Joyce DiDonato, patron
What is it?
- GENERAL: El Sistema Greece provides music education for free to children in refugee camps.
- MISSION: Our mission is to facilitate social inclusion in Greek/European society through musical education.
- GOAL: This program seeks to harness tolerance, dialogue and togetherness throughout communities. By teaching music to young refugees, we seek to educate and inspire the children, and to strive for a better future, harmony and dignity for all.
- KEY FACT: Since January 2015 more than 1 million migrants have arrived to Greece.
- TO ACHIEVE: Today we can reach out all the children in all refugee camps and later in socially mixed neighborhoods.
- 2016: Before the end of 2016 our goal is to provide music education to 2,000 children in Lesvos island and in Athens.
- AFTER 2016: Our plan is to develop our program everywhere in Greece.
History and proven developments
- VENEZUELA: The Venezuelan Sistema was created by Maestro Jose Antonio Abreu in 1975; Today this represents 711,787 children and 10,191 teachers in 440 music schools and 1,340 modules (music programmes integrated in the regular schools), for a total of 1,210 youth orchestras and 372 choirs nationwide.
- WORLD: El Sistema has demonstrated its capacity as a sustainable model for education, progress and peace in more than 55 countries across the globe.
- GREECE: El Sistema Greece is built on a proven education model that brings music to the world’s most difficult places, offering opportunities of social inclusion and happiness.
How does it work?
- METHODOLOGY: We use El Sistema methodology adapted to the reality of the children in the refugee camps.
- LOCAL SKILLS: We will work with local talents: Greek music teachers will be at the core of the system, joined by refugee teachers and translators.
- ADAPTED REPERTOIRE: The repertoire is classical non-religious music, folkloric Greek songs and lullabies from all the countries of origin of the refugee communities.
- INTERNATIONAL SUPPORT: International pedagogues and artists will participate: collaborating with the teachers, giving master classes, performing in the camps, composing with and for the children.
How can you help?
If you want to help bring music education to refugee camps, cultivate children’s creativity, free expression, imagination and collaboration skills and pave the way for their better future, nothing has been ever easier. Simply click on the link below.
Your donation will contribute to:
- bettering the facilities for the classes;
- constitute a set of musical instruments;
- invite international pedagogues, teachers, artists and composers;
- secure the funding for the development of El Sistema Greece teaching and administrative staff;
- develop the whole project in all camps in Greece.
THANK YOU / ευχαριστώ…


Experienced music educators rate their senior class of musicians by often using the terms exceptional, talented, average, limited, unremarkable or apathetic. This summative evaluation considers class size, academic results, willingness to participate in extra curricula musical activities or post secondary school career choices in the music industry. Such characterisation by teachers raises the question: To what extent does this determination depend on the individual traits of the students, their musical experiences or the personal influence of their music teachers? This pilot study examined this question by comparing six cohorts of senior musicians over the six years of their secondary school music education within an action research context. Through the use of the Boy’s Music Ecosystem model (Collins, 2011) and interview results, the study revealed six themes that point to successful practices in boys’ music education and the possible benefits of a longitudinal view across a boy’s entire secondary school music experience.
|Number of pages||9|
|Journal||Teach Journal of Christian Education|
|Publication status||Published - 2012|


Science, Tech, Math › Social Sciences What is a PZEV? All About Partial Zero Emissions Vehicles Share Flipboard Email Print Ann Johansson / Getty Images Social Sciences Environment Alternative Fuels Climate Change and Global Warming Green Living Environment Health Pollution Psychology Sociology Archaeology Economics Ergonomics Maritime By Christine & Scott Gable Automotive Experts B.S.E, Art Education, Millersville University Christine and Scott Gable are hybrid auto and alternative fuel experts who brewed biodiesel and traveled 125,000 miles on waste vegetable oil. our editorial process Christine & Scott Gable Updated February 25, 2019 PZEV is an acronym for Partial Zero Emissions Vehicle. PZEVs are modern vehicles with advanced engines equipped with cutting-edge emissions controls. PZEVs run on gasoline, yet offer extremely clean emissions with zero evaporative emissions. Although these vehicles still do give off harmful carbon monoxide outputs, they significantly decrease harm to the environment caused by daily vehicular commutes and personal use of automobiles by a majority of Americans. Originating with California's Zero Emission Vehicle mandate, the PZEV variety revolutionized the automobile manufacturing industry in the wake of the advent of the electric engine. Origins of Cleaner Vehicles in the U.S. PZEVs come by way of California’s Zero Emission Vehicle (ZEV) mandate, a vital portion of the state's low emission vehicle program dating back to 1990 requiring automakers to produce either battery electric vehicles (BEVs) or hydrogen fuel cell vehicles. PZEVs have their own administrative classification within the state’s low-emission vehicle standards. Throughout history, California has set a tight green benchmark for stringent emissions laws that have in turn led to tighter federal regulations. Vehicles are required to meet tight emission test requirements for volatile organic compounds (VOC), oxides of nitrogen (NOx), and carbon monoxide (CO). While it was thought at the time that battery electric vehicles would become numerous on roads, problems from cost to range — and even marketing issues — led to a modification of the ZEV mandate that gave birth to the PZEV. The PZEV category was created as part of a compromise between the California Air Resources Board (CARB) and automobile manufactures that allowed postponing the production of mandated ZEVs. In exchange, automakers were each assigned a quota based on sales that earned ZEV credits for every PZEV vehicle sold in the state. CARB’s advantage in the deal? Manufacturers that don’t meet the assigned quotas cannot continue to sell vehicles in the state. No car company has missed complying since! A PZEV Must Be an SULEV Before a vehicle can become a PZEV that meets or exceeds California’s specific requirements, it must be certified as an SULEV or, Super Ultra Low Emission Vehicle. Seriously, they use the words "Super Ultra" to describe these vehicles! This emission standard establishes limits for the amounts of key pollutants coming from a vehicle’s tailpipe and is set by the U.S. Environmental Protection Agency (EPA). Additionally, the SULEV’s emission components must have a 15-year, 150,000-mile warranty. Since a PZEV complies with tailpipe standards for an SULEV, the exhaust can be as clean as that of many gasoline-electric hybrids without the cars incurring the hybrid’s price premium. What a Difference It Makes! An important part of the PZEV’s advantage is its elimination of evaporative emissions, the gasoline fumes that escape during refueling or, especially on hot days, from the fuel tank and supply lines. The system makes a real difference in air quality. Originally, PZEVs were only available in California and the states that had implemented California's more stringent motor vehicle pollution control rules like Maine, Massachusetts, New York, Oregon, and Vermont. However, recently other states began implementing similar standards including Alaska, Connecticut, Maryland, New Jersey, Pennsylvania, Rhode Island, and Washington. Manufacturers began mass-producing these vehicles with the rise in popularity of eco-consciousness in the 2010s. The 2015 Audi A3, Ford Fusion and Kia Forte all qualified as PZEVs and newer and additional makes and models of these vehicles are increasingly appearing on the market. Today, PZEVs are widely available across the country and the market for electronic vehicles is also on the rise.


Documenting your child’s learning
When we stop to ask children what they think, the possibilities abound. Not only are they active seekers of knowledge but also ardent, and sometimes surprising, carriers of knowledge. At Bribie Island Community Kindergarten our university qualified teacher strives to make this knowledge visible to you by capturing your child’s learning and thinking in portfolios. Portfolios are more than a memory or keepsake of your child’s time at Bribie Island Community Kindergarten.
Not only do they provide an insight into your child’s learning, tell the story of their time spent at Kindy, they also make the quality of our teaching practice visible to you. Portfolios provide children with an opportunity to revisit and reflect on past experiences; record their learning, including their emerging literacy and numeracy skills as it occurs in our rich, socially responsive and interactive learning spaces; and provide our teachers with the knowledge they need to ensure your child’s time with us is full of wonder and possibility.
Through careful observation and documentation, teachers gather information to determine the appropriate amount of challenge to offer your child in order to further enhance their skills, abilities and comprehension.
Observation and documentation forms the foundation for additional experiences to be planned, and provides crucial information for the environment to be arranged to extend learning. As an understanding of your child grows through observation, teachers are able to plan for interactions that best support your child’s interests, needs, ideas and questions.
The use of documentation methods, such as individual child portfolios, learning stories, images, child voice-overs and projects allows teachers to gain an in-depth understanding of your child’s development in action. The use of concrete illustrations through the inclusion of photos and work samples provides a unique opportunity for focused discussion between you and the teachers. This allows for deeper partnerships to grow and for shared goal setting to occur.


Report: With More than Half of the Nation’s Students Struggling with Reading, NCLB Rewrite Must Address Students’ Literacy Needs
New Alliance for Excellent Education Report Includes Detailed State-by-State Reading Data from Nation’s Report Card
WASHINGTON, DC – Noting that 60 percent of both fourth and eighth graders currently struggle with reading, a new report from the Alliance for Excellent Education urges the U.S. Congress to focus on students’ literacy development from early childhood through grade twelve as it works to rewrite of the Elementary and Secondary Education Act (ESEA), currently known as the No Child Left Behind Act (NCLB).
“Teaching students to read when they are young is an important booster shot, but not a lifelong inoculation, against further reading problems,” said Bob Wise, president of the Alliance for Excellent Education. “Instead, students need continued reading and writing support throughout their educational career—especially as they encounter more challenging reading material in middle and high school. Unfortunately, few states provide this continued support, and as a result, the majority of today’s students leave high school without the reading and writing skills necessary for success in an information-age economy.”
According to the report, The Next Chapter: Supporting Literacy Within ESEA, the problem is especially acute among students of color and students from low-income families, nearly half of whom enter fifth grade without rudimentary reading skills. Based on the 2013 results from the National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card, 50 percent of African Americans, 47 percent of Latinos, and 47 percent of students from low-income families read below NAEP’s basic level. (The report includes detailed graphs showing state-by-state NAEP reading achievement results for fourth and eighth grades and includes data broken down for African American, American Indian/Alaska Native, Asian/Pacific Islander, Latino, and white students, as well as for students who are eligible/ineligible for free or reduced-price lunch.)
“Without essential literacy skills to master academic course work, students lose the motivation and confidence vital to maintaining their investment in learning,” the report notes. “Furthermore, students who do not read well are more likely to be retained in school, drop out of high school, become teen parents, or enter the juvenile justice system.”
As part of a solution, the report highlights proposed federal legislation, the Literacy Education for All, Results for a Nation (LEARN) Act, which would encourage schools and educators to use research-based strategies to teach reading and writing within subject areas and across grade levels. The LEARN Act would also support schools to provide high-quality classroom literacy instruction as well as a continuum of interventions and support for students with or at risk of reading failure.
Elements of the LEARN Act were included in the Every Child Achieves Act (ECAA), which is the U.S. Senate’s legislation to rewrite NCLB.
Following Senate passage of ECAA in July, U.S. Senator Patty Murray (D-WA), who first introduced the LEARN Act in 2009, issued a written statement expressing support for the literacy provisions.
“In the Every Child Achieves Act, the bipartisan legislation I worked on with Senator Lamar Alexander (R-TN), to fix No Child Left Behind, I fought to include critical provisions of the LEARN Act, including dedicated funding for comprehensive literacy programs,” Murray writes. “These programs will provide support to hardworking teachers and other professionals so that they can improve literacy instruction and programming for our most vulnerable students. I was proud when ECAA passed the Senate with overwhelming bipartisan support, and I am going to continue to support programs that will improve the literacy of all students as this legislation moves forward.”
In addition to its legislative recommendations, The Next Chapter examines why students struggle to read and measures the success of other federal efforts to improve literacy, including Reading First and the Striving Readers Comprehensive Literacy Program. Noting that the Individuals with Disabilities Education Act (IDEA) provides essential protections for students with a wide range of disabilities, including those that affect reading achievement, the report stresses that IDEA was never intended to address the problem of inadequate instruction and intervention for students who experience poor literacy achievement in the nation’s schools.
The Next Chapter: Supporting Literacy Within ESEA is available at
# # #
The Alliance for Excellent Education is a Washington, DC–based national policy and advocacy organization dedicated to ensuring all students, particularly those traditionally underserved, graduate from high school ready for success in college, work, and citizenship. www.all4ed.org


Mount Eden Crater
Mount Eden Crater is one of the most prominent volcanic cones remaining in the Auckland region. It is also known as Maungawhau. The term ‘Maungawhau’ has been derived from the native Maori language that means ‘mountain or hill of the whau tree’. It is the highest natural point in the whole of Auckland, New Zealand.
It reaches an elevation of 196 meters above sea level. This mountain has more than 300 known archaeological features. It is a cinder cone volcano with a deep crater. The summit of Maungawhau is easily accessible from the center of Auckland and the summit gives 360 degree views.
Quick Facts: –
- Mount Eden Crater was created by a group of three cones, with the most southern of the three erupting last and filling up the other two.
- It is roughly circular with a diameter of 180 meters and a depth of 50 meters.
- The city of Auckland is loaded with great views, being built on a volcanic field of 48 cones.
- Mount Eden is estimated to be 15,000 years old and is considered extinct, meaning that it is not expected to erupt again.
- The southern side of the crater rim is the highest point on the scoria cone which is also the highest point on the Auckland Isthmus.
- The Mount Eden Crater is named after the first earl of Auckland, George Eden.
- Maori tribes abandoned this place around 1700 AD when there was a clash between Hauraki tribes and Waiohua people.
- In 1927, the slopes of Mt. Eden were utilized to build the tea kiosk.
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This week I worked with middle school Special Education staff on strategies for their struggling readers. Often this is a hard group of students to work with due to the wide range of their educational needs. Our focus was on comprehension, which contrasts most conversations about reading deficits as they are on decoding strategies. Also, there is a belief that if a student is reading the words accurately, then they are reading.
Reading is multifaceted, though can be broken into two main abilities—decoding and comprehension. To me, each of these are equally weighted in importance. Sometimes you have students who cannot decode text, however if you read it aloud the same student can answer any of your questions. Likewise, you have a student can read every word on a page, but cannot tell you anything about what was just read. That is why both decoding and comprehension need equitable time during instruction.
With younger students, the teaching can become too heavy in decoding and the comprehension foundation is not laid. On the flip-side, with older students’ instruction can become centered on comprehension and the decoding is neglected. Students need a repertoire of strategies in both decoding and comprehension to become a successful reader.
Citing the National Reading Panel’s 2000 report:
“The National Reading Panel’s analysis made it clear that the best approach to reading instruction is one that incorporates:
- Explicit instruction in phonemic awareness
- Systematic phonics instruction
- Methods to improve fluency
- Ways to enhance comprehension”
Intervention instruction is often rooted in decoding. However, we have done a disservice to students if that instruction does not also include comprehension. By the time struggling students’ ability to decode is brought to grade level standards, the students are still significantly behind in comprehension. This causes frustration in students because they have worked so hard to improve themselves as readers, yet they are still not finding success. Thus, the importance to build the whole reader.


“I believe marriage is between a man and a woman. I am not in favor of gay marriage.”
“That’s the good thing about being President; I can do whatever I want.”
Barack Obama surely comes from the most diverse background of any U.S. President. Barack’s father was from Kenya; his mother from Kansas. Barack was born in Hawaii, but spent much of his childhood in Indonesia, the largest Muslim-majority nation in the world. Barack sites his mother, Ann Dunham, as the most influential person in his life.
She separated from his father while Barack was still a toddler and later moved the family to Indonesia to follow her new husband, Lolo Soetoro. There, she wrote a dissertation on the role of handicrafts in a village’s economy. She worked to help poor people and women start businesses.
Barack attended a private preparatory school in Hawaii. Later he went to Occidental College in Las Angeles, followed by Columbia University and Harvard Law School. He became hugely popular after he was elected as editor of the Harvard Law Review. His gift for public speech and writing helped propel him into politics, first as an Illinois Senator; later as President.
The economy was in a shambles during the 2008 election. Obama promised change and he seemed very different than a typical President. Many people clambered to his message and he defeated Republican candidate, John McCain. In 2012, he defeated Mitt Romney and earned a second term.
- Barack Obama was born August 4, 1961 in Honolulu, Hawaii. He is one of our youngest Presidents and the first African-American President.
- Obama met Michelle at the law firm where he worked. They were married in 1992 and have two daughters.
- During Obama’s first term, he focused on steering the country out of a severe depression. He approved a deal to bail out the auto industry and made changes to rules regarding loans for homes.
- He signed the Affordable Care Act into law, which was designed to provide affordable health care to all Americans. Many people felt that it overstepped the government’s role and would increase the federal deficit.
- In 2015, the Supreme Court voted to make gay marriage legal throughout the country.
- Obama faced serious problems internationally, particularly in the Middle East. He was criticized for his handling of increased terrorist risk.
- Obama worked to bring about strict environmental protection laws.
Questions and Answers
Question: What will people remember about Barack Obama’s presidency?
Answer: Americans have probably never been more divided in their thinking, except perhaps during the Vietnam War. Liberals favored Obama’s handling of social issues like gun control, gay marriage, abortion, health care, and the environment.
Conservatives disagreed with his policies on these subjects and also worried that he didn’t take a strong enough stand against terrorism. Conservatives believed that he took too much Presidential power and showed too little regard for the Constitution. The federal deficit soared during his time in office.
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Practical Implications – This study contributes to the literature on e-books and their role in digital literacy development among teacher candidates. The study supports the need to provide teachers with the opportunity for inquiry-oriented and design-based projects that enable them to be knowledge generators. Teachers should be allowed to experiment with digital and multimodal tools, and in the process, create opportunities for transmediation and differentiation of instruction for their students.
Ikpeze, C.H. (2018), "Designing E-Books: Enhancing Prospective Teachers’ Digital Literacy Skills", Ortlieb, E., Cheek, E.H. and Semingson, P. (Ed.) Best Practices in Teaching Digital Literacies (Literacy Research, Practice and Evaluation, Vol. 9), Emerald Publishing Limited, pp. 29-42. https://doi.org/10.1108/S2048-045820180000009003Download as .RIS
Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited


This study is an examination of school principals' perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61 % response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions? Is there a difference between principals' ratings for current and ideal conditions? To what degree do certain variables affect the music program? Results revealed that principals were generally satisfied with their music programs' ability to meet music education standards and broad educational goals. However, significant differences between the current and ideal conditions imply that they believe improvement is possible. Principals reported that the No Child Left Behind Act, budgets, standardized tests, and scheduling had the most negative effects on their music programs.
ASJC Scopus subject areas


Companies have always used packing materials to protect their merchandise during shipment. Early packaging materials included actual peanuts, newspaper and eventually styrofoam packing peanuts. The shipping industry has recently taken heed to the call for an environmentally friendly packing product by creating cornstarch packing peanuts.
In 1991 Evergreen Solutions, Inc. became one of the first companies to produce cornstarch packing peanuts as an alternative packing material. Prior to the creation of cornstarch packing peanuts, consumers would try to lessen their waste by recycling their packing. Consumers could either resend the packaging in one of their own shipments or go directly to a shipping company who would gladly accept the donation.
When compared to the traditional styrofoam packing peanut, cornstarch packing peanuts have significantly less static, do not seem to settle in shipment and are biodegradable. Instead of waiting to repurpose traditional packing peanuts into one’s next shipment, consumers can dispose of cornstarch packing peanuts instantly by merely adding water.
Greennature.com notes that styrofoam packing peanuts are generally reused up to 10 times, whereas biodegradable peanuts are used typically once and cost nearly twice as much.
Another drawback of cornstarch packing peanuts is that since they're water soluble they might dissolve if they get wet or get tacky in humid conditions.
Originally intended as a packaging material, cornstarch packing peanuts have several other uses.
Corn starch peanuts can be added to compost piles or lawns with no adverse effects and while they FDA approved, you can not determine what has come in contact with the peanuts, so consumption on massive amounts should be discouraged.
The craft industry has also recently begun to embrace this product. White peanuts normally can be purchased at office supply stores; however colored peanuts are now available by names such as “EnviroBlox” or “Happy Mais,” and are sold online through cadaco.com or at peekagreen.com.
Crafters can create cornstarch figures by connecting moistened portions of peanuts together to form unlimited shapes.
Daniella Lauren has worked with eHow and various new media sites as a freelance writer since 2009. Her work covers topics in education, business, and home and garden. Daniella holds a Master of Science in elementary education and a Bachelor of Arts in history from Pensacola Christian College.


Vocal Music Teaching Strategies of Preschool Education Major Based on Rhythm and Emotion Teaching Method
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Vocal music education is of great help to children's physical and mental health, and at the same time, it can cultivate children's interests and hobbies, which is of great help to the future development of life. The vocal music teaching of preschool education majors should use the rhythm and emotion teaching method, which is an effective way to meet the needs of training high-quality preschool teachers, improve students' vocal skills and techniques, and enrich students' musical emotion. Preschool educators should not only have solid professional knowledge, but also have a passionate love for preschool education. Only in this way can they do a good job in preschool education in future jobs. In the vocal music education of preschool specialty, rhythm emotion education method can realize the integration of learning and teaching according to the characteristics of preschool education specialty and children's song education, so as to give full play to children's initiative. This paper will elaborate the current situation of vocal music teaching in preschool education, and analyze how to apply emotional teaching method in vocal music teaching in preschool education.
Vocal music education, Rhythm and emotion education law, Preschool


Rs 3 Reading Support Homework. Displaying all worksheets related to - Rs 3 Reading Support Homework. Worksheets are Workbook answer key, Gmrbk pe g3 titlepg, Grade 3 english language arts practice test, Small group titletheme organization and study skills, Online homework and tutoring assistance, Ks3 home learning task booklet, Q3 4 s11 gr6 upl, Grammar.
AbeBooks.com: Harcourt Science: Reading Support and Homework Student Edition Grade 3 (9780153610257) by HARCOURT SCHOOL PUBLISHERS and a great selection of similar New, Used and Collectible Books available now at great prices.
Find 9780153610257 Hsp Science Reading Support and Homework, Grade 3 by Harcourt School Publishers Staff at over 30 bookstores. Buy, rent or sell.
Third grade students should be focused on learning new words, mostly with their decoding skills. Over most of our Grade 3 reading comprehension worksheets students will read a short, one-page passage, such as a fun short story or informative piece, and be asked to answer multiple-choice questions about it.
Harcourt Science: Reading Support and Homework Student Edition Grade 3 by HARCOURT SCHOOL PUBLISHERS and a great selection of related books, art and collectibles available now at AbeBooks.com.
Grade 3 3rd Grade Reading Comprehension Worksheets Compiled here is a collection of printable 3rd-grade reading comprehension worksheets featuring thought-provoking stories, poems and informational texts with visually appealing illustrations that grab the attention of children at once.
Grade 3 reading comprehension Use these free, printable worksheets to practice and improve reading comprehension, vocabulary and writing. Included are fiction and non-fiction passages at a grade 3 level. All worksheets are pdf files.
In this language arts worksheet, your child practices adding the prefixes mis-, non-, ex-, co-, and anti- to root words to create new words. In this language arts worksheet, your child will use a dictionary to find words starting with prefixes such as ante-, kilo-, sub-, and extra- and write.
Reading and Math Jumbo Workbook Grade 3 300 skill-building pages that give kids practice with vocabulary, reading comprehension, writing, multiplication, fractions, and everything they'll need to succeed as students. For use with Grade 3.
Children moving into third grade will mature in school and use the tools they have gathered from second grade to dig deeply into important curricular areas with deeper thinking and expression, deeper understanding of concepts, deeper reading.
These 8 reading passages are designed for 3rd grade or 4th grade students to read and determine the main idea. The practice is leveled so that one set of the reading passages has multiple choice answers, and the other set of task cards are free response (students must decide on the main idea indep.
Comprehensive Customer Service. Fast assistance is always available with our comprehensive customer service. We have trained agents standing by so you can have live help from real people Homework Helpers Reading Comprehension Grade 3 online or by phone.
IXL brings 3rd grade language arts to life! Set students up for success with thousands of skills that challenge learners at just the right level.
Grade 3 Language Arts Worksheets. The third grade level is where students start to work on their reading stamina. It's good to remind them to take short breaks, when their minds wander. Third grade readers start to form a tremendous vocabulary; in fact, this is one of the largest word growth years.
What are ereading worksheets? ereading worksheets are Flash based online quizzes about reading skills. These quizzes give students practice with a variety of reading skills such as identifying figurative language, determining the narrator’s view point, recognizing the author’s purpose, understanding text structure and more.
Grade 3 maths Here is a list of all of the maths skills students learn in grade 3! These skills are organised into categories, and you can move your mouse over any skill name to preview the skill. To start practising, just click on any link.
Reading Worksheets and Printables Our printable reading worksheets cover a variety of reading topics including early letter recognition, sight words, fluency, and comprehension. Reading comprehension worksheets feature both fiction and nonfiction stories, and make reading enjoyable with detailed illustrations and engaging comprehension questions.
Reading Support and Homework (page 2 of 2) Use with pages 164—173. Created Date: 20200316181044Z.
Ideas to help with reading, writing and maths You can help your child's learning every day, by supporting and encouraging them and being excited by their learning. Here are some ideas to keep them developing their literacy and numeracy skills at home.


Moving Water Molecules
(Chemistry for ages 5+)
Did you know that liquids are actually moving all the time, even if they look still? Water, for example, is made up of tiny molecules of 2 hydrogen atoms and 1 oxygen atom. These molecules are constantly moving around and bouncing off of each other even if you can’t see it happening. Like the video above shows, one cool way to see these tiny movements is with some food coloring. Here’s how you do it:
2 clear cups
Blue food coloring
Red food coloring
Adult supervision (Adult Supervision at all times please)
- Fill one of your clear cups with cold water. This can be from the tap or water that has been in the refrigerator.
- Next, fill the other cup with hot water, either from the tap or warmed on the stovetop or in a microwave. Boiling water is not recommended.
- Add 1-3 drops of blue food coloring to the cold water, and 1-3 drops of red food coloring to the hot water. If you do not have red and blue, use whichever colors you have on hand. Try to add them at the same time, but if that is not possible, add food coloring to the cold water first.
- Do NOT stir the food coloring in. Watch as the color mixes in naturally. What is different about the cold and hot water?
When water is heated, individual molecules have more energy and move around faster than they do in cold water. This faster movement allows the food coloring in the hot water to mix in much faster, while the food coloring in the cold water takes a while to fully mix in because those molecules are less energetic and moving slower.
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Declan, Tobin. " Moving Water Molecules - Chemistry Experiment for ages 5+ ." Easy Science for Kids, Oct 2020. Web. 30 Oct 2020. < https://easyscienceforkids.com/moving-water-molecules/ >.
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Tobin, Declan. (2020). Moving Water Molecules - Chemistry Experiment for ages 5+. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/moving-water-molecules/
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Kazakhstan lies in Central Asia, bordering Russia, China, uzbekistan and the Caspian Sea. This huge country is the size of Western Europe and includes mountain areas, flat lowlands and fertile farmlands. Northern Kazakhstan is cold, while the southern areas have a milder climate.
Kazakhstan, a former member of the Soviet Union, was the last country to declare its independence from Russia in 1991. Since then, it has slowly emerged as an economic power. Kazakhstan has vast natural gas and mineral resources. Unfortunately, the country is dealing with toxic nuclear waste left from the Soviet era, as well as polluted water and increased problems with drug abuse and crime.
- 16.2 million people live in Kazakhstan.
- Kazakhstan has 1,049,155 square miles of land.
- Islam is the main religion.
- The official language is Kazakh, although many people speak Russian.
- The life expectancy is 66 years.
- Fertile: rich, healthy and capable of producing life
- Lowland: low-lying areas
- Emerge: come forward
- Toxic: poisonous
- Polluted: contaminated, unclean
Visit the BBC to learn more Kazakhstan.
Question: Who lives in Kazakhstan today?
Answer: Kazakhstan is one of the most ethnically diverse countries in Central Asia. More than 50 percent are Kazakhs. One-third are Russians, although many Russians left the country after it declared independence.
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Tobin, Declan. (2020). Fun Kazakhstan facts for kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/kazakhstan/
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What is it
Watch your toddler learn and begin to understand numbers, symbols and build their first mathematical equations. Children will also have the ability to build different shapes, colour combinations and 3D structures using Geomag Magicubes that are uniquely designed to connect on all sides.
This set contains 16 magnetic blocks and 45 non-magnetic clips.
What our team of testers said
"Please can we play with the blocks to practise my numbers?" - Girl aged 5
"Look I made a square and rectangle." - Boy aged 4
- Helps with developing numeracy skills
- Develops understanding of 2D and 3D structures
- Great for encouraging creative problem-solving
What our experts think
Magicube Maths is a great way to encourage children to practise their counting and numeracy skills. In particular, it is ideal for engaging those reluctant learners as it offers a hands-on and practical way of understanding sums.
Building the equations across the blocks helps children to understand their structure and the children enjoyed using them this way. Our testers found it great for helping children with their Maths homework as it made it more engaging and helped them to visualise the numbers and their sequences.
- RRP: £40.00
- Brands: Geomag World
- No batteries required
- Toy Types: Construction toys
- Types of skills developed: Cognitive
Colour, shape and pattern recognition
Fine motor skills
Logic, strategy & problem solving
Numeracy, counting & money
Personal, social & emotional development
Physical & motor skills


- One Semester or equivalent
- 36 hours
Aims and objectives
The aim of this unit is to provide first year students an overview of the aviation industry; it’s stakeholders; operational environment; competition and challenges. It is designed to arouse student’s interest in the subject, engage them in proactive mobile learning, and set the scene for the rest of their study at Swinburne.
Students who successfully complete this unit will be able to:
1. Demonstrate an ability to perform foundational skills in research, evaluation and written, oral and presentation skills, and communication required in a professional environment.
2. Achieve an understanding of the historical development of the civil aviation industry, including key milestones, and how this development has been influenced by commercial and safety imperatives.
3. Establish and identify the key characteristics of the aviation industry.
4. Identify the components in aviation, including the global, regional and the Australian domestic regulatory framework.
5. Explain the functions of airports and Air Traffic management.
6. Describe the accepted fundamental introductory aviation human factors and aviation safety concepts and illustrate their importance in the aviation environment.
7. Identify and explain the need for, fundamental structure, relationships and tasks involved in airline operations control.


Looking through some of our annotations for secondary sources, I realized that I wrote, “Must Read” with nine exclamation marks behind one source on Immigration to the Great Plains from 1864 to 1914. After taking note of the rather long timeline and seeing the words “great plains” that grabs every Minnesotan’s attention, I skimmed the first page and concluded it was a must read. Every sentence is packed with information and now that I have dissected this article, I think I forgot an exclamation mark or two.
This journal article touches on some very interesting and very specific topics that Amy and I really need for both a more global timeline as well as an understanding of the midwest before the German Apostolic population arrived.
To begin, Garver discusses the influence of six wars and explains how they created the proper conditions for migration. Although all of these wars have obviously had their influence, three of them have pertinence in our research.
- The American Civil War (1861-1865): Abolished slavery which in turn encouraged immigration for the continuation of work on the Railroads throughout the United States. This was also about 40 years before the Apostolic church was founded in Stevens County in 1902, which gives us some perspective.
- The 7 Weeks War (1866): Prussia and Italy defeated the Austrian Empire and several small German Principalities which lead to a small and preliminary German migration out of the German Territory. This was the same time that the Mexican Republic was reestablished after the expulsion of the French under Benito Juarez. The only reason that is pertinent is that lead to great commerce trade and more Mexican influence in the construction of the Railroad in the Midwest.
- Franco-German War (July, 1870- May, 1871): Prussia and Germany allied to defeat France and establish an authoritarian constitutional German empire. This allowed for and created rapid industrialization and a new political structure that promoted aggressive foreign policy and destabilized European powers in a variety of ways. This also allowed for them more freedom to travel and move to a different country.
Above I touched a bit on the importance of these three specific wars, but there are five influence Garver makes to discuss the influence of war on the Grate Plains. To be as concise as possible, he outlines these as:
- Enlargement of Civil Liberties
- Extreme Economic Growth
- Industrial Technological Innovation
- Growing World Market
- “Advent” of Mass Eastern/Southern European Immigration
Each one of these things is absolutely crucial to our research because they are all a piece of one of our overarching topics. While that seems pretty straightforward (and exciting!), the book says that these products of war were facilitated by “the achievements of widespread literacy through universal, free, compulsory, and state funded elementary education.” I don’t know what this means I don’t think that it was very clearly described throughout the journal. This may have more to do with states closer to the center of the United States, but nevertheless is a topic to be explored as well. Another thing that this journal has information on are the churches and general culture of the Eastern and Southern European immigrants. The influence of small town industry and rural life is also discussed throughout the article and will be very useful to our research.
Religious painted glass in German that was most likely from a small town Main street.
Garver, Bruce. “Immigration to the Great Plains, 1865—1914: War, Politics, Technology, And Economic Development.” Great Plains Quarterly 31, no. 3, 2011: 179-203.


Mount Everest Quiz – Fun FREE Interactive Geography Quiz for Kids
Enjoy this Easy Science for Kids Mount Everest Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Mount Everest. You need to answer all the questions to be able to get your score. You can do this fun quiz about Mount Everest again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Mount Everest.
Mount Everest Quiz – FREE World Geography Quiz
Our world Geography questions and answers are a free to use online interactive resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Mount Everest Geography quiz helps your kids learn fun facts about Mount Everest while enjoying this FREE fun kids science quiz.
If your kid is home-schooled by you, or is interested in learning about the world we live in, then this is a fun activity, with reading comprehension benefits for kids in grade 1-5. Kids will enjoy competing against their classmates and friends, to see who gets best results, doing this free and fun interactive earth science quiz on Mount Everest.
As a reading comprehension fun activity for your kids, you can set a timer to encourage kids to do the reading comprehension activity better, while paying better attention to text they read, or you can simply limit the number of times they can read about the Mount Everest quiz topic, before they do the actual earth science quiz questions.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun interactive online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Mount Everest quiz answer they think is correct, and at the end you get the quiz score. Your child can try doing the Mount Everest quiz again, till gets the perfect score faster, as your kid learns to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Mount Everest? Check out all our other fun Easy Science Quizzes for Kids at EasyScienceForKids.com. Visit our Geography for Kids all about Mount Everest page. Get lengthy info here.
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Declan, Tobin. " Mount Everest Quiz – Fun FREE Interactive Geography Quiz for Kids - ." Easy Science for Kids, Oct 2020. Web. 24 Oct 2020. < https://easyscienceforkids.com/mount-everest-quiz-fun-free-interactive-geography-quiz-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Mount Everest Quiz – Fun FREE Interactive Geography Quiz for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/mount-everest-quiz-fun-free-interactive-geography-quiz-for-kids/
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People often back down quickly when asked to draw. This intimidation always surprises me, since the same is not true when asked to paint. Maybe it is because we have held a paint brush to paint some trim in our house or put varnish over a picnic table. Maybe it is the difference in large motor skills and small motor skills. But either way, drawing is not something we chase after. As soon as required art credit is acquired in school, we stop drawing. So it became obvious that we should offer a drawing class to middle-school girls. After all, this is the age of drawing doodles on everything and everywhere!
Girls with Graphite emerged this past fall as a drawing class that taught drawing and catered to the interests of the 11 to 14 year-old girls. We watched as these young ladies learned not only how to draw, but how to speak out. We taught critique skills and positive feedback, and the girls mirrored this behavior. The group grew in confidence, which was a delight to see. Now we are thinking that if it worked with these girls, it might also help install that confidence in adults! If we truly believe that it’s never too late to learn, then why not, right?
Creativity, Collaboration, Confidence, Cultural Awareness, and Critical Thinking are all gained through art education according to artinaction.org It is amazing that confidence comes from trying art, according to the article, “Why is Art Education Important in the 21st Century“.
These are great skills at any age gained from the art process. Our Girls with Graphite 2 will start up again in March for those same young ladies who took in the fall. We plan on offering a mini-course in drawing in April. Make sure you follow us on social media so you don’t miss the opportunity to take a drawing class in the spring!


Mathematics enables the child to think and communicate quantitatively and spatially, solve problems, recognise situations where mathematics can be applied, and use appropriate technology to support such use. The Maths Curriculum emphasises the development of the child’s estimation skills and problem-solving skills using examples are relevant to the child’s experience. Discussion, hands-on experience with materials, and active learning are encouraged from infants to sixth class, and the importance of the development of mathematical language in communicating ideas is also stressed. The development of numeracy skills is central to the child’s life both within and outside school. These skills are also important for educational and personal success in later life.
The Mathematics Curriculum is for all children in the primary school from junior infants to sixth class. Content is presented in two-year blocks but with each class level clearly delineated. The Mathematics Curriculum is presented in two distinct sections.
It includes a skills development section which describes the skills that children should acquire as they develop mathematically. These skills include:
Applying and problem-solving
Understanding and recalling
Communicating and expressing and Connecting
It also includes a number of strands which outline content that is to be included in the mathematics programme at each level. Each strand includes a number of strand units. Depending on the class level, strands can include:
Number and Space Mathematical Activities


Despite the importance of literacy in today’s educational curriculum, learning to read is a challenge for many children with autism spectrum disorder (ASD). One of the foundational skills of early literacy learning is the ability to recognize sight words. This study used a single-subject, multiple-probe, across-participants design, to investigate the effects of a new software feature, dynamic text and speech output, on the acquisition of sight words by three pre-literate preschoolers with ASD during shared digital book reading experiences. All participants demonstrated successful acquisition of the target sight words with minimal exposure to the words. Limitations and future research directions are discussed, including the importance of investigating how the new software feature can be integrated into a more comprehensive literacy curriculum.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology


The following guest post was written by Kaleena Black, educational resources specialist in the Library’s Learning and Innovation Office.
The recent announcement of Joy Harjo’s reappointment as Poet Laureate of the United States marks an exciting new beginning. It also offers a good opportunity to revisit the work she has done so far at the Library—starting with her inaugural reading from September 2019. Inspired by that event, I wrote a “Link to the Library of Congress” feature that was recently included in the March 2020 issue of the Music Educators Journal, published by the National Association for Music Education (NAfME), one of the Library’s Teaching with Primary Sources consortium members.
In that article, “Listening to Poetry and Speaking about Music with Poet Laureate Joy Harjo,” I focused on Harjo’s inaugural reading, and suggested to music teachers how their students might find a model approach presented by the new Poet Laureate. I described how poetry, song, instrumentation, and personal anecdotes were threaded throughout the evening, and seemed to render an even larger narrative. I also noted how Harjo’s performances of selected poems (including “Remember,” “She Had Some Horses,” “Fear,” and “Equinox”)—as well as her reflections on influences and finding inspiration, approaches to performance, creative decision-making, and the ways she has connected with her work—might resonate with students.
Drawing from Harjo’s performances, I then suggested some strategies that educators might use with students to engage with this material. Students might, for example, choose and contemplate one of the poems performed, then analyze features of the text and the performance independently. Alternatively, they might consider the stylistic choices they notice in the performance or the dynamic between instruments and voice, music, and text. Or they might identify and discuss any memorable moments or surprising elements that might provide insight into the creative process.
For a deeper dive, Harjo’s references to what she called the “poetry ancestors” of her work might also offer points of access and reflection for students. In fact, among the influences she named, several artists are represented in the online collections of the Library of Congress—for example, Lucille Clifton, Allen Ginsberg, Audre Lorde, and Walt Whitman.
There is plenty to explore! And, in this next year and beyond, we look forward to continuing to share the work of Poets Laureate—past and present—with teachers and students! In the meantime, please read “Listening to Poetry and Speaking about Music with Poet Laureate Joy Harjo” (March 2020 issue of the Music Educators Journal, published by NAfME).


THS Curriculum for Grades 1 to 2
In Grades 1 to 2, we help our students develop a love for learning, a growing self-confidence, and a solid understanding of their place in time and space. By the end of these grades, our students have had a solid foundation in the core subjects of Numeracy and Literacy. They will have actively participated in a series of positive, hands-on learning experiences across a range of subjects. This sets the stage for continued discovery, self-awareness, critical thinking and rhetoric. All integral aspects of a successful learning repertoire.
We use US curricular standards that have been adapted to suit an accelerated international demographic. Our teachers employ a balanced approach to learning and teaching with an emphasis on authentic learning opportunities and foundational skills. Our average student to teacher ratio of 8:1 ensures that methodical differentiation of instruction in Numeracy and Literacy begins for qualifying students as early as Prep. Teachers adhere to a classroom management philosophy that employs positive and engaging techniques from the Responsive Classroom model to encourage confidence and instil self-determination and resilience from the beginning.
Numeracy, Literacy, Social Studies, Science, Learner Goals, Chinese Studies-Mandarin, Library, Music, Art, Health and Physical Education
From local walking experiences within our school neighborhood to excursions in the New Territories or outlying islands, these students have numerous opportunities to experience curricular objectives come to life. Students will participate in beginning Sailing orientation and curricular programs aboard our anchored Outdoor Classroom, The Black Dolphin in preparation for actual sailing excursions that start in Grade 3.
Role In The Community
Students complete Lower Primary with a basic understanding of our school Learner Goals: Perceptive, Inquisitive, Self-Determined, Integrated Within, Integrated Among, Innovative and Resilient.
Each student participates in Classroom Job rotations and also has opportunities to participate in decisions affecting the rest of the school by participating in our active Student Council as a Lower Primary Representative. Additional school community opportunities exist within the grade and across the grades as Lower Primary students are invited to participate in a peer-mentoring experience during the Social Training and Relationship Skills (STARS) program or as a Reading Buddy when paired with an older student.
Performing and Visual Arts
We believe that the Arts are a vital aspect of a balanced education particularly in Lower Primary. Students attend weekly Music and Art classes wherein they explore foundational skills and genres, and embark on early comparative analysis of styles, composers and artists. Students participate in an annual Arts Interim Week during which they choose from a range of courses and have focused learning opportunities resulting in a performance or exhibition. Within the school calendar, there are opportunities to perform among peers at our fortnightly school assemblies, in the Winter Concert or Spring Talent Show, or to participate in the whole school Spring production.
Physical Education And Athletics
Our Physical Education program provides opportunities for students to develop an awareness of personal well-being while acquiring confidence, strength, general fitness and coordination. Students participate in a range of fitness-related games and activities. They work on hand-eye coordination, stamina and good sportsmanship. Lower Primary students also have the opportunity to participate in additional athletic offerings from our School Extension Activity (SEA) Course program in a team-related (field hockey) and/or individual (wrestling) pathway.
THS provides students with opportunities to experience French and Mandarin Chinese language and culture. Students are streamed into different levels during world language classes.
THS world language program provides hands-on experiences to students and we focus on real-life application of the languages. Students learn the languages through communities, comparisons, communication, cultures and connection (5Cs).


I try to have real insects in viewing boxes or under the microscope for a close-up look. List Name Delete from selected List. Create a list. I love the combination of these two! The answer is arts integration. At this point, you can no longer reconstitute the clay. You can teach your students to think like artists and scientists! Grade
These awesome science and art activities are a great way to teach My 13 Art and Math Projects for Kids post has been doing pretty well on.
This rainbow paper experiment is a simple and dazzling STEAM art project! Create a unique. Innovative Earth Day Activities for Elementary to High School. Results 1 - 20 of STEM art projects for kids, (STEAM) has creative projects that Science Games For KidsStem Activities For KindergartenMazes For KidsSteam For Kindergarten School Age 20 colorful activities that combine art and science for kids Mad Science, Science Lessons, science. Art Lessons Elementary.
What art activities do you use to teach?
The presence of randomness in both art and science are rare.
8 Art Projects that Incorporate Science The Art of Education University
The motion creates a symmetrical splatter. We created our own fossils from salt dough and found natural objects outside. Your students can explore concepts like open and closed circuits and voltage all while adding a little light or some tech magic to their artwork! Finally, they create realistic backgrounds out of box lids or 2-liter bottles with the bottom removed.
24 LB TURKEY BRINE
|Cut the bottom off a plastic soda or water bottle and screw a cap from a glue bottle on in place of the lid.
Download the PDF from here. One seems to be driven by data while the other by expression and creation. How do we see color? If you want to dig into this idea, check out this great video! Water Cycle — Use a ziplock bag and water to watch the stages of water in your own classroom — We melted crayon shavings between wax paper and made a rain drop mobile in the style of Alexander Calder. Back to the Top Teaching Blog.
15+ Inspiring Ideas for Cross-Curricular High School Art Projects · shape blocks · Cross Curricular · 6 Ways To Connect Math and Art in the Elementary Classroom. Your kids will love this collection of art projects for kids! You'll find Bubble Painting with Dry Ice || The Science Kiddo – Have you tried this?
Kids STEAM Lab – Add this amazing art lesson to your after school creative time. You'll find the coolest science projects for kids right here!
25 STEAM Projects for Kids Babble Dabble Do
25+ easy and awesome projects perfect for home or school. Paint Solubility Art Project for Kids || Left Brain Craft Brain – Solubility science makes art more interesting in this project.
We love that spring is elementary school science fairs season!!.
The Teacher Store Cart.
Art Integration Easy Ideas Combining Science and Art Scholastic
Here are five inexpensive and easy lessons that have been successful for me and that I know can maximize your art and science time in the classroom. She focuses on creating meaningful experiences for her students through technology integration, innovation, and creativity. Abby Schukei.
Dehydration is when the water that is part of the molecular structure of the clay goes away. Instant Download You must be logged-in in order to download this resource. Click to download your resource.
40 of the Best Art Projects for Kids Left Brain Craft Brain
Liewe maatjies song meanings
|Let us know if you have any questions.
No wonder fresco paintings have such a significant place in art history!
Video: Art science projects elementary school 10 Science Projects for Elementary School Students by HooplaKidz Lab
These variations allow the colors to flow and react in interesting ways. Cut the bottom off a plastic soda or water bottle and screw a cap from a glue bottle on in place of the lid. Grades 1—2, 3—5, 6—8. A one class period experiment you can do is to place a sphere of bone dry clay into a clear container of water.


Feb 07, 2020 2020-02-07
By Brandy Wales
Are you curious how you might integrate computer science in your upper elementary classroom, or are you looking for a unique way to have your students share their favorite books? With technology playing an increasingly important role in every profession, a foundational understanding of computer science is becoming an essential component of student learning. To authentically integrate computer science and literacy, I’m going to teach you how to support your students in using block-based coding to program book trailers.
Introduction to Block-Based Coding
Block-based coding is a type of programming that consists of dragging and dropping graphical blocks together to get a computer to behave how you want it to. Using a block-based language is as powerful for coding as using a text-based language, but it is easier for beginning coders to learn and understand. While computer scientists formerly studied only text-based languages, the introduction of block coding has grown in popularity for first-time programmers as it teaches users to focus on ideas and concepts rather than troubleshoot syntactic errors, like missing semicolons. This type of programming lends itself to a more positive experience for beginning coders by setting them up with greater opportunities for success and excitement rather than frustration.
One way to introduce block-based coding to your students is through free programs, such as CS First created by Google for Education. CS First is a free computer science curriculum comprised of step-by-step instructional video tutorials that students work through at their own pace. Through these tutorials, students learn about and apply new understandings of the block-based coding language Scratch. Scratch is a free programming language and online community created by the Lifelong Kindergarten Group at the MIT Media Lab.
You might be wondering how coding will support literacy in your classroom. The CS First course titled “Storytelling” consists of eight 45–90 minute lessons that introduce students to the main elements of a story, while also providing coding challenges. For example, the first lesson introduces the dynamic use of dialogue in text, and students create a short story in which two characters hold a conversation. Students are taught about the computer science concept of sequencing, as they carefully adjust their characters’ dialogue using the “say” and “wait” coding blocks to alternate which character is speaking. Check out this short sample project.
The next seven lessons grow in complexity, equipping students with the skills needed to program their very own book trailers.
Integrating Writing Workshop
While students are learning the basics of coding, mini lessons can be designed to get students thinking about the writing elements that are unique to book trailers. To spark interest, consider launching this unit by providing your students with time to analyze high-quality book and movie trailers. Doing this as a class at first and then in partnerships will provide great insights and discussions. After students have analyzed a variety of trailers and determined the type of book trailer they wish to create, guide them through the process of storyboarding, either individually or in partnerships. Encourage students to share their storyboards and ideas with one another, making changes to improve their work. Using their storyboards and a computer program like Scratch, students will bring their book trailers to life with block-based coding. Check out this student example.
Brandy Wales is a Technology Integration Specialist for Chelsea School District in Michigan. She loves staying up-to-date on the latest technologies and sharing her momentum with others through her website http://educationaltechvideos.com/. Brandy has a Bachelor of Science in Elementary Education from Indiana University and a Master of Arts in Educational Technology from Michigan State University. She has been working in education approaching 14 years. Follow her on Twitter @MrsWalesTales and @EdTechVideos, or learn more about her background as an educator by checking out her digital portfolio.


The two key subjects in primary school are literacy and numeracy. They are at the heart of Curriculum for Excellence, as the knowledge, skills and attributes which equip children and young people (CYPs) for learning, life and work. It is understood that literacy and numeracy helps learners to gain fundamental skills necessary to achieve success in life. So there is a national strategy to improve literacy and numeracy in CYPs to support them to live satisfying and rewarding lives as well as participate as active and informed citizens of society. Literacy and numeracy skills are important for accessing the wider curriculum because they are used in everything. Literacy skills allow children to explore the ways in which language works so that they can use this knowledge in a variety of situations.
Literacy skills include, writing, reading, communicating, listening and understanding. Children need to be given opportunities to use and extend their language so that they can develop their literacy skills to a higher level. Literacy skills are used across the curriculum in every subject and aspect of life, so it is important for children to have access to the concepts at an early an age as possible, so they can grasp it. The key aspect of numeracy skills, is for children to understand its real life application. Children need to have numeracy skills because they are equally as important as literacy skills, for proficiency in society. Numeracy includes number, shape, time, problem solving and handling data.
Nature is made by nature, not by man. Nature can be used for many different things. It can be used for a natural playground, a learning experience, a science experience, a meditation place. The list is endless on what nature can be used for. The best part about it is that there is no list that states what it can and can’t be. It is all in your imagination. This is important for children to learn ...
All of which are needed in everyday life. Numeracy skills can also be used across other subjects such as science or P.E. The development of literacy and numeracy skills, is there to increase confidence and competence of the children, within the subjects. The two also interlink, where you find word problems in numeracy, which can only be understood if there is an understanding of literacy and dates in literacy, which can only be understood if the child has numeracy skills.


The study, practice, and discipline of making music gives the brain a workout—it develops and expands neural pathways, forming stronger and more complex communication networks. Music education build’s listening and auditory processing skills; promote memory and recall; and strengthen executive function, the set of cognitive abilities that controls planning, organizing, goal formation, and more.
During our classes, your child is introduced to new concepts and topics that help them gain a better understanding of themselves and the world around them. They learn song lyrics and dance routines that test their memory and recall skills, practice focusing on and listening attentively to original stories and unique animal sounds, and learn about cause and effect through instrument and prop play. Our activities encourage problem solving, symbolic thinking, reasoning, and more—all in a musically engaging and developmentally appropriate way
Maybe it goes without saying, but our Kindermusik classes drive children’s musical development. Our activities are designed to develop vocal skills, foster music appreciation, and build a foundation for formal music instruction later on. In class, your child will learn to play all kinds of age-appropriate instruments and to appreciate music of varying styles and origin. They learn to recognize and decode musical symbols, and they’re introduced to musical concepts and terms as they play and move presto, largo, allegro, staccato, and legato to a variety of rhythms.


Celestine Eléonore September 24, 2020 Worksheets
Home schooling can be expensive and difficult to implement, especially on a tight budget. If money is tight, homeschool worksheets that you can get for free can take the place of a textbook. The worksheet will be able to teach pretty much the same things that a textbook will, and yet you won’t have to spend hundreds of dollars on books. Although some worksheet resources charge a small fee, you will be able to access thousands of printable worksheets that you can use for homeschooling.
How will you preschool your young child – In pre-schooling your children must be according to their pace. Teach them according to their capacity. In this way, we can avoid them from being stress out. Stress can disable their learning abilities.
In choosing a worksheet, it is important to review the source and check the material. Ensure that the material and answers are accurate. Evaluate the worksheet by completing it yourself. The worksheet should provide information clearly and accurately. Make sure it is exactly what you need to homeschool your child.
What are math worksheets and what are they used for? These are math forms that are used by parents and teachers alike to help the young kids learn basic math such as subtraction, addition, multiplication and division. This tool is very important and if you have a small kid and you don’t have a worksheet, then its time you got yourself one or created one for your kid. There are a number of sites over the internet that offer free worksheets that are downloadable and printable for use by parents and teachers at home or at school.
The next step is learning to write numbers, and this is where mathematics worksheets become almost a necessity. Unless you have great handwriting, lots of spare time and a fair amount of patience, writing worksheets will help you teach this valuable skill to your child. Dot-to-dot, tracing, following the lines and other writing exercises will help your child learn how to write numbers. A good set of worksheets will include practice sheets with various methods to help your child learn to write numbers.
Subtraction worksheets help a child learn the skills required for subtraction. It also gives you, as a parent or teacher, an opportunity to understand how much he has grasped and what the best way of making him learn more will be. Subtraction is integral in math and it is something children will be using all their lives. There are various levels of subtraction worksheets available which match the skill levels of different children.
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The Orff Approach was developed by German-Austrian composer Carl Orff (1895-1982) and his colleague Gunild Keetman. Originally titled Schulwerk (literally “schoolwork”), Orff and Keetman set out to create a classroom environment that would be most beneficial for musical learning.
Music as Playtime
The Orff Approach believes children learn best in an environment that mirrors their play or pretend world. Teachers create an atmosphere that integrates the abstract with the real, helping students bridge the gap between what they hear while listening to music, and what they see when reading notation or looking/touching an instrument. This playful approach alleviates the pressure of examination or assessment on children and fosters feelings of equality. Children are more likely to find joy in group work, and pride in their individual contributions.
The Importance of Movement
Like many modern music education techniques, the Orff Approach is heavily influenced by the movement work of Dalcroze and his Eurhythmics methodology. Children are encouraged to move their bodies to the beat in order to internalize rhythmic structure. While Dalcroze’s method emphasizes fluid movements, Orff’s tend to be crisp and sharp.
Stages of Orff Approach
Imitation — A leader performs a simple melody or rhythmic pattern and the group repeats back the performance.
Exploration — Children have the opportunity to explore sound possibilities on Orff instruments and their own vocal and physical abilities.
Improvisation & Composition — After learning how to use Orff instruments and sing melodies, children are encouraged to create their own melodies and perform with and for others.
Instruments and Songs
One of the hallmarks of the Orff Method is the incorporation of percussive instruments. Miniature xylophones, marimbas, glockenspiels, metallophones, drums, and even recorders are all introduced to children. These accompany the singing of simple pentatonic melodies and songs. Like his contemporary Kodály, Orff used folk songs and lullabies that were already familiar to children to teach the structure of music. These songs, being so well known, could be improvised upon and turned into rounds or different musical sequences.
Unlike the Suzuki Method, the Orff Approach is not a fully systemized or stepwise program. Orff gave great value to improvisation, which extended to his recommendations for teaching. Creative musical thought, he stressed, should be developed in children by working within a tonal playing sphere. Additionally, Orff believed the piano or violin to be too advanced for young children to learn, while Suzuki based his method on the violin. And while Orff and Kodály both used mainly folk songs, the implementation of Orff’s percussive instruments is a stark difference to Kodály’s acapella choral songbook.


As we continue to look at physical development this month, this week’s blog is exploring fine motor development! Fine motor skills refer to movements involving smaller muscles – like those in the hands, wrists and fingers, which are used to manipulate small objects.
Fine motor skills allow kids to:
- Stack blocks
- Grip peg-puzzles
- Thread & lace beads
- Eat with a spoon, knife and fork
- Hold a crayon, pencil and paintbrush
- Scribble, draw, write or paint
Fine motor skills are seen as an important aspect of pre-school development and key for school readiness and academic achievement.
What does the normal progression of Fine Motor Skill Development look like?
- Very young babies have little control over their bodies – though by about 5 months they may begin to hold objects for brief periods.
- Around 6 – 9 months, babies generally scoop objects up with both hands, grasp rattles and small toys, before progressing to using a thumb and index finger grasp by 9 months. This is referred to as the pincer grasp.
- Scribbling usually starts after the first birthday – usually holding a crayon with a fist grasp or palm grasp.
- By 18 months, most babies are accurately picking up objects with the pincer grasp, building small towers of blocks, and showing hand-dominance.
- By 2 years, most toddlers can pick up and place objects neatly, turn pages in a book and build taller stacks of blocks (6-7 blocks).
- Between 2 ½ to 3 years, toddlers start to hold a writing utensil in a tripod grasp – using the thumb, index and middle fingers. Many are also able to screw & unscrew lids.
Pre-School & School:
- Most 4 year olds can trace, draw and scribble, and by 5 years are holding a pencil correctly, and using scissors to cut and paste.
- Around age 6, kids can usually cut with a knife, coordinate their fingers to hold a pencil correctly and tie their shoelaces.
How can toys help?
During play, kids have the opportunity to explore and manipulate their environment with their hands – these interactions have been linked to developing fine motor skills.
A 2017 study of preschool children in Germany looked at specific fine motor activities to see which ones helped fine motor skills. They found kids who participated in more fine motor activities had better skills – particularly kids who did craft activities like threading and drawing, and kids who played with small toys that needed to be dressed using fine motor manipulations like buttons and clips.
When looking at toys to help practice fine motor skills, they don’t have to be the most expensive or fancy – they just need to be interesting to the child and meaningful! Here are some of our favourite ways to play and build fine motor skills:
Peg puzzles are good for babies, especially as little ones have the tendency to put everything in their mouth it allows for practising grasping small objects but eliminates choking hazards as the peg is attached to a larger puzzle piece.
For toddlers, playing with blocks requires good manipulation skills and accuracy when picking up and placing objects.
Craft requires multiple skills including holding and controlling scissors, colouring & painting, pasting objects and manipulating play-dough or clay. These skills improve the muscles in the wrists, fingers and hands, strengthen hand-grip, and practise the coordination of different muscles to build dexterity.
Stringing and sorting beads and buttons are a great way to strengthen the thumb and index finger muscles and practise highly coordination movements required to hold and write with a pencil.
Dressing small dolls is a great way to practice the complex movements required in daily life for dressing or using locks and clips. Also, pretend playing in the kitchen with cooking utensils and stirring or using tongs is great for building strength.
Click here to see our full range of ‘Fine Motor’ products.
Council, H. C. (2015). Supporting Children with Dyspraxia and Motor Co-ordination Difficulties. Routledge.
Sprenger, M. B. (2008;2014;). The developing brain: Birth to age eight (1st ed.). US: Corwin Press.
Suggate, S., Stoeger, H., & Pufke, E. (2017;2016;). Relations between playing activities and fine motor development. Early Child Development and Care, 187(8), 1297-14. doi:10.1080/03004430.2016.1167047


Shapes for kids: Triangles
Let's look at triangles. Every triangle has the same features although they can vary in their angles. To recognise a triangle, you need to look at two basic features. Ask the kids if it has 3 sides and 3 angles. If it does, it is a triangle. Check out these printables for kids.
What you need:
- computer with internet access
- colouring pencils or markers
Number of players:
There is a misconception amongst some parents that mathematics education does not seriously begin until the first formal year of schooling. In fact your pre-kinder student has already begun developing a range of mathematical behaviours which will support their numeracy development.
These emerging numeracy skills, like all milestones will develop within the context of opportunity and repetition at the individual pace of your child.
Shapes are the base of many mathematical activities and to identify these shapes, it is important for kids to see examples and learn the differences between them. Our simple, printable charts will help your kids better understand triangles.
Print the triangle chart and the triangle image to help your kids learn the differences in numbers of sides and angles with a visual aide to follow. Have them colour it in for some added learning fun.
Find more shapes for kids:
- Shapes for kids: Polygons
- Shapes for kids: Triangles
- Shapes for kids: Quadrilaterals
- Shapes for kids: Pentagons
- Shapes for kids: Octagon
- Shapes for kids: Nonagon
- Shapes for kids: Hexagon
- Shapes for kids: Heptagons
- Shapes for kids: Decagon
- Shapes for kids: Rhombus


Many parents around the country are settling into a new role — substitute teachers for their school-age children. Daniel Katz, Ph.D., assistant professor and chair of the Department of Education Studies works with new teachers who are getting their sea legs in the classroom. A parent himself, Katz offers tips to help make school-at-home work for everyone.
1. Remember what this is…and what it isn't: Dedicated home schoolers have well established curricula, activities, and social networks. Online learning platforms spend years creating formats that facilitate digital learning. Your children's teachers were given weeks — possibly days — to move classes meant to be taught in person and with peers into a distance environment. They have done this so that learning will continue, and your children will not lose ground, but nobody has ever done this on this scale before. Be patient with the schools, teachers, and your children as we all figure this out.
2. Set a schedule…then feel free to break it: In school, your children follow routines and schedules that they know well. Much of that may be pretty broken now. You can help them adjust by setting clear times for working at school. However, your children are not in school and other opportunities will come up. Don't let a rigid schedule prevent your children from exploring what they want to do, including relaxing.
3. Pay attention to the social situation: School is a social environment. In fact, a lot of learning in school is also connected to social interaction. A lot of that has been taken away from your children, and they need it. Opportunities to connect them with their peers are important and will help their adjustment.
4. Ask teachers and school leaders what they need from you: You are probably used to a lot of schooling being handled by teachers and administrators. Now that the work they have planned is happening in your home space, there may be needs you haven't thought of before that will assist. Does your child have a space to work? Does one child need more structure than your other child? Your children's teachers will have ideas that you can implement at home.
5. Forgive each other…often: Teachers spent years in school, earned advanced degrees, and often have decades of experience in the classroom. You don't, and you have important things to do too. You are not expected to do everything your life demands of you and be a full-time teacher as well. Both you and your children will get frustrated, and, at times, will take it out on each other. You need to forgive yourself for not being an expert educator, and you and your children need to forgive each other for a situation none of you control.
Daniel Katz has been a member of the faculty at the College of Education and Human Services at Seton Hall University since 2002. He completed his doctoral work in curriculum, teaching and educational policy at Michigan State University. He was a high school English teacher in Hawaii where he taught at the Punahou School and at the St. Francis School. At Seton Hall, he teaches courses on educational foundations, diversity, curriculum, and English methods.
Professor Katz' research focuses on new teacher induction and how pre-service education serves teachers as they enter their early careers. He is the former program chair for the special interest group on Research on New Teacher Induction at the American Education Research Association which helps shape the research agenda on new teacher support and assessment. His scholarly work also includes issues pertaining to teacher dispositions towards diverse learners and academic integrity in high schools.
Explore Your Passion for Teaching
The Educational Studies Department provides undergraduate teacher preparation programs in early childhood, elementary education, and special education as well as secondary education. At the graduate level, the department has programs in initial teaching certification, professional development for educators, instructional technology, and media specialist. For information, please visit our web site.


The Lumiar Methodology aims to build students’ autonomy so they can act in the world in an authorial and conscious way. To achieve this goal, our pedagogical proposal for both kindergarten and elementary education is built on six pillars. Get to know each one of them:
Our curriculum is based on our own matrix of skills and abilities of the 21st century, allied to a modern matrix of contents. Innovation is completed by assuming that each child, in his / her individuality, has a developmental trajectory of his / her own.
The curriculum, therefore, is lived in a collective construction of pieces, composed of projects, workshops and research – besides the experience in the participative management of the school. This contributes to the integral development of the student.
Working with projects is a thought-provoking experience that favors critical thinking and student engagement. In addition to enabling the development of skills and abilities, it also opens up ways to work contents in a practical and contextualized way.
Therefore, in Lumiar, interdisciplinarity happens naturally. Projects emerge taking into account the learning expectations of the cycle, the map of student development and the survey of their interests.
In Lumiar Methodology, our educators are called Tutors and Masters and they work together. Tutors are education professionals who act as development counselors, helping students discover, validate, and broaden their interests.
Masters are professionals from different areas, invited to co-create the projects. With their participation, new learning resources are inserted, repertoires are enlarged and other points of view penetrate the walls of the school. This all breaks down limitations on knowledge and opens space for innovations.
In Lumiar, it is essential that students understand their own learning process, so we do not limit the evaluation method to only questions in tests.
In addition to the self-assessment, which allows students to reflect on their own learning, evidence of development is recorded by educators using different procedures and languages. Therefore, we form a rich individual portfolio, guaranteeing intentionality and offering constant feedback. All student development history is recorded on our platform.
Students of multiple ages interact in all activities. This choice in Lumiar Methodology is related to the possibilities of learning and socialization that a diverse environment promotes in the student development process. There is also the intention of the school to create environments that dialogue with life in society.
In projects, the division of roles takes place in a natural way, provoking cooperation among students and opportunities for children to go beyond previous expectations, from what we think is common.
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Hogwarts, Keep fit and learn and STEAM clubs
After the positive feedback from children and parents ehcpservices is providing two clubs focused on your child academic development.
Feedback from some of the children this year has been "Hema is mad about poo and loves to do science experiments" and "Hema likes to learn about facts and will try out my ideas". Feedback from parents has been positive and their ideas incorporated into the sessions, for example, after studying herbivore and carnivore teeth the children were challenged to clean their teeth properly using disclosing tablets and a timer.
Hogwarts is a club where children will extend and develop their literacy and numeracy skills. A qualified teacher will provide support to ensure your child is extending or consolidating the literacy and numeracy skills they will need for their year 4 and 6 SATS exams.
The STEAM club for next term will have be based around the project of 'space'. The activities will extend the current curriculum to ensure your child understands climate change and its long term impact which could be a compulsory part of the curriculum. As requested by the parents and children each session will focus on developing problem solving skills and we will be working towards achieving at least one external accreditation!
Keep fit and learn: https://forms.gle/ceAcggjcLGB3e6Sz5


Questions to consider when creating and preparing to teach an art lesson plan:
- Why do I want students to experience this?
- Why do I think that this is worthwhile to teach?
- What will I accomplish through this lesson? (artistic and educational goals)
- How do these goals coincide with the local, state, and national standards for art education?
- Are the objectives for this project clear and appropriate for the age and creative development of students?
- Does this provide students with the chance to experiment and be creative?
- Will students realistically be able to complete the project in the time allotted?
- Are the necessary materials readily available?
- Are the materials appropriate for this age group?
- Are the techniques used in the lesson feasible for this age group?
- Does this lesson fit in logically with the other lessons I have planned?
- Can I create a historical background lesson based on the project?
- Will students be learning something? Or is this project meant to be simply decorative and/or fun?
- Does this relate to something the students are currently learning?
- Does this relate to something from the students’ backgrounds, cultures, or experiences?
- Will this engage and challenge students?
- Does the outcome of the lesson justify the time and cost? If not, how can it be changed?
Art Sphere Incorporated
Lesson Plan Format Explanation
Instructor: Your name
Title/ Description: Lesson title that briefly describes outcome of lesson
Level: Grade level
Duration: Length in number of class periods
Historical Overview: The background information of the project, a cultural lesson
Goals and Objectives: What is introduced to the students, what they will learn by completing the project, why it is being taught, what the student will be able to do at the end of the lesson, skills that will be developed
Vocabulary: A list of vocabulary words used in the lesson
Materials: What is needed for the lesson, including anything for the historical overview or anticipatory set and what each student will use to make the project
The steps for the project, broken down into the days necessary to complete it. The first step of day 1 will be the anticipatory set in which the historical background is taught and examples are shown or a demonstration of the project is done. This includes the steps students will follow to make the project and the assistance that the instructor will provide.
- Anticipatory Set


MetadataShow full item record
Universidad de Granada
Musical educationPrimary educationPrimary educationPeople’s Republic of ChinaEducation and society
Wang, F., & Lorenzo O. (2018). 中国社会小学音乐教育. Publicaciones, 48(2), 359–372. doi:10.30827/publicaciones.v48i1.8350. [http://hdl.handle.net/10481/60820]
This article sets a theoretical approach to social reality and music education in primary education in the People’s Republic of China, tracing a path that allows to know the background and the current situation of these aspects. The work is organized in four sections. The first analyzes the general characteristics of the Chinese social and economic system; the second focuses on the evolution and current situation of the education system, paying particular attention to the reformations introduced by the State throughout the 20th century and to the main characteristics of primary education; the third chapter is devoted to the artistic-musical education in Chinese primary education, establishing its connections with the socio-political context, defining the current characteristics and perspectives of general musical education in the country, without forgetting the specificities of the Special Administrative Regions of Hong Kong, Macao and other distinctive places of the People’s Republic of China. The article closes with some conclusions that synthesize the main findings found in the theoretical review carried out.


One of the consequences of the war in Cambodia’s history was an almost complete destruction of the country’s education system. It was only in the latter part of 1979 when massive education rehabilitation efforts were put into place. In the 1980s, a semblance of an education system, from preschool to university, was reestablished.
In more recent years, the government has implemented a long term education program to ensure equal opportunities for students of all ethnicities, socio-economic and geographical backgrounds. But despite such efforts, studies report that in Cambodia, only 33% of the students manage to finish 6th grade, due to factors like:
- The cost of secondary education, which is significantly higher than primary education.
- The children getting exposed to jobs to earn extra income for their family, or take on responsibilities at home so that their parents can work, which leads them to choose to work instead of going to school.
Education thus remains an enormous work to be done. Areas close to town centers already have access to schools. But there are still many remote areas not reached by the government, and these are the areas that the Catholic church is working on.
At present, there are 4 kindergarten centers and remedial classes centers in 5 villages and 2 floating schools, as well as regular elementary education center in 2 floating schools. These learning centers offer the following:
- Basic education to children on subjects like the Khmer alphabet, reading and writing, Mathematics and English literacy, are available for regular Elementary grades in Khmer. The Vietnamese alphabet, reading and writing for grades 1-4 is also made available in the Vietnamese floating village in Chong Khnies.
- Remedial classes for out-of-school children in 4 villages, so that they can be reintegrated into the public school system.
- General information, values education, and arts and dance lessons.
The learning centers serve as a support structure so that the children can have access to good education.