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After all, those roles are among the many that are prominent in 2018 but didn’t exist 20 years ago – a long list that also includes drone operators, SEO specialists, bloggers and streamers, and any job in social media.
Much like today’s workers, many of today’s students are also expected to graduate into roles that don’t yet exist. Exactly how many tends to differ depending on who you ask – the BBC notes that 65 percent is a popular guess that has found its way into numerous publications over the years, though argues that one third would be a more accurate (and still generous) estimate, while a study from the Institute for the Future claims around 85 percent of jobs in 2030 haven’t yet been invented. One thing experts do agree on, though, is that changes need to be made to education systems around the world in order to prepare students for these to-be-determined roles.
Rethinking education in the face of changing technology might sound like an obvious solution, but it doesn’t happen as commonly as you might imagine. As American scholar Cathy Davidson tells the BBC, despite the technological advances of the past 100 years, the last major change to education systems came after the industrial revolution. “Our education system was invented between 1865 and 1925... industrialization and urbanization required a new kind of education. In the post-internet age, we also require a new kind of education.”
But while it’s true that education systems might not have kept up with the world’s changing pace, working out exactly what adjustments need to be made is becoming harder than ever with the impact of automation on jobs looming. A McKinsey Global Institute study estimates that up to 800 million jobs that currently exist worldwide are vulnerable to automation.
For example, there’s no shortage of news stories claiming that teaching kids to code will give them future job security. However, research from the University of Oxford suggests that the chance of programming roles being lost to automation is 48 percent.
This isn’t to say students shouldn’t learn to code, of course, as it’s a highly useful, foundational skill in a digital world. As British educator Daisy Christodoulou explains in a BBC interview, foundational skills help people cope with technological advances. So in this case, it could be better to teach an understanding of programming rather than a reliance on a specific programming language.
In a 2016 report, the World Economic Forum wrote that while understanding technical tasks will still be important in the coming decade, those tasks will be handled more and more by automated systems, increasing the demand on thought and social skills. After all, the workplace of the future might look very different.
Will humans work alongside AI, and how will they cooperate? Will the traditional workplace be replaced by remote workspaces through ever-improving communication technology, and how will staff be managed? The organization predicted that complex problem solving, critical thinking, and creativity will be the three most important skills to teach students in 2020, and they may well be the skills that answer these questions.
Ultimately, it’s impossible to teach students the specific information needed for future jobs when we don’t yet know what those jobs will be. While the aforementioned McKinsey study predicts job losses due to automation, it also reminds us that the introduction of the PC ended up creating more jobs than it killed – workers simply needed to develop a new skill set. Thus, the specifics might not be what are essential. What will be essential is ensuring students have the foundational skills to thrive in work environments that are evolving faster than ever.


Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
Knowledge and Skills Statement
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Observe students during learning-centers time when they are working on activities that involve spelling. Use a checklist or take anecdotal notes to keep track of words the students spell.
Glossary Support for ELA.K.2.C.ii
1. International Literacy Association. (2018). Explaining phonics instruction: An educator’s guide [Literacy leadership brief]. Newark, DE: Author. Retrieved from https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf?sfvrsn=1a16a48e_6
Summary: This guide for educator's contains an explanation of phonics and different ways that it is taught.
2. What Works Clearinghouse. (n.d.). Foundational skills to support reading for understanding in kindergarten through 3rd grade: practice guide summary. Washington, DC: Institute of Education Science. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuide/21
Summary: This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. Each recommendation includes implementation steps and solutions for common obstacles. The recommendations also summarize and rate supporting evidence. This guide is geared towards teachers, administrators, and other educators who want to improve their students’ foundational reading skill.
3. Bear, D. R. & Templeton, S. (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary. The Reading Teacher, 52(3), 222–242. Retrieved from https://www.jstor.org/stable/20202044
Summary: Bear and Templeton addresses two broad questions in this article: What is our understanding of spelling development and how does this understanding fit within a broader model of literacy development? And what are the implications of the developmental model for spelling instruction and word study?


Classroom in a Box
Purchase an ares unit for a school in Kenya.
ARES USES THE NATURAL CURIOSITY OF CHILDREN TO TEACH MATH, SCIENCE, READING, AND CRITICAL THINKING SKILLS.
No viruses, no ISIL propaganda, no unsuitable content.
"Classroom in a Box" contains virtual labs, library content, textbooks, Kenyan Syllabus and much more!
ARES trainers take a whole-child approach to elementary education. Teachers, administrators, counselors, and support staff work together to meet the intellectual, social, behavioral, and emotional needs of each and every child we serve.
We Welcome volunteers to experience the culture and beauty that is kenya. This experience is life changing and extremely gratifying.
What is ARES?
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Africa Ruggedized Education Solution
Learn more about this exciting piece of technology transforming learning. Our ARES LS contains a tremendous amount of educational content students are using to learn, engage and dream.
ARES is a complete K-12 education system designed to operate in rugged environments. It's affordable, flexible, and contains an enormous range of educational content and administration tools for schools.


ENSC3022 Global Energy Production: Challenges and Opportunities
- 6 points
|Not available in 2020||UWA (Perth)||Face to face|
- Details for undergraduate courses
- The area of knowledge for this unit is Mathematical and Physical Sciences
- Category B broadening unit for students
- Level 3 elective
- This unit will explore the basis for how energy (including fossil fuels, alternative energy, and frontier technologies) have evolved over the past century, and how this evolution has crafted much of the geopolitical framework of the modern world. In the dialogue, we will explore the basis for common energy technologies in a non-technical context, enabling discussion across a variety of background fields and contexts. We will then explore these technologies further by analysing a few pivotal case studies from the past decade that shaped the landscape and discussion of energy. As one example, we will look at the BP's 2010 Deepwater Horizon blowout in the Gulf of Mexico, analysing (i) the narrative provided to the public, (ii) how this diverged from the technical challenges, (iii) how government and industry pivoted due to the case, and (iv) how local, national, and international policies and discussion changed as a consequence. The unit is designed for students from the humanities, business, engineering, and related disciplines, and will provide a framework to understand and assess how the field of energy production will evolve over the coming decade
- Students are able to (1) demonstrate an understanding of the basic production principles for conventional and unconventional energy assets; (2) identify common engineering and operating challenges associated with different energy production strategies around the world; (3) contextualise region-specific challenges to energy production, based on the global economy and current environmental regulations; (4) analyse energy industry case studies to determine how technical obstacles impacted marketing and communication in the energy industry; (5) demonstrate the ability to present a critical case study analysis to a non-technical audience; and (6) evaluate the effectiveness of marketing and communication strategies that have historically been employed to shift public narrative around high-profile challenges.
- Indicative assessments in this unit are as follows: (1) assignments and quizzes; (2) case studies; and (3) a final examination. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Professor Zach Aman
- Unit rules
- completion of 72 points of the Level 1 and Level 2 units
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Literacy teachers are responsible for teaching all the components of proficient reading and writing. That is a big job, and sometimes we become bogged down by the demands of assessment, accountability, differentiation, and instructional mandates against the backdrop of limited time and resources. The Artful Read-Aloud is not an antidote to any of that, but it is an invitation to see ourselves not just as literacy teachers but also as creative artists who engage children in perhaps the most important artistic medium of all: reading.
In order for children to see reading as a personal art, we must give them access to the beauty of books even as they are learning and applying foundational skills. We should not withhold the experience of reading and thinking imaginatively until children have mastered decoding or successfully demonstrated their ability to determine the main idea of a piece of text. Sir Ken Robinson reminds us:
Creativity is not a linear process, in which you have to learn all the necessary skills before you get started. It is true that creative work in any field involves a growing mastery of skills and concepts. It is not true that they have to be mastered before the creative work can begin. Focusing on skills in isolation can kill interest in any discipline. Many people have been put off mathematics for life by endless rote tasks that did nothing to inspire them with the beauty of numbers. Many have spent years grudgingly practicing scales for music examinations only to abandon the instrument altogether once they’ve made the grade. (Robinson and Aronica 2015, 120)
No matter where we teach, no matter whom we teach, the interactive read-aloud is an effective and available tool for teaching real reading, but also creative, collaborative, and critical thinking. Fortunately, it does not require any special gadgets or technology, advanced training, or financial resources. We can all do it well, and we can all help students tap into their own creativity and imagination as a result.
So the question remains, how do we actually make our teaching, and specifically our read-alouds, more artful? While it is impossible to distill what exactly makes an artistic process successful, The Artful Read-Aloud makes the connection between artistic endeavors and the art of reading aloud, laying out ten principles that teachers can use to make their read-alouds rich with engagement, instruction, connection, and purpose:
Ten Principles of the Artful Read-Aloud
1. EMBODY THE TEXT.
2. MAKE MEANING.
3. STAY OPEN.
4. LOOK UP.
5. INVITE CONVERSATION.
6. TAKE A BREATH.
7. BE AWED.
8. DIG DEEP.
9. MOVE AROUND.
10. CHOOSE WISELY.
When we read artfully, we make it practically impossible for students not to fall in love with books and begin to know reading as a personal art themselves. We help students see themselves as readers and see one another as fellow story lovers and human beings who are gathered together to listen, to learn, and to understand the world and all its treasure trove of great characters, big ideas, new information, and life-changing stories a little better.
Follow us on Instagram @heinemannpub to stay up to date on the latest books, your favorite authors, and upcoming events!
Rebecca Bellingham is a teacher, literacy consultant, college instructor, and performer. After receiving her master's in elementary education at Lesley University through Shady Hill School's Teacher Training course, Rebecca began working as a teaching artist in the South Bronx with DreamYard, a nationally recognized community arts organization. She went on to teach at the Berkeley Carroll School in Park Slope, where she was a fourth-grade teacher and literacy coach. She received a master's degree in literacy specialization at Columbia University Teachers College and began working at Teachers College Reading and Writing Project as a staff developer and later as a full time instructor in the Literacy Specialist program. Currently, Rebecca leads professional development within the San Diego Unified School District, partners with many nonprofit, arts-based and literacy organizations, and continues to teach courses on the integration of the arts and literacy at Teachers College. As an actress and singer, Rebecca has performed in numerous off-broadway and regional theaters around the country.


Phonics and Reading With McGuffey 1.3
Phonics and Reading With McGuffey is an affordable and complete computer based training system for beginning literacy that emphases phonics instruction.
The program does not require any technically trained supervision to administer to students. Each lesson introduces new letter sounds which are incorporated into new words. The lessons combine phonics with reading practice. Spelling and sight word practice is included to improve fluency. There are software programs for phonics and there are software programs for sight words. But none of them incorporate phonics, sight words, spelling and reading practice from classic literature except this one. Your student will develop skills that will form the foundation of a lifetime of success at reading using just this software. The McGuffey Primer textbook has helped to educate tens of millions of people. Now that excellent textbook comes as its own tutor with this simple to use software. Lessons are structured such that: 1. Letter sounds are introduced with an animation along with an onset word and a sound effect. 2. New words are introduced that incorporate the new sounds. 3. Letter sounds are drilled with smart flash cards. 4. Students experiment with building words and hearing a real human voice announce them. 5. Each lesson has a full color illustration of the reading practice 6. Reading practice is guided so the student does not get lost. 7. A letter sound quiz determines if the student should go back to review the lesson material or to go on. 8. A guided spelling practice helps the student understand the structure of words when they fail to spell correctly. 9. Sight word drilling is used to improve fluency. By the time the student completes all 52 lessons he or she will know all 44 letter sounds in the English Language and most of the important graphemes. The student will be reading at a first grade level.


PRESCHOOL DEPARTMENTRECOGNIZED BY DEPED NCR – NO. P-018, SERIES 1994
The Sacred Heart School Preschool Program is designed to fully prepare the children to become independent learners. It provides opportunities for students to explore the natural world and share their energies towards self-expression and creativity. The development of holistic skills is part of the curriculum geared towards honing the multiple intelligence of the child. The Sacred Heart School curriculum uses a Thematic-Progressive Approach. Each learning area ensures child-centered and creative learning skills that will surely mold and shape the minds of the children. The Sacred Heart curriculum is challenging and encompasses all the learning areas to nurture every child’s potential. It is specifically geared towards ages 1.6 until 5.5 and looks at key areas such as: Literacy skills, Numeracy skills, Social Science skills, Creative skills, Graphamotor skills, and Character/Value Formation.
Each subject area ensures child-centered and learning skills that aim to mold and shape the minds of the children.
- Literacy Skills develop the child’s first steps in oral and written communication, basic grasp of words, and formulation. This skill also includes development towards the fluency in both the English and Filipino language that are essential in their daily activities.
- Numeracy Skills deal with basic mathematical concepts such as rote counting, color assimilation and discrimination, addition and subtraction, and simple problem solving.
- Social Science Skills tell about how a child sees himself in connection with the environment. It allows the child to appreciate himself and the world he lives in.
- Creative Skills develop the child’s creative talents and abilities through mixing, pouring, scooping, tearing, cutting, pasting, and drawing.
- Graphamotor Skills allow a child to develop body control, interpret activities using body movements, and to express oneself through drawing, free scribbling, coloring, tracing, pasting, and eventually writing.
- Character Skills / Value Formation is the core of Sacred Heart School curriculum. There is a need to be spiritually equipped to be able to accomplish all the skills. Cognitive and physical developments go hand in hand with moral and value formation.
The teacher transforms her classroom into a “mini home” environment child – friendly and child – centered activities are evident in all the learning centers. Each area in the classroom is aided by different manipulative, books, and learning tools that will surely enhance the creativity and stimulate the growth and development of a child. The centers are re–designed regularly depending on the needs of the children. The following are some of the learning centers introduce at Sacred Heart School.
- Literacy Center is guided by books and reading materials that present moral lessons to cultivate values formation. There are books that talk about self, feelings, school communities, and people. Filipino books are also included to present concepts such as pagkukuwento, pagbabasa ng mgasalita at pabula, flashcards with CVC words and pictures are available as well.
- Numeracy Center offers manipulative, puzzles, beads, blocks, tiles, and clay to stimulate child’s basic mathematical concepts.
- Creative Center allows children to explore their imagination and minds to create, paint, draw, and even scribble since they take pride in discovering new things. This center is aided by different art materials and tools which will enhance the creativity and resourcefulness of every child. It also gives the children an opportunity to role play and act out different situation and stories that they will truly enjoy, thus, developing self – expression and awareness in them.
- Social Science Center gives the students an avenue for scientific exploration, experimentation and discovery of the wondrous living and non-living things around them.
Sacred Heart School offers five levels of Preschool education namely:
- Toddler Learning is Play. Children appreciate and acknowledge learning when they are having fun while doing activities. The creative session last for 2 ½ hours.
- Junior Nursery - Learning is Meaningful. Learning becomes meaningful when it is experiential. Children are given opportunities to hold, create, and manipulate different objects that will help stimulate new learning. The meaningful sessions last for 2 ½ hours.
- Senior Nursery - Learning is Experiential. Children learn more through experiences. The learners become an active part of discovering and exploring new and wonderful things. The meaningful sessions last for 3 hours.
- Pre-Kindergarten - Learning is Valuable. Children value what they learn when they can connect it outside their classroom. These are the practical ideas that the children can make use of in the future. The class lasts for 3 ½ hours.
- Kindergarten – Children value what they learn when they can connect it outside their classroom. These are the practical ideas that the children can make use of in the future. This level is for children aged 5 by August.


What is a food chain?
A food chain shows how plants, animals and humans rely on each other for food. We’ve been making the most of the festive season with these Christmas Food Chains.
Animals get energy and nutrients by eating other animals or plants. If one part of the food chain is affected, so is the rest of the chain. If there was no sun for the caribou moss to grow, reindeers would have less to eat, which would affect humans in areas where reindeer meat is a common food.
Reindeer Food Chain
- Reindeers eat caribou moss
- Humans eat reindeers
Plants are known as producers, they get their energy from the sun. Producers are at the start of a food chain.
Consumers eat other plants and animals.
A predator is an animal that eats other animals. The animals that a predator eats are known as prey.
We’re going to make a very simple Christmassy food chain using stones.
What you need
Stones that can be drawn on, we used these beautiful sorting stones from The Consortium
Draw each part of a food chain on a separate stone.
Can you put the stones in order or stack them in order?
Food Chain Questions to ask
What do you think is at the start of a food chain? The predator or producer?
Producers are at the beginning of a food chain and predators at the end.
What is a herbivore?
A herbivore is an animal that eats plants. In a food chain we call the herbivore the primary consumer. It is the first consumer.
What is a carnivore?
A carnivore is an animal which eats other animals. In a food chain carnivores ( predators ) are known as secondary or tertiary consumers.
What is a predator?
A predator is an animal which kills another animal to eat.
Can you draw a food web?
Can you think of some silly Christmassy food chains? We’ve got some ideas to start you off.
Candy Cane – Elf
Mince pie – Santa
Carrot – Rudolph – Human?
Seeds – Turkey – Human
More Christmas Science for Kids
Try one of our 20 awesome Christmas Science Experiments for Kids in our round up post.
Or, how about one of these fun ELF STEM Challenges, now with a FREE printable.


We are strong proponents of the New Zealand early childhood education curriculum – Te whaariki.
Te Whaariki – aims to develop “young people who will be confident connected, actively involved, lifelong learners”
Te whaariki aims to develop young children holistically, helping them to make links and develop relationships while discovering different ways of seeing the world.
“to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging”
Te whaariki defines how to achieve progress towards this vision for learners in early childhood learning environments. It is about the individual child. Its starting point is the learner and the knowledge, skills, and attitudes that the child brings to their experiences. The curriculum is also about early childhood settings. Learning begins at home, and early childhood programs outside the child’s own home play a significant role in extending early learning and in laying the foundations for successful future learning.
Each community to which a child belongs, whether it is a family home or an early childhood setting outside the home, provides opportunities for new learning to be fostered: for children to reflect on alternative ways of doing things; make connections across time and place; establish different kinds of relationship; and encounter different points of view. These experiences enrich children’s lives and provide them with the knowledge, skills, and dispositions they need to tackle new challenges.
Te whaariki is specifically designed for children from the time of birth to school entry, and it provides links to learning in school settings. The learning environment in the early childhood years is different from that in the school sector. This learning environment, the constraints of age, and the special nature of the early childhood years are elaborated on in this curriculum.
Te whaariki emphasises the critical role of socially and culturally mediated learning and of reciprocal and responsive relationships for children with people, places, and things. Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection.


Storytime Programs for All Ages
What is storytime?
The Dwight Foster Public Library offers storytime programs for kids of all ages, from birth to 6 years. Find the right storytime program for your family.
Baby Time is a fun time for babies from birth to 18 months and their parents or caregivers. Each gathering consists of rhymes, songs, and a few simple books. Baby Time introduces babies to literacy and encourages talking and positive interactions between the baby and the adult.
Baby Time occurs Thursday mornings at 10 a.m. in the storytime room.
Toddler Time aims to introduce toddlers ages 18 to 36 months to literacy and encourage positive brain and motor development. Each gathering consists of books, music or movement activities, and a craft. Toddler Time can expand toddlers’ vocabulary, help them play with letters and sounds, improve their ability to describe things or tell stories, and encourage an understanding and enjoyment of books and reading.
Toddler Time occurs Tuesday mornings at 10 a.m. in the storytime room.
Family storytime gathers on Tuesday evenings and Wednesday mornings for the purpose of enjoying books and strengthening early literacy skills. Each storytime consists of books read aloud, songs, movement activities, crafts, and more.
Family Storytime occurs Tuesday evenings at 6 p.m. or Wednesday mornings at 10 a.m. in the storytime room.
Families can register for any storytime program at the library’s front desk and begin attending the session as soon as they are able. Pre-registration is appreciated but not required. One-time visitors are always welcome! Registration information allows us to track statistics about storytime attendance and maintain up-to-date contact information. When a child outgrows a particular storytime program, consider enrolling him or her in the storytime program for an older age group.
Storytime programs occur year-round unless otherwise specified. Cancellations or schedule changes will be posted in the library and on the library’s website.
- Parents and caregivers are encouraged to attend and participate in storytime with their children. When children see adults engaged in books and literacy activities, they are more likely to enjoy and seek out these activities themselves. Parents and caregivers play an essential role in their children’s early literacy development.
- Children are not expected to stay perfectly still during storytime. Children at different stages need to move and make noise, and that is just fine. However, if a child becomes upset during storytime, feel free to leave the storytime room with the child and return when the child is calmer.
- Children younger than eight must be attended and supervised in the library at all times. (Refer to the Dwight Foster Public Library’s Unattended Children Policy.) Please make arrangements for other siblings as necessary.
If you have any questions, contact:
Youth Services Librarian


Ecuador Worksheet – Printable Earth Science Word Search Games for Kids FREE
The Ecuador Worksheet – Get this entertaining Printable Earth Science Word Search Games for Kids FREE.
Our FREE worksheet for kids on Ecuador is composed of a word searches puzzle in addition to a find the words seek puzzle for your kids.
This fun and educational printable Earth Science worksheet about Ecuador is currently FREE for parents and teachers to print out cost free and you are allowed to use the worksheet as many times as you wish for your classroom kids or for your kids at home
The word search game about Ecuador is such a fun way to maintain kids interest while taking part in a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while the children take part in early learning activities.
Our FREE Ecuador word game for kids is perfect for kids in Grammar school who are in Grades One to Five. However, younger kids in Kindergarten or even kids in Pre-K will also easily learn from this Ecuador word search worksheet.
Your kids can have fun learning facts all about Ecuador with this worksheet while doing the word-seek game.
Your children will enjoy to learn fun facts all about Ecuador while playing the word games for kids.
Kids in Junior school from first Grade to Fifth Grade can enjoy our Ecuador worksheet as a reading comprehension exercise.
Your kids will learn well about Ecuador as they will most likely end up needing to read more than once the facts about Ecuador fun facts to uncover all the missing words. This missing word puzzle activity is not only a great way to increase your children’s science knowledge, but also enhances the memory and also improves their reading skills.
Younger kids in Pre-K and Kindergarten who don’t read and write can benefit from the free fun facts Ecuador worksheet as an interesting listening comprehension game.
Parents or Educators can read out loud to the kids the Ecuador fun facts. Next, they assist the kids to answer what they think are the missing words. Finally, your kids learn to recognize words and find them in the Ecuador hidden words puzzle.
Parents doing early learning activities with their kids can use our Ecuador worksheet to spend quality time educating their kids about Ecuador.
Teachers and private tutors are free to use the FREE Ecuador worksheet to add to the traditional science classes at school and interest children in learning all about Ecuador. Particularly advantageous is to utilize our free earth science worksheet for children on Ecuador along with the free interactive online quiz with score on Ecuador.
Our Best Science for Kids Website offers countless more FREE printable fun Geography worksheets for children and hidden-missing-word search games. Download and use our fun science word puzzles to make learning science fun for your children!
What do you know about Ecuador? What is the history of Ecuador? How many people live in this country? What is the language used in Ecuador? What are the natural resources of Ecuador?
Learn more easy science facts about Ecuador by downloading our Ecuador worksheet for children!
FREE All About Ecuador Worksheet
[sociallocker]Download our FREE Ecuador search a word puzzle for kids.
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MLA Style Citation
Declan, Tobin. " Ecuador Worksheet - Printable Earth Science Word Search Games for Kids FREE ." Easy Science for Kids, Feb 2020. Web. 21 Feb 2020. < https://easyscienceforkids.com/ecuador-worksheet-printable-earth-science-word-search-games-for-kids-free/ >.
APA Style Citation
Tobin, Declan. (2020). Ecuador Worksheet - Printable Earth Science Word Search Games for Kids FREE. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/ecuador-worksheet-printable-earth-science-word-search-games-for-kids-free/
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The Canadian Shield is the largest region in Canada, covering almost half of the country and it is also one of the largest geologic continental shields in the world. This plateau covers most of Greenland and a portion of the northern United States as well.
It extends for 8 million square km and is centered on the Hudson Bay. This shield is estimated to be made two billion years ago. It is mainly composed of granite and has a thin layer of soil.
Quick Facts: –
- A total of four different mountain ranges rise from the Canadian Shield.
- The Precambrian rocks of this shield are estimated to be around 570 million years old.
- The Canadian Shield is also known as the Precambrian Shield and the Laurentian Plateau.
- The highest points of this shield are located on Baffin Island and in northern Labrador.
- This shield is also home to the world’s largest Boreal Forest.
- This region has a long volcanic history and it is mainly composed of igneous rocks.
- This shield is estimated to be approximately 2.5-3.5 billion years old which makes it the oldest.
- The area is covered by forests. Tundra typically prevails in the northern regions.
- There are five physiographic provinces located in the shield; Hudson, James, Kazan Region, Davis, and Laurentian Upland.
- The shield is almost circular in shape if the Greenland section is included.
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You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Facts for Kids about Canadian Shield ." Easy Science for Kids, Feb 2020. Web. 16 Feb 2020. < https://easyscienceforkids.com/canadian-shield/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts for Kids about Canadian Shield. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/canadian-shield/
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Part one of our examination of who uses the Internet looked at the question geographically. In part two, we’ll look at Internet usage nationwide (data again via the NTIA) broken down by several important demographic variables.
In all of the graphs that follow, in-home Internet usage (green portion of the bars) and outside of the home internet usage (gold portion of the bars) are summed to derive the total Internet usage rate. The bars correspond to the percentage of households with each type of internet usage, and the demographic categories are for the adult reference person for that household, called the householder.
There is a strong linear trend between education (here, the highest level of schooling completed by the householder) and Internet use, with only about a quarter of homes where the householder completed only an elementary education using the Internet, increasing up to 90 percent for householders who are college graduates. College graduates love their Internet (and also are more likely to have the financial resources to pay for it), so they are the ones who are more likely to be reached by an Internet survey.
Households with Asian-American and Caucasian householders have the highest rates of Internet usage at 82 percent and 75 percent, respectively. American Indians have the largest rate of outside the home Internet use: 18 percent.
But beyond the fact that there is no chance of contacting via email, web-ad, twitter, or social networking a fifth of households with Asian-American householders and a quarter of households with Caucasian householders, is the sobering reality that Internet marketing and research won’t ever reach 4 out of ten households with American Indian or African-American householders, nor nearly half of all households with Hispanic householders.
Similar to education level, Internet usage rises with family income (with the curious exception of the 2 percent of all households who earn less than $5,000 annually). Additionally, as income rises, the percentage of households that only use the Internet outside of their home falls. Only 58 percent of all households earning less than $50,000 a year use the Internet at all.
What have we learned? That the digital divide still exists and that the Internet, like any other medium, has plenty who will miss the message. Internet surveys and marketing will disproportionately miss those with lower incomes, those who are racial and ethnic minorities (with the exception of Asian-Americans), and those who have less education.


Fraud Prevention Month is March. In Canada, a good source of up-to-date information is the Little black book of Scams from Industry Canada. Keep yourself informed to prevent becoming one of the many thousands of victims of fraud each year; be sure to share tips with vulnerable friends and family members; and if you have children, remember to protect their personal information and documents.
If you have been scammed:
Report it to the Canadian Anti-Fraud Centre online
or call them toll-free: 1-888-495-8501
Alerts and Tips to Avoid Fraud and Identity Theft:
Simple Fraud Prevention Tips:
Help any seniors you know avoid fraud by reading this 2015 Seniors' Toolkit (PDF). Here is a graph from the report showing the huge losses of Canadian seniors by fraud type.
Even though music might be regarded as something frivolous, it has long been an intrinsic part of human culture. Starting from the time we are young children, some would even say within the womb, music has many benefits for our well-being. And there's increasing research showing the many benefits of having music in our lives.
How music benefits children: Advocates of music in schools have collected research showing that music and playing musical instruments helps children's language development, memory, physical co-ordination, imagination, creativity, teamwork and self-confidence. It has also been said that playing music improves math skills, but on this point, research is inconclusive.
Music helps your brain: Playing a musical instrument has many beneficial effects, not just for children but for adults too: verbal memory, spacial reasoning, faster neural responses, and literacy skills are all enhanced by learning music. It has also been shown that music is helpful for people with Parkinson's and those recovering from strokes.
How music benefits seniors: Music training is considered a possible effective way to protect brain function from cognitive decline but more research is needed. Other studies have shown that people even with severe Alzheimer's Disease "are able to learn and play novel songs".
In First Nations and Indigenous communities, drumming has also been linked to health: "Results of the qualitative analysis show that the Aboriginal women’s involvement in hand-drumming circles has many health promoting benefits and builds on strengths already existent within their community."
Music makes people of all ages happy, gives them relief if they are burdened by stress or sadness, and provides skills and accomplishments when learning to play a musical instrument. In short, music boosts health and well-being. Music is medicine, just not the kind that comes from the pharmacy.
Here's a video that summarizes what's going on in your brain when you listen to music:
National Association for Music Education 2014
National Association for the Education of Young Children 2012 (PDF):
Research paper "Music as a Memory Enhancer in Patients with Alzheimer's Disease"
Interested in learning more?
This is Your Brain On Music (book by Daniel Levitin )
Brainpickings 2015 (article)
The Guardian 2016 (article)
A new study of 2,072 Canadians aged 21 to 36 across Canada between July 6 and August 31, 2016 done by Environics’ Research shows that Canadian millennials have similar concerns to past generations of their age group (worried about financial security), seek better work/life balance, and, despite the stereotype of being apathetic, they do follow politics, current events, and are involved in causes.
The report also identifies six different millennial 'tribes'. Many millennials will no doubt resent being labelled and boxed into a tribe or sub-group. Nonetheless, here are the six groups from the study's executive summary:
Check out the full infographic here by Environics’ Research
Read the full report here: environicsinstitute.org/institute-projects/current-projects/canadian-millennial-social-values-study
Press release here: www.newswire.ca/news-releases/new-survey-reveals-the-diversity-of-canadas-millennial-generation-through-their-social-values-613786623.html
The independent bookstore and resource centre Spartacus Books in Vancouver will be carrying My Opportunity and Help Book BC - Vancouver Edition 2017 as of February 14, 2017. They are located just off Commercial Drive. Be sure to check out their large selection of books on social justice, activism, critical-thinking, and more. They have been a collectively run volunteer bookstore offering books, media, events and opportunities for 40 years in Vancouver despite many dramatic set-backs and challenges.
My Opportunity & Help Book BC


Trauma: A Barrier to Student Achievement
By Pete Hoepfner
AASB Board President
All school boards want to increase student achievement. We want all of Alaskan’s children to succeed, and we want to remove any barrier that stands in the way of their education. Over the last number of years, one barrier has been identified that inhibits success: Trauma.
Trauma is different from regular life stressors because it causes a sense of intense fear, terror, and helplessness that is beyond the normal range for typical experiences. This trauma has been shown to negatively impact early brain development, cognitive development, learning, social-emotional development, the ability to develop secure attachments to others, and physical health. However, each child’s reaction to trauma is unique and depends on the nature of the trauma, characteristics of the child and family, and the overall balance of risk and protective factors in the child’s life. While almost all children experience distress immediately after a traumatic event, most return to their typical functioning over time with supports from parents and other caregivers.
A traumatic event can seriously interrupt the school routine and the processes of teaching and learning. There are usually high levels of emotional upset, potential for disruptive behavior, or loss of student attendance unless efforts are made to reach out to students and staff with additional information and services. Students traumatized by exposure to violence have been shown to have lower grade point averages, more negative remarks in their cumulative records, and more reported absences from school than other students. They may have increased difficulties concentrating and learning at school and may engage in unusually reckless or aggressive behavior.
We know from the following data, that Alaskan children by age group, are affected by trauma.
- Birth to age 5 (Early Education) 40.2%
- Age 6 to 11 (Elementary Education) 51.9%
- Age 12-17 (Middle & High School) 61.7%
(This shows the percentage of Alaskan children with at least one Adverse Childhood Experiences (ACEs)- trauma)
By addressing the following three areas, this would increase the availability of and access to high-quality, trauma-informed education and related supports for young children’s healthy development:
- Strengthen the education workforce by increasing professionals’ capacity to provide trauma-informed care.
- Expand initiatives that help education programs connect families with community services.
- Provide children who have experienced trauma with high-quality, stable education and strong early learning supports.
Trauma informed practices is coming to the forefront of educational issues, and in addressing student achievement. The Department of Education and Early Development in Alaska is creating three different e-learning modules, with step one already created, step two this fall, and step three occurring in January 2018.
Step one: Trauma Awareness Course
“Overcoming ACE’s in Alaskan Schools: Childhood Trauma and its Impact on Learning”
- Understanding of the impact of high levels of childhood trauma and stress on the developing brain.
- Understanding that ACE’s are common events in the lives of all Alaskans.
- Understanding of how to recognize behaviors that may be the product of a traumatized child’s experiences.
- Limited introduction to some trauma informed teaching practices.
Step two: Trauma Sensitive course
“Trauma Sensitive Schools”
- Explanation of how to recognize behaviors that maybe the product of a traumatized child’s experiences.
- Understanding of what can be done in a school to help a traumatized child.
- Explanation about the differences of what you might observe in how children present themselves in the classroom at different age levels.
- Information about the basics for educator self-care no compassion fatigue.
Step three: Trauma Practice course
“How to go from a Trauma Informed School to a Trauma Practicing School”
- Tools for teachers to use in the classroom to include restorative practices, mindfulness activities, co & self-regulation, social and emotional learning, multi-tiered system of supports.
- Overview the process of being a “trauma informed school” and the steps for moving from “trauma aware” to “trauma informed practice”.
All children can achieve success. Sometimes barriers can prevent and distract students from “success”. Trauma informed care supports children’s recovery and resilience. By addressing the whole child and realizing that trauma affects a portion of our students, we can elevate student achievement.
Remember to sign up for the AASB Annual Conference November 9-12, as the registration has opened.
Please note that on Thursday November 9th the Experienced Board Member Academy will be focusing on: “Trauma Informed Schools”
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About Us - Learner Success - BC's Redesigned Curriculum
BC’s Redesigned Curriculum
Today’s children live in a society of constant change. At New Westminster Schools, we are supporting the success of our learners by focusing on the skills and competencies they need to be productive and successful citizens in a rapidly changing world.
We are doing so in the context of BC’s Redesigned Curriculum, which was implemented in BC in Kindergarten to Grade 9 classrooms in the 2016/17 school year and is slated for implementation across all grades in 2019/2020.
Why a new Curriculum?
The curriculum in British Columbia has been modernized to meet the changing needs of our students. Students today require skills and competencies that will help them thrive in an ever-changing world. BC’s redesigned curriculum aims to personalize learning, making it more student-centered and flexible. There is a focus on literacy and numeracy skills, as well as an emphasis on deep, active learning. The BC curriculum is concept based and competency driven to ensure that students are engaged in learning opportunities that go beyond memorizing facts. The “Know-Do-Understand” framework supports deep learning through active engagement. For more information about the redesigned curriculum, please click here.
What has changed?
The redesigned curriculum puts the student at the center of learning and emphasizes:
- greater flexibility to allow for personalization;
- increased opportunities for students to pursue their passions and interests;
- a focus on foundational skills of literacy and numeracy, with a strong emphasis on concepts and “big ideas” that allow for deeper learning;
- Aboriginal culture and perspectives integrated throughout all grades and areas of learning;
- the development of core competencies (thinking, communication, social and personal).
The Know-Do-Understand framework consists of three elements:
- What students will know
- The Content – important knowledge within each area of learning.
- What students will do
- The curricular competencies – skills, strategies and processes that students develop over time to engage deeply with areas of learning.
- What students will understand
- The “Big Ideas” – the most important concepts in an area of learning that go beyond a single grade and contribute to future learning.
Assessment and Reporting
Assessment and reporting practices are being refreshed to better align with the curriculum redesign. Assessments will continue to be rigorous and based on the learning standards and competencies identified in the curriculum. However, a more flexible and personalized approach to assessment will be taken that emphasizes measuring deep learning and complex thinking. Parents as partners in education will be included in ongoing communication about student learning. Educators will support students in a number of ways including:
- providing timely and meaningful feedback,
- multiple opportunities to demonstrate their learning, and
- engagement in self-assessment, reflection and goal setting.


The study of history involves analysis and interpretation of the past, examining past events and circumstances from the perspective of the present. Various courses at the colleges of DCCCD may include Texas history, U.S. history, western civilization, world civilizations and Mexican-American history.
History courses are listed under the four-letter rubric (course prefix)
Taking history classes at Cedar Valley College is an affordable way to get started on a path to a brighter future. Whether you’re taking classes to transfer to a four-year college or university, or for personal enrichment, our history curriculum will give you the foundational skills you need.
Are you interested in history?


The Lanes Curriculum
We have developed skills ladders for all subjects and are now working on knowledge planners for all the Foundation subjects in school. In RE we follow the Nottinghamshire syllabus which can be found below. The Science and History Knowledge Planners can be found below along with the Skills Ladders. We will be adding more Knowledge Planners this term as the curriculum teams develop them in line with our curriculum.
As parents/carers you will be regularly informed of your children's learning, and you may be invited to join your children in lessons and will be encouraged to attend curriculum workshops. The topic webs and more information can be found on the class pages. We also use the Seesaw app in school which enables the teachers to share the learning that your children are doing with you. Pictures and videos are also uploaded to the website regularly.
Our community is at the heart of our teaching and learning, and we encourage involvement with the local community to add an extra dimension to our children's learning.
Excellent links with the local primary schools and our feeder secondary school enable us to have a good understanding of the students' knowledge and skill levels which helps effective transition.
We use the National Curriculum and Early Years Framework as a springboard for a knowledge- and skills-based curriculum that provides wide and varied learning experiences for our children. The hidden curriculum is what children learn from each other and the adults in school through observation and imitation of all actions and conversations – hence the need for high professional standards at all times in order to encourage high expectations of ourselves and others. The Lanes Primary School curriculum combines all of the above with the extended offer of before and after-school clubs. It is constantly evolving according to the needs of our children and to the aspirations of the staff and the community.
Our long-term topic plans are based around the interests of our children, the progression of the acquisition of skills and the requirements of the National Curriculum/Early Years Framework. Our topics are set out below with flexibility to tailor these to individual needs and interests of our cohorts.


Watch the finest selected and really simple to understand The Curiosity of Humans science kids video:
The Curiosity of Humans Video Contents
American physicist Richard Feynman talks about human curiosity to understand nature and the world. The discoveries appear much more complicated and difficult to understand. Watch this video to hear more of Feynman’s thoughts about human curiosity.
Watch this fantastic The Curiosity of Humans facts for kids video and significantly enhance your young children’s knowledge and interest in The Curiosity of Humans.
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Submitted by: By Lauren Alpert, Member Support Coordinator, Experience Corps Bay Area
A Goldmine of Experience
For the last 10 years the Baby Boomer generation has been retiring. According to the AARP, our largest and most civically engaged American generation of all time will be retiring at a rate of about 8,000 people per day for the next 18 years. The result: a group of people with a goldmine of knowledge and experience to give to new pursuits; a second career. For these second careers, some are deciding to take paths they had otherwise avoided; in Oakland, many are looking to help local schools in the quest to ensure the success of future generations.
In order to help our students thrive, we have to get them to school and invested in what goes on there. As noted in the recent Attendance Works “10 Steps Communities Can Take to Reduce Chronic Absence”, providing additional adult mentors for chronically absent students can increase their attendance. Once these students are in schools, this sort of inter-generational tutoring leads to more student success. As found in a study by Washington University, “[older adult] tutors were able to improve young students’ reading comprehension, one of the toughest skills to affect for struggling readers. Few other studies of tutoring interventions for beginning readers have demonstrated improvement in reading comprehension, a critical building block for literacy development.”
Part of this success comes from the reduction of adult to student ratios, made possible when an older adult volunteers in a classroom. The same Washington University study reported these students, “get a boost in reading skills equivalent to the boost they would get from being assigned to a classroom with 40 percent fewer children.” With children receiving more direct one on one attention, teachers and students can experience a more calm and encouraging environment where students can flourish.
Good for Mind and Body
Another compelling outcome of older adults working in classrooms is the health benefits it provides for the volunteers themselves. As we all grow older, it is easier to feel isolated and less connected to meaningful work once our jobs no longer structure our lives. By staying connected to their communities, older adults may avoid issues that arise later in life like loss of cognitive functions and memory loss; both are aided by working in classrooms and helping young people learn. A study done by Johns Hopkins found that when older adults volunteered in public classrooms it “resulted in improvements in cognitive functioning, this was associated with significant changes in brain activation patterns… Essentially the intervention improved brain and cognitive function in these older adults.” Simply by helping out others learn, older adults were able to reverse some of the strain put on their brains during aging.
How this is Working Locally
Our program, Experience Corps Bay Area, recruits adults 50+ to become literacy intervention tutors for K3 grade students throughout OUSD.
At Sankofa Academy, this multigenerational mentorship has proven to greatly increase the success and strength of their entire academic community. While Patrick Hamilton has a special situation in that his mother is his Experience Corps volunteer, he is able to offer wonderful insight into what this sort of multigenerational intervention can provide to a classroom, and school community: “One of the hardest things to find time for is the one on one reading intervention that my lowest readers so desperately need. Thanks to the two weekly sessions my students had with their Experience Corps volunteer last year, my lowest readers were all able to double their reading fluency. They felt like they had an adult friend who cared about the development of their reading, and this made a huge difference in their motivation and growth as readers.”


One of the important aims of the Literacy Coalition is to increase awareness of the importance of family literacy and provide family literacy support and information for families and program providers. We believe that families have a profound and lasting influence on children’s literacy development and that it is never too early to begin sharing books with babies and encouraging their literacy learning. Family literacy practices encourage the development of lifelong readers and learners and help maintain the literacy levels of adults as they go about their daily lives.
Below are some helpful links to family and early childhood literacy resources. These resources contain book lists, tips and ideas for encouraging family literacy in every day life and lots of fun activities for the whole family.
Sharing Books with Babies – It’s Never too Early!
This exciting video depicts babies and parents enjoying books together in a variety of everyday situations. It demonstrates the importance of sharing books with infants and toddlers and contains helpful information and tips for parents wishing to support their children’s early literacy development from birth.
Click on the video below to start watching!
Let’s Learn! Booklet
- Let’s Learn! A parent’s guide to giving your child a great start
- Apprenons Ensemble! Offrons un meilleur départ a nos tout-petits
- Kina’masultinej! Let’s Learn!
- Family Literacy in the Outdoors
- Re-connecting the World’s Children to Nature
- Children at Play in the Great Outdoors
- Family Literacy in the Outdoors Travelling Trunk Kit
Writing and Drawing
- New Brunswick Family questionnaire results for the Literacy Asset Map Research
- Community-Based Family Literacy Program: Comparing Different Durations and Family Characteristics
- Family Literacy Matters
Exploring Literacies Handbook
Canadian Children’s Literacy Foundation
NB Public Library: Videos on Supporting Early Literacy Development
These videos on were developed by the NB Public Library as part of their Every Child Ready to Read initiative. They show how parents can support their child’s early literacy development through Talking, Singing, Reading, Creating and Playing, everyday. Click the links below to watch their YouTube videos.
Take Twenty Tip Sheet
This Take Twenty tip sheet invites families to take twenty minutes to make learning part of every day. Click on the picture below to see some great learning tips with wonderful illustrations by Barbara Reid!


Standards of instruction have been developed by state panels and national organizations which identify and define levels of understanding and outcome, serving as the basis for curriculum design and informing lesson plans and assessment.
State Standards for K-12
In 1996, the State Board of Education for Ohio adopted the Model Competency-Based Arts Program. The Academic Content Standards for dance as contained in the Comprehensive Arts Education Curriculum are available on the Ohio Department of Education (ODE) website. The ODE website also offers the Instructional Management System (IMS), electronic access to the Standards, Benchmarks, Indicators and Lesson Plans for Dance Education. The standards are available for downloading as both PDF and MSWord Document files.
- Ohio Department of Education (ODE)
- ODE Fine Arts Contact Information
- ODE Academic Content Standards
- ODE Instructional Management System
National Standards for Arts Education
“Developed by the Consortium of National Arts Education Associations (National Dance Association, National Art Education Association, Music Educators National Conference, American Alliance for Theatre & Education) under the guidance of the National Committee for Standards in the Arts, the National Standards for Arts Education is a document which outlines basic arts learning outcomes integral to the comprehensive K-12 education of every American student. This site contains full text of the standards and a searchable database.”
The standards were created under the auspices of the National Arts and Education Network (ArtsEdge) to support the placement of the arts at the center of the curriculum and advocates creative use of technology to enhance the K-12 educational experience. ArtsEdge is a program of the John F. Kennedy Center for the Performing Arts and a partner of MarcoPolo, “a consortium that offers free, standards-based, discipline-specific educational Web sites for K-12 teachers and students.”
ArtsEdge came into existence as a collaborative effort of the National Endowment for the Arts and the United States Department of Education to support “the placement of the arts at the center of the curriculum” and to advocate “creative use of technology to enhance the K-12 educational experience.” “MarcoPolo: Internet Content for the Classroom is a nonprofit consortium of premier national and international education organizations and the Verizon Foundation dedicated to providing the highest quality Internet content and professional development to teachers and students throughout the United States.” It features lesson plans and Professional Development trainning designed to facilitate the integration of internet resources into the classroom.
Interstate New Teachers Assessment and Support Consortium
“The Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers.” It is a project of the Council of Chief State School Officials (CCSSO), which offers 23 arts education related publications at its site. INTASC developed national standards for arts education. Its Model Standards for Licensing Classroom Teachers and Specialist in the Arts: A Resource for State Dialogue is available for downloading.
Arts Education Assessment Consortium is part of the State Collaborative on Assessment and Student Standards (SCASS), which is a project of the CCSSO. “SCASS ARTS is the only state-based, nationally focused group addressing the development and refinement of arts education assessment materials for large-scale, district-level, and classroom-based assessment and professional development connected to the National Standards in Arts Education.”
- Council of Chief State School Officials (CCSSO)
- The Interstate New Teacher Assessment and Support Consortium (INTASC)
- Model Standards for Licensing Classroom Teachers and Specialist in the Arts: A Resource for State Dialogue
- Arts Education Assessment Consortium
- State Collaborative on Assessment and Student Standards (SCASS)


Bubbles provides a fully supported introduction to the aquatic environment for babies and young children with an accompanying adult, specifically aimed at children aged 0-3 years. There are 4 levels of progression in Bubbles, with aquatic skills progressively developing throughout each level. Responsible adults are taught how to support and aid the child through games, songs and themed fun activities. A certificate is available for successfully completing each level.
The existing Splash framework has been reviewed and updated and encourages a young child's increasingly independent and guided discovery of the aquatic environment to develop water confidence, specifically aimed at children aged 3+. There are 6 levels of progression in Splash, with aquatic skills progressively developing throughout each level, with the child being increasingly independent in the water. Splash is recommended to be delivered in two ways; either starting at 3+ years old with a teacher in the water teaching up to 6 children, or for Splash 1 and 2 it can be delivered in the same format as Bubbles with a responsible adult accompanying each child. This allows for younger children who may progress more quickly through the programme due to starting their aquatic learning early and developing water confidence to not be held up in the system.
To deliver and assess the Swim Wales Bubbles and Splash Frameworks, teachers must hold a minimum of the Level 2 Swimming Teacher Certificate or equivalent and should have attended the relevant Swim Wales Bubbles or Splash Masterclass. Both masterclasses have been endorsed by CIMSPA. They are both 8 hour training experiences, including 1 hour practical. They cover industry and best practice guidance for teaching aquatics to 0-5 years; basic principles of child, play and learning development for 0-5 years; the Swim Wales Bubbles or Splash Framework and creative methods for delivery and knowledge, and skills and behaviours required to teach aquatics to 0-5 years.
National Learn to Swim Manager, Hanna Guise said, "We are delighted to launch these new programmes and training opportunities for Learn to Swim providers in Wales. One of the many positives of swimming is how inclusive it is as an activity, sport or hobby and our new Early Years framework will help provide more opportunities for babies and young children to have a positive and fun introduction to water, as well as provide opportunities for wider physical literacy development, socialisation and bonding experiences with accompanying adults. We are excited to work with our existing and new providers to help and support them in developing their Early Years opportunities."
To launch Bubbles and Splash in your programme contact Swim Wales Aquatic Development today and our experienced and passionate team will discuss everything in more detail with you. For parents and carers looking for swimming lessons for babies and young children, please contact your local leisure centre or contact us and we can recommend one of our associated providers - email@example.com or 01792 513636.


Beach Ball Play
An inexpensive beach ball can provide many hours of fun and learning for little ones.
Blow-up Beach Ball
Paper & Tape to make Pins
Language and Literacy Development: Communication and Comprehension
Approaches to Learning: Social/Emotional Development and Language Development
Turn Taking (Mimics the back and forth of conversation)
Look at the beach ball together. Blow it up. Why is it getting bigger? What are you putting into the ball?
Roll the ball back and forth to each other. Use the words fast and slow to show different speeds as you roll the ball to a toddler.
Toddlers love to knock things over. Set up to play a simple bowling game with a few simple home-made "pins". You can make the "pins" by rolling up individual pieces of paper and taping each one at the top and at the bottom. They will stand up by themselves.
Pass the ball back and forth while music is playing or while you are singing a familiar song together. When the music stops, the one who has the ball jumps three times.


About This Chapter
Regional Divides & Connections - Chapter Summary
Follow along with these lessons to improve your understanding of the different regions of the world, the U.S., and Florida. These lessons will also discuss the factors that affect the movement of people and the economic development in these regions. After these lessons you should have a better understanding of:
- Characteristics of the different regions of the world
- Different regions of the U.S. and the their cultures
- Cultural regions of Florida
- Factors that affect the migrations of people between regions
- Impact of regional transportation and communication on economics
These video lessons are mobile device compatible, so that you can review them even when you don't have access to a computer. For an additional review of the material, read over the lesson transcripts and reinforce your retention of the information presented. If you come across a topic you don't understand, be sure to use the teacher tabs of the lessons to ask our instructors for assistance.
1. The World Map: Overview & Major Geographical Regions
The world is a big place, but how well do you know it? In this lesson, we're going to look at a basic overview of major world regions and see how they collectively create the world map.
2. What are the Regions of the United States?
What are the regions of the United States? This lesson discusses the different regional areas and their significance to American culture. A short quiz will follow to test your knowledge.
3. Cultural Regions of Florida
Florida is an interesting place, and home to more distinct cultural regions than nearly any other single state. In this lesson, we'll look at those regions and see what defines Florida culture.
4. The Push & Pull Factors of Human Migration
Why do people move out of their country? After watching this video, you will be able to explain what human migration is and give examples of push and pull factors that can be involved.
5. Regional Economic Development: Transportation & Communication Networks
Economic change often occurs on a regional scale. These changes can be heavily impacted by existing transportation and communication networks. In this lesson, we'll explore different networks and see how they influence economic development.
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Other chapters within the FTCE Elementary Education K-6 (060): Practice & Study Guide course
- About the FTCE Elementary Education K-6 Test
- Understanding Emergent Literacy
- The Reading Process & Comprehension Strategies
- Representations of Information in the Classroom
- Literary Analysis & Genres
- Understanding & Teaching the Writing Process
- Literacy Instruction & Assessment
- Classroom Organization & Grouping
- Communication & Media Literacy
- Social Science Instruction & Comprehension
- Cultural Contributions & Technological Developments in History
- World Civilizations & Historical Timelines
- Age of Exploration, Settlement & Growth
- Florida & U.S. History
- History's Impact on World Institutions
- Fundamental Geography Concepts
- Fundamental Government & Civics Concepts
- Fundamental Economics Concepts
- Strategies for Science Instruction
- Tools & Resources for Science Instruction
- Understanding the Nature of Science
- Scientific Data Interpretation & Analysis
- Interdisciplinary Nature of Science
- Basics of Physical Science
- Basics of Earth Science
- Basics of Space Science
- Cells & Organ Systems
- Life Science Classification & Life Cycles
- Interactions Among Living Things
- Basics of Plant Biology
- Mathematics Instructional Practices
- Interpreting Numbers, Data & Expressions
- Properties of Equality & Operations
- Solving Arithmetic & Word Problems
- Number Theory Concepts
- Fractions, Ratios & Integers
- Measurement, Data & Statistics
- Geometric Concepts
- Studying for FTCE Elementary Education
- FTCE Elementary Education K-6 Flashcards


Physical Activity and Academic Performance
Research on physical activity and academic performance illustrates a clear correlation between the two. Students that are more physically active do better in school. Have the writers at Paper Masters custom write research that illustrates the statistics and facts behind this notion.
It is no longer a secret that American children are unhealthier than ever before. The past two decades have witnessed an unprecedented rise in the rates of children who are considered overweight or obese.
- Among children of elementary school age, over 15% are considered overweight, while 31% are at risk.
- Middle school and high school students fare no better, with 16% overweight and 30% at risk.
Multiple factors have contributed to this unnerving trend:
- The rise of the junk food culture.
- Video games that curtail physical exercise during playtime.
- Urban sprawl leading to less need to walk somewhere and a dependence on automobile travel.
- A major contributor to the problem, however, has been the education system itself.
Physical education has undergone an assault from administrators from which it may never recover. In addition to cutting funding for equipment and programs, many school systems have cut back on the number of P.E. classes each student must take. A 2003 study found that only slightly more than half of high school students took a P.E. class and only half of those students attended P.E. classes daily. Attendance is no guarantee of exercise, however; the same study found that only 80% of high school students reported they active for at least twenty minutes during the class.
A disparity also exists between mandates at the state and local levels. Physical education classes are required by all states, though the requirements are not uniform. For instance, on average, while 85% of states mandate P.E. at the middle school level, only 78% of states mandate P.E at the elementary school level. The mandate for high school P.E. falls somewhere between. Although anything less than 100% of state mandated P.E. seems to fall short, these levels are impressive when compared to the figures at the local level. The mandate for P.E. classes is for either daily classes or a comparable weekly amount of time, yet at every level of schooling less than 10% of school meet those requirements. In fact, the number of high schools was nearly half that, at just 5.8%. Part of the problem is that P.E. class is typically targeted for exemptions for such things as standardized testing, spectator sports, field trips and community programs.
A report by the US Dept. of Education in 1986 uncovered research from various countries that offered proof that physical education contributed tangibly to academic learning (First Lessons: A Report on Elementary Education in America). And yet P.E. class time has been systematically reduced since then. Most of studies conducted that have searched for a correlation between physical education and academic achievement have found evidence that a connection does exist. Despite these findings and even more anecdotal evidence supporting the same proposition, schools in America have been focusing on less physical education and not more.


Islam, the second largest religion in the world, began in Saudi Arabia. Here, in the city of Mecca, the Prophet Muhammad received the word of Allah, which is found in the Qur’an. Muhammad died in the city of Medina in 632 A.D. Both cities are considered holy to Muslim people throughout the world.
Saudi Arabia is an ancient country that has seen its share of conflicts, but it has been ruled by a monarchy since 1932. Saudi Arabia has had better relations with the western world than most Middle Eastern countries, but the September 11, 2001 terrorist attacks on the United States strained relationships because most of the terrorists were from Saudi Arabia. Relationships have improved again in recent years.
Saudi Arabia has more oil than any country in the world. This fact has allowed it to become very wealthy. In the past, it was able to provide health care and education to its citizens without asking for taxes. The Muslim religion is very important to the people and government of Saudi Arabia.
In 2018 King Salman relaxed some of the strict rules for women. Women can now apply for driver licences and can travel on their own. Women are also allowed to vote and have unrestricted access to healthcare and other government services.
Fun Facts about Saudi Arabia for Kids
- 33,595,496 people live in Saudi Arabia (data July 2018).
- King Mohammad Bin Salman Al Saud is the current leader of Saudi Arabia.
- Arabic is the official language here.
- The capital of Saudi Arabia is Riyadh.
- There are 756,985 square miles.
- 95% of Saudi Arabia is desert or classed as semi desert.
- All people in Saudi Arabia are Muslim.
- People in Saudi Arabia can expect to live to be 74.8.
- 79 percent of adults can read.
- There are no rivers in Saudi Arabia making is the largest country in the world without a natural river.
- The Saudi riyal is the currency used here.
- Over 100 camels are sold in Saudi Arabia every day.
- The Arabian peninsula is the largest peninsula in the world.
- The Saudi Royal family are estimated to have a wealth of $14 trillion.
Saudi Arabia Vocabulary
- Allah: the one and only God worshipped by Muslims
- Holy: sacred
- Monarchy: governed by royalty
- Wealthy: rich in money and resources
- Chaperon: escort, helper
All About Saudi Arabia Video for Kids
Watch this awesome Saudi Arabia video for kids:
This is a video showcasing the culture of Saudi Arabia and touring their cultural landmarks.
Saudi Arabia Q&A
Question: Is Mecca an important city?
Answer: Mecca is considered the center of the Islamic world and the most holy site. Every year, millions of Muslims visit Mecca during the Hajj, a yearly pilgrimage. All Muslims are asked to visit Mecca at least once in their lifetime, as circumstances allow.
Map of Saudi Arabia
Here’s a map of the country of Saudi Arabia and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Saudi Arabia! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities of Saudi Arabia, as though you are actually there!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Saudi Arabia Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 29 Feb 2020. < https://easyscienceforkids.com/all-about-saudi-arabia/ >.
APA Style Citation
Tobin, Declan. (2020). Saudi Arabia Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-saudi-arabia/
Saudi Arabia Quiz / Question Paper
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The goal of the Department of Education (DOE) is to provide students identified as English Language Learners (ELLs) with adequate, appropriate and equitable education.
PROGRAM TYPES AVAILABLE
The program types available at Adacao are Sheltered, Consultation, Push-In and Follow-Up.
- Sheltered Program: Reading, writing and language are taught in the ESL classroom where appropriate modifications are made to the regular curriculum.
- Consultation: This program facilitates communication and provides opportunity for collaboration between the ESL Teacher and the regular classroom teacher(s).
- Push-In: This is a dedicated time where the ESL Teachers offer assistance to the ESL students, so that they can do the same work that their regular classmates are doing, or a modified version of it.
- Follow-up: Designated for students with a parental waiver or students who have met all criteria for exiting the ESL Program.
A student who meets the following criteria is identified as an ELL and is thereby entitled to ESL Services:
- comes from a home environment where a language other than English is spoken, and
- scores at a non-proficient level on an English Language Proficiency Assessment (3 or below on the LAS LINKS or NP or AP on LAS Placement).
- Reading: Students learn phonics, phonemic awareness, comprehension strategies and skills, vocabulary and fluency to help build literacy skills.
- Language: Students learn complete sentences, parts of speech, spelling and sight words. Students are participate in discussions with their partner, their groups and the whole class to help develop proficient speaking and listening skills.
- Writing: Students produce and publish their original writing through the writing process of Pre-Writing, Drafting, Editing and/or Revising and Publishing.
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ABOUT THE TEACHERS
Mrs. Roong Taitano is the Primary ESL Teacher at Adacao Elementary School. She has been teaching with the Guam Department of Education for seven years. She has been at Adacao Elementary School for four years. This is her first year as an ESL Teacher. She has graduated with a Bachelor of Arts in Early Childhood/ Elementary Education and a Masters of Arts in Teaching English to Speakers of Other Languages at the University of Guam.
Miss Analyn Palugod is the Intermediate ESL Teacher at AES. She has been teaching with the Guam Department of Education for ten years. She has been at Adacao Elementary School for four years. This is her third year as an ESL Teacher. She has graduated with a Bachelor of Arts in Elementary Education at the University of Guam and a Masters of Arts in Teaching English to Speakers of Other Languages at the University of Southern California.


NEW DELHI India is set to witness a sharp slowdown in population growth over the next two decades, the Economic Survey said Thursday and suggested raising retirement age and merging schools as there would be less children.
Although the country as a whole will enjoy the ‘demographic dividend’ phase, some states will start transitioning to an ageing society by the 2030s, as per the Economic Survey 2018-19, presented in Parliament by Finance Minister Nirmala Sitharaman.
“It will surprise many readers to learn that population in the 0-19 age bracket has already peaked due to sharp declines in total fertility rates (TFR) across the country,” it said.
At present, TFR of 2.1 children per woman is called the replacement level fertility, which is the average number of children a woman would need to have in order for the population to replace itself.
The southern states, Himachal Pradesh, Punjab, West Bengal and Maharashtra now have fertility rates well below the replacement rate. TFR in Bihar, Uttar Pradesh, Jharkhand, Chhattisgarh, Rajasthan and Madhya Pradesh are above the replacement rate but are also experiencing significant declines.
As a result, the national TFR is expected to be below replacement level by 2021 (adjusted for the skewed gender ratio, it may already be there).
Projected values for 2021-41 suggest that TFR at the national level will continue to decline rapidly and will lie below replacement level fertility at 1.8 as early as 2021, it said.
The Economic Survey said demographic projections show that India’s population growth will continue to decline over the next two decades, growing less than 1 per cent during 2021-31 and under 0.5 per cent during 2031-41.
“The age distribution, however, implies that India’s working-age population will grow by roughly 9.7 mn per year during 2021-31 and 4.2mn per year in 2031-41,” it said.
The survey findings may not augur well for corporates which are eying large increase in demand for young consumers. However, companies in healthcare business may draw some solace.
The share of India’s young — 0-19 years — in its overall population has already started to decline and is projected to drop from as high as 41 per cent in 2011 to 25 per cent by 2041.
On the other hand, the share of elderly (60 years and above) population will continue to rise steadily, nearly doubling from 8.6 per cent in 2011 to 16 per cent by 2041. India’s demographic dividend will peak around 2041, when the share of working-age, i.e. 20-59 years, population is expected to hit 59 per cent.
“Given that life expectancy for both males and females in India is likely to continue rising, increasing the retirement age for both men and women going forward could be considered in line with the experience of other countries,” said the survey prepared by a team lead by Chief Economic Adviser K V Subramanian.
The survey notes that as of 2016, population in the 5-14 age-group, which roughly corresponds to the number of elementary school-going children, has already begun declining in India and across all major states except Jammu and Kashmir.
In light of the projected decline in elementary school-going children, the number of schools per capita will rise significantly in India across all major states even if no more schools are added.
“The time may soon come in many states to consolidate/merge elementary schools in order to keep them viable.
“This would also be in line with the experience of other major economies witnessing a decline in elementary school-going population, such as Japan, China, South Korea, Singapore and Canada, which have implemented policies to merge or close down schools,” it said.
However, this is not about reducing investment in elementary education, but an argument for shifting policy, it added.
The survey also stressed policy makers need to prepare for ageing.
“This will need investments in healthcare as well as a plan for increasing the retirement age in a phased manner,” it added.
If India’s hospital facilities remain at current levels, rising population over the next two decades (even with slowing population growth rates) will sharply reduce the per capita availability of hospital beds in India across all major states, the survey said.


Specialised Early Childhood Music Program
Specifically design for children aged 0-5 years using the Kodály concept, the Little Lane Early Learning Centre Music Program provides opportunities for each child to participate in weekly music classes, delivered by our highly skilled and trained Early Childhood music teacher.
Our specialised Early Childhood music teacher understands the importance and benefits of prompting developing speech, vocabulary, listening and memory skills through structured and planned music lessons.
The Kodály concept
Developed by the Hungarian composer, Zoltan Kodály, the Kodály concept is based on the premise that music facilitates emotional, spiritual and intellectual development and that every person is capable of being a musician when given the right music education. Kodály believed that music education is basic to the foundations of all learning and should start from the very beginning of a child’s learning journey.
The Kodály concept utilizes the voice, as the most accessible instrument, to teach young children about musical elements and develop their musical ear. The foundational elements taught through this method can then be transferred to learn how to play other musical instruments.
The Kodály concept promotes children’s natural learning through games, songs and fun, inviting them to explore the musical elements that are presented sequentially by a trained music teacher.


Fall is an exciting time! For those of us who spend a great deal of our existence in and around the field of education, this is the turning of the new year. It’s a time for new resolutions, higher expectations, and hopes that this year will be… well, better than last year.
For our middle school students, this is also a time of settling into new routines with new teachers. Students have new schedules, new classrooms, new expectations being placed upon them. It’s a lot of ‘new’.
One routine we hope is not new–and is finding its place this year– is independent reading.
With the vast array of activities and distractions that can encompass today’s fast-paced lives (texting, competitive sports, social media, clubs, activities, etc.) it can be easy to lose sight of (or de-emphasize) the importance of reading. But this cannot be!
A great thinker once said, “Reading creates a wider inner dimension.” Those of us who identify ourselves as “readers” know this to be true. We know that reading helps us widen our repertoire of imagined experiences, expand our knowledge of the human condition, and increase our awareness of the world at-large.
The great American novelist, George RR Martin once said, “A reader lives a thousand lives before he dies…The [person] who never reads lives only one.”
But how do we– those of us fortunate enough to be in a position of influence for young adults– encourage, support, and foster a love of reading in our students?
One tried-and-true method is allowing for choice. Choice in reading is key. In fact, in Brian Cambourne’s (1988) research on literacy development, (click here to learn a little more) choice is identified as a condition of promoting self-direction and agency– desirable qualities all adults likely wish for their future adults.
Agency can be defined as “the state of being in action or of exerting power.” Allowing students choice in their reading material is fostering agency and independence.
In reading workshops and classrooms across the country (and probably around the world), a common time cited by middle school students as a time when “reading was the pits” was when “someone chose what I had to read for me.” Sometimes they phrase it as, “When I didn’t get to pick my book”, or “When I had to read _________ (insert adult-selected title).” I’ll never forget the time when, while leading a training in Portland, Oregon, a teacher shared about the time he was made to read The Hobbit. “I didn’t read another book for five years,” he reported. “Up until that time I felt like I was a good reader. But after I had to read that book, I didn’t feel that way anymore. So I stopped reading.”
Sometimes as adults, however, we are not always comfortable with the choices our students make as readers. We think to ourselves, “Really? That’s what you want to read?” (okay, maybe some of us might have said that aloud once). When we find ourselves in this situation, we might want to consider the following options:
1. Inquire as to what it is about the text that has interested the student. This might sound like, “Hmm…what had you pick that [book/magazine/blog/article]?”
2. If the student offers little information, follow up with: “Can you say more about that?”
3. If you are unfamiliar and/or uncomfortable with the choice, you may consider reading it first. Or you might offer to read the text “together”. Avoid creating a ‘forbidden fruit’ situation, but rather aim to foster a reading mentorship in which you are clear about your role.
4. If you are unable to approve the material selected by your student, be as clear as possible about your reasons. You may also want to have some alternate suggestions up your sleeve, or offer to search for other texts that contain similar themes, ideas, characters, etc. (stay tuned for ways to search for books).
Remember that the goal of any reader ought to be to outgrow him/herself. We strive to be the caterpillar over and over again, letting each book, text, article, post, or tweet help us cast off a new cocoon, leaving us anew. Thinking differently. Thinking more. In a wider dimension.
Today a reader, tomorrow a leader. (Margaret Fuller)


Elementary education in Georgia involves teaching children from preschool to fifth grade. Candidates interested in teaching elementary school in this state can follow several paths to earn their educator credentials. In this article, we outline the traditional path, Pathway 1, which involves earning a bachelor's degree, completing a teacher preparation program, and passing Georgia state licensing exams.
Georgia Elementary School Teaching Requirements
|Average Salary for Elementary Teachers in Georgia (2016)*||$54,890|
|Required Degree||Bachelor's degree|
|Degree Field||Early childhood education and an approved educator preparation program|
|Testing Requirements||Georgia Assessments for the Certification of Educators (GACE) in Early Childhood Education, GACE Program Admission Assessments (Reading, Mathematics, and Writing), and the Georgia Educator Ethics Assessment - Program Exit; edTPA|
Source: *U.S. Bureau of Labor Statistics
Step 1: Complete a Teacher Preparation Program
To be considered for licensure in Georgia, aspiring elementary teachers will need to complete a bachelor's degree and educator preparation program through a college or university approved by the Georgia Professional Standards Commission (GaPSC). These programs typically include teaching and co-teaching experience in a classroom in addition to instruction on selecting and implementing age-appropriate lesson plans and methods for teaching in diverse settings and across different age groups. With society's growing reliance technology in virtually all careers and educational institutions, technological literacy is also being added to educator preparation programs at many colleges and universities. Future elementary teachers must also complete a course in how to identify and educate exceptional children.
Step 2: Pass the Required Examinations
Prior to entering a teacher preparation program, students will need to pass the GACE Program Admission Assessments in Reading (test code 200), Mathematics (test code 201), and Writing (test code 202). Please note, it is possible to be granted an exemption from one or more of these tests if a candidate has earned qualifying scores on their SAT (1000 Verbal/Critical Reading and Math), ACT (43 English and Math), or GRE (297 Verbal and Quantitative).
After completing the educator preparation program, candidates for educator licensing in Georgia must then earn a passing score in each of the following exams:
- GACE Content Assessment: Early Childhood Education (test codes 001, 002) - minimum score of 220
- Georgia Educator Ethics Assessment - Program Exit (test code 360)
- edTPA: Elementary Education - minimum score of 45
Step 3: Apply for an Induction Certificate
Once a candidate has completed their educator training program and passed the necessary exams, they may then apply for an induction certificate from the GaPSC. The certificate will be valid for three years, and may then be converted to a professional certificate. A teacher must work within their age group or subject matter during that three-year period and receive satisfactory annual evaluations to be eligible to convert to a professional certificate upon expiration.
Georgia Elementary Teacher Certification Resources
Preparation is the key to success for potential elementary teachers pursuing certification in the state of Georgia. Please follow the links below to find the tools you need to get started preparing for some of the necessary examinations.


There is strong pressure for American schools to de-emphasize fiction and focus more on nonfiction, because of the belief that nonfiction provides more "academic" language. But studies suggest that fiction may be the bridge between everyday conversational language and academic language. Self-selected reading, which is largely fiction, provides us with the literacy development and background knowledge that makes demanding texts more comprehensible. Studies also show that fiction exposes readers to other views of the world and increases the ability to deal with uncertainty, which is crucial for problem-solving.
Krashen, S. 2015. The Great Fiction/Nonfiction Debate. (Published as: Fact or fiction? The plot thickens.) Language Magazine, 15(3): 22-27. Available at: http://languagemagazine.com/?page_id=124655 and