Happy New Year and thank you very much for your lovely Christmas cards and presents!
We would also like to thank you for your fantastic support. We are looking forward to another successful and productive term.
This term our topic will be ‘Mapping Out’. This will include studying the world map whilst focusing on Europe and South America. We will also be studying a variety of maps, identifying their symbols and learn about orienteering.
We will continue to work hard on developing your child’s Literacy and Numeracy skills. These are reminders to ensure that your child will continue to be the best that they can be.
*Please try to make sure your child reads on a regular basis at home, sharing the experience if you can.
*‘Reading Record’ books will continue to be sent home weekly for you to make three comments about your child’s reading at home.
*We also expect your child to make three comments of their own every week and the books will be collected in every Monday.
*It is also of great importance that your child learns their weekly spellings and times tables at home too. These will also be tested during the week.
*A spelling list will be sent home every Wednesday and your child will need to write them out twice in the book as part of their learning process.
* Your child should bring home their Written Arithmetic and Learn Its on a Friday.
*Please spend time going through the problems and allowing your child time to explain their reasoning and practice the ‘Learn Its’ under time constraints, only 100 seconds!
In Science, we will be learning about Earth and Space. We will be studying the planets, the movement of the moon, the reason why we have day and night and facts about the sun, moon and earth. Later on in the term, we will be learning about forces including: gravity, friction, air resistance, water resistance, levers and pulleys.
Our drumming lessons will continue with Inspire Works.
Please ensure that all uniform is named and that children have indoor plimsolls to change into during the school day.
They also need a named PE kit (white t-shirt and blue school shorts) every Tuesday and Friday. Please ensure that your child has suitable clothing (including trainers) as we will sometimes have our PE sessions outside. Jogging bottoms may also be required.
We would like to remind the children that jewellery (other than stud earrings) and nail varnish are not permitted in school.
Children will also need headphones to be able to access the learning programmes at school.
Half term – 17th – 21st February
Derwent Class Assembly – Wednesday 25th March
Parent Consultations – Tuesday 31st March
Parent Consultations – Wednesday 1st April
Last day of term – Friday 3rd April
Thank you again for your continued support.
Mr Regan & Mrs Schofield


RIGHT TO EDUCATION (RTE) Act 2009
AbstractAbstractArticle 21-A and the RTE Act came into effect on 1 April 2010. The title of the RTE Act incorporates the words â€˜free and compulsory'. â€˜Free education' means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. â€˜Compulsory education' casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age group. With this, India has moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.
Key WordsBEEOs- Block Elementary Education Officers, BRCs- Block Resource Coordinators, CABE- Central Advisory Board of Education, EE- Elementary Education,RTE- Right to Education, SMC-School Management Committee
1265 Views | 1237 Downloads
How to Cite
Pandey, A., & Shrivastava, R. (2014). RIGHT TO EDUCATION (RTE) Act 2009. Innovare Journal of Education, 2(1), 8-9. Retrieved from https://innovareacademics.in/journals/index.php/ijoe/article/view/1017


Addressing the challenge of adult low literacy and numeracy
In 2015 OECD launched a study that is exploring key skills challenges emerging from The Survey of Adult Skills (PIAAC – Programme for the International Assessment of Adult Competencies) and that aims to advance policy reccommendations designed to improve basic skills and their utilisation.
The study involves a sequence of country reviews and all countries (including subnational units where there is sufficient Survey sample size to support the necessary analysis) taking part in The Survey of Adult Skills (PIAAC) can participate in this exercise.
While it is centrally concerned with basic skills and adult learning, the study also addresses the role of the initial education and training system, wider and vocational skills, and workforce development more broadly.
The study identifies groups that are underperforming on basic skills and examines the role of the initial education and training system, adult learning and workplaces in the development of basic skills. Other data sources, both national and international, are employed to support the analysis of individual countries.
Building Skills for All in Australia: Policy Insights from the Survey of Adult Skills was published in 2017 and was accompanied by a blog post - Why it matters if you can't read this.
Building Skills for All: A Review of Finland was published in 2015.
Time for the U.S. to Reskill? What the Survey of Adult Skills Says was published in 2013.
Adults with low literacy and numeracy skills: A literature review on policy interventions was published in 2015 and was accompanied by a blog post - How to help adult learners learn the basics.
The review process in 3 steps:
Country reports take 12 months from start to finish, with each of the 3 consecutive steps taking 4 months, leading to the delivery of a draft report to the country.
Step 1. Initial analysis by the OECD Secretariat, using the Survey of Adult Skills (PIAAC) augmented by other sources to identify a set of strengths and challenges (including those bearing on adults with weak basic skills of literacy and numeracy) in the country skills system.
Step 2. Focusing on the agreed set of strengths and challenges, further data analysis is undertaken by the Secretariat, augmented by a country background report from the country authorities.
Step 3. A mission to the country is undertaken by an OECD team, leading to a report documenting strengths and including policy recommendations supported by analysis to address the identified challenges.
For further information contact the team.
Click book cover to read, share and embed on your website the publication Seven Questions about Apprenticeships: Answers from International Experience
Click book cover to read, share and embed on your website the publication Skills beyond School: Synthesis Report
Click book cover to read, share and embed on your website the publication Learning for Jobs


Crane's Early Contributions to Music
Though Miss Crane began work at the Potsdam Normal School in 1884, 1886 is considered to be the founding year for her school because that year the first Special Music Teachers Curriculum, developed by Crane, was implemented at the newly incorporated Crane Normal Institute of Music.
The foundation for the Normal School’s music education program can be accredited to Julia Crane's strength and courage in demanding what she felt was needed in order to properly train future music teachers. Julia Crane then further revolutionized the field of musical instruction by "publishing her complete system of music instruction from the primary grades through the normal school"(pg. 6).
Eight editions of Crane’s manual were published, the first in 1889 and the last in 1923, the last of which was actually completed by Julia's successor, Marie Schuette. Crane’s manual offered techniques for instruction but solutions to common issues, such as those encountered by boys during their "voice break period".
Crane also worked on the Music Council of the State Department. Two of her major contributions to the New York State music education system was "the establishment of high school graduation requirements in music for those interested in applying to the normal schools and writing the state high school syllabus for music" (pg. 7).


A Brief History of Amazing Stunts by Astounding People is Wonderscope’s launch content, showcasing how AR can drive a whole new approach to “spatial storytelling” and transform ordinary spaces into extraordinary stories.
The story responds to a child’s movement and voice—including lines of dialogue that are highlighted as a child reads them aloud—showcasing the platform’s unique potential to elevate early childhood learning.
PRELOADED’s vision was to bring to life stories which simply need to be seen, and experienced, to be believed. Written by Beth Garrod, the story allows children to take part in three of history’s most impossible stunts, and meet and interact with the real people that made them happen.
The first stunt brought to life is Betty Bromage, an 88-year-old grandmother who stood on the wings of an airborne bi-plane. Betty broke her own record for becoming the world’s oldest female wing-walker (yes wing-walker!), taking to the wing of a bright yellow 1944 Boeing–Stearman.
The next character the audience meets is Helen Gibson, a daredevil who was known as Hollywood’s first stuntwoman during a lengthy career playing an important role in feature films at the start of the 20th century.
Our final character is Charles Blondin, the larger than life Frenchman who in 1859, who became the first person to tightrope across Niagara Falls.
Each stunt shines a light on the incredible human story behind the stunt, but we also wanted to create an emotional connection with the characters. The “Look At” feature approximates the experience of eye-contact with characters, deepening the emotional connection and sense of participation in the story.


Museums in Korea have acknowledged their roles as educational institutions only in recent years and therefore their educational programs do not reflect the diverse needs of their visitors. The lack of defined educational strategies and understanding of the unique characteristics of the museums often prevent meaningful learning experiences for program participants, especially in discussion-based programs. This dissertation seeks to determine whether dialogues about works of art in discussion-based museum programs contribute to meaningful learning for participants. If so, this study investigates how such meaningful learning can be introduced into programs with different practices. In addition, with the clear limitation of the rapidly changing environment in Korean museums, this study serves as an initiator for the design and re-design of their educational programs.
Adopting a qualitative case study method, this dissertation investigated the discussion-based educational programs for high school students in three art museums in New York City: the Masterpieces at the Metropolitan Museum of Art, the K-12 Lessons at the Museum of Modern Art, and the Middle and High School Tours at the Jewish Museum. Based on a pre-designed observation protocol, thirteen lessons were observed, and using a semi-structured method thirteen students and five educators were interviewed. Out of the treatment of data drawn from the lesson dialogues and interviews, significant issues emerged based on the theoretical framework of this study.
This dissertation found that the most distinctive characteristics of discussion practices in the three programs depended upon the way discussion themes were designed and introduced to the students, and that this reflected the educators' different teaching philosophies. The educators' practices were differently designed and based on the distinguishing characteristics of each museum and its programs. While the students' learning experiences were influenced by the teaching philosophies of the educators and registration methods, their overall learning experiences through group dialogue were meaningful for them, offering opportunities to share diverse ideas in relation to works of art.
|Advisor:||Burton, Judith M., Borland, James|
|School:||Teachers College, Columbia University|
|School Location:||United States -- New York|
|Source:||DAI-A 72/05, Dissertation Abstracts International|
|Subjects:||Art education, Secondary education, Museum studies|
|Keywords:||Aesthetic experiences, Art museum, Korea, Museum education|
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In the landscape of the city of Charlotte, CltBP falls at the intersection of two citywide initiatives, READ Charlotte, and Opportunity Task Force. High-quality early childhood education helps contribute to reading on grade level and increases potential economic mobility.
Charlotte Bilingual Preschool serves Latino families in Charlotte. This is a rapidly growing population (1 in 4 babies born in Mecklenburg county) in our city and across the nation.
- The New American Reality
- Why Leaders Are Trying to Keep Charlotte Immigrant-Friendly, by Tanvi Misra, The Atlantic, December 10, 2015
- 5 facts about Latinos and education, Pew Research Center, Jens Manuel Krogstad, July 28, 2016
- The economic and fiscal consequences of immigration
Early Childhood Education
Early Childhood Education is not just ‘daycare’. Children with no early childhood learning experiences often start Kindergarten 12-18 months behind their peers.
- “What Exactly is High Quality Preschool?” by NPR
- Talking to children is critical – The Promise to Georgia’s Children – Rollins Center for Language & Literacy –
- The Early Catastrophe – The 30 Million Word Gap by Age 3
- First 2000 Days
Dual Language Learners
The children in our classroom are considered Dual Language Learners, as they learn English and Spanish. We aim to follow the researched best practices for these children.
- The Science of Dual language Learning for Children Birth Through Age Five: Effective Practices that Improve Outcomes, by Linda Espinosa (must register to view webinar)
- Nurturing Bilingual Infants and Toddlers, By Karen Nemeth (must register to view webinar)
- The Promise of Bilingual and Dual Immersion Education Stanford CEPA 2015
- American Educator On Dual Language Learners
- 6 Potential Brain Benefits of Bilingual Education
- The Benefits of a Bilingual Brain, By VIF International Education
- Benefits of Being Bilingual, By the National Center on Cultural and Linguistic Responsiveness


Students explore call and response songs through singing.
Carnegie Hall's Weill Music Institute
The Toolbox currently features grade-specific music education resources addressing fundamentals of rhythm, meter, singing, form, dynamics, articulation, tempo, pitch, and performing.
Students create a class composition of a thunderstorm by exploring expressive qualities of crescendo/decrescendo and accelerando/ritardando
Students create different versions of a known song and listen to contrasting recordings for musical differences and similarities.
Students compose and notate short melodies using their names.
Students compose and notate short 4/4, 3/4, and 6/8 rhythms across multiple class periods.
Students compose and notate short rhythms in 4/4, 3/4, and 6/8 meters across multiple class periods.
Students create and perform melodic contours.
Students play an identification game of hot and cold using their voices and dynamics.
Students explore expressive qualities in music through listening, singing, and moving.
Students explore the sound, evolution, performance techniques, and culture of guitar-like instruments from around the world.
Students create movements to represent long and short rhythmic patterns and compose patterns using non-traditional notation.
Students explore steady beat and instruments of the percussion family.
Students explore expressive qualities through various string techniques.
Students demonstrate the expressive quality of tempo through movement.
Students explore healthy posture through storytelling and observation.
Students use language and movement to explore accents in music.
Students use samba rhythms and percussion to improvise in rondo form.
Students use their singing voices to take turns improvising and creating melodic phrases on a given theme.


Having I Can Statements prepped and ready-to-go can help make your lesson planning a little easier. This post shares ready-to-print 4th Grade Literacy I Can Statements using the common core standards, including a link to an editable version.
About the 4th Grade Literacy I Can Statements
There is one page for each 4th grade literacy common core standard (with a few having two pages if the standard includes more than one skill). There are statements for the reading standards (literature, informational, and foundational skills), writing standards, speaking and listening standards, and language standards.
Each I Can Statement Page Includes:
- A 1-3 Word Title that “Summarizes” the Skill
- The I Can Statement in Kid-Friendly Language (while still maintaining the necessary rigor of the standard)
- The Standard Number and Actual Standard Language
Using the I Can Statements
Here are some ways that you can use these I Can Statements in your literacy instruction.
1. Hang the I Can Statements as Daily Objectives – I like to have a dedicated space in the classroom to hang my I Can Statements as my daily/weekly objectives. I refer to them during my lesson and some of my students really enjoy checking the board at the beginning of the week to see what skills we are learning.
2. Small Group Instruction – Use the posters to guide and focus small group instruction and help the students discuss the skill.
3. Reading Centers and Stations – Place the I Can Statements with the center materials. This will help the students know exactly what skills they are practicing in centers/stations. They will also be able to refer to the statements if an adult (ahem..admin) asks them what they are practicing. This will need to be modeled though.
4. Guide Self-Assessment – Going along with using these as daily objectives, I like to use the statements to guide self-assessment. After a lesson, review the I Can Statement and have the students self-assess and reflect on their mastery of the skill.
Storing and Organizing the I Can Statements
One way to organize and store the I Can Statements is inside page protectors in a binder. This will allow you to simply take out the page protector with the statement you need. You can then hang it up or display it however you wish, placing it back in the binder when you are finished.
Download the FREE 4th Grade I Can Statements for Literacy Here
If you would like an editable version, click here —> Editable I Can Statements. Here are the fonts used – KG Sorry Not Sorry Chubby, Champagne and Limousine and Century Gothic. Note: If you don’t use the fonts that I used, you may see some issues with capital and lowercase letters since one of the fonts I used is all capital letters.
More Teaching Literacy Blog Posts
Recommended Resource for 4th Grade Literacy


First things first: Tiggly Shapes are not robots. But they are still pretty great. I’ve discovered they are a great way to bring dimension to the flat tablet world. They also can be used in libraries pretty easily.
- What are they? Tiggly Shapes are a set of four shapes designed to work with the iPad and certain apps.
- What’s in the Box? Tiggly Shapes.
- How Much? $29.95
- Age Range? Ages 2 – 6
- How Did We Acquire it? My library purchased for patron and program use.
How we use them:
We bought Tiggly Shapes to use with the iPads we let patrons sign out while they are in the library. When we came across Tiggly Shapes we thought they would be a great addition to our iPads. Our space encourages lots of play, so having the shapes go with the iPads was a nice complement to our early literacy efforts. Patrons simply ask for the bag of Tiggly Shapes when they sign out an iPads. We have loaded the three apps that work with Tiggly to each iPad so the patrons can easily choose which app they like best.
There are three apps to use with Tiggly Shapes: Tiggly Stamp, Tiggly Draw, and Tiggly Safari. They each work a little bit different, but have similar play styles. Tiggly Stamp uses the shape to make different pictures set against various backdrops. Tiggly Draw lets you use the shapes on the iPad to create pictures of whatever you’d like. Tiggly Safari is a little more interactive. It asks for certain shapes to be placed on the iPad, and makes different animals. Tiggly Safari is by far the most popular app kids use!
Tiggly can also easily be used in Storytimes. I’ve used it with toddlers (age 2-3). Tiggly is a great compliment for when you are exploring shape themes. The apps are easy to use, and you can let the kids use the Tiggly Shapes on the iPads. It is a great way to incorporate some interactive technology with the younger set.
You have to be able to put apps on iPads, and that is it.
I love Tiggly! Our patrons really love using them. Once they see how they work, kids like using them with the iPads. I like how they allow for more motor skill development.
I do wish there were some classroom sets for Tiggly. While I love what they do, I can’t help but wish they had a few more options for educators.
Great fun for the younger set!


How will you manage a whole classroom of children? Learn to create your own classroom rules, develop your expectations for the children’s behavior, teach those expectations, and redirect children when their actions are unsafe or disruptive.
DIRECTIONS: The module can be accessed on the iPD, located on the Early Childhood Learning and Knowledge Center (ECLKC) website by clicking on the link posted * below.
First, make sure that you have added the module to your OCCRRA registry account.
Second, you will need to open an ECLKC account and log on to the iPD to access the module. The links below can help you with the process.
* The iPD can be accessed at: Link to iPD on ECLKC. Once you are on the iPD, search for the module by entering the title of the module in the search box.
Once you have completed the module, please allow 6 weeks for attendance verification.
For assistance with verification of the module email: DRuhland@zerotothree.org.
|Training approved for||
|Registration deadline||Jun 30, 2020|
|Number of open seats||736|
|Event Owner||ZERO TO THREE|
|Sponsor Phone||(202) 857-2995|
|Target Audience||Classroom Staff / Teacher,Staff working with children with special needs|
|Age Groups related to content||Preschoolers|
|Core Knowledge Area||N/A|
|Child Development Associate Area||To support social and emotional development and to provide positive guidance|
|Early Learning and Development Standards||Social-Emotional Development|
Write three to five rules for your classroom and create a classroom rules poster.
Develop the expectations of how you would like children to behave during daily activities and routines and know several ways to teach these expectations.
Define “redirecting” and describe how to redirect children’s actions when they are unsafe or disruptive.


Tips for teachers and educators
Dr Christopher Blundell, Dr Shaun Nykvist and Dr Michelle Mukherjee
Tips for parents and carers
Rhythm and Movement for Self-Regulation – suitable for children aged 3-8 years old
Follow Associate Professor Kate Williams as she guides your children or students through music and movement-based activities proven to help children’s attentional and emotional regulation skills.
STEM activities – suitable for Year 4 to 6 students
Professor Lyn English’s easy-to-follow STEM activities will help build students’ foundational skills, knowledge, and curiosity of STEM concepts.
Crazy Contraption Challenge
Let's think like engineers to identify a problem caused by COVID-19, and solve it by designing and building a chain-reaction contraption!
Developed by Robotics@QUT, this site has challenges for Prep through to Year 10.
QUT Art Anywhere
The William Robinson Gallery presents a series of new kids’ activity sheets exploring William Robinson and his artworks for families to complete together at home. The activities are designed for ages 7 – 10, but anyone can join in, adults too!
Image: William ROBINSON 'Turkey weather' 1984
Free professional learning
The more you learn, the more they learn.
Check out our range of free or low-cost online professional learning courses for teachers and educators.
Also suitable for parents and carers
Autism CRC resources
These resources from the Autism CRC developed in partnership with QUT will help teachers adopt an inclusive approach when teaching online and in the classroom.


Primary School Teaching Resources
The 123HUB is a FREE resource bank and teaching community for primary school teachers. It has been designed to assist teachers in finding good quality online resources. Our aim is to take the effort and guesswork out of finding the best online resources that are available for the primary school curriculum. All of the resources on the 123HUB have been hand picked by teachers.
Now over 2600 quality teaching resources available!
Our super new featured theme for May 2020 is 'Railways'!
In May, we explore the fascinating world of Railways. We have 40 excellent themed websites on offer, covering: the first engine to travel on a track in 1804, railway development and expansion over the years, including the Industrial Revolution, the Victorian era and the glorious age of steam, taking us right up to the high speed trains that currently thunder along our rail tracks. We also explore how railways have changed the world of travel and transportation.
As with all of our super featured themes, Railways contains a mixture of teaching and investigation resources. The theme comprises of: information, facts, research, hands-on activities illustrations and video clips, as well as some detailed planning - each of which will effectively support this engaging topic.
Due to the ongoing COVID-19 school closures, we decided to also keep our ‘Learning and Living at Home’ theme from April on the homepage during the month of May. The popular theme has grown to 62 great resources and we hope that it will continue to prove useful to teachers, parents and children during these challenging times.
The theme contains the following resources:
Free Learning Resource Packs
PE and Mindfulness Resources
Art and Craft Activities
Cooking Activities and Recopies
Home Learning Advice and Tipsto
Free Stories and Applications
Free Language Learning Resources
And Much More…
We plan to add to these resources during the crisis and if any teachers or parents out there can recommend any quality sites that we can add to the theme and share with others, please let us know at: firstname.lastname@example.org
The featured theme is normally updated monthly during the academic year.
Watch out for our super 'Heroes and Villains' resources coming in June 2020!
Recently Archived Themes
Our super featured theme for March 2020 was Languages. Learning a second language is not only a requirement for KS2 children - it is an important skill that most children will enjoy learning and will undoubtedly prove useful to them in later life. Our fantastic resources cover the following primary school languages:
We have 75 great themed resources that will hopefully help teachers and students in their understanding of languages. The resources comprise of a mixture of: information, examples, communication, research, hands-on activities, games, illustrations and video clips, as well as some detailed planning - each of which will successfully support this informative and enjoyable topic.
Whilst we try our best to ensure that our resource links remain current, websites do unfortunately get moved and are taken down from time to time. To help us provide a good service, please report any broken links that you discover to:email@example.com


One Room Schoolhouses
The teachers that taught in the one room, rural schools were very special people. During the winter months they would get to the school early to get a fire started in the potbelly stove, so the building would be warm for the students. On many occasions they would prepare a hot, noon meal on top of the stove, usually consisting of soup or stew of some kind. They took care of their students like a new mother hen would care for her newly hatched chicks; always looking out for their health and welfare.
A typical school day was 9 a.m. to 4 p.m., with morning and afternoon recesses of 15 minutes each and an hour period for lunch. “The older students were given the responsibility of bringing in water, carrying in coal or wood for the stove. The younger students would be given responsibilities according to their size and gender such as cleaning the black board (chalkboard), taking the erasers outside for dusting plus other duties that they were capable of doing.”
Transportation for children who lived too far to walk was often provided by horse-drawn kid hack or sulky, which could only travel a limited distance in a reasonable amount of time each morning and evening, or students might ride a horse, these being put out to pasture in an adjoining paddock during the day. In more recent times, students rode bicycles.
The school house was the center and focus for thousands of rural communities, hamlets and small towns. Often, town meetings and picnics were also held there.
The vast majority of one-room schools in the United States are no longer used as schools and have either been torn down or converted for other purposes. However, in some rural communities, including among the Amish, one-room or two-room schools are still used, primarily for elementary education, with students graduating to local or regional middle and high schools.


English as a Second Language/English Literacy Development
|| ||What is the English as a Second Language (ESL) Program?|
||The Importance of Students' Home Languages (First Languages)|
What are the benefits of the English as a Second Language (ESL) program?|
||What does English as a Second Language (ESL) support look like?|
||What is Steps to English Proficiency (STEP)?|
||How do students, parents and teachers work together?|
What is English as a second language (ESL)/ English literacy development (ELD)?
Peel District School Board offers classes to help people learn English and upgrade their academic and English language skills.
Who can take English as a second language/ English literacy development
The Peel board provides ESL/ELD support for:
- students born outside Canada from a non-English speaking country
- students born in Canada who speak a second language or dialect
- recently arrived students who need to upgrade or develop their academic and language skills
How is English as a second language taught?
- In elementary schools, ESL/ELD teachers work with students either in a specific ESL/ELD class or a regular classroom. Programs are developed with the regular classroom teacher based on each student's needs.
- In designated secondary schools, students can take up to five ESL or ELD courses towards their diploma. Beginner students can take ESL classes in different subject areas.
How to register students for programs
You can get information about elementary ESL or ELD programs at your local elementary school. After talking with you, the school staff will discuss your child's needs and suggest an appropriate program.
Information on elementary and secondary school ESL or ELD programs is available at the
We Welcome the World Centres.
If needed, the school can arrange for an interpreter to assist you in parent-teacher interviews or to discuss your child's progress.
For further information
If you need more information, you can talk to the ESL/ELD coordinator at the HJA Brown Education Centre, 5650 Hurontario Street, Mississauga or call 905-890-1099 / 1-800-668-1146, ext. 2531.
English as a second language for adults
Through our Community Education area, we provide
ESL classes for adults in Peel. These classes are offered during the day, nighttime and weekend and cover the following topics:
Child care is provided at some locations.
For more information on adult ESL classes:
Mississauga - call 905-270-6000 and press 2
Brampton - call 905-791-6700


Education and specialized training of preschool teachers are associated with young children’s learning and development (Barnett, 2004). Evaluation of the impact .of Early Childhood Education teacher preparation programs and professional development conclude that benefits of high-quality preschool education can only be achieved if teachers are professionally prepared and well-compensated (Barnett, 2004). Research shows that a well-prepared early childhood education teacher brings a warm, safe and conducive environment for learning (NAEYC, 2006). Perceptions of teacher on student-teacher quality and of children’s academic abilities proved to influence academic competence among students (Hughes, Gleason, & Zhang, 2005). In addition, it is important to focus on quality of room practices, child characteristics, teachers’ perceptions of school-related climates and teachers’ perceptions of workload stress (Mantzicopoulos, 2005). It was found that the amount of teacher’s math-related teaching was highly associated to children’s mathematical knowledge (Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006). The attitudes of preschool teachers on early mathematics do not change as they acquired knowledge of preschool teachers (Alinsinanoglu, Guven, & Kesicioglu, 2009). Teachers’ elementary education credentials, years of education and years of experience have complex impact to children’s learning (Connor, Son, Hundman, & Morrison, 2005). All of these issues can essentially be addressed by studying further within the context, knowledge and ability of early educators for early childhood education.


Last week my Sydney Conservatorium of Music Technology in Music Education (#SCMtech) students handed in their main project, worth 50% of the course marks. It’s an interactive iBook, designed for elementary or middle school music education, but also you’ll find they’ve shared equivalent resources to be printed or burned onto CD for schools that don’t have iBooks programs. The marking rubric puts the focus on content, but rewards design and presentation as well as innovative use of the technology.
The students are sharing the iBooks and other resources from their websites, also created as part of the course. You can download them for free and use them in your own teaching or to teach yourself/your students at their own pace. The following list represents hundreds of hours of work so please reward these talented students by posting feedback on their pages if you like their work.
Disclaimer: As part of this course students learn about copyright, creative commons, correctly crediting authors and school licensing. The legal “hard-lines” are explained, and the “grey areas” too. Therefore there shouldn’t be any use of copyright material in the following resources, but if there is, it is the responsibility of the student who has published it, and educational use is assumed.


This lesson theme is Clocks and Mice, a 30 minute music lesson plan for children from 2 1/2 to 5 years old and it is 7 pages long, including 2 printables.
The Clocks and Mice lesson focuses on:
- Recognising the steady beat
- Tapping rhythms
- Introduction to notation (minims/half notes, crotchets/ quarter notes and quavers/ eighth notes)
- Learning to recognise and pitch the So-Mi interval with resonator bells
- Listening skills
- Building confidence
- Using tone blocks and a variety of percussion instruments
These plans are not intended to read as a script, as everyone will have their own teaching style. More, I hope that they will provide you with in-depth guidance for a number of related activities that I have found in my years of teaching to be particularly effective and engaging combinations.
The Clocks & Mice lesson is also available as part of our seasonal bundle of lesson plans for the Autumn/Fall term 12 weeks of music lessons in suggested weekly order to help save time and keep things simple at the discounted price of $49
I have purchased every lesson you have available and LOVE them all!! I lead music classes for toddlers and preschoolers and I love how each of your lessons builds on each other. They are easy to adapt for the different ages. The parents of my students love that their kids are learning early music education while having a blast and that the kids go home and sing and stomp out rhythms. I would highly recommend your plans to everyone. And I look forward to seeing the other lessons.
I purchased “Clocks and Mice” to teach to my 3-5 year old preschool class. They loved the songs, games and playing the chime bars so much that I stretched this lesson over three weeks! (The music class is once a week.) Now we are transitioning to “Cat’s and Kittens” which is a perfect compliment to “Clocks and Mice.” They are learning so much through play and music with these two lessons.
I find these lesson plans perfect for preschoolers and easy for me to follow. I will never teach a music class without one! Thank you for providing such a wonderful resource.


What is Dyspraxia?
Dyspraxia, sometimes referred to as ‘clumsy child syndrome’, is a developmental co-ordination disorder that tends to be recognised in children. Dyspraxia causes the child difficulty in organising movement, they tend to struggle both with the planning of what to do and how to do it.
Dyspraxia affects up to ten percent of the population, with two percent of these cases being severe. It affects boys four times more commonly than girls, and can sometimes run in families. Dyspraxia does not affect IQ or overall ability; it purely affects motor aspects of development. As a learning difficulty, dyspraxia means the person struggles to learn intuitively by doing, and motor skill development responds much more positively when taught through a process of imitation.
Dyspraxia is also often associated with problems of perception, language and thought, symptoms commonly characteristic within disorders of the autistic spectrum.
Physiotherapy can be used to help a dyspraxic child and adult achieve their potential. Your physiotherapist will use a range of techniques and exercises to help improve co-ordination and achieve developmental goals.
What are the symptoms of Dyspraxia?
Children with Dyspraxia are often late to reach developmental milestones such as rolling over, standing or walking. Once these milestones are met the child is likely to present with:
- Difficulty in understanding positional concepts such as ‘in front of’, ‘behind’, ‘to the right of’, ‘to the left of’, or ‘under’
- Frequent falls, or often bumping into things
- Difficulty with puzzle games, frequently bored and easily distracted
- Difficulty in following a sequence or set of instructions
- Difficulty with sports due to poor hand-eye and foot-eye coordination
- Poor fine motor control (small precise movements)
- Weak muscle tone
- Altered techniques to deal with everyday life such as altered pencil grip, or altered way of getting up from the floor.
How can Physiotherapy help in Dyspraxia?
A full physiotherapy assessment will be carried out by the physiotherapist to determine current abilities, and whether or not this matches the expected level of skill for that age. This assessment will involve:
- carrying out physical tasks
- chat with parents, carers as to the difficulties experienced in everyday life
- opportunities for the child to voice any concerns they may be experiencing personally
- Achieving developmental goals
- Organisational strategies
- Hand-eye or foot-eye co-ordination activities
- Development of positional awareness
- Falls prevention strategies
- Pencil grip and writing technique
- Skill acquisition through imitation
- Posture and walking pattern
What are the benefits of physiotherapy for someone with dyspraxia?
Physiotherapy will work on all aspects of difficulty the child faces on an everyday basis. A personalised treatment plan will allow the child to understand the importance of organising movement into specific sequences in order for it to be effective. It may also have a number of other positive effects for the child:
- Increased confidence
- Self-belief and self-awareness
- Allow them to carry out everyday tasks more easily


The month of March can be an exciting time of year. "Old Man Winter" is starting to go into hibernation and spring is just around the corner, though the weather can be hit or miss. In some places, the temperatures are creeping toward summer levels, while other locales are still getting hit with snow. Figure out what's going on during the month and then use those celebrations as the basis for a fun family activity.
Music in Our Schools Month
The National Association for Music Education raises awareness of the importance of music in our schools. Every March is Music in Our Schools Month. Use this time to share music with your children at home, too.
- Attend a musical at a local children's theatre and/or introduce your kids to the world of musical theatre by listening to a soundtrack or watching a musical movie.
- Put on music from different genres and hold a dance party at home.
- Attend a family music class that introduces young ones to harmonicas, tambourines, maracas, and drums. If your kids are older, a family drumming circle can be fun.
Youth Art Month
The National Art Education Association began Youth Art Month in 1961 to encourage everyone to support all school art programs. You can also encourage creativity through artwork at home during the month of March.
- If the weather is nice, let your kids try creative outdoor painting and display their artwork when they're finished.
- Visit a local art museum or gallery and discuss what piece of artwork is each family member's favorite.
- Check out books on drawing from the library. Compare anime or classic comic strips and practice your drawing skills.
National Nutrition Month
This is the perfect time to teach your children about healthy eating habits. Use health and nutrition printables to help your kids learn about eating vegetables, taking good care of themselves, and more.
- Host a fruit and vegetable taste-test by cutting up colorful produce and trying each piece to see which is each person's favorite.
- Explore ethnic cuisine by cooking a special meal from another culture together for dinner.
- Ask your kids to draw their favorite fruit or vegetable to create a gallery of healthy foods. Hang up the art in the kitchen or use it to inspire your next grocery store trip.
Women's History Month
Both boys and girls can benefit from learning about Women's History Month. Encourage kids to understand the various roles women have played throughout history.
- Do science experiments that illustrate the principles discovered or researched by female scientists.
- Create a scrapbook that celebrates all the women in your family's lineage with photos and journaling about how they have contributed to both your family and society.
- Research how women lived 100 years ago, including how they dressed, what sort of jobs they held or roles they played in society, and what they legally were and were not able to do. Discuss how women's lives differ today.
American Red Cross Month
Help kids understand the rich history and the importance of the American Red Cross while also teaching them how to keep both themselves safe.
- Teach young children important safety tips, such as how to call 911, how to avoid dog bites, and how to get out of a house that's on fire.
- Enroll a teen in a Red Cross babysitting course to prepare for babysitting jobs.
- Learn about what the American Red Cross does in the U.S. and make a family donation to support a cause.


Are you a music teacher or an enthusiast? Do you consider music both as your passion and profession? Well, read on and get the latest music teachers resources that you need to know and practice for the betterment and advantage of your teaching career.
Whether you teach music in the classroom or in a private music studio, it is still better for you to always change and modify your teaching techniques so as not to bore your students – breaking the monotony and making them more interested and motivated. Losing their interest and enthusiasm to learn music may probably the last thing that music educators and tutors can think about.
Traditional teaching refers to a teacher-centered classroom environment where the music instructors do all the tasks: discussions, lectures, thinking, asking, deciding and many more. The power and the responsibility all lie in the shoulders of the educators themselves. Thus, in today’s teaching and learning environment, the teacher is encouraged to merely facilitate classroom activities and learning sessions as he or she motivates the students to do his/her part and act roles in the learning process.
Music teachers around the globe are determined to improve their ways of getting the attention and interest of their students – making them highly-motivated learners. As they go beyond the boundaries of conventional methods of music teaching, they get through various means of acquiring the latest necessary trends, skills and experiences on music education updates. One great way to achieve this professional development and obtain career success is through the power of the Internet.
With just a few clicks, one can browse, search, download and install music teacher software from reliable music teachers websites without any hassles at all and overspending. Appreciating the convenience of Internet search and easy access, more and more teachers are engaging into this kind of newest technology, getting the most useful and effective music teachers resources for the betterment of their teaching strategies. Such techniques are being acquired globally and applied in many classrooms and music studios out there.
However, the effectiveness of these innovative music teachers resources depend on the appropriateness, availability of resources and the receptiveness of the learners to changes, new trends and interactive activities. Music teachers, who intend to acquire a technique from innovative resources, should always take into consideration their students’ behaviors, characteristics and perceptions. As you take your teaching strategy to the next level, you should also remember several underlying factors that can be affected, altered and influenced by the newly adopted strategy in teaching music to students.
Music teachers resources, which are created to be innovative, interactive and interesting, are also anticipated to bring the students closer to motivation, acquisition and learning respectively – leaving a long-lasting impact. Most of all, teaching with quality and style can be good for your dear students but teaching with your heart into it makes it more rewarding, fulfilling and well-appreciated.
So what are you waiting for? Step out of the box and inspire yourself and others to take a stand and make a difference. Keeping yourself and your fellow teachers abreast with the latest trends and techniques in music teaching can surely jumpstart this endeavor. Let us get in touch with as many music teachers as we can and begin spreading the good news. Happy teaching!


The Years Seven and Eight Mathematics course is designed to meet two objectives. Firstly, it reviews and consolidates students’ understandings of fundamental concepts in areas including numeracy skills and geometric conceptions, thus laying solid foundations for future mathematical studies. Secondly, it provides students with the opportunity to explore a wide range of topics and issues in which mathematics plays a part.
The development of clear mathematical communication skills (both written and spoken) and the fostering of a growing appreciation of our Creator as a result of mathematical inquiries are also key aims of this course. Through a study of Mathematics, students shall see that God is a rational God, who delights in order, and thus has created physical and mathematical rules that the students can discover, learn about, and apply to the world He created.
Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.
Through a study of Mathematics, students shall see that God is a rational God, who delights in order, and thus has created physical and mathematical rules that the students can discover, learn about, and apply to the world He created.
Mathematics is useful in a wide variety of jobs. Specifically, Mathematics can lead to jobs in the medical, engineering, financial, or aviation sectors, in the area of the four sciences, computer science and in the area of statistics.
Mathematics Extension is offered in addition to Mathematics to students in Year Ten only. Year Ten Mathematics Extension is designed for students who have demonstrated either an above-average mathematical ability in Year Nine or who have a keen interest in the subject. It is recommended that students who would like to study Mathematical Methods in Years Eleven and Twelve study Mathematics Extension in Year Ten. It is recommended that students considering studying Mathematics Extension achieve a minimum ‘B’ grade in Year Nine Mathematics.
The basic rationale of Essential Mathematics is to develop mathematical competence required for intelligent citizenship and to foster positive attitudes towards involvement in mathematical inquiry. To achieve this, the study of Essential Mathematics focuses on the key domains of: number, data, location and time, measurement and finance.
General Mathematics develops mathematical competence required for intelligent citizenship and to foster positive attitudes towards involvement in mathematical inquiry. To achieve this, the study of General Mathematics focuses on the topics of: number and algebra, geometry and trigonometry, graphs and networks, and statistics. The General Mathematics course offered at Toowoomba Christian College also aims to assist students in their preparation for the Scholastic Aptitude Test (SAT) and is able to satisfy the mathematical prerequisite for a number of university courses.
Mathematical Methods builds on and develops foundations that have been laid in Junior High Mathematics, especially in algebraic manipulation and functions and their applications. Additional topics include calculus and periodic functions amongst others. It is important to note that this advanced level mathematics subject is a prerequisite for some university courses including engineering and several science degrees.
All Mathematics courses emphasise group work, mathematical modelling and problem solving through the application of mathematical concepts and strategies to real-life scenarios. The development of communication skills, both about and with mathematics, and the fostering of a growing appreciation of our Creator as a result of mathematical inquiries are key aims of this course.


The Fast ForWord® READING Series products increase processing efficiency and build critical reading skills so school districts get the most from their existing instructional approach. No other reading intervention program offers a more scientifically proven approach to helping students quickly improve reading comprehension skills. Instant feedback and engaging exercises help motivate students to achieve success in school.
Displaying 1 - 1 of 1
Content Area: reading
Grade Level: birth to preschool, early elementary, intermediate elementary, middle school, secondary
IDEA Disability Category: autism, emotional disturbance, major-other health impairment, specific learning disability, speech or language impairment
English Language Arts: Language, Reading: Foundational Skills, Reading: Informational Text, Reading: Literature


Nature Reader Book 5 Fourth Edition
Kids love to read about animals and nature, and Christian Liberty Press offers six readers chock-full of interesting stories and appealing illustrations. Book K introduces an animal for each of the 26 letters of the alphabet, and includes a story on each one of them. Book 1 focuses on Creation and reinforces phonics principles. Book 2 emphasizes small creatures and lessons from nature. Books 3 and 4 discuss the daily routine and other aspects of animal life. Book 5 has been completely rewritten and teaches about the earths hydrosphere and the multitude of creatures that live in the ocean. Review questions are provided at the end of each chapter or section. Answer keys are available for Books 1-5. These contain detailed answers to the review questions found in the student text.
Teach reading skills using this God-honoring program filled with enriching and interesting reading material. Throughout this series, students read children- and history-oriented stories. Grade K emphasizes phonics instruction (2 books of single-syllable, short vowel, words; 2 books use multi-syllable words, long-vowel sounds). Grade 1 reinforces and applies these phonics skills. Grade 2 assumes students have a good grasp of phonics, so the series then shifts to progressively more challenging vocabulary and reading and emphasizes reading comprehension. Grade 3 stories span a broad history, including ancient and Bible. Grades 4-5 emphasize American history readings. Grade 6 highlights abridged and revised selections from classic authors. Some levels require Teachers' Manuals, student activities, and tests.
1 year ago


whole-school estimation display
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
(taken from the National Curriculum 2014)
How has the National Curriculum changed?
The expectation for pupils in maths has increased in line with the government’s new curriculum changes that came into effect in September 2014.
- The overall expectation has increased, with pupils being compared to children of similar ages of other nations.
- Arithmetic – which looks at methods of calculating will continue to be a greater focus. (Knowing the four operations [+ , -, x and ÷])
- There are slightly fewer areas covered but the ones covered are to a greater depth, e.g. less data handling but more on written methods.
- Knowing the times tables up to 12 x 12 is statutory by Year 4.
- Roman numerals have been introduced into Year 3, and will continue for the subsequent year groups in 4, 5 and 6.
- There is an earlier and more challenging requirement for fractions and decimals.
- Calculators are to be only used in the latter years of primary school (Yrs 5 & 6).
- Financial education has been reinforced, with a renewed emphasis on essential numeracy skills like using money and working with percentages.
- Probability has been removed from the primary curriculum.
- Data handling has decreased, but the curriculum makes more reference to interpretation of data.
- There is a greater emphasis in the use of large numbers, algebra, ratio and proportion at an earlier age.
The overall aim is for all children to become more confident and fluent with numbers and using written methods.
Calculation – At Holme School, we have a strong belief that children need efficient yet confident written methods. We understand the pedagogy behind calculation, especially that children need to be secure in all of the stages of calculation before using the more formal methods (e.g. ignoring addition on a number line and focusing on column addition). Using ‘formal’ written methods too early can have a detrimental effect on their ability to calculate mentally. Children need to be confident in a range of methods, and we work hard to ensure that this is achieved. Models and images are used to support the learning of calculation at all stages, e.g. Dienes to support the progression to decomposition (column subtraction).
Each term, class teachers assess the ‘stage’ that each child is confidently working at, ensuring that they can progress to an efficient and accurate method. This approach ensures that children develop ‘number sense’; the ability to apply the most appropriate method from their personal bank of calculation methods.


Employment of biological scientists is projected to grow 21% over the next decade, much faster than the average for all occupations, as biotechnological research and development continues to drive job growth.
Botany For Dummies gives you a thorough, easy-to-follow overview of the fundamentals of botany, helping you to improve your grades, supplement your learning, or review before a test.
- Covers evolution by natural selection
- Offers plain-English explanations of the structure and function of plants
- Includes plant identification and botanical phenomenon
Tracking a typical course in botany, this hands-on, friendly guide is your ticket to acing this required course for your major in biology, microbiology, zoology, or elementary education.
Keywords: Comparative Biology (Botany & Zoology), Botany book, book on botany, Botany I book, book on botany I, basic botany concepts, introduction to botany, introductory book on botany, botany basics, basic principles of botany, Botany For Dummies, Botany I For Dummies, how to understand botany, understand botany


In September of 1776, on the outskirts of Newark, among the tired, discouraged, soldiers, as they paused from their daily retreat, sat Thomas Paine. He wrote many papers that would have a major effect on the outcome of the quest for independence. Born the son of a Quaker Laymaker on January 29th, 1737 at Thetford, Norfolk England. He received a basic elementary education, and started to work for his father as an apprentice, and later as an excise officer. He was not a huge success at either, and was in fact fired twice from the job as an excise officer. When he arrived in Philadelphia on November 30th 1774, he was sick and feverish, and had to be carried on a stretcher. With a letter of recommendation from Ben Franklin, he was accepted into a hospital and given special care, until he recovered. With that same letter from Ben Franklin, he found many doors opened for him, including jobs tutoring many of the sons of the wealthiest men in Philadelphia.
Paine started over again, by publishing African Slavery In America, in the spring of 1775, in which he criticized slavery in America as being unjust and inhumane. At about this same time, he became the co-editor for the Pennsylvania Magazine. When he arrived in Philadelphia, Paine noticed the tension, and the rebellious attitude, that was continually getting larger, after the Boston Tea Party.
In Paine's opinion, the Colonies had all the right to revolt against a government that imposed taxes on them, and which did not give them the right of representation in the Parliament at Westminster. Then he went one massive step further, he decided there was no reason for the Colonies to stay dependent on England. He published his opinions in the American independence pamphlet Common Sense.
In Common Sense Paine states that sooner or later Independence from England must come, because America had lost touch with the mother country. He felt that the function of government in society was to only be a regulator, and thus pretty simple. His strong beliefs made him a major influence on the Declaration Of Independence.
He joined General Washington in his battle against General Howe in the War of Independence. Where he motivated many downhearted soldiers who needed reassurance. The retreating of General Washington's army was a slow, daily affair. Being an Englishman himself, Paine knew that the British enemy, would not take the Revolutionary Army seriously and was familiar with tactics of the English Army, and could advise the Revolutionary Army of what was to be expected. The English were polite in the way that they did not attack at night. They were slow to rise in the mornings, and early to retire for the evenings. Their strategy on the battlefield was very formal and exact. The English would march in tight ranks, which was perfect for European battles, but senseless in the New World, where they would easily be taken out by Revolutionary sharpshooters. The bright red military uniforms that they wore looked great, but made them extra easy targets, in the misty New England days. While under General Washington's command, Paine started work on the first of his American Crisis papers, which were later published between the years of 1776 and 1783 In these papers he wrote of how Americans must be willing to give it their all "These are the times that try men's souls. The summer soldier and the sunshine patriot, will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman." He also wrote of how the Americans would not win easily, for if they did, they would not respect it with the respect if they had a hard time overcoming it. "Tyranny, like hell, is not easily conquered What we obtain too cheap, we esteem too lightly." In 1787 Thomas Paine left for England, when the French Revolution broke out. Originally intending to raise money for a bridge he was building, Paine was sidetracked and became deeply involved in the French Revolution. He began publishing The Rights Of Man in which he defended the Revolution and attacked the English monarch. His book was banned in England, naturally, and he was to be arrested, but was not on account he had left for France. When he returned to America in 1802, under invitation by Thomas Jefferson, he learned that he was considered a hindrance to America, or altogether forgotten. He died on June 8, 1809 in New York City, from dropsy. Truly Thomas Paine was the Most Loved and Most Hated Man in America. He had motivated the young nation to free itself from a monarchic rule. And was a thorn in the side of England, as they continued to lose their grip of control, on America.


The following is an example of a typical day within the program:
8.30 am – 9.00am: Free play time
with teachers and therapists in our fully equipped gyms
9.00am – 9.30am: Lesson 1
9.30am -10.00am: Snack and social time
daily life skills such as toilet training and eating
10am – 10.30am:Group or Individual Occupational Therapy
10.30am– 11.00am: Lesson 2
11.00am – 11.15am: Break time and social time:
daily life skills
Group or Individual Speech Therapy
12.00pm: Pick up
What type of activities does the program include?
The program is an early intervention, play based program that focuses on building the foundational skills a child needs to participate and succeed in preschool. A typical week would incorporate the following:
Activities that focus on language development and social communication.
Fine motor activities that promote the development of hand skills.
Activities to develop listening skills and the ability to attend to a teacher.
Play experiences that develop imaginary and symbolic play skills.
Sensory exploration and creative play experiences
Music and movement activities
Perceptual motor activities that promote the development of gross motor skills
School readiness skills like taking turns, following instructions and independence skills


Computer education is getting a big boost this week as thousands of schools, from Turlock to Tasmania, host coding lessons, assemblies and hack-a-thons as part of the annual Computer Science Education Week.
“In a world of rapid technological change, all students need a basic understanding of how technology works,” said Hadi Partovi, chief executive of Code.org, a nonprofit that’s the primary force behind Computer Science Education Week. “As much as they understand biology or chemistry, students need to understand technology in order to understand the world around them.”
Code.org offers free instructions online for teachers — even those with no computer backgrounds — to guide their students in an hour of coding lessons. The lessons are available year-round, but Code.org, schools and technology companies give special attention to the topic this week.
Worldwide, more than 100,000 schools in nearly every country are participating. The hope is that teachers will be inspired to offer ongoing coding lessons as part of the regular curriculum, and schools will begin offering coding classes at all grade levels, Partovi said.
In California, several districts are already headed there. Oakland Unified and San Francisco Unified, using a $34.7 million donation from Salesforce.org, have trained teachers and purchased equipment to greatly expand their computer science course offerings. In Compton Unified near Los Angeles, grants from Apple and other sources have been used for computer labs, professional development and an array of new technology courses.
Lt. Gov. Gavin Newsom, who is running for governor, announced Monday a push for California schools to offer computer science classes to all students by 2025. The goal of the Computer Science for California initiative is to train more young people for careers in technology, which is a driver of the state’s economy, and diversify the technology field, which is predominantly male, white and Asian.
“California is the tech capital of the country and home to Silicon Valley, but we don’t teach our students the foundational skills to access the jobs of the future,” Newsom said. “Right now most schools in California don’t offer any computer science classes and sadly, that disparity is punctuated by striking gender and racial gaps.”


Do you know what to do if there is a fire in the building you work in?
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Have you seen orange symbols on chemicals that you use at work?
These resources aim to give learners the confidence and the language to deal with situations they may encounter in their homes. In this lesson, Arjun and Sunita deal with an emergency at home and call for help.
These resources aim to give learners the confidence and the language to deal with situations they may encounter in their homes. In this lesson, Arjun shows Sunita an interesting way to deal with unwanted callers.
Have you ever received a telephone call from someone who called you by mistake? In these activities, you will learn what to say if this happens.
In a negotiation, it’s very important to know when to speak, when to ask and when to listen. Here students rank and discuss the stages of negotiation, do a reading activity and look at negotiations vocabulary, examine question types, then finish with a role play to practise clarifying, summarising and responding.
What problems do you think cleaners have at work?
‘Working in a Shop’ is aimed primarily at learners who are already working in retail or who want to find out more about working in the sector, but will appeal to any learners who need to talk about processes, prices or career development. The resource uses authentic sound recordings as a springboard for practice in listening, speaking, writing and numeracy skills within this context.


YEAR 3 – 11 PLUS EXAM PREPARATION
What you do in year three very much depends on your child, which school they currently attend and your own motivations. Although we introduce the 11 Plus programme in Year three, the programme focuses on helping your child to perform to the best of their ability in the Core Maths and English skills.
Year Three Literacy Skills Development
1/ Breadth of Vocabulary
One of the common reasons for not getting through any selection test is not having a broad enough vocabulary. It is the toughest thing to fix and requires the most effort. Children who read each day for about half an hour have a much broader vocabulary than children who do not read or read only a two or three times a week. Improving vocabulary skills for 11 Plus.
2/ Good Spelling
Children need to be able to spell very effectively to do well in the 11 Plus and it is a core skill that will help them throughout their life. Many schools hand out a weekly spelling test of ten words. We would suggest a little more. Remember that primary schools tend to hand out spelling work which is suitable for the whole form; children who are hoping to be at the top end of the performance range will find that they improve more by doing some more complicated spelling work. Improving spelling skills for 11 Plus.
3/ Good levels of Grammar and Punctuation
Schools have recently started to focus more strongly on these core skills. However, as these are core skills children often benefit from a little more focus on them than schools can provide. We wouldn’t suggest you necessarily forge ahead in this area much faster than the pace the school is moving at but consolidation can be very valuable. Improving grammar and punctuation for 11 Plus.
4/ Improved core writing skills
Again while this is an area that is covered fully in schools the quality does vary from school to school and there’s no harm in doing a little consolidation work at home. Improving core writing skills for 11 Plus.
Year Three Numeracy Skills (Maths) Development
1/ Times Tables
Learning times tables is a rite of passage for younger children, many of us can remember reciting tables over the kitchen table or in time with a tables tape.
Nothing has changed, it is still absolutely essential for children to have immaculate times tables skills. The problem is that while this is covered in schools many children manage to sketch through it and have a good understanding but that isn’t good enough.
When children come across an 11 Plus test they might be asked to answer a question a minute, being able to calculate in your head is essential and if times tables are even slightly slow or occasionally inaccurate then unnecessary mistakes will be made.
Our message is simply that you should get involved with times tables and don’t succumb to pressure to stop too early. Without this essential skill, many children simply will not fulfill their potential in Maths. If you’d like some suggestions on what sort of materials to use to help your child then see our section on
The biggest single issue is that some schools and most parents give up on formally learning times tables too early. Once dropped they cannot be picked up again and any hesitation with tables hinders their ability to work quickly and accurately.
Many children have more skill than they give themselves credit for. Helping children outside a school environment is crucial if children are going to grow in confidence. Constant encouragement has a transformational effect. If children do not have the confidence to use their skills they will not progress as quickly as they could. This particularly applies to some girls.
3/ Rock solid four operations skills
Addition/Division/Subtraction/Multiplication are basic core skills but you’d be amazed how many children don’t really understand these things in depth and have not had sufficient practice to be able to work quickly and accurately. 10 minutes of calculation work regularly can make huge steps forward. The way to improve in this area is little and often with plenty of feedback and encouragement. improving maths skills for 11 Plus.
4/ Confidence with mental calculations.
Children need to develop the ability to work quickly and accurately in their heads. This comes with time. Doing a little work regularly does the trick and you’ll find in three to six months children will have made a leap forward.


Caspar David Friedrich and Romantic Landscapes
How does it feel to stand upon the crest of a mountain looking into the valley below? The grandeur of nature and man’s humility was the focus of the art practice of Caspar David Friedrich. Working in the 19th century, Friedrich defined the German Romantic Movement with a majestic and mysterious lens on nature.
“Wanderer above the Sea of Fog,” 1818, Caspar David Friedrich (Image: Wikipedia)
Born in northern Germany in 1774 to a family of ten children, Friedrich was encouraged to sketch from an early age. He later studied at the University of Greifswald where he was influenced by Ludwig Gotthard Kosegarten, a Luthern theologian and pastor. Kosegarten believed that the natural world was a direct revelation from God, and that the artist should mediate between this world and the afterlife by providing contemplation on God’s natural wonders. Friedrich then moved to the Academy of Copenhagen, where he entered a rigorous art education and began browsing the Dutch landscapes of the 17th century. These early influences shaped his iconic style that even today inspires the same contemplation and wonder.
“Self-portrait,” 1800, Caspar David Friedrich (Image: Wikipedia)
The Romantic movement of the 19th century challenged the rational and logical Enlightenment view of the world. This movement touted that individual sense and emotions were equally important ways of interpreting the world. Friedrich embraced this movement and celebrated the power of imagination in the romantic landscape. He captured bright mountain vistas, broken Gothic structures shrouded in fog, and scenes of darkness. All of his works are intended to be allegorical, often highlighting the insignificance of man in comparison to the grandeur and power of the natural world.
Although he was supported by patrons through most of his career, in his later life the thrill of the Romantic Movement faded, and Friedrich was somewhat forgotten. It wasn’t until the 20th century, that Friedrich’s work was re-discovered by the Norwegian art historian, Andreas Aubert, who brought his works to light for modern scholarship. Edvard Munch, Max Ernst, and other surrealists came to view Friedrich’s works as a source of inspiration. Even today, contemporary artists look to the mystical landscapes as a guiding example for creativity and humanity.


Coding should be made part of the primary school curriculum, the education minister has said.
The National Council for Curriculum and Assessment (NCCA) is developing a new mathematics curriculum for primary schools, with a view to having a draft ready in spring 2017.
The minister, Richard Bruton, has pointed to the success of CoderDojo, the extra-curricular coding club for children, and
declared his support for adding coding to the curriculum in a letter to the NCCA.
“I am acutely conscious that we need to give all children the best start in a world where such skills will be key to participation and success,” he said.
“There is much to learn from initiatives such as CoderDojo; I understand that the learning from this movement informed the development of the short course on coding in junior cycle. I hope that they can also inform your work on the primary curriculum.
“I would hope that it is possible to use some of the learnings of the CoderDojo project and similar initiatives in considering approaches to integrating coding into the primary curriculum,” he wrote.
He stated that the idea was a part of the Government’s attempts to “create a fair and compassionate society and ultimately to make life a little bit easier for people”.
“For the generation of children recently born and starting to enter primary school, creative thinking and problem-solving skills will be absolutely key to how they develop in reach and achieve their potential. In particular, their ability to think critically and develop solutions in the digital world will be vital for their prospects in life.”
Founded in Cork in 2011 by James Whelton and Bill Liao, CoderDojo is now a worldwide network of more than 1,000 voluntary coding clubs.
© Irish Examiner Ltd. All rights reserved


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Spot On Reading is a 10-book series aimed at developing learners' appreciation for what they read and to hone their comprehension skills. Each book contains 10 stories, all carefully selected based on their Lexile® text measures*, to ensure learners are reading texts suited to their reading abilities. The stories are arranged in increasing difficulty, allowing learners to encounter the easier stories first, to boost their confidence and motivate them to read. The comprehension practices are designed to help learners explore the texts in greater depth.
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Leap of Faith Martial Arts organized a self-defense workshop on Sept. 18 at the student recreation center.
The workshop not only taught different self-defense techniques but focused on the importance of awareness.
Madelynn Douglas, a trainer from the training academy, lead the workshop. She began with discussing basic knowledge of awareness and reactions to unexpected situations such as being attacked.
“My goal is to educate anybody and everybody who listen about self-defense, it is super important to know that you can live your life without being afraid,” Douglas said.
She explained the most sensitive parts of the body, kicking and punching techniques, other fighting methods, and the importance of carrying safety equipment for emergencies. There was also a special training included in this workshop to get out of the attacker’s grip which taught how people can free themselves if someone attacks them from back.
“It is very important to educate yourself about self-defense,” said Ieva Zimmerman, senior psychology major. “Knowing where the vulnerable spots are on someone like face, thighs, neck and other spots were very helpful. I think we need to push more men coming to the session as there were no men in the session and it can happen to anyone even men.”
Students left with knowledge of possible scenarios and how to mentally and physically be prepared for whatever comes their way.
“It was empowering, it taught a lot about shifting dominance from the attacker to yourself,” said Chieko Zimmerman, junior elementary education major. “If you have a chance, try it.”


“The ultimate end of education is happiness or a good human life, a life enriched by the possession of every kind of good,
by the enjoyment of every type of satisfaction.”
--- Mortimer Adler
As rightly mentioned in the lines above, education is the single most important variable for well-being and happiness. Commemorating the International Day of Happiness, Global March Against Child Labour is pleased to release its policy paper on ‘Out-of-School Children and Child Labour’. The policy paper is a re-iteration of Global March’s strategy of the Triangular Paradigm – the elimination of child labour, achievement of Education for All (EFA) and poverty alleviation are inter-connected global goals and thus access to education is one of the key components within the broader poverty alleviation strategy.
Speaking at the launch of the policy paper, Chairperson Kailash Satyarthi once again stressed on the importance of education for all,“While celebrating the UN designated International Day of Happiness, I would reiterate that happiness begins from the smile and joy of a well protected child, and ends with the sadness of an exploited child. Education for all will be a distant dream without ending the scourge of child labour. Opportunities and a promising future for children can only be guaranteed with free education of good quality for all children.”
According to latest figures, there were 57 million out-of-school children of primary school age in 2011. The paper focuses particularly on the ‘hard-to-reach’ children and within them child labourers. Moreover, a large number of children engaged in the worst forms of child labour are a direct result of marginalisation in education. The document also explores the major obstacles to attaining universal primary education and eliminating child labour:
- Gender discrimination: Owing to vulnerabilities and gender biases, more girls than boys of primary school age remain out of school. With the gender parity index (GPI) being less than 0.90, girls drift into the labour force well before the minimum age of employment, which hampers their development.
- Conflicts: Conflict affected countries account for a large proportion of out-of-school children with 28.5 million children of primary age being out of school in conflict affected areas. Child labour elimination and EFA would only be possible if education is made to be a part of the wider peace-building agenda. For example, nearly 2 million children in the Syrian Arab Republic have dropped out of school because of conflict and displacement in the last year.
- Low quality and inequity in learning: Millions of children attending schools for several years do not master basic skills. Lack of teachers, overcrowding in classrooms, low school attendance are amongst the many reasons affecting the quality of education and learning.
- Insufficient funding and allocation to education: With the total aid to education reduced to 13.4 billion in 2011, the adverse impacts on the number of out-of-school children and child labourers are more pronounced than ever before. it is thus most pertinent to ensure that countries spend atleast 6% of their incomes on education as committed in the Dakar Framework.
- Low learning achievement: For attaining universal primary education it is important to ensure that all children are learning in school and staying in school. Low learning achievements characterised by children lacking in basic literacy and numeracy skills pose a challenge for universal primary education and reduce the capabilities and life chances of the children.
Haldis Holst, Deputy General Secretary of Education International and Board Member of Global March aptly summed up, “No child should be deprived of the opportunity to go to school, it is a basic right. Therefore we must never give up on the hard -to -reach children. Free quality education cannot be a luxury for the few; it is a necessity for everyone. Sustainable quality education for all will not be achieved without appropriate investments in quality teachers, quality learning tools and the quality environments needed to facilitate teaching and learning.”
With less than a year for the ‘Education for All’ deadline, it is clear that none of the goals would be achieved globally by 2015. Unless governments, academicians, policy-makers, civil society and various other stakeholders look beyond 2015 and pledge their resources and will towards quality education, children will continue to pay the price.


SSEH5491 Health Education
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- This unit provides an in-depth study of values and attitudes that promote health. It uses the medium of health to explore the techniques and presentation skills necessary for the teaching of health.
- Students are able to (1) determine and justify a health education rationale, and plan for and critically evaluate teaching pedagogy and content which is underpinned by the Western Australian Curriculum and (2) identify and apply teaching strategies/methods that serve to increase teaching/learning effectiveness in health education.
- Indicative assessments in this unit are as follows: (1) presentation and self-evaluation of 5 minute and 15 minute presentations; (2) health lesson Plans; and (3) presentation of role play. Further information is available in the unit outline.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Martin Anderson
- Unit rules
- enrolment in Master of Teaching (Secondary)
- Contact hours
- lectures: 3 hours per week
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Creative arts interventions have proven a powerful approach to counselling, especially for younger clients. A must-read for seasoned professionals and new counsellors, this book offers an invaluable opportunity to access numerous clinically practical and theoretically sound creative arts interventions for children and adolescents.
Interventions are offered in seven areas:
Each creative intervention is simple, applicable, and practical. All can be used with boys or girls, and most are applicable to children and adolescents from diverse cultures. Most important, each intervention allows young clients to gain skills, develop insights, and suggest actions that assist them in solving problems such as handling stress, valuing themselves, and building coping mechanisms and resilience. The authors clarify the theoretical and research basis for these interventions, provide numerous helpful suggestions for employing the creative arts, and detail a total of 84 interventions for three developmental levels: elementary, middle school, and high school. In the book’s final chapter, the authors provide nine relevant case studies—three for each developmental level—with examples of creative arts interventions developed specifically for each case.
The book includes over 75 useful forms and handouts, easily photocopied from the text or printed from the CD accompanying the book. The CD also includes instrumental and vocal versions of songs for counsellors to share with clients.
Ann Vernon, Ph.D., NCC, LMHC, is professor emerita, University of Northern Iowa, where she served as coordinator of the School and Mental Health Counselling programs. Dr. Vernon has published numerous books and has authored more than 30 book chapters dealing primarily with counselling children and adolescents, developmental counselling, and applications of Rational Emotive Behaviour Therapy (REBT) with children and adolescents. In addition to her teaching and writing, Dr. Vernon presents workshops throughout the United States, Canada, and numerous other countries.
Kathryn L. Barry, MAE, worked as a professional school counsellor for 17 years. She recently retired from Aplington-Parkersburg Schools in Aplington, Iowa. Ms. Barry received both her MAE in school counselling and her BA in music education from the University of Northern Iowa. She has received advanced training in Adlerian play therapy, as well as trauma training from the National Institute for Trauma and Loss in Children and training in the Heartland Autism Model .
Owning Up provides a structured program for teaching students to own up and take responsibility - as perpetrators, bystanders, and targets - for unethical behaviour. The curriculum is designed for adolescent groups (Grades 6-10) in schools and other settings and can be used in co-educational groups as well as with girls and boys separately. Owning Up presents a unique and comprehensive approach to preventing youth violence by targeting the root causes of bullying and other forms of social cruelty. It exposes the cultural expectations that teach young people to humiliate... More info
In more than 100 interviews, children and young adults reveal their personal tips and tactics for honing the creative benefits of dyslexia, enabling them to thrive in school and beyond. Strategies include ways to develop confidence and self-belief. The contributors have outlined specific approaches they feel have helped them, and others that haven't. The book contains stunning illustrations by 8-18 year olds with dyslexia. The first-hand accounts are inspiring in the way they normalise dyslexia and reveal the many success stories. There is an additional section for professionals who work... More info
No one goes to work to be humiliated, abused, ostracised, subjected to rumours, or assaulted. Yet this is the reality of a working day for more than one in six workers. Bullying causes billions of dollars in lost productivity, expensive mistakes, employee replacement costs, and health and welfare rehabilitation expenses. Most workplaces currently have few resources and systems to deal with the problem, leaving the victims to sink or swim, and the bullies to remain professionally incompetent. Few understand that bullying is not tough management or an aggressive personality... More info


Making Monday Matter in the Early Learning Classroom! Read a Song and Sing a Book
Build self-esteem and emotional intelligence from the very beginning! View this edWeb.net webinar featuring Debbie Clement, an award-winning, song-writing, author/illustrator, in an upbeat romp of music, movement, novelty, sign language and laughter. This webinar, presented by the Early Childhood Learning Solutions community, connects the polka dots between crossing-the-midline, using both hemispheres of the brain, sequences that scaffold, and the inherent strength of patterns within music, as they relate to math and the gift of rhyme within song. Attendees learned: sign language in support of original songs for children; simple choreography that helps students develop “cross the midline” skill; how balance relates to the brain’s development of proprioception to help the young child learn where his/her “body is in space”; and how laughter, novelty, and surprises elicit attention, excitement, and retention for the child’s developing brain.
Earn your CE Certificate for viewing this recording: Join the free Early Childhood Learning Solutions community on edWeb.net and take a quiz to receive a CE Certificate for viewing this webinar. Past webinars, presentation slides, and CE quizzes are available in the Webinar Archives folder of the Community Toolbox.
Early Childhood Learning Solutions is a free professional learning community (PLC) that helps educators create a joyful and positive classroom culture with the latest in curriculum, programs and resources. The community hosts online discussions that make it easy for educators to stay connected over time with fellow teachers to share ideas, practices, examples, and lesson plans. The community is a growing resource center with webinar archives, CE quizzes, and support materials that can be accessed anytime, anywhere. This program is sponsored by Frog Street.
Follow us on Twitter @edWebnet to learn about all of our upcoming webinars and events!


PLAY Sheet: The Importance of Relationships to Early Language and Literacy Development
Learn just how important your relationship with your child is, and how it supports the development of early language and literacy skills.
Promoting Literacy And language with Your child
You are the most important person to your child. Your child wants and needs to feel close to you. Your child’s brain grows when you love her. When you comfort her and make her feel special, she is able to learn.
Here’s what you can do:
Take time to make hellos and good-byes special. It reminds him that he is loved even when you are not together.
Talk to your child’s teacher about ways she can make your child feel safe and welcome.
Article | Disponible en español


Make your classroom a safe place for children to learn and grow! Learn how to build positive relationships with children, help them use words to describe their emotions, promote children’s social skills, and create a caring classroom community.
DIRECTIONS: The module can be accessed on the iPD, located on the Early Childhood Learning and Knowledge Center (ECLKC) website by clicking on the link posted * below.
First, make sure that you have added the module to your OCCRRA registry account.
Second, you will need to open an ECLKC account and log on to the iPD to access the module. The links below can help you with the process.
* The iPD can be accessed at: Link to iPD on ECLKC. Once you are on the iPD, search for the module by entering the title of the module in the search box.
Once you have completed the module, please allow 6 weeks for attendance verification.
For assistance with verification of the module email: DRuhland@zerotothree.org.
|Training approved for||
|Registration deadline||Jun 30, 2020|
|Number of open seats||857|
|Event Owner||ZERO TO THREE|
|Sponsor Phone||(202) 857-2995|
|Target Audience||Classroom Staff / Teacher,Staff working with children with special needs|
|Age Groups related to content||Preschoolers|
|Core Knowledge Area||N/A|
|Child Development Associate Area||To support social and emotional development and to provide positive guidance|
|Early Learning and Development Standards||Social-Emotional Development|
Individualize your approach to build positive relationships with children through your observations.
List strategies for maintaining connections with children.
Expand children’s emotional vocabulary through books, songs, art activities, and games.
Promote positive peer interactions with cooperative materials, enthusiasm, and strategic support.
Foster a caring community through language use, establishing regular group routines, and through shared fun.
Create clear, sequenced social and emotional goals to encourage those behaviors you want to see in the classroom.


Doodle Bugs: One year: Walking & emerging language
Our Doodle Bugs room is wide open for children to move around and explore. We offer children plenty of space to crawl around and even encourage them to take more and more steps everyday. Our teachers introduce our youngest toddlers to basic sign language to aid in communication skills…they will even teach you too! Morning snack, lunch and afternoon snack is provided to each child. Each child is also provided with a house brand formula or milk and juice. Our young toddlers are provided with a small highchair or toddler size chair and table to sit and practice self feeding.
Fostering a Healthy Body
Toddlers are naturally curious and want to explore. Our classrooms are designed to support safe exploration so your child has room to discover safely while developing their sense of balance and motor skills. Our teachers introduce our youngest toddlers to basic sign language to aid in communication skills.
Our Doodle Bugs Classroom is staffed with caring teachers who respond to your child’s emotional and intellectual needs. This program offers children a variety of fun and stimulating activities such as counting, exploring colors, singing and dancing to establish a safe, and fulfilling bond between the child, teacher and fellow classmates.
A foundation for reading and cognitive skills begins as early as a child’s first year. Introducing our toddlers to books and language cultivates early literacy development. Our skilled staff assesses your toddlers focus on first words and phrases, familiar items and provide activities designed to increase those skills.
Learning more about themselves and their abilities, toddlers become aware of their social surroundings. Our Doodle Bugs classroom implements small group activities so they gain an awareness of others and a sense of group identity. Daily group activities include songs, games, stories, and more. Waving goodbye and taking turns stacking blocks are simple stepping stones for developing positive sharing and socialization.
- A perfect balance of nurturing, playtime, and learning each day
- Daily group activities that help boost your child’s social skills
- Regular teacher-family communication, including daily updates to keep you informed
- Learning areas focused on dramatic play, mathematics, creative arts, language, and sensory exploration
- Age-appropriate activities and materials that develop confidence, self-esteem, and a love of learning