Viola or viola is more commonly used to identify children or very young children. However, children who can play piano can learn both in much smaller classes by joining the “Sydney Opera Children’s Choir”.
What is the role of parents in providing a good violin education?
Parents should always encourage their children to learn violin and ensure that they are well taught. A good violin teacher should be seen as a role model and an example of good teaching, in addition to being able to support their pupils in their practice and learning. Parents should also ask their child to participate in all levels of instruction, from beginning to advanced.
What are the options for learning to play the violin?
There are many different methods of playing the violin. In this lesson, I’ll look at five of the most popular and what they are.
The classical school of violin playing: Classical schools provide the best possible education for young players. Schools offer courses from beginning to advanced. For beginners, children play the violin with strings (or bass). For more advanced students, students play the violin with piano strings. The standard method is to play a melody in the key of G and then play the whole piece on the violin. If you have a piano in the house, you can learn to play the pieces in more standard notation, too.
If you are interested in the benefits of music education, please read our music lessons page.
Vietnamese Classical Music
Many people hear about Vietnamese classical music by way of one of a number of programmes on television such as “Vietnamese music at home”. I really do believe that this is a great alternative to hearing classical music in your home at home. While most programmes can vary in tone and quality, they are all very effective in the area of teaching the instrument to Vietnamese people, and learning more about musical history. This includes classical music styles (Kamlaas, Khmata, Lao Khmata, etc) along with other cultural styles of Vietnamese people such as the traditional music of Hanoi and Hanoi Vietnamese. This kind of programme is great for new families. If you are interested in joining one of these programmes and the programme organisers are able to give you details about the school where you are going, then send an email to [email protected] (where can the organisers send your details) and you will be contacted quickly. The other options are to visit a local school for lessons
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A Note to Teachers...
Why teachers need one of the most creative children's books of the year in their classroom
According to a report by Americans for the Arts, art education strengthens problem-solving and critical-thinking skills. The experience of making choices in the course of creating art carries over into all other aspects of a child’s life.
Early literacy doesn’t just revolve around teaching children how to recite letters and sight-words. Art can and does have a profound effect on children’s literacy and development. Researchers at Johns Hopkins University School of Education agree with the importance of arts in children’s lives.
A study shared at the Learning, Arts, and the Brain Summit reported that children showed more motivation, paid closer attention, and remembered what they learned more easily when the arts were integrated into the curriculum.
“Here Comes Ingo” offers a beautifully crafted visual space for children to try their hand at becoming storytellers in their own right.
Steeped in vibrant, saturated colors, each illustration is an open invitation to expand on the story's message of inclusivity and open-mindness, while also acknowledging that life can be confusing, and that not understanding something at first glance is perfectly acceptable.
Ideal for preschool, kindergarten, and grade school children, this book will prove a precious resource for parents and teachers seeking art projects, creative writing, and other education avenues that grip young readers' imaginations while teaching them valuable lessons about:
- Comprehension: what do you think is happening?
- Predicting: what do you think will happen next?
- Inferring: what makes you think that?
- Reasoning: what do you think happened?
- Sequencing: what happened first? Next? Last?
Thank you for being an educator; you are truly changing the world each and every day.


Maps are a great asset to any classroom. You can use maps to enrich the teaching in nearly every subject. Social studies and history often use maps, but you can easily extend maps into your lessons that involve science and literature. Maps can help people students understand the distance between things, the importance of access to waterways, and the reasons that wars have been fought over these things.
When you are teaching English or Language Arts you can use maps to bring stories to life. Showing the students where a story is taking place can help to give a story a parameter or context. You can also have your student map out any geographic points in a story. This can be done with stories that take place in a fantasy world. This is a great way to help your curriculum reach across subjects.
Map and Globe Activities
- Map Activities from ProTeacher.org
- Maps and Resources from National Geographic
- Printable Maps from Eduplace
- Large Printable maps from Your Child Learns
- Comparing Countries Activities from Education World
- Map Reading Activities from EnchantedLearning.com
- USA Geography Games
- Map Activities from Teacher Vision
In elementary school it is important teach students to read and understand maps. In middle school, maps begin to bring an understanding of the world to your students. Starting with maps of the school and local neighborhoods can help young children grasp the concept of a map and extend their understanding of maps of countries and the world. Using a globe is a good way to demonstrate the distance between places.
Lessons Plans with Maps
- Map Lesson Plans from Geology.com
- Map Skills Lesson Plan from About.com’s Elementary Education Site
- Create a Country Lesson plan from Education World
- Floor Maps Lesson Plans
Maps can be a great way to decorate classroom walls. Choosing a variety of maps that focus on different things such as topography, agriculture, and weather can make a big difference in bringing the countries that you are teaching about to life. Additionally they can be a way to bring imagination to life.
Places to Buy Maps


Religions of the World Quiz – FREE Online Geography Kids Quizzes
Enjoy this Easy Science for Kids Religions of the World Quiz – you’ll get your quiz score after completing these FREE online quizzes for kids on the Religions of the World. You need to answer all the questions to be able to get your score. You can do this fun Religions of the World quiz again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the Religions of the World.
About the Geography Religions of the World Quiz
Our geography kids quizzes are a free online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Religions of the World Geography quiz helps your kids learn fun facts about Religions of the World while enjoying this FREE geography for kids.
If your kid is home-schooled by you, or is in a special education program, then this is a fun yet educational activity, with reading comprehension benefits for 1st – 5th grade kids. Kids will enjoy competing against their classmates and friends, to see who scores the best, doing this fun online Geography quiz on the Religions of the World.
As a reading comprehension training for kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or set a limit on the number of times they can read about the Religions of the World quiz topic, before they do the actual online Geography quizzes.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this quiz about Religions of the World and our other fun online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the easy quiz questions and answers. You will select the Religions of the World quiz answer they think is correct, and at the end you get the quiz score. Your child can try doing the Religions of the World quiz again, till gets the perfect score faster, as your kid learns to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about the Religions of the World? Check out all our other fun Easy Science Quizzes for Kids and other easy facts about science for kids. Visit our Free Geography Kids Online all about the Religions of the World page. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Religions of the World Quiz – FREE Online Geography Kids Quizzes - ." Easy Science for Kids, Oct 2020. Web. 28 Oct 2020. < https://easyscienceforkids.com/religions-of-the-world-quiz-free-online-geography-kids-quizzes/ >.
APA Style Citation
Tobin, Declan. (2020). Religions of the World Quiz – FREE Online Geography Kids Quizzes -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/religions-of-the-world-quiz-free-online-geography-kids-quizzes/
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Columbus Day Facts
Happy Columbus Day Here Are Three Interesting Facts That You Probably Didn T Know About This Special Holiday Happy Columbus Day Holiday Specials Fun Facts
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Holiday that commemorates the landing of christopher columbus in the americas in 1492 and columbus day 2020 is on monday october 12.
Columbus day facts. Columbus was a native of genoa italy and over the years italian americans took up the cause of honouring his achievement. The day is celebrated in many places around the world with several different names. Christopher columbus was an italian sailor born in genoa italy in 1451. Christopher columbus landed in bahamas part of the americas on october 12th 1494.
Columbus day is a national holiday in many countries of the americas and elsewhere which officially celebrates the anniversary of christopher columbus s arrival in the americas on october 12 1492. Facts about columbus day talk about the national holidays in several countries in america. Whether you call it columbus day or indigenous peoples day one thing is for sure the holiday churns up a sea of debate that could capsize even the santa maria. Ten fun facts about columbus day.
His first voyage to the new world on the spanish ships santa maría niña and la pinta took approximately. Columbus day is meant to celebrate this arrival. Columbus discovered the continent on 12th october 1492. Here are a few basic facts for kids.
Columbus day was named a federal holiday in 1937. Find out more interesting facts about it here. Columbus day is a holiday that was instituted to celebrate the great explorer christopher columbus who discovered the new world in 1492. Although columbus sailed from spain he was actually born in italy.
The purpose of the celebration is to commemorate the discovery of america as well as the arrival of christopher columbus in america. He sailed with three ships and 90 crew members on the voyage that landed him in the bahamas. Columbus day was made an official holiday at the federal level in 1937 while the most longstanding annual celebration is the columbus day parade in san francisco which has been thrown yearly. Christopher columbus was an italian explorer on behalf of spain who set sail across the atlantic ocean in search of a faster route to the far east only to land at the new world.
Columbus day is a holiday in the united states that commemorates the landing of christopher columbus on october 12 1492 in the new world.
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Supporting Your Child's Early Literacy
No matter where your child is in their literacy development, there are lots of ways you can help them with reading. Parent involvement in their child’s learning has been shown to be one of the most important factors in their academic success. Even something as simple as reading aloud to your student for 20 minutes each day can dramatically help their reading and academic abilities.
Beyond that, we want to help you create a home that supports strong readers.
Natalie and Roman share one of our favorite activities from our literacy workshops: the fly swatter game! It helps students practice sight words and vocabulary. It’s most appropriate for kids in elementary school. But, we will show you how to adjust for younger kids and make it more challenging for older students. Read more here.
Storyline Online has hundreds of engaging videos of children’s books read by celebrities. In this video you will learn more about how to use Storyline Online to support literacy with your student at home.
Practice letters, numbers, or words in a fun and engaging way with the salt tray writing game. Ms. Hendricks, a kindergarten teacher in Pueblo and her daughter show us how to set this game up and play.
Try out Read Conmigo for free children's books and activities in English and Spanish to promote bilingual literacy.
Join Pueblo kindergarten teacher, Ms. Hendricks and her kids for the hot lava rescue game. This game is a fun and active way to practice letters, sight words, numbers, math equations and more!
Unite for Literacy is one of our favorite online resources to support literacy at home. You will find a huge library of books that students can read alone or read along with a narrator. Books are available in English and Spanish and narration is available in over 40 languages.
We host regular workshops for families to understand how they can support early literacy at home. Sign up here to recieve an email about our next round of workshops. Below you can find one page overviews from each of the workshops.
Literacy in your School & District


The research by Brodin and Renblad titled, ‘Improvement of preschool children’s speech and language skills (2019)’ shows that there is a relationship between reading and oral language skills as vocabulary, how to form sentences from word combinations and paying attention to the meaning of words or sentences. Conclusively, these aspects form part of reading comprehension and word recognition. Parent-child literacy development skills stimulate young learner’s oral language skills. Wright (2019) replicates the findings of Brodin and Renblad (2019) adding that children can learn new words and meanings when reading aloud with their parents as they grow their vocabulary knowledge. The literature searches also pointed out that mediatized reading aloud involves exposing children to sophisticated texts that they never come across in their daily lives and activities because they are rarely spoken. Thus, mediatized reading aloud will develop the language skills of children as compared to toy play or any other interaction with an adult.


KOKOMO, Ind. – When Tayler Henry wrote her reading lesson plan, she imagined teaching it in a classroom to first graders in a local elementary school.
Instead, the future teacher led the lesson in her bedroom with a class of stuffed animals, after Indiana University Kokomo shifted to remote instruction because of the Covid-19 pandemic.
“We’re getting a first-hand experience of how to teach a lesson, and work around the difficulties of being at home, and having to teach online,” said Henry, an elementary education major. “It’s helpful to be able to experience what teachers all over the world are having to work through. You realize that teaching is learning from experience. This is another tool we will have when we start our careers.”
She is among students in Tara Kingsley’s reading methods class, who would have video recorded themselves teaching in front of children, so Kingsley could critique their skills, and offer suggestions for improvement. Instead, they recorded their lessons at home, with objects like stuffed animals for pupils.
“It was a valuable, eye-opening experience,” said Kingsley, associate professor of education. She noted that while she’s teaching her IU Kokomo students from home, she’s also observing her own children as they complete their e-learning. It’s given her new insight into the importance of interacting with students — whether at school or through remote instruction.
“The more I see the interaction between teachers and children, the more I realize the children crave that interaction,” she said. “My students are practicing that back-and-forth, and learning how to anticipate what a student might say in a virtual environment. This has given us the opportunity to use this time as a learning tool, to prepare students for a potential new way of learning as we move forward in education.”
Rachel Moore was disappointed not to teach her planned lesson to her second graders, but said there were benefits to teaching and recording from home.
“We could go back and watch the recording, and see how our voice sounds, and how the lesson flowed,” said Moore, from Tipton. “It gave me a dress rehearsal, so I can see what worked and what didn’t, and I can make adjustments. It gives you a view of what your students are going to see, and if you need to be more animated, or pause longer.”
Henry said she was uncomfortable at first, but realized she was experiencing what other teachers are, recording lessons at home for students to view later.
“I had the mindset I was just teaching over the camera, and it made it easy to imagine there were students on the other side I was teaching,” the Tipton resident said. “I had a stuffed animal fall off the bed, which I imagined was like just having an interruption in the classroom.”
Not having students in the room gave her the chance to teach the lesson how she had planned, allowing her to concentrate on her own skills and abilities.
“I was able to reflect more deeply on my lesson, and pay attention to the lesson itself, by teaching it to inanimate objects instead of to students,” she said. “It made me focus on what I was teaching, and how I was coming across. This prepared us in a way we wouldn’t have had if we weren’t in this situation.”
As a future teacher, Henry also thought it gave her a real-life glimpse into what it’s like to be a teacher now.
“There are teachers everywhere who could never have been prepared for this situation we’re in, because it’s unheard of,” she said. “I don’t think you can ever be prepared for it. Those teachers adapted quickly, and we can, too.”
Indiana University Kokomo celebrates 75 years as north central Indiana’s choice for higher education.


How one science educator used SciStarter to inform pre-service teachers how to use citizen science in the classroom and in curricula.
See the Citizen Science App Matrix, which aligns citizen science projects found on SciStarter to teaching standards!
This is my first attempt to enter the blogosphere, so please bear with me. As part of my duties of assistant professor at the University of Oklahoma, I teach science education methods to elementary education majors (preservice teachers) in the Jeannine Rainbolt College of Education. Beginning in 2012, my college launched an iPad initiative where every undergraduate education major would receive their very own iPad for use in their university and field experience classrooms.
Upon receiving my own iPad, I immediately began searching the internet for viable iPad applications (apps) that were specific to science education. It was through this searching that I came across the concept of “Citizen Science” and the SciStarter website. Citizen Science, as a formal concept, has been prevalent in our society for more than 30 years. As the internet and subsequent technologies continue to develop over this period, so do the opportunities for amateur “scientists” to get involved in these types of research-based projects. These mobile smart technologies allow teachers and their students to collect and analyze data, as well as to contribute these data for the dissemination of the findings related to these projects.
Seeing the vast potential of the citizen science projects listed in the SciStarter database for my elementary school science methods course, I utilized the SciStarter Project Finder’s “Advanced Search” option to identify those citizen science projects that specifically require an iPad. After reading each summary posted on SciStarter, I then visited each project’s website to examine thoroughly the project task. To justify using these projects in the elementary school classroom and for my own edification, I aligned each citizen science project with the scientific practices, disciplinary core ideas, and related performance expectations in the Next Generation Science Standards.
Once I gained proficiency in this task, I assigned the citizen science project to my preservice teachers. My students were responsible for visiting SciStarter and selecting one citizen science project that required the use of an iPad. They were then instructed to determine the research question that guided their particular project and to prepare instructions for data collection and an appropriate data organizer. Students were expected to collect and submit data pertinent to the project and analyze the current and existing data by generating or reproducing graphs that best represented these data. After experiencing these projects, students then aligned the scientific practices that best aligned with the project and determined the disciplinary core idea(s) and performance expectations inherent in the project.
Most of my students thoroughly enjoyed this assignment and related experiences. Many of these students incorporated their chosen project in their field experience placement during the semester. Through this assignment, I have observed the value of citizen science apps and their relevance to elementary education majors and their field experience students. Thank you, SciStarter, for providing this database for my students and me.
Timothy A. Laubach is an assistant professor in science education at the University of Oklahoma. He holds a BS in earth science education and a MEd and PhD in science education. Tim has 20 years of combined teaching experience at the elementary, secondary, undergraduate, and graduate levels. He has published 12 peer-reviewed journal articles and one book chapter and presented 40 papers at national/international to state-level science education conferences. Tim has also lead extensive professional development for science and mathematics teachers across the state of Oklahoma. He will occasionally be advising SciStarter on aligning citizen science projects to Common Core, Next Generation Science Standards, and the basic scientific practices.


A while back, I debated Structured Word Inquiry (SWI) with one of its proponents, Jeffrey Bowers. You can see the discussion in the comments on this post. One issue seemed odd to me at the time and I will try to explain it.
The post was about a study by Bowers and his colleagues where SWI was compared to ‘motivated reading’ as an intervention for struggling readers. I found this odd because Bowers has expended a great deal of effort trying to dismantle the evidence base for systematic phonics. You would therefore think he would want to compare SWI to systematic phonics but ‘motivated reading’ is not a systematic phonics program.
The fact that SWI and motivated reading had pretty much the same impact therefore tells us little because we are left wondering what the impact of a systematic phonics intervention may have been.
In the comments, Bowers responded that, “group phonics instruction was not appropriate as the children were in years 3 and 5“. It is as if the age of the children matters even though, as I go on to point out, there are plenty of phonics interventions available for older children.
The inverse of this is the Devonshire study that provides some positive evidence for SWI. Bowers’ contention is that SWI, with its emphasis on morphology and etymology alongside letter-sound relationships, is a suitable alternative to systematic phonics from the very beginning of reading instruction. And yet the students in the Devonshire study were not beginning readers and had already received between one and two years of a form of phonics instruction.
Again, this seems of little importance to Bowers who suggested, “SWI worked for 5-7 year olds. If you are happy with that, me too.”
Why does the age of students matter in this way? If an eight-year-old does not understand letter-sound relationships then why would an intervention to address this be inappropriate? If a child is five years old and already knows at least some letter sound relationships then this is not the beginning of reading, right?
If you accept the simple view of reading, as many reading researchers do to a greater or lesser extent, then you see reading as being the product of two factors – oral language comprehension and the ability to turn the squiggles on a page into words familiar from oral language. If you cannot do the latter, it does not matter what age you are.
I was still puzzled by this argument when Debbie Hepplewhite drew attention on Twitter to the phonics guidance produced by England’s Education Endowment Foundation (EEF) and this section on older students:
“For older readers who are still struggling to develop reading skills, phonics approaches may be less successful than other approaches such as Reading comprehension strategies and Meta-cognition and self-regulation. The difference may indicate that children aged 10 or above who have not succeeded using phonics approaches previously require a different approach, or that these students have other difficulties related to vocabulary and comprehension which phonics does not target.”
This seems to assume that older struggling readers have previously been exposed to a high quality systematic phonics program. I don’t think we can assume that at all. At the very least, the EEF should be suggesting some diagnostic tests to figure out whether students know their letter-sound relationships before jumping to conclusions.
As for the suggested interventions, teaching reading comprehension strategies may provide a limited boost to reading comprehension but they are no panacea. In my experience, most children are likely to already have ample instruction in these strategies but I will take my own advice and not assume this. If letter-sound relationships are assessed and are not a problem then reading comprehension strategies are a good bet.
As for ‘meta-cognition and self-regulation’ – what can I say? The EEF seem obsessed with this grab-bag of approaches such as Philosophy for Children – “is it OK to hit a teddy bear?” – and explicit writing interventions that they have arbitrarily grouped together.
However, in sum, these two different sources perhaps demonstrate the emergence of a worrying fallacy that age is a guide to what kind of reading instruction a child needs.
This is false. As ever, the instruction a child needs is determined by an assessment of what they know and can do now.


The Biggies are great den builder at playtime. In this wee project we made scale models of dens by making scale models of the pallets, tarps and pipes in the playground. We measured all of these in the playground, scaled the size down and made mini pallets, pipes and tarps. We used these to make model dens. I’ve added some quotes from the biggies e-Portfolios below.
Last week we went outside in groups of 3 to go to measure the width and length of all the palettes, tarpaulins and crates outside.
Our teacher put all the measurements in a app called numbers then made it move all the numbers up by 100 to change metres to centimetres then divided them all by 10 to scale them so we can make our tiny dens.
After doing all the calculations we measured it out into small pieces of cardboard then put shapes on the cardboard to make them look like pallets. Then we stuck the cardboard together, then measured the tarps to make a roof. quickly we made a flag out of spare parts to finish up our den and that’s how we built our den.
I have learned how to scale things into scaled models. I measured meters and centimetres outside whilst I was measuring pallets, crates, pipes and tarpaulins.
We put a bit to much glue. we made a little up stairs. it kept falling.
How we solved those problems
The glue made it a bit slippery even though it is supposed to stick but we worked with it and we started making supports.
We connected pieces to their one corner we were using. it went pretty well at first then we had to make a stair case. That did not go well. we started making supports. We made it a bit longer. We made a slide
Once we had planned out our scaled down model we started to make the palettes out of cardboard. We took a set square to try and make the right angles of the palettes. Then once we had made all of our pallets and made shore they all had a right angle, we need to assemble the den, we could have used a lot of glue, but we tried to use as little as possible, so we cut slots into the cardboard and slotted them together to make shore they would stand.
When we where making this scaled down model the skills we used were Creative thinking, problem solving, planing and organisations, communicating, leadership, Literacy, working with others, ICT, numeracy and practical skills.
Skills I used I used my Communication skills to talk to my group and my numeracy skills to measure. And we used our problem solving skills when we didn’t put a enough glue no the middle of the den. We solved this by putting more glue on.
My group face some problem like the up stairs kept falling down so we kept holding it down and count to twenty, to let the glue set. Also we were drawing right angles we used a set square to help us.
Personally I think we did brilliant because at first we where measuring pallets in meters to having this amazing den.
We made models of dens. We went out side and measured the tarpaulins , pallets and crates. I learned to measure In metres and centimetres.
Then we came inside and typed the measurements up on numbers. We moved the measurements up to 100 to turn into centimetres and Divided them by ten. That would scale the sizes down.


The Chemistry of Macarons
A macaron is a sweet meringue-based confection made with egg white, icing sugar, granulated sugar, almond powder or ground almond, and food coloring. The macaron is commonly filled with ganache, buttercream or jam filling sandwiched between two cookies. The name is derived from the Italian word macarone, maccarone or maccherone, the meringue. I chose this topic because I love macarons and think they are a delicious treat. I also wanted to get to know what reactions occur to produce them. My life has been affected by macarons because I like to bake and these cookies are a lot of fun to make.Composition of ...
- Egg Whites
- Icing Sugar
- Granulated Sugar
- Ground Almond
- Food coloring
Main Chemicals, Compounds, Components
Egg whites: (C6H8N2O4) Egg whites are a type of protein. The egg white proteins form enough bonds to make meringue peaks. The meringue adds volume to the macaron shells.
Sugars: (C12H22O11) Sugar is sucrose. The sugar is combined with the egg whites to produce the meringue; which gives the macarons their volume.
A critical step in macaron making is the beating of egg whites to form a medium-stiff meringue. A meringue is described as an “egg white foam”: upon beating, egg white proteins unfold and join together to form a “reinforcing network” consisting of “bonds between positively and negatively charged parts of molecules, between water-like parts, between fat-like parts, and between sulfur groups. A medium-stiff meringue forms soft yet sturdy peaks. Structurally, this is the point at which egg white proteins have formed just enough bonds with each other to form loose “cages” around water droplets present in the mixture, creating a stable matrix of water droplets held within a protein structure.
Overall, a high granulated sugar recipe produced a stiffer meringue that, when mixed with the dry ingredients, yielded a sturdier batter and subsequently a stronger macaron. However, it suffered from impaired rise in the oven, possibly due to the effects of increased viscosity and stiffness of the protein network upon addition of more granulated sugar to the meringue. By contrast, a high powdered sugar recipe produced more rise, yielding a taller and more symmetrical foot that was more aesthetically pleasing. However, the overall texture of these macarons was compromised by the large air pocket that formed with baking, possibly due to the weaker meringue.
A macaron is made by combining icing sugar and ground almonds until fine. In a separate bowl, egg whites that are beaten until a meringue-like texture. The two elements are then folded together until they are the consistency of "shaving foam", and then are piped, left to form a skin, and baked. Sometimes, a filling is added. So not exactly technical terms, but it's all about the chemistry of the egg white proteins, the ratio of ingredients working together, the drying-out of the shells and the oven temperature, and the physics of proper air distribution.
(chemical reactions needed)
(egg white chemical formula)
About the Author
Madison Hansen is a junior at Billings Senior High School. She is enrolled in orchestra and a number of honors classes. Outside of school she enjoys reading, drawing and hanging out with her little sisters. She wishes to attend MSU Bozeman and major in art education.


Could Waldorf Education Be Right for You?
Maybe your child’s schedule has too much stress, bustle, and screen time… and not enough peaceful, reflective, quiet time. Maybe your child’s inner creativity has seemed to wane, and they have no time for artistic expression and exploration during the school day.
Maybe your child needs more time playing and working in the outdoors, building coordination and fine-motor skills. Or maybe your child needs opportunities to work with friends on meaningful projects that build academic prowess and foster a sense of purpose, courage, and inner resolve.
These are some reasons that parents have chosen a Waldorf education for their children.
Waldorf is a “whole child” educational model. For a century now, the broad-based Waldorf curriculum, developed by Austrian philosopher Rudolf Steiner, has emphasized the concept of “heads, hands, and heart,” promoting a balance of physical, mental, and spiritual well-being in students. Waldorf education seeks to foster individuals who are motivated to serve humanity with strength of will, depth of feeling, clarity of thought, and the ability to work with others.
Today there are more than 1,000 independent Waldorf schools worldwide, including 21 in Canada, and 9 in British Columbia alone. The only school in the North Okanagan to offer a Waldorf education is Cedar Bridge School, in Whitevale (20 minutes outside of Vernon).
Nestled between farm and forest, Cedar Bridge’s early childhood and elementary school campuses offer spacious rural settings that set the stage for expansive outdoor play –trees to climb, forts to build, forests to explore and running games galore.
The school’s educational offerings include the following:
Early Childhood Programs (Preschool through Kindergarten, ages 3-6): The Early Childhood programs offer a welcoming, homelike environment that seeks to preserve children’s sense of wonder and imagination, while providing them with a balanced school-day rhythm that inspires inward reflection and outward action.
Common activities include counting games and rhythmic activities, songs, nursery rhymes, puppets, fairy tales, games and outdoor exploration. These are designed to cultivate familiarity with language, strengthen memory, imagination and listening skills while building the foundation for literacy.
Students also perform fine-motor tasks such as watercolor painting, beeswax modeling and finger knitting, which helps develop motor skills, coordination, and concentration.
Grade School (Grades 1-5): Subjects studied in the primary through middle grades include writing, reading, spelling, poetry and drama; folk and fairy tales, fables, legends/myths, world religion stories, and ancient civilizations; natural sciences; and mathematical concepts.
The school day typically begins with a long, uninterrupted “main lesson” on one of the above topics. Following recess, teachers present shorter “run-through” lessons with a more recitational character (such as foreign-language lessons). Afternoons are devoted to lessons in which the whole child is active, such as eurythmy (movement set to music and speech), games, or handwork.
Middle School (Grades 6-8): Subjects of emphasis for middle-school students include creative writing, reading, spelling, grammar, poetry and drama; medieval history; the Renaissance; world exploration; American history; biography; geography, physics, basic chemistry, astronomy, and physiology.
As with the earlier grades, the middle-school day typically begins with a “main lesson,” followed by afternoons devoted to more active lessons. Special subjects that may be taught to middle-school students, as well as to younger students, include handwork (knitting, crochet, sewing, cross-stitch, basic weaving, toy making, and woodworking); music (singing, pentatonic flute, recorder, percussion); foreign language (varies by grade); and art (watercolor painting, form drawing, beeswax and clay modeling, perspective drawing).
If you are interested in learning more, please contact Laurel to ask questions and to arrange a school tour (firstname.lastname@example.org, or 250-547-9212). We do accept mid-years transfers and are already taking applications of interest for September 2018.
“Illuminate a child’s path with knowledge
Kindle the fire of wonder in their souls.”
– Rudolf Steiner
Founded in 2006, Cedar Bridge has been steadily growing and now offers early childhood and elementary education from Kindergarten to Grade 8. Our teachers are certified educators in BC and have further training Waldorf education. The school operates as a BC Ministry of Education Independent School with a Group 1 Classification.


Learning by Doing Through Research Opportunities
The Arizona Student Emergency Fund will enable us to act rapidly and strengthen our ability to assist college students, right now and in the future. Please contactProfessor Wesley Pittsto review requirements for all programs listed beneath.
The program consists of advanced preparation in science to develop each breadth and depth in science subject material background. Preparation in analysis methods in science training, as well as research of latest developments in the broad subject of professional education, is included in the program. The Science Education program prepares leaders for science training roles in secondary and higher schooling. We imagine that professional science educators ought to be totally educated in their content self-discipline and convey fashionable theories of studying and training to bear on their scholarship as professional academics and of their research for the doctoral diploma.
The Kearney department throughout the wider University of Nebraska System was founded as a teacherâ€™s college. Today it offers dozens of unique academic and professional degree packages, together with many on-line packages. To decide the best science teaching programs we first looked at every program in the nation that offers the degree on-line.
Error framing has been proven to lower student anxiousness about making mistakes (Bell and Kozlowski 2008), increase student motivation (Steele-Johnson and Kalinoski 2014), and enhance studentsâ€™ connections with faculty (Cooper et al. 2018a). Students instructed that, when utilizing clickers, instructors might present points for taking part as opposed to points for accuracy, which would reduce their anxiousness.
Ted Neal, clinical associate professor in science schooling is using OpenHawks grants to enhance school affordability and provide a better educational experience for his students. in Science Education assumes that candidates have accomplished an undergraduate main in a given science area (or combination of science areas), science schooling, or in elementary education with a science emphasis. A candidate’s specific program of examine might be approved on a person basis with the science education school. The Science Education program prepares college students to communicate effectively as educators and researchers to be able to lead future generations in science and technology schooling. Her research and practice focuses on elementary lecturers’ studying across the skilled continuum with emphasis on supporting youngsters’s scientific discourse and practices.


Educationists explain this is important especially in the current scenario as pupils spend hours glued to their computer screens.
Brief breaks are integral to learning and schools in the UAE are realising this like never before, as they find new ways to ‘press the pause’ to help students relax and reboot themselves between online classes.
Educationists explain this is important especially in the current scenario as pupils spend hours glued to their computer screens with everyone pivoting towards online learning. Experts believe that not taking regular breaks can lead to a marked decrease in academic performance and in some cases, serious health concerns like anxiety, insomnia and depression.
Pramod Mahajan, principal of Sharjah Indian School, said: “The 20-20-20 rule is a scientifically approved approach that has three pronged benefits. It helps deal with three types of fatigue. it assists in relaxing the brain, it reduces strain on the eyes and aids in reducing pressure on the veins allowing better blood circulation in the body. So after every 20 minutes, we encourage our students to take a 20 seconds break by walking 20 feet. The same will be implemented as 40-40-40 when students return for onsite learning.”
The school has installed sanitising dispensers at specific distances allowing children to take 40 steps after every 40 minutes.
“Even rubbing the hand with the sanitiser for 40 seconds has the effect of a massage and acupuncture. This break time rule is based on a paper that was read out in Cambridge. It helps children to disconnect with the current thought process and resume with rejuvenated energy”, added Mahajan.
Brain exercises, laughter therapy
While schools reinvent the idea of ‘recess’, the aim is to give children some time away from their devices. Quick yoga sessions and stretching exercises gives everyone a chance to take a few breathers.
Arogya Reddy, principal of Ambassador School Sharjah, pointed out: “We have introduced the concept of the ‘Brain Gym’ to our students, engaging them in fine motor and gross motor skill development. Students do stretch exercises, bending, rotating their shoulders and twisting of fingers. Apart from this, we also have break out room, where children collaborate in smaller divisions virtually, to discuss an issue and then return to the main group.”
He added: “We also have laughter therapy sessions for both teachers and students. There are different kinds of laughter like the Ladoo laughter where the cheeks bulge out and lips are tightly sealed. Chuckling laughter where there is no sound and only the teeth are visible. Then, ‘Boisterous Laughter’ where children laugh out loud.”
In some schools, icebreaker activities vary on a daily basis helping pupils get some energy out, reduce frustration and increase focus and attention.
Sangita Chima, principal of Amity School Dubai, said: “Older students create spontaneous activities like dance bursts and flash mobs, keeping a two-metre distance between every student. Our games teacher organises mindfulness breathing exercises, yoga, stretches and energisers following the physical distancing norms. A ‘brain break magic pot’ of ideas for fun activities is also used to keep students busy during short breaks.”
Therefore, schools encourage children to move around and get physically active during wellness breaks which are put in place after every period.
Annie Mathew, principal of Gulf Model School, underlined: “Students are motivated to take part in off screen wellbeing activities which specially focus on screen detox and mindfulness during break time. Exercise for the hand focusing on fingers and wrist are carried out during breaks. Children are also encouraged to do regular eye exercises.”
Breaks help students stay focused
>A few moments of exercise can reset their attention if students are getting bored
>Brain breaks – short activities that stimulate curiosity can help improve the mood
>Set aside time in the class for creativity to help boost kids’ imaginations
Click here to read more news from @khaleejtimes


Due to the country’s poor economic stability and growth and frequent changes in power, education in Ukraine has been unsustainable and inadequate. In 2017, a new law on education was signed, aiming to improve the educational system in Ukraine. Below are 8 facts about education in Ukraine, and how the government is trying to improve its educational system.
- Ukraine has one of the highest rates of national spending on education in the world, with 6 percent of gross domestic product (GDP) being devoted to education funding. Despite this large quantity of funds, education financing decreased by 1.2 percent from 2013 to 2017. The 2017 Law of Ukraine on Education commits the country to devote at least 7 percent of GDP on education. This is in an effort to remedy the problems of inadequate facilities and insufficient teacher salaries.
- A section of the new Law of Ukraine on Education is sparking major international controversy. The law, which will gradually develop between 2018 and 2020, states that all secondary education will be taught in Ukrainian. The debate about the country’s accordance with the standards of the European Union is in relation to the treatment and accommodation of minorities throughout the country. Hundreds of thousands of Romanians, Moldavians, Hungarians, and Russians live in Ukraine. These citizens and the leaders of their countries of origin feel as though this language law marginalizes minority groups. Response to the law by foreign officials was swift and explicit. For example, Hungarian Foreign Minister Péter Szijjártó has been expressing that Hungary would not support Ukraine’s initiative of European Union integration. To date, it is unclear whether this portion of the law will be executed or not.
- Despite the language controversy, the new education law demonstrates positive forward motion and the Ukrainian government’s understanding of the existing inadequacies. The law put into effect by Ukrainian president Petro Poroshenko on September 25, 2017, provides funding for better materials and technologies in classrooms. Education disparities were most prominent in rural schools still using older technology and teaching methods. As a whole, the movement sways away from the previous structures of education in Ukraine. Then, the focus was on uniformity and rote memorization of impractical facts. Now, the law calls for a greater focus on the student as an individual and their applicable skills.
- One of the focuses of this new education reform is on primary education. In fact, observation of 100 schools nationwide will serve as experiments of the new system. The new primary school system introduces children to courses that foster critical thinking and analysis. Classrooms will now have accommodations so that children may learn while sitting or lying on the floor. Additionally, new building toys such as Legos will be available, which help to develop fine motor skills. Finally, this type of education mandates a smaller class size and greater teacher salary.
- Ukraine has the smallest class sizes in the world, but this ratio is due to the number of students decreasing at a higher rate than the number of teachers. However, communities are hesitant to close schools. Additionally, as of 2016, funding for schools came from the regions, while the community was maintaining management and maintenance. Furthermore, schools with low enrollment are continually receiving funding because the surrounding community is providing support. Overall, the average class size is nine students despite these efforts.
- More Ukrainian students are choosing to attend universities abroad than ever before. In 2016, 176 percent more students studied abroad than in 2006, with over 60,000 Ukrainian students enrolled in abroad programs. Students who make the decision to leave Ukraine for their collegiate education are seeking to make themselves more marketable to employers internationally and to escape the poor economy of Ukraine.
- The Ukrainian education system is switching from an 11-year program to a 12-year program. This includes four years of elementary education, five years of basic education, and three years of branch education. The final three years will serve as either academic or vocational training. This will prepare students to study an area of interest at a higher level or to enter the workforce. This change is also in an effort for education in Ukraine to align itself with European standards.
- An important highlight of the country’s new education law is its focus on inclusive education, a facet of education never before adopted in Ukraine. The new law allows for teacher specialists to work with children with physical and mental disabilities. This further allows them to integrate into special programming in ordinary schools.
These 8 facts about education in Ukraine highlight the country’s hopes of improvement for its school system through the implementation of Law of Ukraine for Education. If the spirit of these goals is successful, Ukraine will continue to advance the inclusion and quality of its schools, overall improving the education of all students.
– Gina Beviglia


The age range for primary 1 level is 6 – 7 years old.
In this level, the children are expected to continue developing and strengthening their foundational skills in Math and English, which they need to understand the more advanced topics and skills in the upper primary levels. They will also be having new subjects like Science, Morals and life skills, Bahasa Indonesia, Agama or Religion, and others.
In the Primary 1 level, the children will also learn to be more independent as well as responsible for their own possessions. They will learn to work cooperatively and respectfully with the other children in their class.
Primary 2 is basically a continuation of Primary 1.
The children will encounter the lessons they had in the first level especially for the skill based subjects like Math, English, Bahasa Indonesia & Bali, Computer, Arts, etc… The difference would be that the skills would be a little more complicated. In Math for example, the children will continue to learn about addition but this time, there will be more numbers to be added, as well as the process of “carrying numbers”. In English, there will be longer words to read and spell, many of which are not phonetically pronounced.
For knowledge based subjects like Science , Sosial, PKN, and others, the children will meet and discover new and more exciting information which they both have to understand and remember.
Although the tasks the children are expected to perform and finish are more complicated, all are age appropriate.
This level is the third year in primary and is made up of children aged 8 – 9 years. Primary 3 is generally a transition year. The reading materials or passages they read are longer and they are expected to start learning how to analyze and apply what they have read to different situations. The Math concepts are more difficult especially since they need to start memorizing the multiplication tables. Science continues to get more interesting as they learn about basic physical and earth sciences.
Responsibility or being responsible is an attitude that the school aims to develop and strengthen in this level. This involves not only taking care of one’s things in school but also about doing tasks they are assigned to do both here and at home. Primary 3 is also about learning to work more cooperatively with others.
This is the fourth level. The children in this level are aged 9 to 10 years. During this time, they are expected to continue growing in competency in their various skills and interests. Together with developing in independence, these children will be given more tasks to help them grow in responsibility too. In the different subject areas, skill taught will continue to gradually increase in difficulty. There will be more materials to read, comprehend, analyze and synthesize.
The foundational skills taught in the lower primary levels (Primaries 1 to 3) continue to be used and built upon as the students move to the higher levels. This continues to be true in Primary 5 where lessons continue to grow in difficulty and depth. In this stage too, can be seen emotional, physical and social changes in the students. The students are in the stage where they are developing more awareness of themselves, other people and their environment, relationships, and independence. Continued guidance is necessary and valuable as they learn to make proper decisions and grow in self-control. In this level, the students will be given more responsibilities not only for their own concerns but also for those younger than them in school. They will be given more leadership roles in the various events and activities in school.
This is the last level before the students step into secondary or high school. This level is composed of students aged 11 to 12 years and is characterized by more opportunities to express one’s ideas both orally and written. The students will continue to be exposed to activities like debates or writing articles about one’s opinion regarding present issues in school or in the society. The students will read more non-fiction materials and learn more about prose and poetry. Their mathematical skills will be challenged by new and more advanced skills in computation and logical thinking. They will be faced with bigger concepts and issues in Science, Social Studies (IPS), Civilization (PKN), in Global Perspective, and in Health Education.
The Primary 6 students are expected to be more self-reliant and independent, as well as show greater responsibility for their decisions and actions, and more self-control.


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Assessment of Dyslexia, Reading Disorders, and Specific Learning Disabilities: Testing for Teaching
September 30 @ 7:00 pm - 9:00 pm$30.00
Presented by Susan Lowell. According to federal special education law, IDEA, and the US Dept. of Education, Office of Special Education and Rehabilitative Services (OSERS), schools can, and should, make the diagnosis, and as early as possible. We’re here to help you by bringing in one of the world’s top authorities on testing for dyslexia. Let’s not make them wait until they’re teens, or even adults, to get the research-based help they need. Let’s change their lives now by making that diagnosis.
In this timely session, assessment of specific learning disorders (SLD), including dyslexia, conducted in public schools will be discussed using a component model and an educational diagnostic approach. The definition and prevalence of dyslexia, the most common language-based specific learning disability, SLD, will be presented. Assessment will target the symptoms of dyslexia and reading disorders. The role of receptive and listening vocabulary; phonological and phonemic awareness; phonological memory; rapid automatic naming; early literacy skills including letter name and letter sound, phonics accuracy and automaticity; decoding; fluency; orthographic processing; reading comprehension; spelling; and writing development in literacy development will be discussed.
The important information presented will include a review of federal special education law, IDEA, as it pertains to SLD and dyslexia assessment, identification, and diagnosis in public schools. US Department of Education, Office of Special Education and Rehabilitative Services (OSERS) guidances concerning SLD and dyslexia will be shared. Analysis of DSM-5 and its criteria for identification, diagnosis, remediation and accommodation of diagnosed learning disorders will be presented. Professional and ethical guidelines when using standardized assessment measures used for clinical evaluations will be reviewed. Testing for teaching will be the focus of this session. “Testing for teaching” means that assessment will be linked to instruction, generating recommendations for specially designed instruction, together with needed accommodations or modifications to the regular education program. A well-conducted assessment identifies a student’s strengths and weakness. It provides a guide for developing individualized evidence-based literacy instructional planning. If you need the information necessary to diagnose dyslexia and other reading disorders, don’t miss this session.
Earn 2 CE hours or, for SLPs, 2 CMHs. Go to www.readingwithtlc.com


Objective: Low health literacy predicts poor health, but the underpinnings of the associations are yet to be understood. This study tested the associations between health literacy and three objective health outcomes in older people and investigated the extent to which general (not health-related) cognition and earlier life-course factors such as childhood cognitive ability, educational level and occupational class accounted for these associations.
Method: Participants were 730 community-dwelling older people (350 women; mean age 72.50 years, SD = 0.71). Physical fitness (defined by walk time, lung function, and grip strength), body mass index, and count of natural teeth were used as health outcomes. Rapid Estimate of Adult Literacy in Medicine (REALM), Shortened Test of Functional Health Literacy in Adults (S-TOFHLA), and Newest Vital Sign (NVS) were used to measure health literacy. Age 11 and concurrent general cognitive ability, educational level, and occupational social class were used as covariates.
Results: Lower REALM, S-TOFHLA and NVS scores were associated with worse scores on all health outcomes (β = .09 to .17). However, cognitive ability in old age and childhood and educational and occupational levels accounted for the majority of these associations: After adjusting for these covariates, only physical fitness was significantly associated with REALM and S-TOFHLA (β = .06 and .11).
Conclusions: Low health literacy was associated with poorer health largely because it reflected general cognitive ability, educational and/or occupational levels. These variables plays some role in health beyond their association with the reading and numeracy skills captured by common health literacy measures.
PsycINFO Database Record (c) 2014 APA, all rights reserved.


Is it back to school time already?
Yes, it is!
Are you ready?
No, you are probably not. So, your friends here at 7 Generation Games want to lend a helping hand. To follow up our lesson plans on introducing fractions and teaching equivalent fractions, we want to talk about converting fractions to a whole number.
The simplest case to start converting to whole numbers is when a fraction =1
This presentation gives several examples of when a fraction = 1, using eighths, thirds and quarters. Examples include riding your horse to make one whole journey or eating one whole pot of stew. We know from experience that students benefit from examples in multiple contexts. Want it as a PDF? Get it here.
We also know that students may learn in different ways, which is why we made a video of this presentation as well. Want to link to it on your class website so students can review? Help yourself!
When does a fraction = 1 in Video
End your class with style learning fractions by playing Fish Lake
In Fish Lake, players practice with Fractions while learning math problem-solving strategies.
Intructions: MAC OS X, Win 7, Win 8, Win 10.
|Recommended for||4-6 grade|
|Math Standards alignment||5-6 grade|
|Available for||Mac, MAC OS X, Win 7 Win 8, Win 10|


Music for babies?
And why not? Just like how music can be therapeutic for you, it may well work for baby too. Research has also shown that studying music from a young age profoundly influences cognitive development.
Bloom School of Music & Arts is one of the few music schools in Singapore to offer music for babies through the use of the Musikgarten programme.
What is Musikgarten?
Musikgarten’s music curriculum was created in 1994 by Dr. Lorna Heyge and Audrey Sillick.
Dr. Heyge’s education in music is extensive, and Kindermusik was her brainchild in 1974, an early childhood music programme adapted from a music curriculum she was commissioned to teach. She sold the business in 1993.
She met childhood education specialist Audrey Sillick in the Toronto Montessori School, and continued studying the role of music and movement on the development of young children. Dr. Heyge and Sillick then worked together to develop the Musikgarten curricula in 1994; the culmination of their beliefs and studies which reflect their combined education, experience and current research in childhood development.
Musikgarten’s approach to music is fun not only for children, but for parents and teachers alike. Their comprehensive and progressive early childhood programme spans the first nine years of a child’s musical development before culminating in group piano lessons. To foster music literacy and nurture independent and thinking musicians, patterns and songs are repeated and built upon, addressing students’ needs at each level.
Why choose Musikgarten?
The people behind the Musikgarten curricula believe that:
- All children are musical
- Music meets the needs of children, and benefits them holistically
- Music must be introduced at an early age, and must involve the family
- We can cultivate a child’s appreciation for music and the natural world around him/her, and build his/her foundation for life-long music making, by using high quality educational resources and instruments
- A carefully sequenced approach to music reading allows a child to fully participate in musical experiences of all kinds
Musikgarten’s philosophy is rooted in the understanding that movement and music activities are beneficial for a child’s holistic development. Early childhood music education can positively impact language development, self-expression, memory skills, concentration and listening skills, social interaction, fine and gross motor skills and coordination, problem solving, goal setting and teamwork. The child’s learning experience can further impact other areas of development such as creativity, family bonding self-esteem, confidence, and emotional development.
This is one of the many activities you get to enjoy with your baby in our FMB classes. Read on for the benefits of joining us in class.
The Musikgarten Family Music for Babies (FMB) experience:
- Increases baby’s curiosity about music
- Establishes a foundation for singing and musical thought
- Develops baby’s listening skills and sense of rhythm
- Encourages bonding, and musical play with baby
- Allows for social interaction with other parents and their babies
- Stimulate the development of baby’s left and right brain through music
This programme is designed for newborns to 18-month-old toddlers and their parents to attend together, in a group of up to 7 babies. This programme is also suitable for pregnant mothers—the foetus will be bathed in the musical environment, which promotes brain development.
Each class features various types of musical play such as; bouncing and rocking songs; wiggle, tickle, and peek-a-boo games; and singing, moving, and dancing; all of which are easily replicated. You can continue the musical experience at home with the Family Pack* consisting of a Parent Guide Book and a CD (optional – rhythm sticks, a Musikgarten rattle and colourful scarf).
Register for a trial lesson at just $27!
Sign up on the same day, we will waive off your registration fee of $49 AND give you the imported Family Pack* worth $127 for FREE! You have an immediate total savings of $176!
Why wait? Give us a call or drop by our studio now! Contact us here for more info.


Some people believe that courses of performing arts (e.g. dance, music, drama etc.), should be funded by government. Others believe that these should be funded through other ways (e.g. businesses or student’s family). Discuss both views and give your opinion.
People are divided on the source of funding for courses of performing arts. Some opine that government People are divided on the source of funding for courses of performing arts. Some opine that government should provide financial support to talented students who intend to pursue a career in performing arts such as dance, music or theatre. However, many people believe that taxpayers’ money should not be wasted for this purpose, and students should look for sponsorship from other sources like corporates or their own families. This essay intends to examine both perspectives. I, however, side with the former view.
The major reason for state funding for students of performing arts is that this education contributes to making a well-rounded student. Arts education has been proven to help students increase cognitive development, inspire motivation and discipline, develop confidence and inventiveness, and hone communication and problem-solving skills. So, children do well in other subjects also. For example, in a study it was seen that students who study the arts continued to outperform non-arts students on the Scholastic Aptitude Test (SAT).
Another big advantage is that it encourages the pursuit of extra-curricular activities. Children get a chance to show their creative expression. When such hidden abilities are exposed in school time, then those with exceptional talent can be encouraged to adopt it as a profession later-on in life. Secondly, these subjects are excellent stress-busters. Performing arts break the monotony of tough academic studies. Last but not least, such performing arts help to keep our culture and tradition alive. For the reasons given above, it is believed that government funding on such subjects is justified.
On the other hand, those who are opposed to state funding contend that since it is mostly students themselves who benefit from art education, they should seek aid from other sources such as corporate funding and their own parents. For instance, like any other professionals musicians, dancers and actors also earn large sums of money from stage shows and other public performances. They also believe that since enormous amounts of money is required to fund art education, it would become an unnecessary liability for government, as it has more important priorities to deal with.
To sum up, funding of performing arts courses, should be done by government, as these courses keep our culture and tradition alive, complement academic study, bring out hidden talent and break the ennui of tough academic studies.


Individualize Instruction to Provide Targeted Remediation
GSN’s digital curriculum offers the opportunity to individualize instruction to address the unique remediation needs of each student.
Develop Basic Skills with Age-Appropriate Content
GSN’s Foundations courses are specifically designed to address the interests and maturity of students ages 13 and older. Moving at an individual pace, each student is able to take as much — or as little — time as they need to acquire skills appropriate to grades 3 to 8. Interactive multimedia instructional content, extensive scaffolding, frequent opportunities for practice, and integrated formative assessment help students succeed where they did not in the past.
Prepare Students for Success in Algebra I
GSN’s math Foundations courses integrate carefully paced, guided instruction with interactive practice to remediate math skills required for students to succeed in Algebra I and beyond.
Support Literacy Development for Struggling Readers and Writers
GSN’s English Foundations courses offer solutions for below-basic and below-proficient readers and are designed for adolescents who need structured remediation in reading and writing. Scaffolded instruction and extensive practice focus on the development of reading comprehension skills and strategies, as well as writing and composition.


"Music is my life. I treat every day as if I am the starring role in a musical" - Ava, Year 5
At Holy Family we believe that all children should be inspired by music and that every student has the right to an outstanding music education. We aim for children to develop a love of music, developing intrinsic musical skill, knowledge and understanding. We are also passionate about the power of music and the impact it can have on a person’s emotional, social, personal development and well-being.
Through high quality teaching we aim to provide our children with the opportunity to develop performance, composition and listening skills through exploring a variety of musical styles, traditions and genres and by taking part in a wide range of musical activities and performances.
The national curriculum for music aims to ensure that all pupils:
*perform, listen to, review and evaluate music across a range of historical periods,
genres, styles and traditions, including the works of the great composers and
*learn to sing and to use their voices, to create and compose music on their own and
with others, have the opportunity to learn a musical instrument, use technology
appropriately and have the opportunity to progress to the next level of musical
*understand and explore how music is created, produced and communicated, including
through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture,
structure and appropriate musical notations.
During Key Stage 1 pupils will:
*use their voices expressively and creatively by singing songs and speaking chants and
*play tuned and untuned instruments musically
*listen with concentration and understanding to a range of high-quality live and recorded
*experiment with, create, select and combine sounds using the inter-related dimensions
During Key Stage 2 pupils will:
* play and perform in solo and ensemble contexts, using their voices and playing musical
instruments with increasing accuracy, fluency, control and expression
* improvise and compose music for a range of purposes using the inter-related
dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* use and understand staff and other musical notations
* appreciate and understand a wide range of high-quality live and recorded music drawn
from different traditions and from great composers and musicians
* develop an understanding of the history of music.
On leaving Holy Family, all of our children will have had access to whole class guitar (Y3 & Y4), recorder (Y5) and flute (Y6) tuition delivered by either class teachers or instrumental teachers provided through the Cumbria Music Services Wider Opportunities Programme.
Singing is woven into our school life in a variety of ways. Our learning throughout the school curriculum is enhanced by singing wherever possible and it also enables us to have strong links with our church and parish community. In Key Stage 2, children are given the opportunity to be part of the school church choir and to join the singing club as an extracurricular activity.


Fun Ptarmigans Quiz – FREE Interactive Kids Science Quiz Games Online
Enjoy this Easy Science for Kids Ptarmigans Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Ptarmigans. You need to answer all the questions to be able to get your score. You can do this fun quiz about Ptarmigans again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the Ptarmigans.
The Ptarmigans Quiz & our FREE Online Quizzes
Our easy science quizzes are a free of charge online resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Ptarmigans quiz helps your kids learn fun facts about Ptarmigans while enjoying this FREE interactive science quiz for kids.
If your kid is home-schooled by you, or is interested in learning about the world we live in, then this is a fun activity, with reading comprehension benefits for kids in 1st to 5th grades. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun science quiz for kids on Ptarmigans.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension in a faster and more efficient manner as they train to remember what they read, or you can limit the number of times your kids can read about the quiz topic, before they do the actual free quizzes online we offer.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other science quiz games, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Ptarmigans quiz answer they think is correct, and at the end you get the quiz score. Your child can try unlimited times doing the Ptarmigans quiz, till gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
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In alignment to District 300’s mission, to become college and career ready upon graduation, students who graduate from D300 schools will be able to read with confidence, write with purpose, speak with meaning, and think critically as they enter into colleges and any career.
Elementary English language arts instruction allows students to foster an understanding and working knowledge of foundational skills including concepts about print, alphabetic principles and conventions of writing with the goal of ensuring students are effective readers. As students progress throughout elementary school, they will read more challenging texts to strengthen their understanding of what they read while building a strong vocabulary knowledge. Students will also begin to write for specific purposes, including: to inform, explain, or tell a story.
Middle school English language arts instruction continues to build upon the foundation of reading and writing that began in elementary school. Students will encounter more rigorous texts in order to strengthen their comprehension and find connections across text types. Through informational texts and literature, students will develop a stronger vocabulary in order to better understand texts. Students will write arguments focused on claims and relevant evidence, write informative texts to examine a topic and convey ideas, and write narratives depicting real experiences and events.
High school English instruction builds upon the foundation of reading and writing in middle school with the emphasis on deepening a student’s understanding to be college and career ready. Students will encounter more rigorous passages while continuing to strengthen their comprehension and find connections across informational texts and literature. Students will write arguments focused on claims and relevant evidence, write informative texts to examine a topic and convey ideas, and write narratives depicting real experiences and events.
Director of Literacy


This task will allow you to demonstrate your knowledge of oral language development as well as the environments that may enhance children’s oral language. The assessment is divided into two parts:
Part A) Oral Language Analysis
1. You need to collect two oral language samples from a focus child, aged between two and five years. One setting should be the focus child playing with another child, while the other should be an interaction between you and the focus child. Note details of the context in which each of these conversations take place, using Halliday’s three key features that influence a language register – the field, tenor and mode (as
described by Fellowes & Oakley, 2014 in the prescribed
described by Fellowes & Oakley, 2014 in the prescribed textbook). Recording the conversation is the easiest way to collect each language sample, however detailed written notes will suffice if recording is not possible. Five to ten minutes of conversation is appropriate. Ensure you seek parental permission (and the child’s where appropriate) but do not include this or the recording with your assessment.
2. From the recordings, select one or two sections from each language sample to transcribe into written form. Each transcription should be no more than a page in length and must be included in your assessment as an appendix. The transcription should be true to what the child said, i.e. the way in which they expressed words/sentences. Do not make grammatical corrections when transcribing as this is part of the analysis process. Use line numbers to denote a change in speaker as this will assist when referring to examples in your analysis. Please use pseudonyms for the children to maintain confidentiality. Each transcription should be set out as shown in the following example:
Appendix 1: Language Sample 1
Line 1: Child’s name
Line 2 : Adult’s name
What’s the doggy playing with?
Line 3 : Child’s name
He play with ball.
3. Submit a written report following the guidelines
Begin the report with some background information regarding your focus child (age, language spoken at home etc.) that is relevant to this child’s oral language development and a brief context for each of the language samples included in this assessment (approx 250 words).
Then, using the transcriptions, analyse the child’s language and your contributions to the exchange as an educator. In your analysis, refer to elements of your transcription to provide examples and make clear links to readings. Use the following headings to structure your analysis (approx. 400 words for each):
i) Development of oral language – This section should refer to developmental milestones, the components of spoken language, and EYLF Outcome 5.
ii) Functions for which the child is using language – This section should refer to the functions of language as proposed by either Halliday or Tough; and the concept of a language register by comparing the language used within each conversational context.
iii) Critique of adult participation in the language exchange – This section should refer to specific techniques adopted by the adult that may have enhanced or impeded the child’s use of language.
Finally, drawing on EYLF Principle 2: Partnerships, conclude your report with a discussion on the
importance of early childhood educator- family
importance of early childhood educator- family partnerships in relation to children’s oral language development (approx. 250 words)
Part B) Prepare and submit a Parent Newsletter
Drawing on what you know about the importance of the home environment for enhancing children’s oral language development, design an A4 sized (single page, approx. 300 words) newsletter you could give to parents informing them of how they can encourage their child’s oral language development, including some practical ideas on how they can facilitate this..
Length – The maximum length of this task is 2000 words (including the newsletter and excluding the transcripts). Work submitted beyond 10% over the required word limit will attract a 10% penalty.
In completing this assignment you will apply knowledge gained from the set readings in a practical situation. It provides you with opportunities to further develop an understanding about several aspects of young children’s early language development.This assessment task assists in working towards the following outcomes:
• identify environments that enhance children’s language and literacy development
• understand key roles adults can play in enhancing or
• understand key roles adults can play in enhancing or impeding children’s language and literacy development
and in doing so, reflects the subject learning objectives related to oral language development and linguistic diversity.


The John F. Kennedy Center has been awarded a grant under the Arts in Education National Program to provide arts and arts education experiences for students, teachers, families, and the general public in the Washington, D.C. metropolitan community and throughout the nation.
The Kennedy Center opened in September 1971, when President Dwight D. Eisenhower signed legislation to create a National Cultural Center.
For the past 40 years, the Kennedy Center has been committed to developing and implementing quality arts education and arts integration initiatives for pre-kindergarten through grade 12 children and youth throughout the nation. The Center strives to provide unique art education opportunities for those in underserved communities and those with disabilities.
Each year, the Center's educational programs directly serve more than 11 million people, including opportunities presented through the National Symphony Orchestra, the Washington National Opera, and VSA.
Through the grant under the Arts in Education National Program, the Kennedy Center will develop, implement and/or expand its efforts in arts education and arts integration on the national level for pre-k – grade 12 children and youth with a special emphasis on serving children from low-income families and children with disabilities by:
Providing model arts education and arts integration programs and resources.


The chords of smooth jazz resonate in one’s mind as the pages of a textbook are flipped through.
Some people say that listening to music helps them focus when working, while others find music to be a distraction.
Currently, no conclusive research has been done, but we can still grasp some insight on both sides of the issue.
“There is more evidence that music hurts test performance than that it helps,” said Susan Teubner-Rhodes, a professor of psychology at the University.
Teubner-Rhodes said students who listen to music while doing work tend to have a lower reading comprehension of the material, as well as poorer retention of the information.
“Your memory works best if you learn in an environment that’s similar to the testing environment,” Teubner-Rhodes said.
This method encourages studying in silence, which would better replicate a test-taking environment.
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However, personality does seem to affect the likelihood of playing music while studying.
“Introverted students are less likely to listen to music while studying than their extroverted peers,” Teubner-Rhodes said.
She elaborated by explaining that “music impairs reading comprehension and memory in introverts but not extroverts.”
Overall, music’s efficiency seems to be rooted in the individual, not the audio.
“Listening to … music that you enjoy will be more relaxing than … music that you find unpleasant, Teubner-Rhodes said.
The majority of research done in this field indicates that the positive responses to studying with music are dictated by the difficulty of the task.
Nancy Barry, a professor in music education, said results often depend on the age and ability level of the student, as well as the complexity of the material.
Barry said other studies in music therapy that show positive effects when patients listen to music.
“There have been some studies working with debridement on burn victims, and it shows that they have a greater tolerance for pain,” she said.
Barry said these studies also show “that some types of music can lower blood pressure [and] reduce anxiety.”
However, Barry said listening to music, especially while reading, seems to distract the student’s ability to process the information.
The brain is processing language from both the words on the page and the lyrics in the song, she said.
“It’s like the old saying – ‘beauty is in the eye of the beholder,’” Barry said.
She said students will vary in what type of music they prefer to listen to for studying.
“Of course, the individual will choose music that they find most soothing,” she said.
Haley Willis, junior in psychology, said she believes that her work is supplemented when listening to music because it enhances her focus.
Willis’ personal preference is cafe jazz and instrumental gospel music.
“I have problems concentrating,” Willis said. “Listening to instrumentals helps me concentrate on my work without the song lyrics distracting me. If I am doing math work … I tend to listen [to] faster music with lyrics in it.”
As a teacher, Barry said her biggest takeaway is for students to experiment and understand their own learning styles.
“If you study with music, and your grades get better, keep doing it,” she said. “If you feel distracted, turn it off.”
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Why study here?
The Junior Academy is a national programme, which prepares young music students for studies in a higher education institution. It functions as a part of the University of the Arts Helsinki’s Sibelius Academy, in which teaching, artistic activity, and research form an interactive university-level learning environment. The goal of the Junior Academy is to introduce musically gifted children and teenagers to a high-level music community at a young age.
About the studies
Junior Academy students have either a main instrument or a major subject.
Main instruments in classical music:
- woodwind and brass instruments (flute, oboe, clarinet, bassoon, saxophone, French horn, trumpet, trombone, baritone horn, tuba)
- percussion, harp, piano, organ, voice
- string instruments (violin, viola, cello, double bass)
- period instruments of early music (wind instrument, string instrument, harpsichord or lute)
Major subjects in classical music:
- composition and music theory
- folk music as a major subject
- jazz as a major subject
Besides studies in either a major subject or a main instrument, you will also study music perception and ensemble playing. You will also have the chance to receive tuition in the other fields represented at the Sibelius Academy. You will give at least one public performance per academic year (for example, in a matinee organised by the Junior Academy), and the performance will be assessed by the Academy.
You will complete studies based on a personal study plan that you will compile with your teacher or with the head of the department. The study plan will take into consideration not only the objectives of music education, but also the learning objectives of elementary and secondary education.
The primary purpose of the Junior Academy is to prepare students for future music studies on a higher education level at the Sibelius Academy or some other higher education institution.
See our study guide for degree structure and course descriptions (to be updated)
Provincial youth training
The Sibelius Academy’s teachers give weekend classes in music institutes all over Finland as part of the Junior Academy programme.
The Junior Academy’s teachers are part of the Sibelius Academy’s staff. Teppo Koivisto is the coordinator of classical music studies, Leija Lautamaja is the coordinator of folk music studies, and Ari-Pekka Anttila is the coordinator of jazz studies.
Teachers in the degree programme (to be updated in December)
The University of the Arts Helsinki’s Sibelius Academy admits new Junior Academy students once a year every spring. The next application period will begin in January 2021. The entrance examinations are held mainly in May.
English, Finnish, Swedish
Annual tuition fee is 340€.
Next application time
Next possible time to apply is in January 2021.
Studies begin in August 2021.
Persons in charge
Vice Dean in charge of the Junior Academy


Sports & Other Recreational Activities for Youths
Research has shown that encouraging children and adolescents to take part in organized recreational activities reduces their involvement in unhealthy activities and supports their physical and mental wellbeing.
Children and adolescents all over Iceland take part in sports; art, music and drama programs; dance lessons and a variety of other organized recreational activities that often lead them to developing their skills into adulthood.
Some municipalities in Iceland subsidize the fees associated with participating in certain sports, creative and youth club activities. The regulations surrounding these subsidies vary by municipality, but more detailed information can be found on the website for your municipality.
The National Olympic and Sports Association of Iceland (ÍSÍ) is the umbrella organization for organized sports in Iceland.
According to the Icelandic Sports Act, Iceland is divided into sports districts, and each district operates a regional federation of all the sports associations in that district.
Within ÍSÍ there are also other special federations of sports associations and sports committees.
Music schools in Iceland are operated by the local municipalities and by private parties. Their websites provide information regarding their activities and music education, as well as application forms.
Ballet instruction in Iceland is handled by private parties.
Many primary schools offer school orchestras. You can find more information on school websites.
Chess clubs are also popular in Iceland.
Most religious associations offer children's activities and youth groups, both within and outside the national church of Iceland
The larger local communities offer summer programs for children. These programs offer a range of opportunities for children and adolescents. Information on summer programs can be found on the websites for the local municipalities, sports associations and community centers.
A limited number of staffed playgrounds are operated in several of the larger municipalities over summer. They are intended for younger children, and age limits vary. Further information can be found on the municipal websites.


- Can you pass the Praxis without studying?
- What are the 4 types of assessment?
- What are the roles of assessment?
- What are the 3 main type of reading strategies?
- How I can improve my reading skills?
- How do you assess your reading skills?
- How do you pass a reading test?
- What are the basic skills in silent reading?
- What are the five reading skills?
- What is the Big 5 in reading?
- What are reading strengths?
Can you pass the Praxis without studying?
You can definitely take the Praxis without an education degree.
Praxis test results are part of teacher certification requirements in many states.
But there are lots of paths to becoming a teacher.
If you don’t have an education degree and aren’t currently pursuing one, don’t worry, you can still take the Praxis..
What are the 4 types of assessment?
A Guide to Types of Assessment: Diagnostic, Formative, Interim, and Summative.
What are the roles of assessment?
Assessment and Learning Assessment plays an important role in the process of learning and motivation. The types of assessment tasks that we ask our students to do determine how students will approach the learning task and what study behaviours they will use.
What are the 3 main type of reading strategies?
There are three different styles of reading academic texts: skimming, scanning, and in-depth reading. Each is used for a specific purpose.
How I can improve my reading skills?
Set aside time to read each day. One of the most effective ways to build your skills is to practice. … Set reading goals. … Preview the texts you read. … Determine the purpose. … Apply key reading strategies. … Take notes while you read. … Apply what you read by summarizing.
How do you assess your reading skills?
Methods of Assessing Reading Comprehension One method is to use a formal assessment, like the example above, with reading passages followed by questions about the passage. Another method is to use informal assessments. Ask students to tell you about what they read or retell the story or event in their own words.
How do you pass a reading test?
How to Pass a Reading Comprehension TestScan the Entire Test. Before you spend too much time on one passage, make sure you look over the entire test. … Focus on the Questions. … Use the Passage. … Work with the Answers. … Learning and Practicing Reading Comprehension Strategies.
What are the basic skills in silent reading?
Here are six essential skills needed for reading comprehension , and tips on what can help kids improve this skill.Decoding. Decoding is a vital step in the reading process. … Fluency. … Vocabulary. … Sentence Construction and Cohesion. … Reasoning and Background Knowledge. … Working Memory and Attention.
What are the five reading skills?
The Five Components of ReadingPhonics. Phonics is the process of mapping the sounds in words to written letters. … Phonemic awareness. Children develop phonemic awareness by learning about sounds (phonemes), syllables and words. … Vocabulary. … Fluency. … Reading comprehension.
What is the Big 5 in reading?
Reading is broken down into five main areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension. According to the National Reading Panel , it’s important to understand these 4 different parts of reading and how they work together.
What are reading strengths?
But depending on the text, any reader can struggle. It’s part of what we do as we wrestle with words and strive to make sense of a challenging text. … In Every Child a Super Reader, we focus on seven strengths for reading success: belonging, curiosity, friendship, kindness, confidence, courage, and hope.


Socrates was born in Athens, the son of Sophroniscus, a sculptor, and of Phaenarete, a midwife, he received the regular elementary education in literature, music, and gymnastics. Socrates followed the craft of his father; according to a former tradition, he executed a statue group of the three Graces, which stood at the entrance to the Acropolis until he 2d century ad. In the Peloponnesian war with Sparta he served as an infantryman with conspicuous
showed first 75 words of 252 total
showed last 75 words of 252 total
ignorance, and that no person is willingly bad; correspondingly, virtue is knowledge, and those who know the right will act rightly. Plato represents Socrates as hidings behind an ironical profession of ignorance, known as Socratic irony, and possessing a mental acuity and resourcefulness that enabled him to penetrate arguments with great facility. Socrates was nonetheless regarded with suspicion by many of his contemporaries, who dislike his attitude toward the Athenian state and the established religion.