different language, drawing a specific object, making a paper boat, or a tap dance move.
- Ask the students to move around the room and find someone they do not know very well and then start the clock. At 2 minutes ask the students to switch off the teaching role.
- Ending with a discussion rounds out the activity. Ask students what they learned and how they felt during the activity.


ecological literacy– ‘ecoliteracy’ to help you gain the philosophical, environmental and ethical knowledge
of what makes life on Earth possible, just and sustainable.
As featured recently on
Ecoliteracy and ecophilosphy can help you or your organisation
develop impactful creative practices, exhibitions,
events, community art programmes, insightful cultural leadership policy for these urgent times.
Ecoliteracy is increasingly valuable for communicating ecosocial values fluently and clearly:
As a Creative, working in any creative field, you can more confidently present your work and secure funding for ecosocial opportunities that are becoming central to the creative sector and broader society.
As an Arts Professional, you can best design policy, strategy and programmes to align and assist others in the creative sector towards care, compassion and life-sustaining activities imperative of a necessary ecological era.
Compassionate creativity will be critical to help us reflect and inspire communities to imagine the better world we know is possible. However, in Western creative education, our knowledge is fragmented; we struggle to advance an ecological creative practice that will further an ecological, life-sustaining society.
We may sense that intersecting ecosocial emergencies reflect a graver, deep cultural and spiritual crisis – that everything needs to change and fast. However, a shift to an equitable ecological worldview is an enormous paradigm shift–an unprecedented renewal of our culture is required. This societal challenge is not well articulated in society, let alone in creative education. Whilst the ecological breakdown swirls around us, creatives struggle with little access to ecoliteracy and peer support. For without a doubt, ecological insights challenge conventions of contemporary art practice and current cultural policy.
Cathy Fitzgerald, with a unique background across research science, contemporary ecosocial art practice and doctoral creative practice-led research, and arts professional development deeply understands why ecoliteracy is both essential and challenging to the creative sector.
In Cathy Fitzgerald’s Haumea Ecoliteracy and Ecophilosopy Courses and services you will find affordable, accessible ecoliteracy learning and supports, that are increasingly valuable to anyone working in the creative sector– creatives, change-makers, art professionals, curators, cultural policy writers.
Learn with Cathy and her experienced collaborators in this time of urgently-needed change, to gain an overview of ecological philosophy, environmental science, environmental ethics, Indigenous traditional knowledge, intersectional concerns and even the eco-economics that will be essential to form an ecological worldview that can help guide our creativity to contribute to a just and sustainable society.
Having worked in research science, creative professional development and creative practice-led doctoral research in ecological art practice, Cathy Fitzgerald, PhD and collaborators, share important ecoliteracy and eco-philosophy learning to creatives and art professionals, working in any creative field.
Haumea ONLINE offers
a range of services for the arts
Essential ecoliteracy for:
- yourself and your creative career
- your audience
- your community
- your students and staff
- your organisation or college
- updating your cultural strategy or policy
Provides accessible inclusive learning via an:
“Hi, my name is Cathy Fitzgerald. I’m passionate that the arts have a critical, yet under-acknowledged potential to inspire diverse communities on how to live well with the Earth and its inhabitants.
In these urgent times, you may be like increasing numbers of creative workers, art educators, art students, curators and art professionals wishing to engage effectively with eco-social concerns. However, you may soon realise this topic is complex and that ecological knowledge for creative practices is not currently prioritised in art education or understood across the art sector.
Through Haumea Ecoliteracy Services, I can help you navigate the environmental science, philosophy and ethics so you can develop impactful, Earth-aligned creative work for your audiences, communities and art organisations.
Cathy Fitzgerald, PhD by Creative Practice,
eco-social educator | artist | researcher


The benefits of art learning are not just for adults, but children as well. Some research on the benefits of art learning on young children has been done from year to year. Although from different ages, it shows positive results on the benefits of art learning for child. The benefits of learning art for children include:
Children have an incredible imagination. Imagination can be developed for the future to be better again by way of learning art. Creative is not only limited in drawing, but also can in making 3D art. Examples are like clay sculptures, dance moves, making beautiful articles, and others.
Let’s join street pianos, here you will learn and work to development your artistic talents.
How to develop this art can be done by fostering children, to see how expansive the art world. Bringing to the museum and explaining about art, coming to a piano concert and attracting interest in music, and more. The mentors described are not for demands, but by allowing children to imagine freely with adult guidance. A common mistake art education often does not allow children to express and demand “art” is taught.
Learn to more mature mindset
Adult mindset can be built from an early age and can be guided by using art. Children do not generally accept advice or advice from parents because they do not understand. Through children’s curiosity about art, make them hear better suggestions.
Learn to solidarity attitude
Some works of art should be done in groups, so it takes solidarity. Examples of activities done in groups are dancing, playing music, making workshops, and also drawing. Children working in groups doing artwork will collaborate with each other to create a new creativity.
Raises unyielding character
The benefits of learning art also to build a character does not give up easily. Children who learn art, with the right impulse, want to make their artwork better in the future. Learning art in general can be done in two ways namely self-taught and with guidance. For children it may be better to do it with guidance, because at first the children can move away faster.
Learn to appreciate the work
The most important thing of the benefits of learning art for children is to cultivate an appreciation of the work. Learning to appreciate the work of others must be done from the beginning, because the appreciation will be very valuable to the creator. The way to teach appreciation is by bringing it to an artistic place and teaching it art. Through coaching, children will understand how beautiful and deep the art world is, so they can appreciate the work better.


It is testing season in British Columbia. As thousands of students are being subjected to the BC’s Foundation Skills Assessment, ICES co-director Sandra Mathison has offered up alternatives to the much-maligned test.
Vancouver Sun (January 16, 2013)
B.C. need not rely on the much-maligned FSA tests to gauge students’ skills
As schools prepare to give the Foundation Skills Assessment (FSA) tests next week, it may be the last time they are administered, at least in their current form.
The discussion about alternatives to the FSAs is a sign of a healthy education system, where its constituents continually consider how best to know how schools are doing.
This is an excellent opportunity to examine alternative means to getting the snapshot of students’ literacy and numeracy skills that the FSA provides, but at great expense and with negative consequences for schools, teachers and students.
There are two viable sources of data that provide such a snapshot with significantly less disruption to teaching and learning, and that use high-quality tests administered to samples of students. These are the Pan-Canadian Assessment Program (PCAP) and the Program of International Student Assessment (PISA).
The PCAP is administered by the Council of Ministers of Education, Canada (CMEC), an intergovernmental group formed in 1967 by the provincial ministers of education. This is an assessment of reading, mathematics and science achievement administered to eighth-graders every three years. All three areas are tested in each administration of the test, although during each test administration one subject is the primary focus.
The other large-scale assessment that provides a snapshot of student achievement in basic skills is the PISA, an international assessment instituted in 1997 by the Organization for Economic Cooperation and Development (OECD), to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. Seventy countries, including Canada, participate in the PISA.
The test alternates its focus on reading, mathematics and science achievement on a three-year cycle. Both of these testing programs recognize that school programs and curriculum can vary considerably, both across Canada and around the world. Neither assessment is tied to a particular curriculum, and the tests focus on the skills that would be considered basic for students across educational jurisdictions.
Both the PCAP and PISA include data about the context of learning, through surveys of teachers and students. Both assessments have been developed to answer big questions we all have about the quality of schools and student achievement. For example: How well are young adults prepared to meet the challenges of the future? Are they able to analyze, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? Are some kinds of teaching and school organization more effective than others?
Both the PCAP and PISA achieve the goal of providing comprehensive and comparable results on student achievement through the use of sampling procedures — testing a carefully selected sub-group of all students.
In 2010, 32,000 Grade 8 students from 1,600 schools across Canada took the PCAP. In 2009, 23,000 students from 1,000 schools across Canada took the PISA.
This strategy provides trustworthy evidence of students’ basic skills, and does so with less burden to schools, teachers, students and taxpayers.
In the discussion of alternatives to or re-inventions of the FSA, careful consideration ought to be given to whether its primary intended purpose may already be met by other well-established, regularly administered assessment programs that allow us to understand student achievement in B.C. in relation to other provinces and countries.
It may be that much of what we wish to capture in the snapshot of how well B.C. students are learning foundational skills in reading, writing, and numeracy is already available.
If something other than a snapshot is the goal of a provincial student assessment program, then we need to think carefully about how to meet those other goals appropriately.
Sandra Mathison is a professor in the Faculty of Education at UBC. She is an expert on educational evaluation and her recently published book, The Nature and Limits of Standards Based Reform and Assessment, examines many issues related to government-mandated testing programs.
Read more: http://www.vancouversun.com/news/Opinion+need+rely+much+maligned+tests+gauge+students+skills/7824430/story.html#ixzz2IA8f5vo7