While education is the greatest lever for social change, education systems around the world are falling short. Unacceptable gaps in academic attainments, poor social mobility, rising mental health issues and failure to equip young people with the skills they need for 21st century jobs are some of the consequences of education systems rooted in a bygone era.
However, pioneers are beginning to present exciting glimpses into reimagined education — systems with “whole-person learning” at their centre. But pockets of innovation are not enough. Educators need to move away en masse from prevailing systems organised around the narrow set of exams, and think about urgent and increasingly complex global issues that must be resolved. Time is of the essence and we must focus not only on innovation but also on driving systems-wide change — now and in the future.
A century ago, education systems were designed to equip large cohorts of children with basic literacy and numeracy skills for use in manufacturing industries. In developed countries, a standardised model of education was designed to meet this need. Since then, although our education systems have been modernised to some extent, the changes have been modest and too slow.
Meanwhile around the world, there is growing resistance to the spread of globalisation and a return to nationalist movements in favour of separatism and protectionism. In politics, this trend is discernible in Brexit (UK), the upsurge of nationalism in several European countries and momentum that propelled Donald Trump into the presidency of the USA. Narrow nationalism has again become an important force in a globalising world, together with the belief that populism offers easy solutions and simple answers to complex problems. Existing ‘authorities’ and ‘elites’ are experiencing increasing rejection and the rhetoric of political debates has become shrill and vicious.
But while there’s no denying that the hitherto uninterrupted march of globalisation is facing resistance around the world, there’s little chance of slowing down or reversing it. By teaching self-reliance, independence, curiosity, compassion and consideration towards people who are ‘different’, school leaders and teachers can play an important role in removing the apprehensions that have fuelled anti-globalisation sentiments and fanned animosity and intolerance. Schools must prepare students to become strong and mature, and to develop critical thinking skills to resist political manipulation. The mission of schools is to develop responsible global citizens prepared to fight the downsides of globalisation such as injustice, racism and poverty, while simultaneously promoting global harmony, trade and cooperation.
In recent years, it has become increasingly clear that teaching the skills required to improve our world necessitates a paradigm shift in the way we deliver education. Since fear of the unknown breeds ignorance and prejudice, we have a duty to provide our students opportunities to collaborate with people of diverse ethnicities and cultures, especially those most likely to be targeted as ‘the other’. School leaders and teachers have an obligation to consciously teach the skills of communication, collaboration, cooperation and adaptable thinking, which are essential for bridging gaps between people in a rapidly shrinking world. Teaching resilience, communication and critical thinking must become the prime objective of teachers to prepare children to meet the challenges of globalisation. Educators need to inspire students to use new digital technologies to reach out to their peers around the world to discuss common problems of mankind and help the socio-economically disadvantaged through community service, their involvement mirroring the world of work they will ultimately enter with cross-border collaboration becoming commonplace.
Having said this, it’s also imperative that schools must not neglect classic academic education, which is equally necessary for confronting the challenges of globalisation. Robust academic education teaches students to evaluate and appraise information and examine its authenticity and origin. It’s important to bear in mind that social media and their underlying structures and algorithms are increasingly feeding young people around the world with superficial, biased and fake information, often reflecting the divisive and prejudiced opinions of faux intellectuals and false prophets living comfortably in their own unreal information bubbles. The benefit of learning and comprehending history — an important subject in classical education — supplemented with mathematical and scientific training, enables students to independently interpret and evaluate political events and arrive at logical conclusions.
Building on Nelson Mandela’s observation that education is the most powerful weapon to change the world, school leaders and educators need to be in the vanguard of the battle against authoritarian tendencies, anti-democratic movements, and the downsides of globalisation. In accepting the challenge, we render an important service to the world.
(Thomas Schaedler is director-general of College du Leman International Boarding School, Geneva, Switzerland)


Poverty and conflict have denied many people the chance to attend school. Some of them were too poor to access education, some had their schooling disrupted by conflict or famine, and others ended up needing to take care of family or younger siblings. As a result, many young people and adults have failed to acquire basic literacy and numeracy skills. Even without a formal school certificate, acquiring the ability to read and write would enable these people to better support themselves and their families, and participate more fully in their communities.
With overworked teachers struggling to provide formal education, we have developed innovative approaches that use radio broadcasts and recorded lessons on CDs and MP3s as the foundation for our lessons. Broadcast lessons are accessible to anyone with a radio, allowing people to learn without having to leave the safety of their home. Students who wish to gain qualifications can enrol in certified courses in their communities. Our trainers are taught how to support their students in conjunction with these broadcasts and recordings in order to help people gain basic literacy and numeracy skills within six months. They do not need a school building for this, all they need is some simple equipment, and time and dedication. Communities are able to plan the time and location of lessons so they are safe and accessible to all the students.
Want to get a feel of our lessons? Listen to the first of our Speak-Up lessons currently running in South Sudan:
Lessons for these classes include locally relevant materials to help address social issues and problems. Humorous skits and stories are often used to help engage listeners. Local journalists help develop content and collect interviews for the lessons.
Our radio education programmes have reached many people – both people who enrol in classes and people who are just listeners. The original radio programme was aired throughout Somalia by the BBC and reached 250,000 learners. These broadcasts are one of the reasons why our organisation is so widely known in Somalia today.
Recorded lessons on CD and MP3 have also been used in displacement camps in Somalia and South Sudan. The radio education programme has been run for women, young people and for people living with disabilities – all of whom would otherwise have been denied opportunities to fulfil their potential.
Radio lessons are low-cost, low-profile ways to provide lessons. This makes them perfect to run in areas with conflict including relocation camps.
Education bring together people from diverse backgrounds from internally-displaced refugees to people with disabilities to young mothers. Read people’s stories
Listen again to our appeal covering Radio Education was featured in our BBC Radio 4 Appeal in June 2017.


Copper was the first metal ever manipulated by humans and still it remains one of the most important metals in the industry. Copper is a mineral and is essential to our everyday lives. This metal is malleable, highly ductile and resistant to corrosion. In the periodic table, it has an atomic number of 29. Copper occurs in nature in its native form. The oldest metal object found in the Middle East consists of copper. Except for gold, it is the only metal on the periodic table that is naturally of some other color apart from silver or grey.
Fast Facts: –
- Approximately 60% of the metal produced is used for electrical wiring and in manufacturing cables.
- There are two stable isotopes of the element that make up naturally occurring copper. These isotopes are copper-63 and copper-65.
- It ranks as the third-most consumed industrial metal in the world after iron and aluminium.
- The largest single piece of natural copper was discovered in the US in 1857. It weighed 420 tons.
- This metal can be recycled completely without a breakdown in quality.
- It is an essential element for human nutrition. It is critical for blood cell formation.
- This element has been known about since ancient times as far back as 10,000 years ago.
- It is a natural antibacterial agent and also used to control algae.
- This metal readily forms alloys with other metals. Brass and Bronze are two well-known alloys.
- Copper happens to be one of the most durable and versatile materials known to mankind.
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Forte school nz for children is deliver through different classes and musical organizations or integrated into both private and public schools. Activities and classes can start as early as prenatally. Mostly the musical programs are integrated as early as preschool. Early childhood music education is accomplished through parents or teachers guided interactive play. But there are some major facts about music education for young children that may not be ignore. These facts are discussed below:
- Language skill: Children who study music incline to have larger vocabularies and need more advance reading skills than their friends who don’t participate in musical lessons. And those children who have learning disabilities and they tend to lose their focus with more noises that could benefit greatly from music lessons.
- Less budgets:musical programs are constantly in danger of being cut from school budgets even though they are proven to improve academic record.
- Team work: children who learn a musical instrument are more likely to excel in all of their studies and they work better in teams. So, they enhanced critical thinking skills, follow a discipline life, stay in their schools and pursue further education. On the other hand. Young students who participated in musical groups at school reported the lowest lifetime and currents use of all substances.
- School attendance: it is observe that schools with musical education have an estimated 90% graduation rate and 93% attendance rate as compare to schools without musical education have an estimated 72% graduation rate and 84% attendance. Regardless of socioeconomic status or school district, children of 3rd grades who contributed in high quality musical programs, they score higher on reading and spelling tests. So it is clear that musical programs enhance the performance and interest of children.
- Brain growth: Studies shows that music engages the areas of brain which are involved with paying good attention, making estimates and updating different events in memories. Many technical skills like mastery in arts and humanities is closely correlated to a greater understanding of your language components. Children who take music lessons show some different brain development and improved memory over course of a year as compare to those children who do not receive musical training. Many researchers found that brain of a musician even a young one, works differently as compare to a non-musician. Children involve in music have larger growth of neural activity than other children who are not in music training. A causal link between music and spatial intelligence, can help children to visualize various elements that should go together, like they would do when solving a mathematical problem or a chemical experiment.These all skills come into play in solving multi-step problems as one would meeting in architecture, engineering, math, fine art, gaming and especially working with computers.
Well, to sum up; musical education can help your children to improve language and skills as well as develop his/her brain and memory and help them to build a better future for them.


Learning to play
Most parents would expect their child to have the opportunity to learn a musical instrument as part of an exciting and active music curriculum at school. When surveyed for the Music Manifesto, over 90% of pupils believed that being musical was about being able to play a musical instrument.
The problem has been that it is hard for classroom teachers to provide instrumental learning opportunities in with classes being 30 pupils to 1 teacher.
The general model for teaching instrumental lessons has been 1 to 1, or, 1 to a few. These traditional models of learning an instrument persist today and both of these require additional funding, normally paid for by parents. Where whole class tuition does take place it is normally provided at cost by the local music service or Music Hub Partner, save for short First Access schemes for younger primary aged children, which are free, funded by the limited music education grant provided to music hubs. In essence the majority do not get a chance to learn to play for a sustained period of time without paying for lessons.
Witton Park's solution was to turn to technology to support the classroom teacher. Lessons via the web can deliver the bulk of the instrumental course, as well as provide immediate feedback to students so they knew how they were progressing and therefore more able to make decisions as to what to do to improve. The teacher becomes a facilitator, rather than a transmitter of knowledge, freeing them to support students in a targeted manner.
This case study outlines one way using Gigajam has helped provide whole class instrumental tuition in and out of class and access to the lessons to students out of the school via the online music school.
CEO & Founder


About Recorder Classroom Magazine
Children love recorders, and recorders can change their whole musical outlook.
Recorders are a special part of a well-rounded music education. They are wonderful instruments with a long and rich history, and they provide students with an ideal way to experience the joy of instrumental performance. When we created our unique magazine, Recorder Classroom, it allowed us to approach the material in a dynamic fashion.
Currently, there are two volumes and two special edition issues. Here's what you will find in each of them:
- Lots of Great Music & State-Of-The-Art Recordings! Listen to excerpts.
- With lots of variety...
- Our regular feature Recorder Method Energizer
- Special Contributors with Special Resources
- Order Vol. 1, Full Year Set >
- Order Vol. 2, Full Year Set >
- Order Special Edition: Focus On Folk Songs >
- Order Special Edition: Focus On The Holidays >
Bonus: Recorder Rock Star
"Test Your Skills" Recorder Game
"Test Your Skills" quizzes students on which holes to cover for the proper note. If students need a little review before or after the game, they can use the interactive "Fingering Chart," which plays the note they click on the staff and shows the proper fingering.
To access, first log into Recorder Rock Star, then click on the "Test Your Skills" link. (Click here for instructions on how to log in to Recorder Rock Star.)


By Murat Kahveci, MaryKay Orgill
This is a distinct source for these wishing to handle the affective area as they examine and resolve difficulties in chemistry schooling. Contributions through world-leading specialists conceal either primary concerns and functional case stories. This paintings fills a spot within the literature of chemistry schooling, which to date has focussed ordinarily at the cognitive area. The affective area refers to feelings-based constructs corresponding to attitudes, values, ideals, reviews, feelings, pursuits, motivation, and a level of attractiveness or rejection. it could actually have an effect on scholars’ curiosity in technological know-how subject matters and their motivation to persevere in studying technology concepts.
Read or Download Affective Dimensions in Chemistry Education PDF
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"James Altschuld, David Kumar, and their bankruptcy authors have produced an upbeat, provocative, visionary, and helpful quantity on academic overview. Of exact application is its grounding in matters and practices in relation to reviews of technological know-how and know-how schooling. The publication should still charm and be helpful to a variety of people fascinated with reviews of academic coverage, courses, and (less so) technology academics.
Scientists are a wealthy source in our society that could be invaluable in strengthening technological know-how and arithmetic schooling in faculties around the state. The nationwide technology beginning (NSF) requested RAND to review the diversity of NSF courses that attach technology graduate and undergraduate scholars to K-12 study rooms.
This publication is for undergraduate and degree chemistry scholars who're approximately to start their undertaking paintings. pupil tasks at the moment are an important a part of so much undergraduate and degree chemistry classes within the united kingdom, and are an incredible portion of the later years of chemistry measure classes in Australia, South Africa and New Zealand.
Easy and available, technological know-how in Seconds is a finished, enjoyable creation to 2 hundred key clinical rules. every one inspiration is obviously discovered with a valuable visible and a concise rationalization. The recommendations integrated span the entire key medical disciplines, together with Physics, Chemistry, Biology, Ecology, Biotechnology, Anatomy and body structure, drugs, Earth technological know-how, power iteration, Astronomy, Spaceflight and data expertise.
- Contemporary Scientific Psychology
- Science for English Language Learners
- McGraw-Hill's SAT Subject Test: Chemistry, 2ed
- Green Chemistry Education. Changing the Course of Chemistry
Additional resources for Affective Dimensions in Chemistry Education
K. ), International handbook of research of psychology in education (pp. 75–104). Bingley: Emerald. , & Hersh, R. H. (1977). Moral development: A review of the theory. Theory Into Practice, 16(2), 53–59. 1080/00405847709542675. Koltko-Rivera, M. E. (2006). Rediscovering the later version of Maslow’s hierarchy of needs: Self-transcendence and opportunities for theory, research, and unification. Review of General Psychology, 10(4), 302–317. Krathwohl, D. , Bloom, B. , & Masia, B. B. (1968). The affective domain.
Taber, K. S. (2013a). A common core to chemical conceptions: Learners’ conceptions of chemical stability, change and bonding. In G. Tsaparlis & H. ), Concepts of matter in science education (pp. 391–418). Dordrecht: Springer. Meeting Educational Objectives in the Affective and Cognitive Domains:. . 27 Taber, K. S. (2013b). Modelling learners and learning in science education: Developing representations of concepts, conceptual structure and conceptual change to inform teaching and research. Dordrecht: Springer.
Rahayu concepts, is not merely a cognitive process (Garritz, 2010) but also involves the affective dimension. There is no doubt that affect is one of the most important influences on the way students think and behave in social situations like in a classroom, but in practice how and why these cognitive and affective influences occur is not fully understood (Forgas, 2001); at the same time research studies exploring the link between the affect and a meaningful understanding of scientific concepts are limited (Nieswandt, 2007).


Creating a Playful Space for Early Learning
The Wharf of Wonder promises to be one of the most popular Exploreum exhibits and in great demand. In order for it to achieve its goals, however, Exploreum staff will have to enforce several important rules. These are based on the experiences of other museums that have similar pre-K exhibit spaces and the recommendations of early childhood learning specialists.
- Only children 0 to 5 years of age and their parent or caregiver will be allowed into the Wharf. This is critical to ensure that our youngest guests can play and learn without competition from older children. Furthermore, the exhibits are scaled to the size and physical needs of this age group. Children 6 and older are invited to enjoy the adjacent Hands On Hall exhibits, in view of parents in the Wharf.
- The maximum number of children allowed in the Wharf at any one time is 30. Again, this ensures the children’s safety and the quality of the learning experience. On busy days, some parents may have to wait their turn to enter the Wharf.
- An adult must accompany and supervise children at all times. By sharing the fun and observing their children at play, parents will learn more about how young children learn and be able to carry over those lessons into the home.
- Light snacks, bottles and drinks in closed containers are permitted. This breaks precedent as food and beverages are not permitted in other Exploreum galleries. However, we understand the special needs of infants and toddlers.
- Clean up is an important part of the play. Accidents do happen and caregivers are expected to deal with them as they would at home. Soiled toys or smaller items in the Wharf should be dropped into specially marked bins for sanitization at the end of the day.


are good at explaining things. Do you like to explain how something works, or how something happened? Being comfortable with explaining content to students is an essential skill for teachers, regardless of the subject or grade level.
keep their cool. There will be times when you will be tempted to scream or yell at your students, other teachers, parents, administrators, and so on. Good teachers are able to successfully resist this urge.
have a sense of humor. Research has consistently shown that good teachers have a sense of humor, and that they are able to use humor as part of their teaching methods. Humor, used properly, can be a powerful addition to any lesson.
like people, especially students in the age range in which they intend to teach. Most teachers choose an area of specialization such as elementary education, special education, secondary education, or higher education because they have a temperament for students in those age ranges. If you are not comfortable working with young children, don't major in elementary education!
are inherently fair-minded. They are able to assess students on the basis of performance, not on the students' personal qualities.
have "common sense." It may sound a bit corny, but good teachers are practical. They can size up a situation quickly and make an appropriate decision. Whether managing a classroom, leading students on a field trip, seamlessly shifting from one instructional procedure to another, assigning detentions, supervising an intern, or dealing with policy and curriculum issues in the school, there is no substitute for common sense.
have a command of the content they teach. For elementary school teachers, that means having knowledge of a broad range of content in sufficient depth to convey the information in meaningful ways to the students. For secondary school teachers, it usually means having an in-depth command of one or two specific content areas such as mathematics or...
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Intervention Strategies and activities
At times your child may need extra support with learning. It may be for physical reasons such as hearing or sight problems, or it may be for difficulties with speech and language, learning or behaviour.
In some circumstances students will need additional support through a specialist programme concentrating on certain skills or through extra help in the classroom.
Intervention programmes include social skills, anger management, literacy, numeracy, oracy (speaking and listening and mental processing of language). The school also focuses on different writing skills and will run "one-off" sessions for students who have weaknesses in eg analytical writing, evaluation or other key skills. There are also interventions or activities focusing on stretching the most able and emotional support groups for eg those recently bereaved or Young Carers. Interventions may take place during the school day, at lunchtimes or after school.
Different subject departments will also run intervention sessions. This may be after a test or examination, or simply to focus on certain literacy or numeracy skills required. Again, these interventions take place across the ability range.
Peer mentoring is also very effective for some students. Trained Sixth Form mentors support younger students during lunchtimes or at other times as arranged. Mentors offer advice and support to students in self-organisation, work, friendship difficulties etc and are trained to recognise when students’ problems should be referred to a member of staff.
The sixth form also take part in a range of activities in the main school; this includes supporting in lower schools lessons across a range of subjects.
Who receives intervention?
Students of all abilities receive intervention. The key question for the school is whether this additional input will resolve a difficulty or help a student overcome a barrier to further progress or well-being. Taking part in an intervention activity does not imply that a student has special educational needs. However, for some students where extra support is required to support ongoing progress, placement on the SEN register will be appropriate. More information on Special Educational Needs can be found on the website under the Curriculum area.
As well as students with SEN (Special Educational Needs) and EAL (English as an Additional language), students in receipt of Pupil Premium will also be subject to especial scrutiny and additional support. This is because, nationally, such students can underperform; the school thus needs to monitor, check on progress and support learning so that our students are able to make similar progress to their peers.
Finally, all students are subject to scrutiny after reports are sent home each term. Students will be placed on report and advised what they need to do to improve where there are concerns about learning attitudes or performance.
We also encourage parents/carers to support their children in their learning, and there are various advice booklets or information evenings to help with this process; information under Your Child on the website also gives support and advice..


In Kumon, parents play a very important role
It is important to develop daily study habits
Students go to a Kumon Centre, while worksheet study is carried out daily at home. By doing so, parents’ attention to children’s study at home is essential to assist students in nurturing good study habits and progressing smoothly. In the Kumon Method, parents play a very important role.
Kumon is a home based education system
The Origins of the Kumon Method began with a series of handwritten materials on loose-leaf A5-sized sheets that a high school mathematics teacher, Toru Kumon, created for his son, Takeshi. Today, Kumon students go to a Kumon Centre on a regular basis while worksheet study is carried out daily at home, so that they can nurture good study habits and progress smoothly.
Homework, which students can solve on their own, is assigned
While studying at a Kumon Centre, children follow a simple routine that supports their study at home. The Instructor’s role is to observe their study behaviour, particularly when doing repetition and studying new content. The Instructor carefully assigns homework, so that students can think through and solve problems on their own even at home.
Parents’ support is important at home
Parental support at home is very important in the Kumon Method. The same as in sports or music education, it is essential to continue the worksheet study every day. For example, setting a time for doing Kumon homework every day before dinner will become a daily routine for the child, thus allowing the child to progress smoothly through the programme.
Read the experiences of those students Kumon has helped nurture.
Search for a Kumon Centre near you


The SMN primary program is now integrating the International Primary Curriculum (IPC) for early years and elementary, in order to help learners develop 21st century skills and education that will equip them for their future success. The IPC sets knowledge, skills and understanding at the very heart of every single component. By providing Units of Work, in which children can explore and develop their own personal growth in a context they understand, through different subject focused of the units.
The students’ learning is specially designed to enable children to develop both an international perspective as well as reinforcing students’ own cultural heritage. Building on the school core values, the IPC helps our children develop learning skills, personal characters, values, and the international-mindedness, which will be essential to deal with change throughout their lives.
Investigate. Explore. Interact.
As students grow in their new skills, they now enter a stage of exploration that will bring them deeper in their understanding and enhance those foundational skills. Our lively and engaging teaching technique allow students to be active partakers in their education, not just observers. When completing Elementary school, students have a solid foundation, on which, to build their higher education.
Elementary School is bubbling with life and learning.
The Elementary School consists of classes from Grades 1-6. Communication is essential to learning. Here in the Elementary School, students learn to express themselves in many ways. Through language, students predominately use the English language, while Indonesian and Mandarin are also learned in class. The use of writing, poetry, art, music, dance and times to just be kids are some of the many forms of communication that students enjoy and grow confident in their language acquisition.
Program on Elementary School
The Elementary School is organized by grade levels (1-6). Each grade level has a homeroom teacher as well as a host of other specialized teachers to complete the students’ education. Western expatriate teachers focus mainly on teaching English and Science, while local Indonesian teachers focus on teaching Indonesian, Math, Religion and Social Studies.
Students are taught through inquiry-based and best practices methodologies all the core subjects, and are taken from international curricula and standards. The English/Reading and Science program is taken from Houghton Mifflin (America), and the Math program follows the My Pals curriculum (Singapore). Social Studies is a unique blend of local and global topics that emphasizes their Indonesian culture while still guiding them to be internationally minded.
To provide a well-rounded and balanced learning program, students engage themselves in Performing Arts, Creative Arts, Computer Technology, Physical Education and an array of self-development courses.


“For generations, recess has been considered by many students in elementary school as their favorite part of the day.”
Recess is a cornerstone of childhood. For many children, it’s a breath of fresh air, an opportunity for pretend play, a chance to socialize with peers. Despite the documented benefits of playtime, many children in the United States receive less than twenty minutes of recess. If researchers, educators, parents—and of course, students—agree that recess is great for kids, why are so many losing their “right to recess?” And what can we do to protect it?
In Minneapolis, one lawmaker is taking up the mantle on behalf of students. “Common sense tells us little kids need to get the wiggles out,” says Minnesota representative Jim Davnie. His proposed legislation doesn’t mandate a universal amount of time for recess, but rather that districts must have some sort of policy in place for required recess time. This proposal puts recess on the table while allowing districts to be flexible in deciding what’s best for their schools and students.
Other initiatives are taking root across the country.
In Georgia, where recess is currently optional, similar legislation is being drafted to mandate a minimum of thirty minutes of recess for elementary students. In Austin, TX, one school district has also implemented a thirty-minute recess minimum. In an interview with KUT 90.5, district principal Jennifer Stephens calls the move a protection for students: “The school day gets very busy and it’s really easy to forget about that. And I think, for all the students, it gives them a protection that they have these 30 minutes that they know they’ll be able to completely relax and just be kids and not have to be responsible for anything in that one moment.”
While recess requirements do not exist nationwide, suggested standards are set forth annually by the Society for Health and Physical Educators (SHAPE). SHAPE recommends a minimum of thirty minutes of recess, to be held before lunch, with professional development opportunities for recess facilitators. They also advocate against taking away recess time as a punishment.
Why all the fuss?
Countless studies have shown that there are many benefits to recess, including:
- Promoting a healthy and active lifestyle
- Increased attentiveness and productivity during class time
- Socio-emotional development: cooperation, problem-solving, negotiation, self-regulation
- Motor skill development
Recess is also critical for the school as a whole. In a study from Stanford University, Professor of Education and Public Policy Milbrey McLaughlin says, “Recess isn’t normally considered part of school climate, and often is shortchanged in tight fiscal times, but our research shows that can be a critical contributor to positive school climate in low-income elementary schools.”
Want to hear more about why kids need recess?
Check out an inspiring TEDx Talk from 3rd grader Simon Link, who imagines “a world where every child gets lots of playtime.”
Feature image courtesy of Unsplash, Myles Tan.


MusicFirst Secondary Classroom Basic is a Learning Management System (LMS) designed specifically for those students at the middle and high school levels who are studying general music, music theory, music history, and music composition. Designed to bolster understanding, creativity, and accountability with each student, this system places powerful and purposeful online music learning tools into students' hands while allowing you, the teacher, to direct the path forward for your learners. The comprehensive set of built-in tools takes the hassle out of testing, grading and reporting, allowing you to customize assessments and projects for your classes, offer feedback to your students, and create a digital portfolio for each student.
Note: there is a minimum purchase of 50 seats, including teacher; a mandatory first-time getting-started webinar fee for schools who are new subscribers, and an annual Noteflight Learn fee (required with order). Additional options include Lesono and Focus on Sound, as well as half- or full-day training for music staff.
MusicFirst Secondary Classroom Basic includes:
- Music First Online Classroom
- Grade book
- Drag and drop plan book
- Shared content that includes courses, units, lessons, and assessments
- Teacher-created lesson plans
- Integrates with Google Classroom
- Focus on Sound (music theory & music history) - This multimedia encyclopedia of music is a teacher's dream, with unlimited listening tests, quizzes, and an extensive lesson system for developing skills in melody, harmony, rhythm, technology, and theory. Featuring 200 instruments, voices and groups with beautiful photos, recordings, music scores and videos.
- Sound Trap (audio recording) - Sound Trap is a digital audio workstation (DAW) accessible directly in your browser. Sound Trap includes a large set of high-quality, professional loops; ability to record vocals, electric guitars, acoustic guitar, bass and more; preamps and a large number of high-quality guitar, bass and vocal effects; built-in sampled instruments such as piano, organ, synths, and drums; recordings automatically saved in the cloud; online collaboration tools; and compatibility with a variety of devices such as Windows, Mac, Chromebook, Linux, Android phones and tablets, and iPad.
- O-Generator (composition) O-Generator enables students to compose and learn using popular and world music styles. O-Generator makes music accessible to all students, of all abilities. It engages students by using music that engages them! Lesson plans and assessment tools are provided to monitor students and classes in four main areas: Create; Learn Lessons; Play Lessons and Group Lessons.
- Noteflight Learn (notation) - Noteflight Learn is a private online music learning community designed specifically for music education. Every user has Noteflight Premium notation features including performance and assessment tools. Key features include: a notation editor where students can compose and arrange their own music; the ability for educators to create their own musical resources to share with students; a private community for secure communication and collaboration within classes and ensembles; activity templates for composition and theory assignments; perform mode for listening to and performing along with selected parts of a score; and discussion and assignment forums for communication and assessment.


Every discussion reached a similar conclusion, surprisingly quickly considering the effects of altitude on alcohol tolerance: A person both supports and is supported by a community.
In fact, from an anthropologist's perspective, that is how humans survived and thrived for hundreds of thousands of years. Knowledge was not a commodity, it was a right. Innovation was embraced and shared. The modern education system is not based on such concepts. It is generally authoritarian, bureaucratic, and militaristic. And it is obsolete. In it's current state, it can only perpetuate problems. That's why teachers must be anthropologists.
I mean it quite literally. Anthropology and elementary education share every characteristic except one. Anthropologists wish not to influence their ethnographic subjects; educators specifically do want to influence our students. In order to make good decisions about how to guide children's learning, teachers need to objectively observe and assess society to filter 'everything' into comprehensible units for kids. It's a daunting challenge, and I wonder if students wouldn't be better off filtering for themselves anyway?!
At least I can say that learning to see your students through an ethnographic lens will certainly make you a better teacher.
Movements like Genius Hour, the Maker Movement, Social Creativity, and Open-Learning, and achievement badges are some of the first bells to toll for our stagnant system of so-called learning. They are wrestling control of learning away from schools to give it back to learners where it belongs, and they provide exactly the kinds of authentic content elementary teachers should curate for students.
In Fischer's article, he describes metadesign. Metadesigners, in my interpretation, design systems which empower users to create their own designs. MIT Media Lab's Scratch is a great example, as it visually represents elements of code, allowing the user virtually limitless possibilities for creation, while at the same time learning concepts coding. The same idea can be applied to any system, from YouTube to Wikipedia, provided it meets certain criteria for openness and adaptability. Metadesigners recognize that everyone has brilliance within them and help to unlock it.
Let's become metateachers. Instead of imparting knowledge, let's create and develop environments in which children can acquire it through inquiry. Let's frame inquiries with concepts which can be interconnected and applied universally. Prioritize emotional and social understanding to nurture collaboration and empathy. Find resources and experts who would ignite our students' passions. Let's design systems of learning which empower learners to design their own learning.


This chapter explores cognitive, sensory, and emotional dimensions of contemporary craft education. I have often overheard ceramics and craft teachers lament not only adolescent students’ inability to model clay, knit, and/or crochet – but also express concern for adult students who have scarcely ever worked with their hands in a direct engagement with tactile art media. Learners who encounter warm, soft, and time-honored materials of craft can engage not only with craft histories and hand-made sensibilities, but can also “get in touch with” a sense of their own development and the embodiment of internal transformations. This chapter juxtaposes historical voices of M. C. Richards and Seonaid Robertson concerning wholeness and holistic education with commentary on contemporary D.I.Y. cultures and digital communities renewing and revising craft. Within this chapter, I will also investigate uneasy connotations of culture, gender, and status surrounding craft materials, including characterizations of “soft” scholarship and “hobbyist” status in artists’ engagement with felt, fabric, fiber, clay, and other soft, sensory “stuff.” I will consider examples from my own work teaching children about craft and clay, projects of the International Fiber Collaborative, and online craft groups geared towards adolescents and young adults, as rich and varied learning examples exploring identity and community.
- art education,
- holistic education,
Available at: http://works.bepress.com/courtney_weida/1/


How do you teach a nine-year-old about art? That's the question Rebecca Sailor has been asking herself for the past eight years. As curator of education for the Gibbes Museum of Art, it's Sailor's job to not only organize the daily school tours of the Gibbes, but to make sure the children on them gain a lasting appreciation — or at the very least piqued curiosity — of art. It's a role she takes very seriously even while the museum is closed for a $13.4 million dollar remodel.
"The only thing that really stopped are the tours," says Sailor. "We've continued all of our in-school programs."
Since the Gibbes' closure, volunteers have visited area schools to bring the art to them, but come May, with the reopening of the renovated museum, two new classroom spaces to let kids get hands-on with art right after viewing it.
During the tour dubbed The Charleston Story, students will examine portraits of children and landscapes of the city. "You have to remember what you can learn about history from looking at art," Sailor adds. "We talk about the way people were dressed, the background, the time period, and the South in general." Then to really send home the message, kids will return to the Gibbes' street level classrooms for a hands-on lesson in drawing their own portraits. Sailor is quick to point out it's a new opportunity for the museum.
"We didn't have that kind of space before," she says. In the past, visiting school groups had to do their sketching on the rotunda floor or nix an art activity all together. This new educational component is something Sailor is especially excited to offer Title I school children as Sailor believes in how much art can change a child's life.
Multiple studies back up Sailor's feelings. For instance, a 2009 report from the Center for Arts Education found that New York City high schools with the highest graduation rates also offered students the most access to arts education. Schools in the top third of the study hired 40 percent more art teachers as well. Another 2013 report from the National Parent Teacher Association found that students in high-poverty schools benefitted dramatically from arts education and schools that instituted arts programs were able close the achievement gap by teaching kids how to think creatively.
That's at the heart of the Gibbes outreach program. An elementary education grad herself, Sailor worked at Dee Norton Lowcountry Children's Center before joining the Gibbes and says both experiences taught her to look to teachers for guidance in creating the museum's programs.
"We don't just assume that what we're offering is what they want," she says. And the renovation means she has more ideas to share with them now that the museum will be able to display more of its 10,000 object collection. While history lessons are great, there'll be even more to see soon.
"Our curators are working really hard with to bring out more of our contemporary collection," she says. "Also, the rotunda will be all sculpture, which we didn't have before."
That said the arts educator can only do so much, especially in a state whose governor continually attempts to cut arts funding. As a result, the onus is on parents and teachers to organize field trips. And the time to book is now. "We're already taking reservations and registrations for our reopening," she says. School groups can visit Monday through Friday, while Girl Scout troops, church groups, community organizations, etc., can make weekend reservations. The cost is $7 per child for the tour and classroom activity. But most importantly Sailor adds, it's entirely free for all Title I children.


Sometimes that may mean giving their parents a raise
A version of this commentary appeared in the Globe and Mail, the Huffington Post and Calgary Herald
When parents bring a child into the clinic, they do so hoping for help to treat an acute illness or a longer-term problem. It might be something as simple as an ear infection, a chronic illness like asthma, or something more socially and psychologically complex such as ADHD. The expectation is that the child can take a prescription from their doctor or other health care provider that will make a difference and improve their immediate and lifelong health.
The best prescription, however, may not be something for the child to take. The most effective way to improve a child’s health may be to give their parents a raise.
Living in crowded, unsafe housing. The inability to afford a diabetic diet. Not filling a necessary prescription. Missing out on opportunities for early childhood learning and higher education. These and many other challenges related to poverty and low wages can result in poor health outcomes for kids now and into their adult lives.
As physicians, we see patients struggling with the resulting health problems in clinic, but we are not equipped to deal with the real problem — poverty. The sources of the problem lie outside of health care; so do the solutions.
Income, education, employment, early childhood development, housing, food security: these “social determinants of health” are far more influential than health care on the quality and length of our lives. Chief among these is income, often referred to as the determinant of the determinants, given its direct influence on health and on factors such as where people can afford to live and how far they can go in school.
In June 2016, the government of Alberta announced its intention to increase the minimum wage in that province from its current $11.20/hour to an even $15 per hour by 2018. While Alberta has the lowest percentage of workers earning less than $15, it is still home to nearly 300,000 people employed at a rate far below what is necessary to afford the basic necessities of life.
The planned increase in the Alberta minimum wage to this level is a first in Canada, and has the potential to be one of the most significant public health interventions in the country this decade. The link between low wages and chronic illness has been well established, as has the connection with mental health issues such as anxiety and depression.
When it comes to child health, a report looking at U.S. birth data for the last 25 years showed an association between increases in minimum wage and birth weight — an important indicator for future health — along with increases in prenatal care and decreases in smoking. While not associated with wage increases per se, a study of the Manitoba Health Prenatal Benefit Program showed that giving low income expectant mothers an extra $81 a month resulted in significant decreases in low birth weight (21 percent) and preterm birth (17.5 percent).
Better income through a higher minimum wage means healthier workers and families.
Bringing minimum wage closer to a living wage is a simple way to help allow low income Albertans to live healthier lives by accessing better housing, more nutritious food and participating more fully in their community and the economy.
Aside from the health benefits, there are benefits to the economy as well. As the living wage movement has demonstrated, paying people enough to make ends meet leads to less costly employee turnover. It also means more reinvestment in local businesses, as those most marginalized in our communities are able to participate more in the economy and are more likely to spend their earnings locally.
The 2015 Poverty Costs report from Vibrant Communities estimated the cost of poverty to the Alberta economy at between 7.1 and 9.5 billion dollars a year. Much of this is through decreased economic activity, but a significant proportion is also due to increased health and social spending.
Difficult economic times have tightened provincial budgets. The promised increase to Alberta’s minimum wage will go a long way to help bend the curve on growing health care costs.
Alberta’s leadership on increasing the minimum wage is a promising prescription for the health of its children. It’s also a bold experiment in economic governance that other provinces would do well to watch closely — and hopefully many will follow suit.
Ryan Meili is a Family Physician in Saskatoon, an advisor with Evidence Network and founder of Upstream.
Christine Gibson is a Family Physician in Calgary who has been involved in global health and medical education both in Canada and overseas.
This work is licensed under a Creative Commons Attribution 4.0 International License.


Mathematics National 4
The National 4 Mathematics Course builds on the principles and practice and experiences and outcomes of mathematics and numeracy.
Purpose and Aims of the Course
This Course will develop skills for further learning, as well as skills for life and work.
Learners will acquire and apply operational skills necessary for developing mathematical ideas through symbolic representation and diagrams. They will select and apply mathematical techniques and will develop their understanding of the interdependencies within mathematics. Learners will develop mathematical reasoning skills and will gain experience in making informed decisions.
The Course includes the freestanding Unit in Numeracy at SCQF level 4.
Course Structure and Conditions of Award
To achieve the National 4 Mathematics Course, learners must pass all of the required Units, including the Added Value Unit. The required Units are detailed below.
National 4 Courses are not graded.
The general aim of this Unit is to develop learners’ numerical and information handling skills to solve straightforward, real-life problems involving number, money, time and measurement. As learners tackle real-life problems, they will decide what numeracy skills to use and how to apply these skills to an appropriate level of accuracy. Learners will also interpret graphical data and use their knowledge and understanding of probability to identify solutions to straightforward real-life problems involving money, time and measurement. Learners will use their solutions to make and explain decisions.
The general aim of this Unit is to develop skills linked to straightforward mathematical relationships. These include solving equations, understanding graphs and working with trigonometric ratios. The Outcomes cover aspects of algebra, geometry, trigonometry, statistics and reasoning.
Expressions and Formulae
The general aim of this Unit is to develop skills linked to straightforward mathematical expressions and formulae. These include the manipulation of abstract terms, the simplification of expressions and the evaluation of formulae. The Outcomes cover aspects of algebra, geometry, statistics and reasoning.
Mathematics Test (Added Value)
This is the Added Value Unit of the National 4 Mathematics Course. The general aim of this Unit is to enable the learner to provide evidence of added value for the National 4 Mathematics Course through the successful completion of a test which will allow the learner to demonstrate breadth and challenge.
On successful completion of this Course, the learner could progress to:
National 5 Mathematics, National 5 Applications of Mathematics, National 5 Numeracy Unit only


Music - A Level at Kings Norton Girls' School & Sixth Form
The A Level in Music is 100% externally assessed, and consists of one written paper and two non-examined assessment components. The course covers a wide variety of musical styles ranging from Baroque, Classical, Romantic and 20th century music, to World Music, The Beatles and David Bowie.
Component 1: Performing 30% of the A Level qualification.
A public performance of one or more pieces, performed as a recital.
Performance can be playing or singing solo, in an ensemble, improvising, or realising music using music technology.
The total performance time across all pieces must be a minimum of 8 minutes.
Performances must be recorded after 1 March in the second year of the course.
Component 2: Composing 30% of the A Level qualification.
Total of two compositions, one to a brief set by the exam board, and one either free composition or also to a brief.
One composition must be from either a list of briefs related to the areas of study, or a free composition, carrying 40 marks for this component. This composition must be at least 4 minutes in duration.
One composition must be from a list of briefs assessing compositional technique, carrying 20 marks for this component. This composition must be at least 1 minute in duration, unless the brief specifies a longer minimum duration.
Total time across both submissions must be a minimum of 6 minutes.
Component 3: Appraising 40% of the A Level qualification.
Knowledge and understanding of musical elements, contexts and language.
Application of knowledge through the context of six areas of study, each with three set works.
Music for Film,
Popular Music and Jazz,
Students will also have to apply their knowledge to unfamiliar works of music; not just the set works.
GCSE Music grade 6 or equivalent. Practical Music to grade 5.
Exam Board: Edexcel
FURTHER PROGRESSION AND CAREERS
Studying music at A Level can open a wide variety of doors to students. They may choose to continue on to degree level with their music education, and nowadays there are a lot of options to choose from. These range from music technology, music therapy, arts administration, performance or academic study. Many students who take A Level Music also use the transferable skills learned to study longer degree courses like medicine whilst choosing to continue developing their passion for music at university by joining a musical society.
Come to one of our Sixth Form Open Events to experience our vibrant and thriving community first hand:
Open Evening - Monday 18th September, 2017 from 5pm - 8pm
Open Morning - Tuesday 19th September, 2017 from 9am - 11am
Meet the Sixth Form and Careers Fair - Wednesday 15th November, 2017 from 3.30pm - 5.30pm
A copy of our application form and prospectus can be downloaded from https://kingsnortongirls.fluencycms.co.uk/Sixth-Form-Admissions or by contacting Zoe Nelmes, Sixth Form Administrator – email@example.com
How to apply
You can apply for this course through UCAS Progress. Add this course to your favourites so you can start making an application.


Importance of education for children essay writing
Short Essay on Education and educarion Advantages On By Vikash Chamaria Category: Essays, Paragraphs and Articles Education Education is an important medium of acquiring skills and knowledge. Our education begins at home.
Paper essay importance of education writing for children all
Thereafter, as we grow we go to schools, colleges and other educational institutes. Education bring positive changes in human life.
It enhances the knowledge, skill, and intelligence of a person and enables him to lead a successful life. Children or kids start going to school to get the primary or elementary education. It is considered a human right for every child to educagion the opportunity for education.
- Without education we are incomplete and our lives are useless.
- Thereafter, depending upon the aptitude of the student, he should either opt for advanced academic education or join a vocational training institute for skill-based training.
- In the age of Renaissance Europe put great stress on education and as a result, Europe flourished and is now the most developed part of the world.
She too has the right to go to schools. Her rights to access education should not be compromised at any cost. After completing education at schools, a student may consider joining a college, or a professional institute for higher studies. He can acquire a bachelors or a masters degree, or he can join a professional wwriting to acquire expertise in specific discipline.
An illiterate person finds it very difficult to cope up with various aspects of life that involves reading writing or arithmetical calculations. Nowadays, adult men and women are going to education centers to learn the basics of education.
Importance Education is of utmost importance for eradicating imortance unemployment problem of our country. We cannot imagine our life without education as without it we cannot develop a healthy surrounding and generate an advance community. It provides a person a unique standard in the life and feeling of well being. Thereafter, as we grow we go to schools, colleges and other educational institutes.
These adults also get health and hygiene related education. A modern educated woman give due importance to her social life as well.
Education improves the mind and children resultantly make improvements in his habits and skills. They learn to get achievements and success. We have given below some essays under various words limit from which you can select your needed ones: Primary education prepares the base which helps throughout the life, secondary education prepares the path for further study and higher secondary education prepares the ultimate path of the future and whole life.
Education broadens her outlook. It helps in developing her personality. Advantages of education Education makes us humble.
Education creates awareness and expands our vision. We become more aware about our-self, about the society, about everything that surrounds and affect our life. It helps us develop a disciplined life. And, discipline is essential for everything that a person wants to achieve in life.
An educated person commands respect wditing the society. We need money to click our living.
Review will education writing of importance essay children for major facts
With the advancement of science and technology, our needs have increased. Besides the basic needs of life such as food, shelter and childreen, we also need other comforts such as mobile phones, air-conditioners, car, etc. A fulfilling career ensures a satisfied life. It is a known fact that an educated person gets better earning opportunities.
Importance Education is of utmost importance for eradicating the unemployment problem of our country.
Will crush children education writing essay importance for of the price
However, apart from an improved system of general education, there is a great need for the growth of vocational education. Therefore, general education should aim at educating all students up to the secondary standard.
Without education life becomes aimless and tough. The importance of higher education has become increased in getting good job and position. Education helps a person in nourishing his present and future by ensuring aim of the life. Education Essay 6 words Education is the most important factor which plays a great role in the development of an individual as well as a country. Each and every kid has their importance of education for children essay writing dream of doing something different in the life. One can safely assume that a person is not in the proper sense until he is properly educated. Formal education involves institutionalized learning based on a curriculum. Off, there are many ways to enhance the education level.
Thereafter, depending upon the aptitude of the student, he should either opt for source academic education or join a vocational training institute for skill-based training.


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Level: Middle School Art Education Lesson Plan
Art Elements: Line, Shape, Color
Art Skills: Drawing
Art History: Medieval and Gothic Altar Triptychs
* Get more free lessons like this, on our Lessons Page
A triptych is a work of art divided into 3 pieces. Students will remember the definition simply because you’re giving them candy to draw. This is an excellent lesson to use when introducing the history of religious art. If you prefer to keep candy out of your classroom, you could use a box of crayons (or any boxed supply) as the subject. Have students draw the box of crayons for the 1st drawing, the open box of crayons for the 2nd drawing, and the empty box of crayons for the 3rd. You could also have them use modeling clay as the subject. Have students draw the modeling clay in the package for the 1st drawing, create a sculpture with the clay for the 2nd drawing, and smash the clay for the 3rd drawing. The idea is to show a progression. Options are limitless!
This great Art Ed lesson plan is 100% FREE to download! Use it in your classroom and share with your colleagues. For more free lessons like this one, visit our Lessons Page and download them all!


Are There Any Books on How to Teach Piano to an Autistic Child?
I work at a school for children who are medium to low functioning on the autism spectrum. In my classroom, I work with a student who can only say a few words, but he loves music and music toys. He always claps to the beat of any song and is 12 years old. I feel as if one day he may be able to play an instrument. I was just wondering if there are any good books on teaching even the piano to a child who has autism. I know if I were to play a few notes on the piano he would be able to imitate me to a tee.
I don't know of any books specifically about teaching piano to kids on the autism spectrum. But I see there are many websites offering advice (such as this site!) and even some videos. Please read all my autism-related pages, and keep searching, and see where that takes you. Do you have a music teacher on staff? That person would be the logical one to get involved with this 12-year-old.
Alternatively, you can teach YOURSELF to play the piano, then share what you learn with him. I like your idea of showing him things to learn by rote; most children learn music very well this way. You can start with a small piece of a song, and gradually add more and more.
For understanding good hand shape and finger function, and how to use chords, I recommend reading through all of my beginner piano pages and music education pages for the many tips and exercises I present, then picking up the book "Perfect Start for Notereading."


Through a grant made possible by the Coppell Gifted Association I had the fortune of attending the National Art Education Association’s 2012 Convention in New York City on March 1-4! One of the highlights of my conference experience that would be purposeful to teachers was a session I attended on educational neuroscience and the important role art plays in the development of the brain. The Center for Transformative Teaching & Learning demonstrated in this session that, based on educational neuroscience, teachers must tactically integrate understanding of various learning modalities with multisensory learning into the curriculum for students to best learn. Arts participation has been consistently linked to better academic performance largely because the Arts are inherently multisensory and do uphold diverse learning modalities. The arts can enhance spatial reasoning, attention, thinking habits, motivation, and collaboration. What's more, Arts activities naturally incorporate factors that are known in cognitive psychology to improve long-term memory for information, rousing active retrieval of factual knowledge.
Teachers and Specialists,
I am happy to support any staff member on integrating the arts into your curriculum by helping you create project-based ideas and/or creativity exercises for your students. As a resource to you, I welcome our collaboration individually or in teams!
Need some instant gratification on the topic?
Here are some examples of excellent creativity exercises that can be used in most classrooms: DIVERGENT THINKING BEGINS HERE
More on Arts Integration…
Arts integration is not a substitute for teaching the arts for their own sake. While it is necessary to recognize the need for art specialists in the schools, it is also important that all educators become aware of the successes that have been demonstrated when students become engaged in their own learning via arts integrated instruction. Furthermore, it is essential to understand that arts integration is about a methodology and a philosophical approach to education that creates a level of personal connection and added depth in the classroom through a creative inquiry-based process of teaching and learning.
Source: http://www.neiu.edu/ Northeastern Illinois University
EducationCloset.com has excellent lesson ideas for arts integration. The blogger believes in providing high-quality, high-impact professional development for education practitioners and advocates using Arts Integration, Technology and Innovative Teaching Strategies to positively impact all learners.
Artful Thinking is a program that was developed by Harvard Project Zero in collaboration with the Traverse City, Michigan Area Public Schools (TCAPS). The program was one component of a larger TCAPS grant from the US Department of Education that aimed at developing a model approach for integrating art into regular classroom instruction. The purpose of the Artful Thinking Program is to help teachers regularly use works of visual art and music in their curriculum in ways that strengthen student thinking and learning.
The following books are highly praised publications presented to us in this seminar on the topic of educational neuroscience:
· Mindset: The New Psychology of Success by Carol Dweck (familiar? LOL)
· A Whole New Mind: How Right-Brainers will Rule the Future by Daniel Pink (J)
· Five Minds for the Future by Howard Gardner (Genius!)
· The Global Achievement Gap by Tony Wagner (of NPR)
· The Brain-Targeted Teaching Model by Dr. Mariale Hardiman (Feb 2012)


ERIC Number: EJ848097
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 40
Benefits of and Barriers to Elementary Student-Led Individualized Education Programs
Danneker, Jeanne E.; Bottge, Brian A.
Remedial and Special Education, v30 n4 p225-233 2009
An important task of special educators is helping students with disabilities develop their self-determination skills. Considerable evidence suggests, however, that the goal of providing these students with the motivation and sense of independence that leads to self-determined behavior has not often been achieved. A multiple-case design was used in this study to describe the experiences of four elementary students with disabilities who were taught how to communicate their goals and identify appropriate accommodations at their individualized education program (IEP) meeting. Observations of the IEP meetings and follow-up interviews with parents, teachers, and students revealed that elementary students were capable of contributing important information about their disabilities and suggestions for accommodating them. The potential for promoting greater self-reliance in young students with disabilities is discussed.
Descriptors: Individualized Education Programs, Normalization (Disabilities), Parent Attitudes, Student Attitudes, Teacher Attitudes, Self Determination, Self Advocacy, Elementary School Students, Observation, Content Analysis, Program Effectiveness, Student Participation, Performance Factors, Special Education
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A


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Are you looking for a course that will teach you more about Type A Gas Appliances? Type A Gas appliances are appliances of the domestic and commercial type, so if you are interested in learning how to identify and carry out repairs on these types of appliances, this license is an excellent option.
During the course, our Bizmatrix team will teach you all there is to know about Type A Gas appliances, as well as all of the relevant legislation. In particular, we will teach you how to diagnose and identify faults in these types of appliances, how to test and commission appliances, as well as conduct leak testing. Our courses generally take the form of both theoretical learning and practical skills training — the first is usually conducted online, while the second takes place (after the theoretical component has been completed) at the Bizmatrix facilities.
Content of the Domestic Type A Gas Work Licence Course
Prior to registering for this course, students must fulfill a number of prerequisites. To begin with, it is mandatory for all students to hold a gas registration/license before classes begin. In addition, it is important to be able to demonstrate language, literacy as well as numeracy skills that are at Level 3 and 4 of the Australian Core Skills Framework (ACSF). These skills will be tested prior to the beginning of the course.
Take a look at some of the outcomes that Bizmatrix envisages as part of this course:
– Effectively applying necessary safety requirements in relation to Type A Gas appliances
– Assembling and disassembling these types of appliances
– Identifying and repairing different types of circuitry faults
– Identifying and repairing gas system faults
– Completing all of the relevant documentation
Once this course has been fully completed, all students will need to undergo a short assessment of their knowledge. This assessment will comprise a theory component, as well as two practical assessments. The first practical test will involve repairing some type of gas system fault, while the second assessment will include converting a type A appliance to another type. Finally, once this assessment has been completed and students have passed, they will receive a Statement of Attainment, allowing them to apply for the relevant national licensing.
Type A Gas Work Licence
If you are interested in finding out more about the type of gas work licenses our team at Bizmatrix is able to provide, feel free to contact us for more information. At Bizmatrix, we have years of experience providing top-class gas work licensing to a wide range of students. Over the years, we have acquired a reputation for providing deep, thorough and informative courses that are among the best in the country. If you are interested in finding out whether this course is the best possible option for you, feel free to contact us today. We are happy to provide all of our potential students with an in-depth consultation, so feel free to contact us at 1 300 588 749!


The Acadiana Symphony Orchestra is one of only two symphonies in the country that is partnered with a Conservatory (School) of Music. ASO&C's professional music education faculty created Do-Re-ME! (DRM), a patent-pending, INNOV8 Award-winning curriculum to lay down a solid foundation for young learners to achieve academic success early on. DRM is an arts-integrated curriculum that uses music to reinforce comprehension in Literacy, Math, Science, and Social Studies.The Objectives of the Do-Re-ME! program are to enhance the academic preparation of preschool children and help to prepare them for kindergarten and first grade. Specifically, the curriculum is desgined to:
- Stimulate and engage children in learning.
- Provide enhanced language arts readiness in children.
- Provide children with thinking and learning tools that they can carry forward into lifelong learning.
Research tells us that students thrive in an environment where there are multiple modes of learning available, preferably visual and kinesthetic learning activities. The DRM curriculum was designed to target the visual and kinesthetic learner using music and movement to learn, all while the students are singing, dancing, building, and HAVING FUN!
For more information on the program watch the video below!


Learn to count with Eggy Numbers 1 to 10!
Your child can take their first steps into the wonderful world of maths with Eggy Numbers 1 to 10 – the interactive app for the iPad and iPhone that teaches children aged 3+ how to identify, write and count numbers 1 to 10!
Featuring 7 highly motivational games, Eggy Numbers 1 to 10 makes learning to write and count numbers a fun hands-on experience for young learners. Using the ‘tap’ and ‘touch and drag’ interactivity of the iPad and iPhone, three games focus on teaching children how to write each number – first by tracing over a dot-to-dot and number shaped visuals, then by drawing the number from memory. Four more games develop a conceptual understanding of numbers and their value, where children need to count items and match numerical values to pictures.
Your child will love discovering this new world of numbers with ‘Buddy the Acorn’ as their helpful guide. The engaging visuals, catchy music and fun sound effects will make their learning experience highly enjoyable and rewarding!
Eggy Numbers includes 7 fun numeracy games including Dot-to-Dot, Copy the Number, Draw the Number, Number or Not, Count with Buddy, Number Ring and Number Dominoes. There are also 138 golden acorns and 18 critters for children to earn by completing activities.
- For the iPad and iPhone.
- Suitable for children aged 3+.
- Learn to identify, write and count numbers 1 to 10.
- 7 highly interactive games.
- 3 difficulties to choose from.
- Highly instructive handwriting games commit numbers to memory.
- Counting activities develop the basic numeracy skills essential for future maths development.
- Fun rewards to earn including 138 golden acorns and 18 critters to hatch and collect.
- Choose between 3 accents – Australian, UK and US.
- Eggy Numbers is brought to you by the makers of Reading Eggs – a team of educators with more than 25 years of experience in early childhood education.
What a clever little app! The graphics are fantastic. My 4 year old loves counting the sea creatures under the water. He's really enjoying it. Another great app from Reading Eggs, love it! - iTunes User Review
If you have any questions about Eggy Numbers, please email us at email@example.com.


This course develops learners’ knowledge and understanding of psychological explanations for individual and social behaviour. Psychology provides learners with opportunities to find out some of the ways that thoughts and emotions can affect how we feel and behave. Psychological knowledge of individual and social behaviour can support learners in personal and professional relationships and enable them to understand some of the factors that influence behaviour.
Learning in psychology therefore offers a suitable context for finding out about factors that are important to being a confident individual and a successful learner.
There is personalisation and choice in the topics and approaches that learners can select to investigate and explain human behaviour. As learners develop research skills in psychology, they will learn about the ethical implications of research and what this means for them as responsible citizens.
Explanations for behaviour will promote thinking, reasoning and communication skills. Learners will also develop numeracy skills, which are important to research. These skills will enhance learners’ ability to engage in society.
Learners would normally be expected to have attained the skills, knowledge and understanding required by the following or by equivalent qualifications and/or experience:
The main purposes of the course are to enable learners to develop an understanding of the human mind and behaviour and to enhance their interest in psychology. The course consists of the following 3 units:
This unit will introduce learners to the research process, research methods and ethics used in psychology. Learners will develop knowledge and understanding of factors to consider when planning and carrying out psychological research. They will also develop numerical skills and an understanding of psychological terminology.
Psychology: Individual Behaviour
This unit enables learners to use psychology to explain individual behaviour. Learners will investigate topics and learn how these topics can be explained using psychological approaches and theories. Learners will also consider the strengths and weaknesses of different approaches and theories investigated.
Psychology: Social Behaviour
This unit explains how interaction with others shapes social behaviour. Learners will investigate social psychological topics, and use relevant concepts and research evidence to explain how the thoughts, feelings and behaviours of individuals are developed through interaction with others and within the social environment. Learners will use psychological knowledge and understanding to explain examples of everyday behaviour.
You will receive weekly taught sessions and work as instructed by your tutor. There will also be directed self-study to be carried out in your own time.
This is normally a one-year course, with approximately 40 study hours per unit.
Please contact your local centre for more information on start date.
For the latest information on fees please see our fees policy.
This course may provide progression to:
You can use the above QR code to connect directly to the course details.
To enrol, or for further information on this course, please contact your local Argyll College Centre
We are delighted that you are thinking about studying at Argyll College UHI. Argyll College operates a fair and open admissions system committed to equality of opportunity and non-discrimination. We consider all applications on merit and on the basis of ability to achieve, without discrimination on grounds of age, disability, gender identity, marriage and civil partnership, pregnancy and maternity status, race, religion and/or belief, sex, sexual orientation or socio-economic background. We welcome applications from all prospective students and aim to provide appropriate and efficient services to students with disabilities.


It's so much fun when children begin to understand that the abc song is more than just a cutesy chant for impressing mom and dad (thought that is super fun too) when they begin to fully understand that the alphabet is individual letters that make sounds - it is such an exciting time i just know that your students are really. Your preschooler will love learning to write with these engaging and creative preschool writing activities it all starts with pencil grasp development, so learning writing skills doesn't have to be traditional using materials from any home or classroom, these activities are easy to follow and memorable once you've mastered. Find and save ideas about preschool writing centers on pinterest | see more ideas about preschool names, preschool writing and preschool name recognition. Literacy center ideas for elementary grades computer center abc center writing center listening center memory card games word family center book club center building/manipulatives center art center buddy reading center poetry center journal center math center science center social studies center. First of all, our students are half day, so we only get to teach them for about 3 hours a day fitting it all in is tough, but we sure do get a lot done we do literacy centers for the first 30 minutes of the day this is when i pull my intervention group and the rest of the class chooses what they want to do.
Writing center materials paper: at the beginning of the year i use blank paper and then transition to writing paper later in the year pencils: we like to use golf pencils for preschoolers because the small pencils better fit their small hands highlighters: a fun writing utensil to encourage writing or to. Fall literacy activities for preschool and kindergarten fall is right around the corner and it's time to plan some fun fall themed literacy activities for your preschool or kindergarten classroom this list of fall literacy activities includes free choice or literacy center ideas as well as crafts and activities to do in small. .
Kinderkorner's literacy centers · open in new window lesson plan literacy center ideas from submitted by teachers http://wwwkinderkornercom/centers html grade level(s): preschool, k. Let's explore a guide to preschool center time written by: sarah malburg • edited by: laurie patsalides • updated: 9/11/2012 are you looking for ideas for setting up centers in your preschool classroom whether for dramatic play, art, writing, listening or reading, this guide will offer you suggestions for providing your.
The writing center interest center should encourage preschool writing activities by having a wide variety of materials available. Abstract emergent writing in the early childhood classroom is an essential part of literacy development in young children many early childhood settings reach the diverse developmental needs of students by facilitating small group interactions ( centers) that are teacher-led as well as activities that are accessed. Ideas for setting up a writing area in preschool or child care. Creating a writing center in the preschool classroom is an important part of back- to-school planning teachers, change out what you offer at this center so that they can experience different writing tools and surfaces join over 16,000 parents & educators receiving helpful tips, activities and resources.
In part two, i'll discuss center management and rules and routines in part three, i'll share specific center ideas for your classroom also, stayed tuned every month to see how i've set up my dramatic play center to incorporate literacy five- and six-year-olds are natural, enthusiastic learners their impulse. Abc centers is the time of day that most students eagerly look forward to it is a very active time in which students have the opportunity to work hands on with literacy materials students feel as though they are just 'playing games', but they are actually actively engaged in the learning process as they are thinking and doing. Writing center found in: classic birch space-saver writing center, classic birch tabletop writing center, classic birch lakeshore writing center $34900 circle time, language activities, music and more, our mobile center provides easy- access storage and teaching space—in one convenient grades: preschool.


Peer-Assisted Learning Strategies
What is Numeracy PALS?
Numeracy PALS is an evidence-based program that systematically provides students additional structured practice opportunities on fundamental computational skills required for mathematical proficiency.
During Numeracy PALS sessions, students work together in pairs to practice mathematics skills. Each session involves partner coaching as well as opportunities for individual practice. Weekly quizzes provide ongoing tracking of progress.
PALS research meets the highest standard of research based evidence—15 years of research PALS is internationally recognized as a best practice and has shown positive outcomes for students.
OVERVIEW OF PROGRAMS OFFERED DURING FALL SESSION (Oct. 21—Nov. 29)
Numeracy PALS 2:
Adding Basic Facts
Adding Without Regrouping
Adding With Regrouping
Numeracy PALS 3:
Subtracting With Regrouping
Subtracting With Regrouping Using 0
Your child's teacher can assist in determining the best program for your child.
The Windsor-Essex Catholic District School Board, in partnership with the Ministry of Education, is offering our Grade 3 and 4 students an opportunity to refine and master their basic numeracy skills, while participating in an evidence-based numeracy program called Numeracy PALS (Peer Assisted Learning Strategies in Math).
This tutoring initiative is being offered as a voluntary after school program at no cost to parents. Your child will receive additional mathematics support, by a trained tutor, under the supervision of one of our staff members. Tutors will be delivering the Numeracy PALS program, which focuses on the basic computational skills we know are essential to students' mathematical success. This is not intended to be a "homework club".
The tutoring sessions will take place two afternoons a week for 45 minutes. They will be offered Mon./Wed. OR Tues./Thurs., dependent upon preference, tutor availability and the number of interested participants. The sessions will begin immediately after school in the library, and will be conducted by our post-secondary trained tutors and supervised by one of our own staff members.
The Fall session is six weeks in length, with a total of 12 lessons. The Fall session is scheduled from October 21 – November 29, 2013.
Please take a moment to review the attached flyer for more information about the program. Once again, we are very excited to offer this free enrichment opportunity for your child.
Please express your interest by completing the bottom portion of this letter, and return it to school no later than Monday, October 7th, 2013. You will be contacted with further information and details.
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Student's Grade and Teacher __________________________________
Yes, I am interested in having my child participate in the FALL Numeracy PALS tutoring opportunity. I understand that my child's attendance at the lessons is an integral part of the program. I understand that I am responsible for my child's own transportation at the end of each lesson.
Parent Signature ______________________________________________
Days of Preference: (please circle)
Mon./Wed. Tues./Thurs. No preference


A fun guide to the building blocks of the English language.
Reading is undeniably the cornerstone of education, but there’s much controversy over what the most effective methods are to teach this crucial skill. Prince (The Alpha Rap: Read In Kids, 2011) makes a solid case for the importance of “systematic phonics instruction”—urging new readers to sound out unfamiliar words—as part of the educational process. She begins with a literature review, summarizing studies that support her assertions, but readers who are uninterested in theories of learning or already convinced of the method’s benefits can easily skip right to the materials themselves: charts, exercises, and activity sheets that feature attractive visuals with bright colors and cute images that illustrate such words as “pear” and “thimble.” The author successfully demonstrates ways to make the process of acquiring language skills more dynamic and interactive. Her active learning tools include word searches, bingo cards, rhyming exercises, and word scrambles. However, the word wheels in the fourth chapter are the book’s real standout feature. An arrow labeled with a consonant blend (“cl,” for example) lies in the center of a circle with 16 word endings set around it (such as “oud,” “ean,” “aim,” or “ing”). As students or teachers move the arrow, new words may be formed, pronounced, visualized, sketched, or acted out—the possibilities are endless: “The Word Wheel is a blueprint instrument to apply the sound blending process which is a main component of the decoding process to generate thousands of new words,” Prince explains. The book contains word wheels for 25 different consonant blends, and one can easily imagine the delight of students experiencing the pleasures of language production as they also acquire the tools necessary for further progress. Clearly, elementary school teachers will welcome this resource, but it also seems like it would be useful for students of any age who are learning English as a second or third language—especially those who are less familiar with the workings of the English alphabet.
A valuable set of educational materials for teachers, parents, and children alike.


When some children are learning to read, they catch on so quickly that it appears effortless. It does not seem to matter what reading curriculum or teachers they encounter, for they arrive at school already possessing the important foundational skills. For other children, though, the path to literacy is far more difficult and by no means assured. It matters very much what curriculum their schools use and who their first teachers are.
So what does reading look like at Ocker Hill?
It is seen in a variety of ways; from phonics to reading for pleasure to guided reading in classrooms. Each classroom has a reading area; engaging for all children to explore and investigate a variety of skills and books.
School has a library that is accessed regularly for all children in particular Key Stage one and also Reading for pleasure offers an exciting time for children to read for pleasure without the constraints and pressures of assessment and progression.
Reading is succeeding - Parent information evening - reading is succeeding OHI parent workshop.pdf
Home Reading Rewards
At Ocker Hill we value the love of reading and children are encouraged to read and share a story with family members. The rewards for reading at home are as follows:
- Every time your child reads with you/you read to them/complete a reading activity you can complete a box in their home reading record.
- 25 books read = Certificate
- 50 books read = Bookmark and certificate
- 75 books read = Book and certificate
- 100 books read = Attend Mad Hatter’s Tea Party with Head and Deputy and certificate
- 120 books read = Book voucher and certificate


NCPCR frames guidelines regulating private play schools
New Delhi [India], Jan. 3 (ANI): The National Commission for Protection of Child Rights (NCPCR), based on the National ECCE Policy 2013, has developed a regulatory guideline for private play schools with an objective of bringing inclusiveness and uniformity in all private educational institutions imparting pre-school education and prevent violation of child rights against children in the age group 3-6.
Article 45 of the 86th Constitutional Amendment recognises the crucial role of quality pre-school education stating, "The State shall endeavour to provide early childhood care and education for all children until they complete the age of six years."
Consequently, the Right of Children to Free and Compulsory Education (RTE) Act, 2009 recommends, "With a view to prepare children above the age of three years for elementary education and to provide early childhood care and education for all children until they complete the age of six years, the appropriate government shall make necessary arrangement for providing free pre-school education for such children."
Presently, this provision is being implemented and fulfilled by Ministry of Women and Child Development (MWCD) through ECCE ensuring the right of children to pre-school education.
Reaffirming the commitment towards the right of children to care, nutrition, health and education in early childhood, MWCD introduced National Early Childhood Care and Education Policy in 2013.
Pre-schools, nursery schools etc are some of the names of pre-school education provided in educational institutions under the National Early Childhood Care and Education (ECCE) Policy, 2013.
In India, the ECCE services are delivered through public, private and non-governmental organisations.
Government-run Anganwadis under ICDs and Rajiv Gandhi National Scheme for Working Women provide the Early Childhood Education (ECE) to millions of children under the age group 3-6.
The private channel is operational under varied names such as, play groups, play schools, pre-schools, nursery schools etc, and are largely unregulated.
Pre-school education is also the fourth goal under the Sustainable Development Goals (SDGs) which is to 'ensure inclusive and quality education for all and promote lifelong learning.'
The aim of the guidelines framed and recommended by NCPCR is to remove ambiguity in such private educational institutions in India and achieve national as well as international commitment of pre-school education.
The guidelines have been submitted to Ministry of Women and Child Development (WCD), State Departments of WCD, NIPCCD, Chief Secretaries of all States/UTs and all State Commissions for Protection of Child Rights. (ANI)