Primary or elementary education is the first years of formal, structured education that occurs during childhood. In most Western countries, it is compulsory for children to receive primary education (though in many jurisdictions it is permissible for parents to provide it).
Primary education generally begins when children are four to seven years of age. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about twelve years of age (adolescence); some educational systems have separate middle schools for that period. Primary and secondary education together are sometimes (in particular, in Canada and the United States) referred to as "K-12" education, (K is for kindergarten, 12 is for twelfth grade).
Typically, primary education is provided in schools, where (in the absence of parental movement or other intervening factors) the child will stay, in steadily advancing classes, until they complete it and move on to secondary schooling. Children are usually placed in classes with one teacher who will be primarily responsible for their education and welfare for that year. This teacher may be assisted to varying degrees by specialist teachers in certain subject areas, often music or physical education. The continuity with a single teacher and the opportunity to build up a close relationship with the class is a notable feature of the primary education system. Over the past few decades, schools have been testing various arrangements which break from the one-teacher, one-class mold.
The major goals of primary education are achieving basic literacy and numeracy amongst all their students, as well as establishing foundations in science, geography, history and other social sciences. The relative priority of various areas, and the methods used to teach them, are an area of considerable political debate.
Traditionally, various forms of corporal punishment have been an integral part of early education. Recently this practice has come under attack, and in some cases been outlawed, in Western countries at least.
The elementary school consists of the first seven years of school, that is, grades 1 through 5 or 6, as well as kindergarten, a preliminary year of school before grade 1 (known in England and Wales as 'Reception'). Originally, however, it was studied after primary school in the 19th century (some schools that have only the youngest students are called primary schools to this day, usually defined as ending after grade 3, or grade 4 in some localities). Also known as grammar school in the United States it is a major segment of compulsory education. Until the latter third of the 20th century, however, grammar school (or elementary school) was grades 1 through 8. After grammar school, one usually attends high school. (In many districts, grades 5-8 or 5-9 were called "middle school", or further separated into "intermediate school ", "middle school", and/or "junior high school".)
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|Kindergarten||Primary education||Secondary education||Post-secondary education||Tertiary education||Quaternary education|


Ability Programme module – Latch-On
Literacy & Technology Hands-On (Latch-On) is a two-year literacy programme for adults with Down syndrome, which provides opportunities for adults to commence and continue their literacy development. Latch-On was developed at the University of Queensland, Australia and is now taught in centres across Ireland, for two days a week over two years.
The programme content is designed to allow the students opportunities to access literacy in all its forms from viewing through to reading and writing.
Literacy & Technology Hands-On (Latch-On) is one module of our Ability Programme, which provides people with Down syndrome access to meaningful employment opportunities.
What areas/subjects does the programme cover?
The programme is made up of four modules.
Starting a Journey of Self Discovery looks at topics students are generally familiar with, for example, pets, family, growing up.
Beyond Self and into the Community looks at the students’ interests such as music, sport and film.
Reaching Out into the World has a wider focus with students learning about topics such as advertising, world landmarks and museums.
Taking on the World focuses on practical tasks such as budgeting, planning a dinner party and the world of work.
Students will also have the opportunity to use technology during the course and learn how to email, text and access information online. There is also a numeracy component which introduces students to basic concepts such as same and different, sizes and prepositions.
There are opportunities to go on excursions to local places of interest. The course culminates in a graduation ceremony at the end of the second year.
You can also download and read the Latch-On programme overview which outlines all the key area’s that the programme works towards and this Latch-On family perspective guide, which gives a digestible break down of the key learning outcomes for students.
Are there any requirements for the programme?
There is no minimum literacy requirement to begin this course and all levels including emergent learners are catered for.
There is a maximum number of twelve students in the class and the lessons are taught by a teacher and two tutors.
Where is the programme taught?
We run Latch-On programmes across the country at various locations. Please contact Lisa Martin, our Head of Adult Education email@example.com for further details for 2019 / 2020 locations.
When does the programme begin?
The programme begins mid-September and runs for thirty-two weeks each year.
Who can I contact for further information?
You can contact Lisa Martin, our Head of Adult Education at firstname.lastname@example.org.


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Ukulele 101 is an exciting group class offering at Bach to Rock. Classes are designed for 2nd grade - Adult, grouped by elementary, middle school, teens & adults. Students will learn the basics of ukulele in an interactive group setting. Starting with the fundamentals of ukulele and music theory, students will learn everything they need to start playing songs quickly. After learning two songs, each ten week session will culminate with a performance on the B2R stage! Students will learn and play together in a team-like atmosphere, motivating and encouraging each other to practice and perform. After completing Ukulele 101, students will move into private lessons and will be ready to join a band!
- A well-balanced music education consists of Music Theory, Technique and Repertoire.
- Students learn faster playing music they like.
- Simplified versions of modern songs allow students to see results more quickly.
- Audio recordings of each simplified arrangement are available to students. This allows them to hear how their part should sound.
- Lessons are catered to the needs of each student's learning style.


Early Years Learning Framework
Salamander Child Care Centre’s preschool program is based upon the national curriculum: The Early Years Learning Framework.
The Centre incorporates a preschool program into its everyday learning. Children enrolled at Salamander Child Care Centre are supported and guided to develop a sense of self through reflection and understanding of how their decisions and choices impact upon themselves and others. We endeavour to stimulate children’s thinking and problem solving through trial and error, exploration, hypothesizing and investigation.
Children are given the opportunity to develop their language, literacy and numeracy skills through play activities such as story, drama, poetry, sorting and classifying which is planned into the daily curriculum.
In the 2 years before a child starts formal schooling the children are given an opportunity to engage in a transition to school program.
This program includes, learning to be responsible for their own belongings, being independent learners, completing errands, becoming familiar with school environments, learning to listen and follow instructions, learning to dress themselves and to use a lunch box.


Even before COVID-19 made K-12 music education next to impossible, many educators were worried that a focus on high-stakes testing in core subjects was crowding out music. As music education scholar Marie McCarthy points out, one reason that should disturb us all is that music in the schools was partly responsible for one of the great American musical forms: Motown.
By 1950, McCarthy writes, Detroit’s auto industry had made it the nation’s fourth-largest city. Its large Black middle class eagerly patronized ballrooms, jazz clubs, and theaters.
“Detroit was a real music town,” the Temptations’ Otis Williams later recalled. “You heard it everywhere, from radios and record players, outside the doors of clubs that kids like us were too young to enter legally, from guys and girls standing out in the street singing. It sounds like a scene out of a musical, but that’s truly how it was.”
Many of the kids who sang in the streets were also learning about music, and being recognized for their talent, in school. Since the 1920s, McCarthy writes, the Detroit Public School system had been known for its excellence. And, despite racism and segregation within the system, vocal Black citizens successfully demanded resources for schools in their neighborhoods. That included both specialized performing arts programs and strong music offerings at regular neighborhood schools.
In elementary school in the late 1940s and early ’50s, Smokey Robinson joined a writing club where he worked on his songwriting, creating lyrics for songs in school plays. Mary Wilson, a founding member of the Supremes, joined glee club in first grade.
“When we participated in a citywide choir competition at the Ford Auditorium, I felt like the luckiest six-year-old in town,” she recalled later.
McCarthy notes that Abraham Silver, choir director at Northeastern High School, mentored Wilson, as well as other future Motown stars like the Vandellas’ Martha Reeves.
“He taught me how to use my God-given talents and encouraged me to join various choral groups at school,” Reeves later said.
In 1958, Reeves performed as a soprano soloist in Handel’s Messiah with her school choir in front of an audience of 4,000 at the city’s Ford Auditorium—plus a radio audience listening at home.
Music teachers in the Detroit schools didn’t just teach skills and theory, McCarthy writes. They also provided support and space for kids to practice popular doo-wop music. The Supremes, the Temptations, and the Miracles all rehearsed at Detroit schools. The Marvelettes not only got together in high school, they also won an audition at Motown Records thanks to a school talent show. They ended up with a number-one recording, “Please, Mr. Postman,” while they were still in high school.
Right now, that kind of school-based opportunity is unavailable to students for good reasons. But when more normal classes resume, it will be worth considering how to make sure all kids get the support they need to grow their own talents.


This study offers a theoretical construct for better understanding how experiential learning enables student teachers to acquire social and cultural variation skills, develop cultural empathy in the K-12 classroom, and the transference of these skills to new educational situations. An Australian and United States research team used a phenomenological approach to explore the connections between the skills student teachers acquire and the application of these newly developed skills to professional practices. Participants were a group of United States pre-teachers who enrolled in a 5 week teaching experience in Australia. Findings show that participation in cultural based events is part of a complex decision making process. The variety of cultures that now exist in schools requires new teachers to obtain and apply a skillset that promotes manoeuvrability through, and an understanding of the many definitions of culture. A better understanding of this process may strengthen curricula and improvements in teacher education program delivery and further enhance higher education study-abroad international partnerships.
& Leonard, S. N.
Developing Culturally Competent Teachers: An International Student Teaching Field Experience.
Australian Journal of Teacher Education, 40(4).
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Elementary Education and Teaching Commons, International and Comparative Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons


Motor Skill Development for Children
Why Gym 1?
Many parents worry about whether or not their children are hitting their motor skill milestones on time. These milestones give parents an insight into the rate at which their child is developing. Research has shown that there are exercises and activities that you can do to improve motor skill development, which can lead to a more active adolescence. Gym 1 makes it easy to perform a wide variety of assisted and unassisted exercises with your child.
The exercises below were developed to help children stay active and have fun, while also improving these vital skills: core strength, coordination, grip and reflex strength, upper body strength, climbing, tumbling, body awareness, and blood flow stimulation. The development of these skills can have lasting benefits for your child. Most importantly, it provides a fun and safe way to stay active.
Make sure to check back because we are always adding new videos!
Improving the skills listed below can do wonders to start your child on the path to an active and healthy lifestyle.
Core Strength: All movement originates at the core. A strong core leads to better posture, balance, and decreased risk of injury. Core muscles include your abdominal, along with the muscles around your back, hips and pelvis. These muscles keep your core stable while your limbs are active.
Coordination: Improves balance, spatial awareness, and the ability to react to audio and visual stimuli.
Grip Reflex and Grip Strength: The reflex to grab something as it touches your palm is present as early as 16 weeks old. Grip strength is required for many day to day activities as your child grows older.
Upper Body Strength: Upper body strength and stability is important when doing everyday tasks; it helps your child control their arms and shoulders when doing activities such as drawing, cutting, and writing.
Blood Flow Stimulation: Studies have shown that aerobic activity increases blood flow to the brain. In children, this has lead to superior scholastic achievement, cognitive control, and memory.
Climbing: Improves balance, motor skills, physical fitness, coordination and spatial awareness.
Tumbling: Improves motor skills, body awareness and control, strength, and flexibility.
Body Awareness: Helps to understand concepts like distance, speed and placement (over, under, behind etc.)


No image available
December 29, 1793
October 14, 1862
Demerara, British Guiana
Margaret Quincy Greene (May 31, 1826)
Benjamin Daniel Greene was the son of Gardiner Greene and his second wife, Elizabeth Hubbard. Greene was born in Demerara, British Guiana on December 29, 1793. His family returned to America shortly after his birth and he received his elementary education at the Boston Latin School. He graduated from Harvard in 1812 and then studied at the Litchfield Law School that same year. Greene was admitted to the bar in Boston, MA in September 1815 and he began his legal practice there.
However, Greene soon gave up his legal practice to become a doctor. He attended medical schools in Edinburgh, Scotland and Paris, France and also pursued botanical studies. In 1830, Greene was a co-founder and served as the first president of the Boston Society of Natural ...[more]
Years at LLS:
Attended Boston Latin School, studied at Harvard College in 1812, and later attended Medical schools in Edinburgh and Paris.
Admitted To Bar:
Boston, MA in September 1815
The Citation of Attendance provides primary source documentation of the student’s attendance at the Litchfield Female Academy and/or the Litchfield Law School. If a citation is absent, the student is thought to have attended but currently lacks primary source confirmation.
Records for the schools were sporadic, especially in the formative years of both institutions. If instructors kept comprehensive records for the Litchfield Female Academy or the Litchfield Law School, they do not survive. Researchers and staff have identified students through letters, diaries, family histories and genealogies, and town histories as well as catalogues of students printed in various years. Art and needlework have provided further identification of Female Academy Students, and Litchfield County Bar records document a number of Law School students. The history of both schools and the identification of the students who attended them owe credit to the early 20th century research and documentation efforts of Emily Noyes Vanderpoel and Samuel Fisher, and the late 20th century research and documentation efforts of Lynne Templeton Brickley and the Litchfield Historical Society staff.
CITATION OF ATTENDANCE:
Baldwin, Roger Sherman. "Notes on law taken from the lectures of the Honble. Tapping Reeve and James Gould, esquire … at the Litchfield Law School." Rare Book Collection, Lillian Goldman Law Library, Yale University; Catalogue of the Litchfield Law School
Clarke, Louise Brownell. The Greenes of Rhode Island. New York: Private Printing, 1903.; The Greene Family in Boston and America. Boston: Private Printing, 1901.
Do you have more information for the Ledger?
If you have family papers, objects, or any other details you would like to share, or if you would like to obtain a copy of an image for publication, please
contact us at firstname.lastname@example.org.


Hands-on, easy-to-follow resource helps students learn successful note-taking skills while learning standards-aligned skills....
Engage students at every comprehension level with Guided Reading for fifth and sixth grades.
Make lesson planning easier with Guided Reading: Visualize for fifth and sixth grades. This resource includes 36 leveled readers—six sets of two each for below-, on-, and above-level student readers. The readers engage students with text about oceans, caves, unexplained mysteries, and more.
Create an effective comprehensive guided reading program with Ready to Go Guided Reading: Visualize. This reading comprehension resource book offers informational text for students at various reading levels and includes:
The readers are separated by below-, on-, and above-level comprehension skills and feature call-out boxes so students can apply guided reading strategies to the texts. Each reader addresses captivating topics and includes a writing prompt so students can reflect on what they learned.
The Ready to Go: Guided Reading series for first to sixth grades includes everything you need for guided reading organization. Each 80-page book is essentially a guided reading set, containing 36 total readers, six discussion guides, and three reproducible pages. Each grade span includes 8 books, focusing on the following reading comprehension strategies:
Each nonfiction reader contains short nonfiction texts, vocabulary banks, photographs, charts, and maps.


According to the Statistical Office of Bosnia and Herzegovina, 2013 Census, there are 12 896 Roma living in Bosnia and Herzegoivina (BiH), that is 3,6% of total population of the country. However, the research conducted by civil society organizations states that this number is between 40 000 and 75 000. Roma live on almost the whole territory of BiH, in 71 local government units, and in 30 of them they represented in significant number. It is considered that Roma is the largest national minority in BiH. At the same time, Roma are the most vulnerable minority in the country.
Increased awareness of early childhood development importance and improved educational support for Roma children in Bosnia and Herzegovina.
Establishing a national level learning community of at least 30 Early Childhood Development professionals and paraprofessionals.
Improving ECD capacities of professionals, paraprofessionals and other members through adequate trainings and access to experience exchange.
Increasing awareness on ECD and its importance at all levels (citizens, institutions, decision makers.)
- The social exclusion of the Roma population means that individuals, whole families, including the settlements, are on the margins of the society and they are unable to participate in the economic, social and cultural trends.
- Poverty and lack of basic educational opportunities and employment.
- Reduced ability to generate income, participation in social networks or other activities in the community.
- Preschool education in BiH is a major weakness of the education system, having the lowest preschool participation rate in the region: 14,2% in 2012/2013. Even though early childhood education overall enrolment is alarmingly low, for Roma children it is even lower, since only 2% of Roma children aged 3 to 5 are enrolled in an organized early childhood education program.
- The number of children attending the mandatory preschool preparatory program in BiH is 46%б and at the same time the number of Roma children is extremely low – just 5% (UNICEF 2013/2014 data).
Activities Carried Out
– Training on advocacy and networking and on Early Childhood Development completed.
– Progress report on socio-economic inclusion of Roma / analysis of the institutional education framework in BiH developed and completed by Kali Sara.
– Meetings with relevant regional and local stakeholders, relevant ministries and national level institutions organized.
– Awareness campaign – REYN promotional materials and leaflets designed, published and distributed.
– Dissemination of the project results through conferences and meetings.
– Live library sessions organized.
- Case Study: Analysis of lack of health service access of Roma children.
- Case Study: Analysis of institutional responsibility to ensure enrolment of Roma children to education system.
- Organizing meetings with relevant local stakeholders.
- Cooperating with relevant ministries and national level institutions.
- Conducting awareness campaign on importance of early childhood learning.
- Organizing Live library sessions.
- Providing internship opportunities for Roma interns.
- Organizing trainings on Early Childhood Development, Responsible Parenting, Social Justice.
- Developing Community Support Program.
– Established and active REYN Bosnia and Herzegovina.
– Empowered REYN members through trainings.
– Education of experts and raising public awareness of REYN and the importance of early childhood development.


What can a Chemistry Graduate do?
Chemistry graduates are highly valued by employers, as a degree-level understanding of chemistry is in demand across many different sectors. For some positions, graduates may need to undertake further study in the form of a Master's degree or higher. This requirement can come from areas such as oil or gas, where the work necessitates a high level of precision.
Traditional career paths for Chemistry graduates include Engineering, Science & Technology, Research and Energy & Utilities. These fields require graduates with the knowledge and expertise to work with chemical components every day. However, Chemistry graduates have many skills beyond understanding chemical compositions, and they can find work across all sectors.
Other fields open to graduate with a Chemistry degree include Accountancy, Finance, Retail, Management and Distribution & Logistics. Graduates interested in pursuing a career in theses sectors should emphasise their methodical approach, their numeracy skills, and their considerable communication and organisational skills.
Source HECSU - What do graduates do? 2013.
Taking Stock of Skills
Chemistry graduates have many skills beyond science which they can offer employers:
Analysis - Chemistry graduates will have learned to think analytically in order to assess formulas and data, and this is a skill which can be applied to many different fields, including Sales and Marketing.
Communication - Writing reports and presentations will have taught Chemistry graduates good written communication, which is relevant across virtually all sectors.
Numeracy - No Chemistry student will have made it to graduation without a strong grasp of maths and figures. Graduates should be sure to emphasise this in applications and interviews for positions which require good numeracy skills.
Problem solving - The ability to think logically to solve problems is vital in science, but it can also be applied to a variety of other fields. Employers want to see a graduate's ability to overcome obstacles and deal with issues in an effective way.
Organisation and time management - Chemistry graduates are familiar with working to deadline and managing a heavy workload, which is something employers look for in all candidates.


Today’s Education in the Media blog celebrates the first National Numeracy Day as well as looking at Ebacc and the creative subjects.
National Numeracy Day
It is National Numeracy Day – a day to celebrate the importance of maths as well as helping people to sharpen their skills and build their confidence in the subject.
Several maths experts have backed the campaign. Countdown star Rachael Riley wrote in City AM that everyone can be a numbers person and that it is important not to give up practising your maths skills. Andy Haldane of the Bank of England and Trustee of National Numeracy Day wrote a piece for the Independent. In the piece, he says it’s a misconception that some people have ‘maths brains’ while others don’t, and that all of us use numbers in the course of our day-to-day lives.
To mark the first National Numeracy Day, Schools Standards Minister Nick Gibb has confirmed that £1.75m of funding will be used to create two new ‘Hubs’ in Central Lancashire and Cheshire to help spread best teaching practice and improve local pupils’ knowledge, understanding and enjoyment of mathematics.
Minister for School Standards Nick Gibb said:
Thanks to our reforms and the hard work of teachers, standards are rising in our schools and the proportion of primary school pupils reaching the expected standards in reading, writing and maths went up 8 percentage points last year. We have also introduced a more rigorous maths curriculum and now have record numbers studying maths at A level.
But poor numeracy still costs the UK a staggering £20billion every year and we want more pupils to feel confident using numbers as it can open up a wide range of options for future study, training and work.
Thanks to a £74 million investment there are already over 2,500 schools across the country involved in the Teaching for Mastery approach, and today’s announcement will help ensure more children in the north have access to a world-class maths education.
Apprenticeships and Skills Minister Anne Milton said:
It’s great to be part of the first National Numeracy Day. Almost half of working-age adults currently have the numeracy levels we expect of primary school children- that needs to change.
I want people of all ages to feel confident using numbers because they play a big part in all of our lives- we use them for shopping, managing your money at home, cooking, planning a journey and even sport.
We fully fund maths up to GCSE level so that young people and adults can get the skills they need. Being better with numbers isn’t a special talent, it’s something we can all still learn! Boosting your numeracy skills can change your life.
Columnist Alice Thomson has written an article for the Times about the number of children studying music, art, design, media and drama.
In it she incorrectly says that the number of children taking arts subjects at GCSE has dropped because of the English Baccalaureate (Ebacc) – the suite of academic subjects we encourage pupils to take at GCSE.
This isn’t the case; entries to arts GCSEs have remained broadly stable since the introduction of the EBacc in 2010. 47.2% of pupils in state-funded schools entered GCSEs in arts subjects in 2010, compared with 46.5% in 2017.
The Ebacc comprises seven GCSEs: English language and literature; maths; combined science (2 GCSEs); geography or history; and a language. There’s no limit on how many GCSEs a pupil can take but many schools allow pupils to do 10 or more so there is scope for pupils to take a number of subjects outside the Ebacc.
A Department for Education spokesperson:
Thanks to our reforms and the hard work of teachers academic standards are rising and 1.9million more pupils are in good or outstanding schools than in 2010.
Our drive to ensure all pupils benefit from a stretching core academic curriculum through the Ebacc is not a barrier to pupils enjoying a high-quality arts education. In fact, since the introduction of the Ebacc the percentage of pupils taking arts GCSEs has remained stable.
We are investing nearly £500million in music and arts education programmes between 2016 and 2020. This includes the recent announcement of £96million to help talented pupils to attend prestigious arts institutions, such as the Royal Ballet School in London and Chetham’s School of Music in Manchester.
Read more about National Numeracy Day and how we are supporting children across England to expand and build on their maths skills.


States Introduce New Measure of Accountability: Arts Education
As states revamp the systems they use to evaluate schools, at least five are considering using the arts as a measure of school quality.
The Every Student Succeeds Act opened the doors for states to rethink how they evaluated schools' quality. In addition to measures like English-language proficiency, graduation rates, and scores on standardized achievement tests, which are commonly used in current accountability systems, states are required to include one "additional indicator" of school quality in their system. That could include social-emotional indicators or access to certain courses —including the arts.
New Jersey was the first state to include arts in its accountability system. The state added student enrollment in arts classes as a measure on school report cards in 2014, before ESSA was finalized.
In an email, Dale Schmid, the state's content coordinator for visual and performing arts, said, "I think it's important to note that soon after the arts were included in the state accountability plan, school principals began to tout the strength of their districts' arts programs—IN WRITING and in the press!" He said that was evidence of the significance and impact of the new regulation.
Connecticut also includes arts access as part of its "Next Generation Accountability System" for schools.
Now, several additional states have considered adding arts access to their accountability systems, according to Lynn Tuttle, the content and policy director at the National Association for Music Education. In Colorado, the idea has been proposed in the state's legislature via a bill called "Rewarding Access to Arts Education in Public Schools" that recently passed in a Senate committee. In Arizona, the state's board is considering including arts in a new grading system for schools. Delaware, Michigan, and Massachusetts have included arts in drafts of their state plans for implementing the Every Student Succeeds Act.
"It looks really different state to state," Tuttle said. Connecticut and New Jersey, for instance, measure how many students have access to and are participating in arts classes; Arizona would allow states to get "bonus points" on a state report card that ranks schools on a scale of A-F for arts programs, Tuttle said. The Colorado bill would create an additional performance indicator on its school quality system gauging how schools provide access to the arts.
Tuttle said the inclusion of arts in such plans is significant: "What's measured gets taught."
More states are collecting data on access to and participation in arts classes. Provisions like these would likely accelerate those efforts.
However, the future for states' accountability plans is uncertain: Republicans in both houses of Congress have introduced measures that would do away with regulations developed during the Obama administration to guide states' accountability systems. For more on that, check out my colleague Andrew Ujifusa's reporting on the Politics K-12 blog.
- Measure to Overturn ESSA Accountability Rules Introduced in Senate
- Arts Learning Keeps Toehold in ESSA
- States Prepare Expanded Toolkit in Assessment of School Quality
- Arts, Humanities Educators Fear Endowment Cuts
- Four Reasons Arts Are the Most Important Academic Discipline
For more news and information on curriculum and instruction: Follow @jzubrzycki
And sign up here to get alerts in your email inbox when stories are published on Curriculum Matters.


Art EQUAL is a strategic partnership sponsored by the Erasmus Plus programme based on a shared need for qualified methods to integrate art and culture in early childhood education and care. In practice and theory we find great examples of how artistic and cultural activities have supported children’s ability to learn, develop personal attitudes and values and build relationships with the world around them.
Therefore, we have an important responsibility to ensure that art and culture is present in all children’s lives from the very beginning.
The Art EQUAL partners have researched their national educational priorities for integrating art and culture in childhood education and care. Although it is clear that all children should have access to such activities, there is still a lack of good quality services and resources.
Experiences demonstrate the benefits of building partnerships between childcare services and professionals in the art and cultural sector. Such collaborations open up to a new understanding of working with art and culture as a part of pedagogical practice. It gives childcare workers, pedagogues and teachers the opportunity to document, examine and reflect upon their practice from new perspectives. They learn how to experiment and become conversant with artistic disciplines and materials. They find new ways to communicate culture and use cultural experiences in their daily practice.
This resource is based on the ART EQUAL partner’s shared practical experiences and research in children’s meetings with art and culture. It is directed at other professionals working in this field who are interested in exploring how collaborations with professional artists and cultural workers can bring new dimensions into the pedagogical practice.
Kulturprinsen is a project development centre devoted to arts and cultural participation among children and young people. Through partnerships, networks and collaborations at national and international level, Kulturprinsen works to ensure art and culture is an integrated part of all children’s everyday lives.
The Reykjavík School of Visual Arts is a non-profit organisation, operated by artists and designers. An annual service contract is signed with the Reykjavík City´s Department of Education and Youth, providing for extracurricular professional art education for pupils from preschool to lower secondary school age.
Bergen kulturskole offers education and provides activities in the disciplines of music, dance, theatre, film, visual art and design. A special focus of Bergen Kulturskole is to integrate art disciplines in schools (SFO) for 7-9 year old children based on collaborations between artists and pedagogical staff. This project is called Kulturkarusell.
Elderberry AB undertakes curriculum development and strategic studies, authoring, testing, editing and publishing within school, youth, adult, teacher Cultural and VET education, often with socio-cultural and urban implications. The company is experienced with traditional methods for educational material as with eLearning and eCulture. Elderberry also has vast experience as a partner and coordinator of EU projects.


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Since the time immemorial, family has been an integral part of the Canadian society. However, the role and the form of family have been greatly transformed during the last centuries. For example, in the second half of the 19th century, a nuclear family was the most common type of the household in the Canadian society. Traditional roles of family members were distributed in such way: a husband was a breadwinner while his wife was a typical housewife. Thus, nuclear families of that time were predominantly single-income. In 1981, the statistics encompassed 83% of married couples with their biological children. Unfortunately, the prestige of marriages since that time has considerably decreased. In 2006, less than 69% of families could be called nuclear or traditional. At the same time, roles of family members have also changed. Modern Canadian women do not find it reasonable to sit at home and fulfill roles of a careful wife and mother. Most often, they tend to have a job and earn money as well as men. So, today dual-income families are more widespread in the country that their predecessors – single-earning households (“Unit one: Families,” n.d., p. 10). The family size has also undergone some profound changes. In 1921, an average family contained 5 persons, while in 2006 this number dropped to 3 persons in a family (“Canadians in context – Households and families,” 2014).
The situation has causeda wide spread of new types of family relations. Extended, single parent, childless, cooperative, and step families are getting more and more popular in Canada nowadays. Even a homosexual family has become not a rare phenomenon in modern Canada since 2005 when same-sex marriages were legalized in the country. The household, which is defined as an extended family, usually has several generations and/or the closest relatives under one roof. Among advantages of such family is that total earnings of its members are higher as compared to traditional families. Besides, the household has more working hands to do different tasks.
The Canadian government is the only institution with the right of governing the acts of marriage and divorce in the country. This power of the government is embedded in section 91(26) of the Constitution Act. The couple can choose whether marriage will be civil or religious and, in case of a religious marriage, the person who will conduct the wedding ceremony is also chosen by future spouses.
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A developed, extensive, and flexible character of the Canadian educational systems makes it evident that the population, as well as the authority of the country places a great value on studying. However, because of the division of Canada into provinces and territories, education standards in the country may differ from province to province. Differences may concern curriculum, grading, and other issues.
In general, citizens of Canada start their education from a kindergarten. Primary education, which is compulsory in Canada, starts from the age of 5 or 6 and continues till the age of 16. After finishing their elementary education, students can continue their studies in secondary schools. These educational establishments offer a great variety of academic and vocational programs. Depending on the choice of the secondary program, a student may continue studying in a higher educational establishment that is either in college or in the university. Canadian higher educational establishments can be private and public. The Canadian system of higher education is made up of three levels. Undergraduate level means three years of education and the awarding of the bachelor's degree at the end of the study. Postgraduate level continues for one or two years with the Master’s degree being assigned to students. To receive a PhD degree, a person must study for another four years in the university.
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Despite the high level of education in Canada, the literacy rate among the population can hardly be identified as high. According to the latest statistics, only 58% of adult Canadian citizens display high literacy skills. It goes without saying that illiteracy has a negative impact on employment. The same statistics shows that less than 20% are employed among those illiterate people. Thus, the problem of unemployment is currently affecting the Canadian society (Canadian Literacy and Learning Network, n.d.).
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Home Tags Financial literacy
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The Jump$tart Coalition, which promotes financial literacy for young people, is sponsoring a contest for students in grades 5 through 12. Participants are asked to make a video on the importance of saving money. The maker of the winning video will get $50.
The Federal Reserve Bank of St. Louis is offering teachers a half-dozen free webinars on Kentucky’s new financial literacy standards, held monthly through April 2021.
Kentucky teachers looking for ways to help students with financial literacy, especially during virtual learning, have access to a new list of links for that purpose.
Field trips to learn about money. Traveling exhibits about history. Classroom activities on economics and financial literacy. These are just a few of the free resources – aligned with educational standards – that the Federal Reserve Bank of Cleveland offers to educators, libraries, community organizations and museums.
Beginning with the 2020-2021 school year and every three years thereafter, KDE will identify a school for ATSI if the school has been identified for TSI and has at least one subgroup that performs in the lowest 5% of all schools.
The Kentucky Department of Education is seeking feedback on the draft Kentucky Academic Standards for Career Studies (K-12) and Financial Literacy (9-12).
A group of education and business and industry representatives has determined the three categories under which Kentucky’s career studies standards will be revised.
High school students would have to demonstrate foundational skills in reading and mathematics and achieve academic or career readiness to graduate, among other requirements, under a proposal before the Kentucky Board of Education (KBE) at its meeting in Frankfort Aug. 2.


As schools are modifying their classroom structures to function within social distancing policies, many students pursuing education degrees are in a unique situation. Their practicum courses, several of which are required throughout their degree programs, are facing limited availability because of a shortage of local K-12 teachers.
According to the Missouri State College of Education website, practicums are credited courses that allow students to observe a local K-12 teacher in their classroom in order to apply the knowledge from their other courses in a realistic environment. At the cooperating teacher’s discretion, a practicum generally includes interacting with students on an individual or group basis, participating in classroom activities and teaching lessons.
The interaction between students pursuing education majors and K-12 students is limited this semester, to the point that some participating college students no longer have interaction with a live classroom at all.
“Some of the school districts are fine with having student teachers who are there full-time, but they’re more wary of having practicum teachers because the numbers are higher and they come and go a lot,” said Barri Tinkler, associate dean of the College of Education.
Missouri’s Department of Elementary and Secondary Education establishes the number of credit hours necessary for all education majors. “The state has given us some flexibility, but all of the College of Education’s programs currently exceed the minimum standards,” Tinkler said.
Keigon Bruneteau, junior elementary education major, is taking an alternative practicum placement in lieu of a traditional practicum.
Instead of working with a cooperating teacher and then reporting to her own professor, Bruneteau sends pre-recorded lessons directly to her professor. Consequently, these lessons don’t face the pressure of being delivered live and are unable to receive feedback from a cooperating teacher.
While both practicums require self-reflections after each lesson plan, the virtual practicum’s reflection is based only on self-assessment.
Another missing component from Bruneteau’s alternative practicum is a tool called a running record. This practice traditionally consists of listening directly to a K-12 student reading from a passage and assessing their comprehension and fluency. The substitute version of this is simulating the same method but with a demonstration of a sample student’s performance delivered by the course instructor online.
“It’s disappointing that we miss out on the live experience, but that’s inevitable,” Bruneteau said. “But, in the modified practicum, we’re provided with extra resources that regular placements might not get, such as a database of teaching tools including lesson plans, graphic curriculum organizers and literary assessment tools from a professional educational consultant.”
Although there is not an established end date to the practicum modifications, the situation is being continuously monitored and adjusted to the students’ benefit, according to Tinkler.
“If it is a student’s final semester, it will be ensured that they have had several other placements with live students beforehand. There won’t be anyone going into student teaching without having interactions with students,” Tinkler said.


By Anne Smiley and Nurudeen Lawal, FHI 360
In Northern Nigeria, the vast majority of third-grade pupils cannot read a single word in any language. Teaching materials are few and far between, and most teachers receive little training or support. But in Katsina and Zamfara states, communities are excited to see kids starting to learn how to read in Hausa, a language that almost everyone can speak and understand. Learning to read is the first step to learning across all subjects, setting kids up for success in school.
The Reading and Numeracy Activity, also known as RANA, which means “sun” in Hausa, is working with primary schools, integrated Qur’anic schools, and local government institutions to deliver an evidence-based approach to early grade literacy and numeracy. The program is working: learning assessments show consistent gains across fundamental reading and numeracy skills for both girls and boys.
RANA came to Salahudeen’s school in 2016, and since then, this bright ten-year-old has become a self-proclaimed reading champion.
“I have always admired people when I see them reading,” he says. “When our teacher started teaching us RANA lessons, I paid attention so that I can also read.”
According to Salahudeen’s father, “The RANA lessons have made him more hardworking and love school. I will support his education to any level within my means. I am very grateful to RANA for giving school a new meaning.”
Here’s how RANA works:
- Aims to break every barrier to education access and quality: By directly engaging communities and schools in the process of improving the quality of teaching and learning, and by teaching in Hausa, families are increasingly motivated to participate for the long term.
- Invests in every teacher: Not only through ongoing training and coaching in the use of high-quality teaching and learning materials in Hausa, but also by equipping teachers with continuous assessment techniques and tools, so that they can directly see the impact on student learning.
- Measures every outcome: Coaches routinely conduct classroom observations on teachers’ methods of instruction and fidelity to the program design, and learning data is collected as well: three times a year, coaches test a panel of pupils from each class in reading and numeracy fundamentals, allowing the program to study student learning gains over time. Finally,
- Connects every classroom: Coaches use tablets for observations and monitoring of school and community activities, which rely on GPS time stamps for accountability; and a vibrant online Community of Practice has been created amongst teachers and trainers via Whatsapp, reducing isolation and increasing opportunities for peer learning and review.
RANA represents a holistic, clearly defined, locally-based and locally-owned approach to education reform, with children and their families at the centre. Scale-ups are already being planned, and in some cases implemented, in neighbouring areas. More readers, more books, more learning: sustainable, locally relevant education for all, in action.
RANA is funded by the U.K. Department of International Development (DFID) through the United Nations Children’s Fund (UNICEF), and implemented by FHI 360 and its local partners. For more information about RANA, please contact Anne Smiley at [email protected] To learn more about FHI 360’s work in global education, visit their website.


Childhood Bilingualism: Research on Infancy through School Age
Edited by: Peggy McCardle, Erika Hoff
- Related Formats:
- Paperback, Hardback
- 28th Feb 2006
- Multilingual Matters
- Number of pages:
- 210mm x 148mm
This book contains reports of research on bilingualism in infants and children as well as perspectives from those involved in cross-linguistic research on language development, literacy development in bilingual children, and psycholinguistic research on bilingualism in adults. It offers a fresh multidisciplinary perspective and next steps for research on childhood bilingualism.
This book is an excellent illustration of the benefits of interdisciplinary collaboration in the area of childhood bilingualism. Following on from an international workshop on this topic, leading players in the fields of child and adult bilingualism provide us with an impressive state-of-the-art survey of recent work as well as a clear research agenda for the future. Margaret Deuchar Professor in Linguistics
This collection will be a valuable source of information for scholars and students working in the area of bilingualism and bilingual child language acquisition. Each article is rich in questions, suggestions and ideas, which taken together show how much remains to be done in the field of bilingual child language acquisition.
Linguist List 17.2295
Peggy McCardle is a research administrator at the U.S. National Institutes of Health, a pre-eminent funding agency of biomedical and behavioural research. She is responsible for a research portfolio on language, bilingualism and biliteracy development and disorders within the National Institute of Child Health and Human Development.
Erika Hoff is a professor of psychology at Florida Atlantic University, in Davie, Florida. She studies language development and bilingualism.
Childhood Bilingualism Research: An Introduction - Erika Hoff and Peggy McCardle
Processing Two Languages
1. Bilingual Speech Processing - J. F. Werker, W. M. Weikum, and K. A. Yoshida
2. When Infants Hear Two Languages: Interpreting Research on Early Speech Perception by Bilingual Children - A. Fernald
3. The Onset of Word Form Recognition in One Language and in Two - M. M. Vihman, J. A. G. Lum, G. Thierry, S. Nakai and T. Keren-Portnoy
Speaking Two Languages
4. Bilingual First Language Acquisition in Perspective - F. Genesee
5. Social Factors in Bilingual Development - R. E. Eilers, B. Zurer Pearson, A. B. Cobo-Lewis
Acquiring Literacy in Two Languages
6. Developing Literacy in English-Language Learners - D. August, M. Calderon, Maria Carlo, and M. Nuttall
7. Bilingualism at School - E. Bialystok
Perspectives on Childhood Bilingualism from Related Fields
8. Adult Bilingualism and Bilingual Development - J. Kroll
9. Finding the Points of Contact: Language Acquisition in Children Raised in Monolingual, Bilingual and Multilingual Environment - S. Waxman
10. Multiple Perspectives on Research on Childhood Bilingualism - M. Crago
11. An Agenda for Research on Childhood Bilingualism - Peggy McCardle and Erika Hoff


Welcome to Mr. Tranz's WebpageClick the picture below to view our Virtual Spring Concert 2020Interactive Practice Studio TutorialClick picture below to view
♫ “Musical training is a more potent instrument than any other, because rhythm and harmony find their way into the inward places of the soul.” -Plato, philosopher, mathematician, founder of the Academy of AthensClick on the picture above to view video
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Swedesboro-Woolwich Music Programs._____________________________________________Events & Dates:Walter Hill School Music EventsGeneral Charles G. Harker School EventsWHY IS MUSIC EDUCATION IMPORTANT?
Research continues to provide increasing amounts of data which substantiates the fact that music instruction has profound affects on human development; most notably in children. Did you know the following?
♫ One study revealed that young children who received a year of musical training showed brain changes and superior memory compared with children who did not receive the instruction. “It is very interesting that the children taking music lessons improved more over the year on general memory skills that are correlated with nonmusical abilities—such as literacy, verbal memory, visiospatial processing, mathematics and IQ—than did the children not taking lessons,” said Laurel J. Trainor, researcher of the study at McMaster University in Canada. -Fujioka, Ross, Kakigi, Pantev and Trainor. Brain, a Journal of Neurology Oxford University Press, September 2006
♫ Music enhances the process of learning. The systems they nourish, which include our integrated sensory, attention, cognitive, emotional and motor capacities, are shown to be the driving forces behind all other learning. -Konrad, R.R., “Empathy, Arts and Social Studies.” 2000
♫ The College Entrance Examination Board reports, “Students of the arts continue to outperform their non-arts peers on SAT. In 2001, SAT takers with coursework/experience in music performance scored 57 points higher on the math portion than students with no coursework/experience in the arts.” -Profile of SAT and Achievement Test Takers, The College Board, compiled by MENC, 2001, 1996


Middle School Curriculum
Rectory's Middle School curriculum is fashioned to be consistent with the School’s mission and its set of beliefs about how children learn. Our students have diverse learning needs, and, within the scope of grade-level learning outcomes and course descriptions, the curriculum is designed to accommodate differentiated learning environments, which are provided through the various class sections in each grade.
The Middle School curriculum is intended to inspire creativity and inquiry while encouraging students to explore new areas of interest, as they progress through the grades.
We foster the development of the whole child by engaging students with a core of foundational skills and competencies in the areas of reading, writing, quantifying, information and digital literacy, thinking, problem-solving, and communication.
Interested in seeing the curriculum based on the academic subject? Click "Filter By Subject" and make your choice.


When searching for books in Ignacio, the library catalog, you can search for individuals, or you can do "keyword" searches like Teaching AND Social Justice, or you can use "subject" terms. Here are subject terms you may consider Teaching AND:
"diversity" OR "cultural pluralism"
"multiculturalism in literature"
You can also search Link+, which gives you access to millions of books for other libraries that you can borrow.
The library catalog lets you search across the holdings of Gleeson Library as well as regional campus libraries, including books, videos, and other materials.
Search across the more than 60 libraries in California and Nevada, and request available books to be delivered to Gleeson Library in 2-4 business days. If you are a regional campus student, these books are available for free delivery and return through the Document Delivery Service. Please email access services for more details.
Search for these Journals using USF's Journal Finder.
Rethinking Schools Dedicated to sustaining and strengthening public education through social justice teaching and education activism.
Equity & Excellence in Education Research articles and scholarly essays that address issues of equity and social justice in education.
Teaching Tolerance Resources designed to help educators improve their practice and turn K=12 schools in to strong communities where all students have the opportunity to learn. Also see the website. https://www.tolerance.org
Multicultural Perspectives Promotes the philosophy of social justice, equity, and inclusion. Published by the National Association for Multicultural Education.
Art Education Covers a diverse range of topics of professional interest to art educators and anyone whose interest is quality visual arts education.
Cultural Studies of Science Education Examines science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon. It establishes bridges between science education and social studies of science, public understanding of science, science and human values, and science and literacy.
Radical Math A resource for educators interested in integrating issues of social and economic justice into their math classes and curriculum.
Teaching and Learning Science for Social Justice: Introduction to the Special Issue. Equity & Excellence in Education, Vol 43(1), Jan, 2010. Special Issue: Teaching and learning science for social justice. pp. 1-5. (Click on "Linked Full Text" on the left to read the full text article)
Zinn Education Project Promotes and supports the teaching of people's history in middle and high school classrooms. Its goal is to introduce students to a more accurate, complex, and engaging understanding of United States history than is found in traditional textbooks and curricula.


At Carey, Learning is a Journey
The elementary years are full of growth and change. That’s why we base our pre-kindergarten to fifth grade curriculum on the developmental stages of elementary students. We carefully craft our learning path to build foundational academic skills while nurturing social and emotional maturity along the way.
Join our mascot, Feathers, for a trip down our learning path.
Utilize confidence and good work habits to lead, think critically, and act creatively
Develop the ability to see multiple perspectives and broaden their understanding
Understand and celebrate similarities and differences by demonstrating empathy for others, looking for patterns, and exploring the world around them
Take risks and encourage personal responsibility to develop a love of learning that motivates them to increase work product and discover potential
Build a deep love of learning through thematic activities that pique interest and engagement, connecting self to their immediate environment
Develop confidence in the classroom by exploring and playing in order to build pre-literacy and pre-numeracy skills
Build awareness of themselves and others through play and activity
Click a stone for that grade's learning goals


NEP 2020 suggests doing away with the existing 10+2 system and replacing it with a 5+3+3+4 system. Here is what the new pedagogical structure means, its various stages, and its impact on existing students explained.
One of the key announcements of the new National Education Policy, NEP 2020 has been the break-down of the existing 10+2 structure and introduction of the 5+3+3+4 structure of School Education. The policy aims at transforming circular and pedagogical structure from the existing 10 years + 2 years to a more inclusive foundational to secondary stage transition.
While the actual system would not change, in terms of the years a child spends within the formal education system in the country at school level, the new structure brings into fold the already existing play schools within the ambit of ‘formal education’. The new structure and comparison of the two explained below.
NEP 2020: 10+2 to be replaced by 5+3+3+4 Pedagogical Structure (explained)
To begin with, the actual number of years remain the same and this does not mean additional years. It can be perhaps looked at at play school, nursery or kindergarten classes combined with classes 1 and 2. Here’s a look at the new pedagogical structure proposed in comparison to the existing one.
Today, a student (in most urban cities) enter formal education at the age of 3 by means of play schools. Then he/she moves to a ‘school’ which is a K12 institution – Kindergarten 1 and 2 and 12 years of secondary then higher secondary education. The new structure now proposes dividing the same structure into cognitive developmental stages of the child – early childhood, school years, and secondary stage.
The 5+3+3+4 structure corresponds to the following
- Foundational Stage (5): For ages 3 to 8 years, the foundational stage has been suggested. The multi-level play activity based learning would include 3 years at anganwadi’s, pre-school or as commonly called play schools and the kindergarten classes catering to ages 3 to 6. To this, the grades 1 and 2 or classes 1 and 2 for students of ages 6 to 8 would also be added, keeping the focus on development of language skills and teaching by play based and activity based curriculum.
- Preparatory Stage (3): This is for ages 8 to 11 or classes 3 to 5. The focus would shift to play, discovery and activity based and interaction classroom learning. The focus till this stage would remain on development of language and numeracy skills, in accordance with the cognitive development of a child. Medium of instruction till Grade 5 would be home language or mother tongue or local language. Three languages would be taught to all students – and states would decide which ones.
- Middle Stage (3): Referring to the classes 6 to 8, the new structure aims at transforming the pedagogy from the existing system to a more experiential learning in the sciences, mathematics, arts, social sciences and humanities. Focus would be on critical learning objectives and not on rote learning.
- Secondary Stage (4): This includes classes 9 to 12 or the secondary and the higher secondary as we know them today. The changes suggested at this stage include a multidisciplinary study where students would be able to pick and choose any set of subjects from the available structure. The focus would be on greater critical thinking and flexibility, allowing the child to pick subjects as per their interests – even technical and arts.
Apart from the structure, the NEP also proposes a considerable change in the examination structure. Key stage assessments (at Grades 3, 5, and 8) would be conducted to track the development of the child. As for the secondary stage, the board examinations would be reformed. They would be made easier where students would be tested on their core capabilities. Instead of just one board, a more modular model to be explored and is expected to be in place by 2022-23.


Dyslexia is a specific learning disability caused by neurological differences in language processing affecting 15-20% (or one in five students) of the U.S. population’s ability to speak, read and write. It is a widely held opinion that the dyslexic brain is often associated with artistic and creative talent. This study sought to compare research on the biological link between artistic/ creative talent and the dyslexic brain. This study also sought to evaluate the past and current educational intervention plans for students with dyslexia. It collected narratives of six adult artists with dyslexia and sought to find a commonality in their experiences as students with dyslexia in the mainstream educational system and the positive impact that art education has had on their self-esteem. This study will advocate for the visual arts as a highly beneficial educational intervention for students with dyslexia with a focus shift to student strengths to increase academic self-esteem and performance.
|Commitee:||Leonard-Giesen, Susan, Pomonis, Mary Anna|
|School:||California State University, Long Beach|
|Department:||Art, School of|
|School Location:||United States -- California|
|Source:||MAI 81/1(E), Masters Abstracts International|
|Subjects:||Art education, Special education, Disability studies|
|Keywords:||Art education, Artistic talent, Dyslexia, Intervention, Special education, Visual art|
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Momčilo Gavrić was the youngest soldier in the First World War.
In the beginning of August 1914, Austro-Hungarian soldiers killed his father, mother, grandmother, his three sisters, and four of his brothers. His house was also set on fire. Momčilo survived because he was not at home when it happened – his father had sent him to his uncle earlier.
Left without family and without a home, Momčilo went to find the 6th Artillery Division of the Serbian army, which was near Gučevo at the time. Major Stevan Tucović, brother of Dimitrije Tucović, accepted Gavrić into his unit after hearing about what had happened, and assigned Miloš Mišović, a soldier in the unit, to be Gavrić’s caretaker.The same evening, he took revenge by showing his unit the location of the Austro-Hungarian soldiers, and participated in the bombardment, as told by his son Branislav Gavrić in an interview.
At the age of 10, he was promoted to the rank of kaplar (Corporal) by the commander of his unit.
When his unit was sent to Thessaloniki, Major Tucović sent him to Sorovits where he hastily went through the equivalent of four grades of elementary education.
In Kajmakčalan, vojvoda Mišić was stunned when he saw a uniformed eleven year-old boy in the trenches. Major Tucović explained the situation to him; that Gavrić had been with them since the Battle of Cer, and that he had both been taught discipline and been wounded during his time in the unit. Mišić promoted Gavrić topodnarednik (Lance Sergeant). The order was sent out to all units of the Serbian army.


Music-specific databases providing article citations, with many links to full text
This is the most important article database for academic research in classical music:
RILM (Répertoire International de Littérature Musicale) is a vast international bibliography of scholarly writings on music and related disciplines. It covers music journals and other scholarly sources such as Festschriften and conference reports. It began as a print publication in 1967, providing citations and abstracts of articles. The electronic product now has full text of over 300,000 articles. Although its former focus was historical musicology, it now includes fields such as jazz and music education.
Retrospective Index to Music Periodicals 1800-1950. Published under the auspices of the International Musicological Society, International Association of Music Libraries, Archives and Documentation Centres, and UNESCO’s International Council for Philosophy and Humanistic Studies. This full-text database is similar in purpose to RILM, but covers a different time period.
RIPM Jazz Periodicals
Full text of many historically significant American jazz journals and magazines, for example, early decades of Down Beat
Indexes hundreds of music journals and magazines from many different countries, and provides full text of many articles. It originated as a print publication in 1949; the database covers the years from 1970 to the present. Unlike RILM, it has always included all kinds of music, so it is a good resource for research in fields such as jazz, popular music, world music, and music education.
You can search our online catalog from the library homepage
by clicking the "Books & More" tab above the search box. Click the Music hotlink below the search box to reach the music-specific search interface:


Classrooms are sacred places for our youth. This is where the foundational skills needed to graduate and reach their personal goals are established. Students who have solid foundations easily stand out in a crowd. Their Life Ready Skills speak loudly and clearly about the experiences in their learning environments. Equity plays a major role in student success. Access to educational resources and lack of cultural identification are just a few of the issues with equity and education.
It is evident when these experiences are lacking in students from Life Ready Skills to academic gaps that are often difficult to fill as they move through their educational journey. Investing in educational equity is crucial to student success. It demonstrates to students how much we value and care about them through acknowledgment of who they are, from where they come, and where they are headed. As educators, we must work tirelessly to ensure all children in our care are well equipped for what life may hold for them, be it college, the workforce, or military service.As educators, we must work tirelessly to ensure all children in our care are well equipped for what life may hold for them, be it college, the workforce, or military service. Click To Tweet
One of the biggest ways to positively impact equity is through campus and classroom environments created by educators. The environment or space within students and teacher experience learning speaks volumes and has an everlasting effect. A quote by Haim Ginott, renowned educator and child psychologist/psychotherapist, helps drive home the understanding of how an environment can be shaped by its leaders. “I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate.”
The classroom climate is often described as a culture by those in the field. Classroom culture is an essential tool that teachers can use to nurture skills like Critical Thinking, Autonomy, and Collaboration. It can also affect the results of Best Practices implemented by teachers within the classroom such as Assessment and Formative Feedback, Growth Mindset, and Differentiation and Scaffolding.
When an investment is made to understand students’ backgrounds, powerful connections and relationships are built and changes the climate in which a child has to develop. This loving environment can have lasting impacts and aid in increased student success. Below are a few ways to show some love and support to the students you serve. Choose something to establish as a norm on your campus or in your classroom. With minor changes in educational practice, we can impact students in a substantial way!
- Choose cultural text that relates to a student’s background,
- Use background music to teach acceptance (switch genres to expose students to different sounds),
- Allow students to request and receive help in a one-on-one or small group setting (e2L calls them workshops),
- Allow a student to lead peers in learning a skill or skill set (i.e. use of technology app),
- Create an incentive program where a LIFE ready skill is awarded (Autonomy, Growth Mindset, etc.), and
- Allow students to show mastery of a concept outside of an exam or paper (Poem, Speech, Rap, or Video).


Infant - KG : Montessory
Kids in Junior KG (age group 3+) and Senior KG (age group 4+) are introduced to schooling through Montessori method in an open orchard with Bhungas. They are motivated and acquainted to the fundaments of writing and numbers through a play way method, comprising of playing, singing, speaking, listening, observing, recognizing, differentiating, socializing, activities and creativity.
Junior - I to VII : Informal
Junior School for Classes I to VII is divided into two, Sub Juniors for Standards I to III and Juniors for Classes IV to VII. The process of Learning - Teaching for Sub Juniors is carried out in Bhunga Class Rooms, surrounded by Nature, whereas for the Juniors instead of fixed Class Rooms, there are Subject Rooms in the Main School Campus. Three Languages, English, Hindi and Gujarati are taught to Sub-juniors and an option of Sanskrit in place of Gujarati is offered to Juniors. Learning is informal through the skills of speaking, listening, reading and doing, without the use of textbooks, and is free from tension of homework and examinations, but there is a fixed norm for promotion.
Middle - VIII : Link
Class VIII is an important link bridging the informal with the formal. It is given special importance, as it is a link for a swift and smooth swap from Informal to Formal. Learning of the Third Language is only upto Class VIII though passing the Third Language is a must for appearing in the Board Exam. Also this is a gateway for entrance to the crucial teenage and serves as a springboard for career selection.
Secondary - IX and X : Formal
Classes IX & X are two years for preparation to appear for the Board Examination as prescribed by the Central Board of Secondary Education, New Delhi. The CBSE Board, on a nine-point grade scale with marks, evaluates the Scholastic Subjects. Non Scholastic Subjects are internally evaluated on a nine-point grade scale without marks. The Scholastic Subjects are English Communicative, Hindi Course B, Mathematics, Science with Practical, Social Science and the Non Scholastic Subjects are Physical Education, Work Experience and Art Education.
Senior Secondary - XI and XII : Formal
The School offers Science and Commerce Streams for Classes XI & XII. The courses are as prescribed by the Central Board of Secondary Education, New Delhi. Non Scholastic Subjects like Work Experience, Physical Education and General Studies are compulsory and are internally evaluated on a nine-point grade scale without marks. The CBSE Board, on a nine-point grade scale with marks, evaluates Scholastic Subjects, either Core or Elective. Minimum five or maximum six of the following subjects can be selected from English Core, Hindi Core, Economics, Business Studies, Accountancy, Mathematics, Physics, Chemistry, Biology, Computer Science, Informatics Practices and Elective Physical Education.


Guided Reading: Synthesize, Grades 3-4
It only takes one reading comprehension resource book to help students improve skills at their own reading level.
Guided Reading: Synthesize for third and fourth grades features 36 readers—six sets of two each for below-, on-, and above-level student readers. Filled with charts and photos, it enhances lesson plans with informational text about light, food webs, snow, invertebrates, and more.
Guided Reading: Synthesize provides you with a comprehensive guided reading resource. This reading comprehension resource book series includes:
- discussion guides
- prompts to encourage students to work with the text and text features
- leveled readers with high-interest topics
- graphic organizers and an observation sheet
Separated into three readability levels, the nonfiction readers capture students’ attention with appealing topics, colorful photos, graphic charts, and detailed maps. Students are encouraged to apply guided reading strategies to the text and complete writing prompts to prove comprehension.
The Ready to Go: Guided Reading series for first to sixth grades includes everything you need for guided reading organization. Each 80-page book is essentially a guided reading set, containing 36 total readers, six discussion guides, and three reproducible pages. Each grade span includes 8 books, focusing on the following reading comprehension strategies:
- Determine Importance
Each nonfiction reader contains short nonfiction texts, vocabulary banks, photographs, charts, and maps.


“Achieving Breakthroughs in Education for Children
A good quality education helps children reach their full potential; however, for millions of children and youth in low-income countries, it is beyond reach. Although more children around the world are going to school than ever before, many are not learning basic skills like reading once they get there.
The Global Education team works in five major areas, though the cross-cutting nature of the problems we solve also means that our teams often collaborate to find the best solutions for children in need. Our teams are:
- Early Child Care and Development: These programs are focused on the first three years of life, a period of tremendous growth in all areas of a child’s development. Our ECCD interventions with children ranging from infants to six year olds, enable parents or caregivers to promote brain development, health and well-being to help children prepare for school.
- Basic Education: Our Basic Education programs help school age children develop literacy and numeracy skills to help them succeed in the classroom and in their lives outside of school. Increased achievement in literacy and numeracy, using our proven approaches of Literacy Boost and Numeracy Boost, helps children engage more effectively throughout their school careers and in adulthood.
- School Health and Nutrition: The School Health and Nutrition team has a wide range of projects that help children and their families overcome the effects of chronic illnesses, including malaria, waterborne diseases that cause diarrhea and lead to malnutrition and anemia as well as improving oral and vision health, road safety and helping teach kids about nutrition.
- Education Research: Save the Children’s dedicated researchers, build the capacity of the organization and its members better understand what works for supporting all children’s learning and development.
- Learning and Wellbeing in Emergencies: As part of our work to reach school-age children not currently enrolled in educational programs, we have crafted our Learning and Wellbeing in Emergencies approach to work with children living in conflict-affected states, who are half of all out-of-school children in the world. This approach adapts our successful Literacy Boost interventions and adds specialized socio-emotional learning techniques to help children suffering from the stress of displacement and violence reengage in education and start to recover and resume some normalcy in their lives.”


Eritrea is a very poor country, downtrodden by their struggle for independence, regional instability and environmental challenges. However, within the first decade of independence, the government of Eritrea made education a priority, and the new focus was almost immediately accepted as a valuable tool for lifting the country out of poverty. The government views education as a cornerstone for the nation’s development; for this reason, the nation focused on growing the amount of its schools and rural areas gained access to education. Yet, education in Eritrea still faces several challenges.
Education in Eritrea
In 2013, education in Eritrea was supported by a grant from the Global Partnership to implement an education program through UNICEF. The program, “Enhancing Equitable Access to Quality Basic Education for Social Justice,” sought to help children from disadvantaged communities receive a quality education. This program consists of three key performance markers, which are:
- To increase pre-primary, elementary and middle school to at least 44,576 out of disadvantaged students in rural areas.
- To progress the quality of teaching and learning through aiding teachers with better skills, textbooks, science, ICT and health kits; to create and allocate education resources to all levels.
- To strengthen the capability of MOE staff to regulate education in Eritrea.
Although the government has provided a free basic education policy and non-formal education programs, great numbers of children are still out of school. In 2015, UNICEF reported the net enrollment rate at the primary level was only at 81 percent — at least 19 percent of children are not enrolled in school.
The government of Eritrea provides primary education, but where they fall short is in the pre-primary level and retention rates. UNICEF stated that 79 percent of 5 year olds were not ready for school, and the organization’s report concluded that 70 percent of children between 11 and 13 did not attend secondary school. Furthermore, every year 5 percent of children drop out; and, an outstanding 13 percent of children repeat grades.
A great challenge for education in Eritrea is the quality of education. Complementary Elementary Education (CEE), a program supported by UNICEF, has done it’s best to educate the most disadvantaged students in Eritrea; yet, there are still not enough desks nor textbooks for every student.
The literacy rate is at an overall 74 percent; for females specifically, the literacy rate sits at just 61 percent. In 2015, the Primary Gross Enrollment rate in Eritrea for men was 58 percent, while girls were left at only a 50 percent enrollment rate. During the same year, it was reported that Primary Completion Rate was at a 42.5 percent completion rate; boys were at a 45.4 percent rate, yet girls only amounted for 39.5 percent.
Increasing Access to Education
UNICEF has tried to aid in the elimination of the gender gap in education for Eritrea. CEE tries to educate children and young adults who initially missed the ability to go to school, and this program places a significant focus on girls between the ages of 10 to 14. Girls at this age are expected to marry soon, while boys are expected to do more serious jobs to provide an income for the household.
Furthermore, the Ministry of Education (MOE) has prioritized the expansion of educational opportunities for females. However, the MOE does not anticipate the gender gap in secondary education to be eliminated as quickly as it will in the primary level.
Eritrea’s education challenges will take time to overcome; yet, the nation is well on its way towards success. The government has implemented the Ministry of Education to create solutions and support in the development of education in Eritrea. With the help of aid groups, such as UNICEF and the Global Partnership, the nation is utilizing its foreign aid to help in its educational improvements.
– Stefanie Babb


Kindergarten Teacher Career Information
Kindergarten teachers are often the first professionals to work with your children outside the home. They have an immense responsibility for shaping the personalities, social skills and academic abilities of future generations. A career as a kindergarten teacher may be right for candidates who have good organizational skills and love working with children.
Education and Licensing
In order to work in the United States, prospective kindergarten teachers need to hold at least a bachelor's degree, usually in elementary education. Because licensing for teachers is controlled at the state level, requirements vary. Some states require that teachers major in a content area such as English or math. In addition, prospective kindergarten teachers are required by most states to complete a certain amount of student teaching and pass a standardized competency test before becoming licensed. Interested candidates should check with their state's Department of Education for specific details.
Job Duties and Work Schedule
Kindergarten teachers are responsible for planning the lessons they teach students, and ensuring that these lessons are aligned with whatever standards the state requires. Kindergarten teachers also spend time supervising their young students at recess, lunch, and on field trips. Another primary responsibility of kindergarten teachers is to assess the academic progress of students and to regularly communicate such progress to parents and guardians. Many kindergarten teachers have summers off, and get several significant breaks surrounding major holidays such as Thanksgiving and Christmas.
Kindergarten teachers are almost always salaried. According to the Bureau of Labor Statistics, the average pay for a kindergarten teacher working in the U.S. was $52,350 per year as of May 2011. Average pay for kindergarten teachers tends to fluctuate by region, with the highest pay concentrated in the Northeast, Alaska and California. Much of the lowest pay for this occupation is concentrated in the upper Midwestern states such as Montana, Idaho, Utah and North and South Dakota.
The Bureau of Labor Statistics projects employment for kindergarten teachers to grow at a rate of about 18 percent between 2010 and 2020, somewhat faster than the 14 percent growth rate predicted for the overall American economy. However, this growth is likely to be uneven. Population growth in the South and West are expected to drive employment growth in these regions. Prospective teachers in the Midwest and especially the Northeast may have considerably more difficulty finding employment. Kindergarten teachers with an ESL or special education certification will find themselves in high demand in most regions.


From the End of the Occupation by the United States of America to the Dictatorship of Rafael Trujillo (1924-1961)
In this stage, the teaching force and secondary schools were reorganized, and untrained teachers were given tests so they could be formally accredited as teachers. The principles of the “New School” were established with the help of a “Chilean Mission” supervised by the Secretariat of Education. In turn, new Normal Schools were converted into centers specialized in teacher preparation. Also, new programs were established for elementary, intermediate and secondary schools.
In 1951, a law was enacted related to public schools that required elementary teachers to be graduates of a Normal School, and that secondary teachers had to have a Bachelor’s Degree or doctorate.
From the Birth of Democracy to Today
This period has seen the diversification of secondary education and the universities began to prepare secondary teachers. Massive programs for the professional development of in-service elementary teachers were carried out. An Inter-University Agreement (UASD, UCMM, UNPHU, SEEBAC y UNESCO) was signed for secondary teacher preparation. This agreement led universities to create departments or schools of Education to prepare teachers in different areas. Several new programs were established: a Ten-Year Plan with new regulations for education, the Program for the Development of Elementary Education (PRODPE), an elementary teacher preparation program in the Salome Urena de Henriquez Teacher Preparation Institute (INFODOSU), and for secondary teachers by the universities under the supervision of the National Institute for the Preparation and Professional Development of Teachers (INAFOCAM).


- Topic: Education: Outcomes
- Definition: Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.
- Source: United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.
- Statistical concept and methodology: Literacy statistics for most countries cover the population ages 15 and older, but some include younger ages or are confined to age ranges that tend to inflate literacy rates. The youth literacy rate for ages 15-24 reflects recent progress in education. It measures the accumulated outcomes of primary education over the previous 10 years or so by indicating the proportion of the population who have passed through the primary education system and acquired basic literacy and numeracy skills. Generally, literacy also encompasses numeracy, the ability to make simple arithmetic calculations. Data on literacy are compiled by the UNESCO Institute for Statistics based on national censuses and household surveys and, for countries without recent literacy data, using the Global Age-Specific Literacy Projection Model (GALP). The reference period for aggregates is 1985-1994 for 1990, 1995–2004 for 2000 and 2005–14 for 2010. For detailed information, see www.uis.unesco.org.
- Development relevance: Literacy rate is an outcome indicator to evaluate educational attainment. This data can predict the quality of future labor force and can be used in ensuring policies for life skills for men and women. It can be also used as a proxy instrument to see the effectiveness of education system; a high literacy rate suggests the capacity of an education system to provide a large population with opportunities to acquire literacy skills. The accumulated achievement of education is fundamental for further intellectual growth and social and economic development, although it doesn't necessarily ensure the quality of education. Literate women implies that they can seek and use information for the betterment of the health, nutrition and education of their household members. Literate women are also empowered to play a meaningful role.
- Limitations and exceptions: In practice, literacy is difficult to measure. Estimating literacy rates requires census or survey measurements under controlled conditions. Many countries report the number of literate people from self-reported data. Some use educational attainment data as a proxy but apply different lengths of school attendance or levels of completion. Ant there is a trend among recent national and international surveys toward using a direct reading test of literacy skills. Because definitions and methods of data collection differ across countries, data should be used cautiously.
List of countries ordered by: Literacy rate, adult female (% of females ages 15 and above)
Source: Health Nutrition and Population Statistics - World Bank - Downloaded in August 2017


We have a fun-filled year ahead of us in Year 2!
In English, we will study some traditional tales which our pupils may already be familiar with, along with some ‘twisted’ versions of the stories such as ‘The Frog Prince Continued’. Additionally, we will be looking at some classic texts such as Dickens’ ‘Oliver Twist’ and Hans Christian Anderson’s ‘The Little Match Girl’. There will of course be some modern texts that we will explore too including ‘Planet Omar’ that was only released this year. In the second half of Year 2, we will make more cross-curricular links with our reading and writing topics when we look at bug-themed books to connect our science study of plants and the Little People, Big Dreams books during our Explorers LUNAR topic.
In mathematics we will be taking part in plenty of practical activities involving number, shape, space, measure, and problem- solving to improve our numeracy skills and relate them to real-life situations. We will continue to follow the Maths Mastery programme, ensuring we plug the gaps from the missed Y1 curriculum.
Our LUNAR Curriculum teaches History, Geography, Design Technology, Art and ICT through focused topics and key questions. This year we will be studying The Great Fire of London and The Victorians for our history-focused units, then for our geography topics we will be carrying out a comparison study of Liverpool and Kampala, the capital of Uganda, finishing by setting out on a trip around the globe in our Explorers topic.
In addition to English, maths and LUNAR, the children will continue to have a rich and varied curriculum through weekly sessions of R.E., Music, Science, Computing and P.E (athletics, dance and gymnastics), as well as half-termly Art and Design Technology topics.
All pupils must bring their reading book into school from home each day and show that they have read 5 times a week to be entered into our 100 books raffle! Weekly homework will be given out on a Thursday and must be returned by the following Tuesday. Homework will include spellings and either a piece of English or maths work each week. Once a term, the children will also receive a longer, project piece of homework linked to one of the current topics to explore in greater depth at home together over several weeks.
We are incredibly excited for this year – we hope you are too!
Miss Parkinson & Mrs Smith


Pediatricians should promote physical activity in children
(HealthDay)—Pediatricians should promote physical literacy and activity in children, according to an American Academy of Pediatrics clinical report published online Feb. 24 in Pediatrics.
Noting that only 26.1 percent of American adolescents reported levels of activity consistent with current guidelines in the 2017 Youth Risk Behavior Survey, Felipe Lobelo, M.D., Ph.D., from Rollins School of Public Health at Emory University in Atlanta, and colleagues address the need for physical activity assessment and counseling in pediatric clinical settings.
The authors recommend pediatricians promote physical literacy and activity in children and progress toward recommended physical activity guidelines. Gross motor skill development and physical literacy and activity should be assessed and documented as appropriate at health care visits. The role and benefits of physical activity on physical and social growth should be discussed as well in the management of health conditions, mental health, school performance, behavioral management, and risk-behavior reduction. Parents should be encouraged to lead by example; children growing up with active parents are more likely to be active themselves. Specific tools and resources can be provided to families, including assistance in overcoming barriers to physical activity. For children facing barriers to activity, pediatricians should identify opportunities for physical activity assessment and prescription.
"Ideally, every child will leave their pediatrician's office with specific instructions and goals on how to become more active," a coauthor said in a statement. "Physical activity is a potent medicine for the whole family's health and well-being."
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