After leaving the stream turn left at the junction of Beresford Lane and Temperance Hill. This road runs from Ashover New Road to the junction with the Matlock Road by the New Napoleon Inn. The road originally had four names. Beginning at the top of the church it was called Church Lane, then The Cutting, next Fletcher Hill and the bottom part, named by strict chapel goers who had signed the pledge, was Temperance Hill! These must have been the most vociferous group as this was the name adopted for general use!
Look for the stone stile in the wall opposite the Give Way sign, worn on one side by bottoms rubbing on it as people squeezed through (called a squeeze stile).
At the top on the left, view the old school and present day Handley Church, originally named St Mark’s School/Church.
The School was founded in 1869 by the Rev J Oldham B.D., first vicar of the Parish of Clay Cross, in the year before Fosters Elementary Education Act made state education compulsory. The site was given by Gladwin Turbutt Esq. Of Ogston Hall and the school was opened on Easter Monday, April 18th, 1870. The cost of the school/church was £317 1s 6d. The foundation stone is inscribed St. Mark’s School Church Handley – God be praised! It was laid on April 26th, 1869.
The first available record is in the logbook dated 15th January, 1875 when Miss Mary Ellen Fairbanks opened the Spring term with 24 children and “found them very obedient but very backward”.
At one time 90 pupils were taught in the building divided by partitions into three rooms which were pushed back for joint activities and for church on Sundays. The children were segregated for play times and the school had no indoor sanitation.
In spite of these drawbacks, many present residents (but by no means all) of Woolley Moor recall very happy memories of schooldays. Several recall the school garden in the triangular patch of land opposite – each child had their own small plot to cultivate. There was a fish pond and even bee hives where the headteacher used to gather honey! (In between teaching and cleaning the school!)
The road that runs alongside the school is the Ashover New Road built after 1837 to connect Ashover to the north Midland Railway at Stretton, to take stone from the quarries and passengers to the Hydros. It was built from the Toll House at Woolley Moor to the Junction of the B6014 at Stretton near to the Toll House there.
Memories of the station are unforgettable, visits to Blackpool illuminations for half a crown (12.5p), leaving at four in the afternoon and returning at two the next morning! Up for work as usual! The railway was also used to take milk to Sheffield. Woolley farmers used this 7.30 am milk run, taking their milk in churns on horse trailers to the station each day. The station buildings can still be viewed alongside the B6036 towards Stretton.


The Department of Education and Training Victoria (2016) defines assessment as the ‘ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning’.
Student learning through the arts is a process ‘of experience, through educative movements, [where] we come to know more about each other, the world and ourselves’ (Shields et al., 2016). Measuring this experience is both difficult and contentious.
Authentic assessment does not seek to measure this experience, instead it focuses on formative techniques, aiming ‘toward upcoming learning experiences, not summing up past ones’ (Davis et al., 2015). To borrow from the DE&T Victoria, assessment should allow both the student and the teacher to reflect on the evidence of a student’s learning to guide the future learning experiences of that student.
Davis et al. (2015) describe authentic assessment where ‘the words teaching and assessing might be considered synonymous….by pointing and reminding, the teacher helps the learning to focus attentions, hold details in consciousness, explore implications of new associations – in brief, to notice possibilities that might not have been previously noticed.’
Education through the Arts implies that ‘arts strategies can be used as pedagogical tools to facilitate learning, to foster the capacity for creative and flexible thinking, as well as to provide a way of coming to understand and make connections across different kinds of knowledge’ (Ewing, 2010, p. 7).
A study carried out by Burton et al. (2000) found that students exposed to a high amount of arts-based learning from grades four through to eight were rated higher on expression, risk-taking, creativity-imagination, and cooperative learning than students with low exposure.
Beyond the intrinsic benefits for the individual student, Ewing (2012) in a study of several reports since 1999 found that “students who engage in quality art processes and experiences achieve better grades and overall test scores, are less likely to leave school early, rarely report boredom and have more positive self-concept than those students who are deprived of art experiences” (p. 11).
Education through the Arts can open students up to many experiences that may lead to all kinds of inspiration. By developing student outcomes policies through an arts-based approach, The Alice Miller School has ensured that its policies are not only achievable, but are inspiring and grounded by research.
Closing the gender gap can result in a higher standard of living for all members within a society (ACS, 2015). Embracing and educating all genders in the technology and innovation fields enhances social and economic equity (United Nations, 2011).
‘The arts…can release our imaginations to open up to new perspectives, identify alternatives. The vistas that might open, the connections that might be made, are experiential phenomena; our encounters with the world become newly informed.’
(Greene, 1995, p. 18).
Burton, J. M., Horowitz, R. & Abeles, H. (2000). Learning In and Through the Arts. Studies in Art Education. 41(3). 228-257
Davis, B., Sumara, D. & Luce-Kapler, R. (2015). Engaging Minds: Cultures of Education and Practices of Teaching (3rd edition), New York, NY, USA : Routledge
Department of Education and Training Victoria (2016, May 22). Assessment Advice. Retrieved from http://www.education.vic.gov.au/school/teachers/support/Pages/ advice.aspx
Ewing, R. (2012) Competing Issues in Australian Primary Curriculum: Learning from International Experiences, Education. 40(1) 97-111
Ewing, R. (2010). The Arts and Australian Education: Realising Potential. Camberwell, VIC: Australian Council for Educational Research
Shields, S. S., Guyotte, K. W. & Weedo, N. (2016). Artful Pedagogy: (En)visioning the Unfinished Whole from International Journal of Pedagogy and Curriculum. 13(1). pp. 44-66.


This week’s family learning tasks will all focus around numeracy and maths. Numbers are all around us and we all use maths in our daily lives, often without even realising it. There are many opportunities for children to practise maths every day and plenty of simple and fun activities you can do at home to build children’s confidence and enjoyment in maths.
Cooking, baking and preparing meals are great ways to encourage everyone to practise their maths and numeracy skills. Today’s task is to follow an easy recipe together to prepare and eat a yummy family meal or snack. This can be favourite family recipe or a new one you’d like to try!
Whilst you are following your recipe, encourage children to notice and talk about the different ways they are using their maths and number skills. Some of these may include:
· Counting out plates, cups, cutlery etc that will be needed to set the table.
· Using scales or measuring cups to have ensure that you have the correct quantity of ingredients.
· Using measurement language - how much/many? More/less, grams, kilograms, litres, millilitres etc.
· Temperature (if using the oven).
· Working out timings – how long will it take to cook/what time will it be ready to eat?
Here is a simple and delicious soup recipe to try.
Lentil and Vegetable Soup
1 tbsp vegetable oil
1 stock cube
1 large onion
2 celery sticks
100g red lentils (rinsed)
Remember to wash your hands carefully before you begin. Adult supervision will be required at all times.
1. Carefully peel and chop the onion.
2. Top and tail then peel the carrots.
3. Top and tail the leek and celery.
4. Peel the potato.
5. Wash all vegetables thoroughly then chop into small pieces.
6. Heat the oil in a large saucepan and fry all the vegetables (except the potato) for 5 minutes until they soften.
7. Dissolve the stock cube in 1 pint of boiling water. Add it to the pan and bring it to the boil.
8. Add the potato and red lentils. Put a lid on the pan and leave to simmer for 30 minutes.
Serve with bread and butter and enjoy!
Please share any recipe ideas and creations with us via the school Twitter page. Follow the links below for some more recipe inspiration:


- Published: November 9, 2022
- Updated: November 9, 2022
- University / College: University of Southampton
- Language: English
- Downloads: 39
What if there was something you could do that makes you smarter, benefits health, reduces stress and helps brain development.
Making music does that and more. (It is also a potential career). The no child left behind act states art as a core classes yet it is not being offered to everyone. The benefits of music should be better understood and classes should be added to school programs not cut. Music education helps kids succeed in school. Almost 100% of the winners of the Siemens Westinghouse competition in math, science and technology (for high school students) play one or more musical instruments (the benefits of music study).
Schools with music programs have higher graduation rates than those who don’t: 90. 2% compared to72. 9 % (why music education). Students in high end music programs score 22% higher in English and 20% higher in math than those in poor programs (Focus on students: study links music making and music education with improved academic performance). Kids in music based lessons got 100% higher on fractions tests. Former president of the Music Educators National Conference said, “ Music enhances knowledge in the areas of mathematics, science, geography, history, foreign language, physical education and vocational learning”.
More students in music are accepted into college. Students in music score higher on verbal and math SATs than others. Music majors are the most likely group to be accepted into medical school at 66%. Playing an instrument also reduces stress and increases health. Making music reduces stress at the molecular level. The stress process works so that your brain sends a signal that causes a chain reaction in your cells that turns their “ stress switch” on.
Playing an instrument reverses this process. This prevents chronic stress caused when the “ switch” gets stuck on. Making music increases health. It increases the activity of cancer killing white blood cells. Illness is often caused by stress, so less stress, means less illness.
Involvement in music classes helps brain development. In one study kids took an IQ test. The group was then split. Some were given keyboarding; some singing, some drama and some received no instruction. They then took another IQ test and those who had keyboarding or singing scored much higher on their first test.
Those who didn’t have music did not improve. Those involved in music classes process sound better and can stay focused better in classes. They are also able to tune out background noise. As well as using their working memory to better multitask. Learning music makes it easier to learn a new language. They can pick out subtleties better within the language.
It also improves speech comprehension (Focus on students: study links music making and music education with improved academic performance). Understanding the benefits of music is important and classes should be added not cut. Studying music helps kids in math and reading, reduces stress, improves health and increases brain development. So support music the next time you vote or sign up for classes and just think of all the ways it could benefit you and your community.


Essential Elements for Band Book 1
Click on the instrument you need it for in the drop down box.
Essential Elements for Band Book 1 offers beginning students sound pedagogy and engaging music, all carefully paced to successfully start young players on their musical journey. EE features familiar songs and specially designed exercises, created and arranged for the classroom in a unison-learning environment, as well as instrument-specific exercises to focus each student on the unique characteristics of their own instrument. EE provides both teachers and students with a wealth of materials to develop total musicianship, even at the beginning stages.
Each Book Includes My EE Library
Enhanced Learning System
Optimum Reinforced Learning
Theory, History, Cross-Curriculum and Creativity
Daily Warm-Ups & Rubank Studies
12 Full Band Arrangements
Book 1 Now Includes:
The Ultimate Online Music Education Resource.
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Yamaha YRS24B Descant Recorder
Steinberg UR22C Recording Package with Audio Interface, Mic & Headphones


Actively Learn is a literacy development tool that allows teachers to embed questions, notes, and multimedia into texts so students are interacting with the reading material on a more meaningful level. It can be used in any content area! Learn more about "Why Actively Learn?" here.
With Actively Learn, teachers can choose from a wide-range of ready-made assignments across the content areas, or they can custom design their own reading lessons by importing google docs, PDFs, and online articles.
GUHSD STAFF NO LONGER HAVE ACCESS TO ACTIVELY LEARN'S PREMIUM SERVICES
Making It Happen in the Classroom
Learn the Tool!
Watch Actively Learn How To Tutorial (some of the features explained here may no longer be accessible by GUHSD teachers using the Free version).
Practice first!! Create and assign a reading to a practice class - add yourself as a student and do the assignment.
Use With Students
Create your Class and Add students
Identify your lesson objectives and purpose
Search for articles in AL or Import your own
What media, questions, and structure support your objectives / purpose?
What supports will your students need?
What will your students be doing as they read? How will they interact?
Grade and provide feedback on student performance
Reflect on the lesson experience - what will you keep / change for your next lesson?


Information about GE5 coming soon
Student Experiences with General Education
Watch this video and learn about what SUNY New Paltz students gained from our General Education program. Then scroll down to learn more.
The Value of General Education
SUNY New Paltz’s General Education (GE) Program provides the foundation for your intellectual development. GE courses provide you with a broad knowledge base and essential communication skills. Not only will you gain exposure to knowledge, you’ll also explore new perspectives, ways of thinking, arguing, and being. Through your GE courses, you will learn how to think instead of what to think. The GE Program’s diverse course offerings develop your capacity for lifetime learning and adaptability to rapidly changing career fields.
Your General Education Program is organized around three categories:
- skills in basic communication, mathematics, and foreign language.
- disciplinary knowledge in art, the humanities, and the natural and social sciences.
- study of the regions of the world.
Below you will learn about how courses are organized into these categories. In all courses, you will explore content specific knowledge alongside faculty experts. These courses will build a foundation of knowledge and skills which you will draw upon your entire life. Your General Education Program can also help you choose a major and will prepare you to specialize in one academic field.
A high-quality education must ensure students’ comfort in the use of words and numbers. Our GE requirements serve this basic purpose. You are required to take courses in Math, Basic Communication, and a Foreign Language of your choice.
General Education Category I: Foundational Skills
All modern education must ensure that students can use words and numbers. Our General Education requirements serve this basic purpose. You are required to take one course in Math (MATH), Composition (BCOM), and one or two courses designed to help you achieve an intermediate level of proficiency in a Foreign Language (FLN) of your choice.
General Education Category II: Exposure to the Disciplines
Our General Education curriculum includes classes in four academic disciplines. These reflect very different ways of knowing. Each discipline has rigorous methods for constructing knowledge that are teachable and can transform your habits of mind. By taking classes in these disciplines, you will come to understand how artists, humanists, natural and social scientists answer questions about the world, the universe, and ourselves.
General Education Category III: Regions of the World
By studying regions of the world, you will explore questions about identity including who you are and how you may differ from others. The study of the United States, Western Civilization, and World Civilizations will help you become an informed, engaged, and thoughtful citizen of the world.


Research has long verified that intelligence is strongly correlated with academic performance, especially in mathematics. To understand what contributes to this correlation, researchers have investigated separate cognitive elements. For example, executive functioning (McClelland, Acock, & Morrison, 2006) and rapid automatized naming (Georgiou, Tziraki, Manolitsis, & Fella, 2013) have been identified as affecting the learning of early mathematical skills. In particular, visuo-spatial working memory, which constitutes an aspect of the executive functions, plays an important role in young children’s numeracy skills development (Kyttälä, Aunio, & Hautamäki 2010). LeFevre and colleagues (2010) suggest that the general linguistic pathway is one of the three key developmental pathways by which children acquire numeracy skills. In line with LeFevre et al. (2010), Durand, Hulme, Larkin and Snowling (2005) and Jordan et al. (2007), deficits in literacy skills may result in slower numeracy development. More specifically, Purpura and Napoli (2015) have found that language skills especially affect informal numeracy knowledge (i.e. flexibly connecting quantities to number words and understanding relations among quantities).
- Durand, M., Hulme, C., Larkin, R., & Snowling, M. (2005). The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds. Journal of Exceptional Child Psychology, 91(2), 113–136.
- Georgiou, G., Tziraki, N., Manolitsis, G., & Fella, A. (2013). Is RAN related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to grade 1. Journal of Experimental Child Psychology, 115,481–496.
- Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni. C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36–46.
- Kyttälä, M., Aunio, P., & Hautamäki, J. (2010) Working memory resources in young children with mathematical difficulties. Scandinavian Journal of Psychology, 51, 1–15.
- LeFevre, J. A., Fast, L., Skwarchuk, S. L., Smith-Chant, B. L., Bisanz, J., Kamawar, J., & Penner-Wilger, M. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child Development, 81(6), 1753–1767.
- McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 24(4), 471–490.
- Purpura, D. J., & Napoli, A. R. (2015). Early numeracy and literacy: Untangling the relation between specific components. Mathematical Thinking and Learning, 17 (2-3). Advance online publication. doi:10.1080/10986065.2015.1016817


1. Why bother? How? 3 key strategies?
The Graz model is a dynamic framework that supports teachers design classes that foster deep learning. It requires teachers to reflect on their current practice, rethink it by becoming more aware of the role literacy development plays in learning, and will lead them to redesign their lessons. By so doing, the lessons’ potential for deep learning will increase significantly!
2. What are the practical implications of the model?
The model has not been tested yet. However, once it is trialled in a variety of contexts with different kinds of teachers, learners and subjects the results of this process will be made available. If you would like to collaborate in the trialling process by developing materials and activities based on the model and testing them in your context, please contact us[HA1] . The results of the piloting phase will feed into a user manual[HA2] .
3. How does the concept of competences tie in with the model?
It is widely acknowledged that competence models have a number of shortcomings due to their dissociation from content. This model can act as an alternative because it fuses the conceptual and communicative continua.
4. If we are asking subject teachers to address the literacy demands in their subject in L1 [which they are often resistant to in the initial instance], how do we convince them to introduce it in the L2 [particularly in a country where the L1 is English]?
If the final expected outcome of education is a fully-functioning citizen, then deeper learning becomes essential. This kind of learning will only occur through a process of increasingly refining understanding, and this process requires communicating emerging understanding, and thus language. This means that any teacher who wants to facilitate deep learning needs to keep students’ language development in mind.
Teachers who teach through a foreign language, or an L2, normally have a heightened awareness of language and its role, and students who study through a foreign language are normally more prepared to focus on language too. Therefore, a subject taught in a foreign or second language may be the most natural and helpful context in which to initiate the awareness raising about the importance of language necessary to create opportunities for deep learning.
5. How flexible/ rigid is the model?
Every context is specific and so the model has to be flexible. It’s a dynamic teaching and learning model that can be applied to any language and any subject because it’s deeper than subject and language as it’s a fusion of both. It’s a framework that premises five key principles that can be applied to all subjects.
6. How can the model be put into practice? What are the practical implications?
In ordert to put this model into practice, teachers need to
1. be willing to foster deep learning and understand the importance of languaging to make this kind of learning possible
2. become aware of the literacy demands of their subject
3. become familiar and comfortable with meaningful formative assessment strategies
The final implementation of this approach to learning will depend on meaningful planning of teaching.
In order to help make this change possible, it is suggested that a community of practice is formed in schools and between schools with an expert!
[HA1]Insert e-mail address?)
[HA2]Revise! Is this what we want?


There are two types of people in this world: those who prefer to work in silence, and those who insist they’re most productive while listening to music. Both camps find it hard to understand how the other group gets anything done. So who’s right? Well, in a way… both groups are!
According to one study published in Scientific American, how music affects your brain varies from person to person – so it’s completely plausible that while a good playlist might help you power through writing an important report, it might distract your colleague from making any progress at all.
If you’re in the musical camp, have you ever stopped to what it is about listening music that makes it so good for your work ethic? Turns out there’s some pretty solid scientific evidence to back it up.
Music Boosts Your Mood
It’s no surprise that listening to sad music can make you feel sad, while listening to upbeat music can make you feel happier – we all know this intuitively. What’s more surprising is that regardless of the type of music playing, listening to music at work can boost your mood.
As Teresa Lesiuk, associate professor of music education and music therapy at the University of Miami, is quoted in an article on Futurism.com, listening to music you enjoy will produce a “mild, positive mood” about “90 percent of the time.” She goes on to say that being in that particular mood state is good for productivity because “you’re better at problem solving and thinking creatively.”
Music Counteracts Noise Distraction
While some people find music itself to be a distraction, for music-lovers it can actually help to counteract other potential distractions common to an office space, such as conversations, printers, foot traffic, phones ringing – the list could go on.
In a noisy work environment, your brain will attempt to filter and make sense of all the sounds happening around you. This takes a lot of mental power, even if it is subconscious. Studies have shown that this passive data processing not only steals mental energy away from your work, but increases the levels of cortisol, the stress hormone, which negatively impacts executive function.
Music helps you tune out this background noise without adding to the mental noise pollution. In a 2012 study published in The Journal of Consumer Research, creative processes were found to improve while participants listened to ambient noise (such as music) at a moderate volume.
Music Calms the Mind and Improves Focus
The Journal of Music Therapy found that listening to your favorite music lowers your perception of tension – not to be confused with your physical levels of arousal, such as heart rate and respiration, which can increase when listening fast-paced music. A calmer, less tense mind is free to focus on the task at hand.
Numerous studies over the years corroborate this. Research has found that listening to background music can help participants achieve better memory results on cognitive tasks and identify numbers more quickly and accurately – both of which can be attributed to enhanced focus.
What’s the Best Music For Work Productivity?
You might expect to hear that the best music to listen to during the workday is instrumental, ambient, or classical. The perception is that music without lyrics, high tempos, or aggressive melodies will be less distracting.
In reality, the best music to listen to during the workday is whatever your favorite music is. When we listen to music that is new to us, research has found that our bodies release dopamine in response to the “newness.” Dopamine, as you may know, is associated with pleasure. That means that as soon as that dopamine hits, the new music becomes more interesting than anything else we’re doing at the time – like our work.
Our favorite music, while undoubtedly pleasurable, doesn’t have the novelty factor, so it doesn’t trigger a dopamine rush. We know it so well that we can let it wash over us – leaving our mind free to focus on more important things.
So next time a coworker expresses doubt that you’re getting any work done while bobbing your head to your favorite jam, just tell them, “It’s helping me focus – science says so.”


Becoming a scientist is a transformative journey that requires dedication, curiosity, and a passion for unraveling the mysteries of the universe. Aspiring scientists embark on a path of continuous learning, exploration, and innovation. In this article, we delve into the essential preparations needed to embark on the rewarding and impactful journey of becoming a scientist.
1. Cultivate Curiosity
Curiosity is the foundation of scientific inquiry. Aspiring scientists should foster an insatiable thirst for knowledge, always seeking to understand the world around them and asking probing questions.
2. Solid Educational Background
A strong educational foundation is crucial for a career in science. Pursuing relevant degrees in fields such as biology, chemistry, physics, mathematics, or engineering provides the necessary knowledge and skills.
3. Research Skills
Scientific research is at the heart of the scientific process. Developing research skills, including experimental design, data collection, analysis, and interpretation, is essential for conducting meaningful … Read more
In today’s technology-driven world, the Department of Computer Science plays a pivotal role in shaping the future and fostering innovation. With the rapid advancements in computing and information technology, this department stands at the forefront of equipping individuals with the skills and knowledge needed to navigate the digital frontier. In this article, we delve into the significance of the Department of Computer Science, its functions, and its impact on shaping modern society.
1. Defining the Department of Computer Science
The Department of Computer Science is an academic unit within a university or institution that focuses on the study of computer systems, software development, algorithms, data analysis, and other key aspects of computing.
2. Fostering Technological Innovators
Computer science departments cultivate a new generation of technological innovators, programmers, and problem solvers who are at the forefront of developing cutting-edge solutions for real-world challenges.
3. Preparing for Digital Careers
With the … Read more
The harmonious world of music offers children a unique avenue for self-expression, cognitive development, and emotional growth. Learning to play a musical instrument or sing not only ignites a lifelong passion but also nurtures essential skills that extend far beyond the realm of music itself. In this article, we explore the transformative journey of a child learning music and the numerous benefits it brings to their holistic development.
1. Cognitive Enhancement
Music education stimulates various areas of the brain, enhancing cognitive skills such as memory, attention, problem-solving, and pattern recognition. Learning to read musical notes and rhythms sharpens a child’s ability to process complex information.
2. Emotional Expression
Music provides a safe outlet for emotional expression. Children can convey their feelings, whether joy, sadness, or excitement, through the melodies and lyrics they create, fostering emotional intelligence.
3. Fine Motor Skills
Learning to play instruments like the piano, guitar, or … Read more


Take your students on a virtual trip to Winnipeg, Manitoba, Canada for new science, social studies, language arts, math and history learning opportunities.
Winnipeg is a living classroom with opportunities to learn at every corner. While we know travel likely isn’t on the books right now, there are plenty of ways to boost your curriculum offerings with these unique virtual Winnipeg experiences and resources you could implement in class.
The world-class Canadian Museum for Human Rights features hundreds of human rights stories from around the globe woven throughout its galleries. Now, the museum has modified its education programs to support virtual learning with its COVID-19 learn-at-home resources. Perfect for social studies, “Be an upstander at home” for grades 5 – 8 introduces students to fundamental human rights concepts, along with well-known upstanders such as Nelson Mandela and Malala Yousafzai.
The Virtual Museum Tour: Stay Home, Stay Safe, provides a 20-minute excursion through the second level of CMHR. Host Carly provides insights on the art and connection to nature present in the Indigenous Perspectives gallery; explains the interactive features in the Canadian Journey gallery; shares the story of Viola Desmond—who, along with the CMHR, you’ll find on the Canadian $10 bill; and showcases some of the building’s staggering architectural features.
Canada’s oldest civic art gallery, the Winnipeg Art Gallery, boasts numerous virtual options for art educators. Students could get hands-on art education while virtually creating art with a WAG facilitator. For educators looking to lead an engaging discussion around art with students, virtual lessons about the art of Marc Chagall and mysteries behind the art are some topics led by the WAG virtually.
There’s also the opportunity to bring exhibitions from the WAG into the classroom by booking a virtual tour to learn about Manitoba’s contemporary artists and Inuk style art. Did you know WAG is home to the world’s largest collection of contemporary Inuit art? On top of that, the WAG@Home program is full of DIY projects and crafts, printable colouring sheets of artworks in the collection, word searches, and more.
FortWhyte Alive is a nature oasis located within the city, renowned for its sustainability and eco-tourism offerings. Educators have a wealth of outdoor classroom activities that touch on language arts, science, and math, thanks to unique ideas at their fingertips and prepared outdoor lessons. Activities range from onion water quality, snowflake observation and photography, biodiversity & quadrants, photoecology, and more.
To enhance Canadian history and First Nations experience teaching, Upper Fort Garry Provincial Park collaborated with teachers to create ready-made presentations and lesson plans. Upper Fort Garry Provincial Park is a former Hudson Bay Company fur trading fort where a group of elected officials formed the Province of Manitoba and joined the confederacy of Canada. The site has been revitalized using interpretation, art, and technology to bring history to life in new and interesting ways.
The Manitoba Museum can connect with students via our Virtual Field Trips. Explore the science of the night sky, discover the diversity of plants and animals, and delve into the history of the fur trade, all from the comfort of the classroom or home. These new online programs engage students in different ways, including polls and chats, up-close examinations of real Museum artifacts, specimens and exhibitions, or live-streamed tours in the Museum Galleries and Planetarium’s night sky. Educators receive resources ahead of time, such as pre-recorded video content, articles, and/or primary source reading materials to prepare students for their experience. With a new Virtual Field Trip program suitable for each grade level, the Manitoba Museum is sure to engage students in exciting new learning!
For more information about Winnipeg’s virtual and nonvirtual experiences, visit Tourism Winnipeg.
Courtesy of Tourism Winnipeg.
Photo courtesy of Tourism Winnipeg.


NEP 2020 India Frequently Asked Questions (Quiz) with Answers
• A 5 + 3 + 3 + 4 structure for school education will be adopted instead of 10 + 2 structure that we have been following. With the 5+3+3+4 system of education, the 10+2 system would not change in terms of the years a child spends within the formal education system in the country at the school level. The new structure brings into fold the already existing play schools within the scope of ‘formal education’.
Lets try to understand the break-up of this 5 + 3+ 3 + 4 system.
i. Foundation Stage of 5 years
Students in the age group of 3-8 years will be part of foundation stage. In these 5 years the first two years will be of Anganwadi/preschooling and next years will be of Grade 1 and 2. In this stage the focus will be on development of language skills, teaching by play based and activity based curriculum.
ii. Preparatory Stage of 3 years
Students in the age group of 8 – 11 years will be part of preparatory stage. This stage includes Grade 3, 4 and 5. Here the focus will be on play, discovery, activity based and interactive classroom learning. There will be more formal style of learning as compared to previous stage. Some books will be incorporated but here also play and discovery based approach will be used. In this stage the focus will be on developing the language and numeracy skills of the students.
iii. Middle Stage of 3 years
Students in the age groups of 11-14 will be part of Middle stage. This stage includes Grade 6, 7 and 8. From 6th class professional and skillful knowledge will be provided to the kids. There will be learning through experience in the fields like science, mathematics, arts, social science and humanities. Students from 6th class will be given opportunity to learn coding. This system is prevalent in countries like U.S. and China. Now in India also students will be able to learn the technique of developing phones and software from a very young age. As part of a holistic education, students from 6th class will be provided with opportunities for internships with local industry, businesses, artists, crafts persons, villages and local communities, etc. Therefore, apart from conceptual learning students will be provided with field experience through projects and internships.
iv. Secondary Stage
Students in the age group of 14-18 will be part of Secondary Stage. This stage includes Grade 9, 10, 11 and 12. By the age of 14 adolescents begin to think about their life plans. So in this stage teaching will be subject oriented and curriculum based. Each year of this stage will be divided into 2 semesters, i.e. from 9th to 12th there will be 8 semesters. There will be no stream system in the schools as it used to be earlier. Mainly there were three streams in school education system – commerce stream, arts stream and science stream. A commerce stream student could not study physics and a Non-medical stream student could not study History. But under this New Education Policy if a student from one stream wants to study the subjects of other streams he can do that. For this a pool of subjects will be created and the students has to select the subjects of his/her interest from that pool only. Even vocational course and extra-curricular activities will be given as much important as academic studies.
• Another important change that is going to take place in school education is that the medium of instruction till Grade 5 would be home language/mother tongue or local language or regional language. This will be followed by both public and private schools. It is believed that children learn best if they learn in their mother tongue or local language. But this doesn’t mean that English will not be taught to children but it only means that the medium of instruction will not be English in primary years. English will only be taught as a subject to the students.
• Board exams for class 10th and 12th would be made easier and students will be allowed to appear for them twice a year. Board exams will be divided into objective and descriptive section in order to test core capabilities and the knowledge of the students. In short mugging up an answer will not get marks any longer.
• A three language formula with great flexibility will be adopted. The NEP stated that
“There will be greater flexibility in the 3 language formula and no language will be imposed on any state. The 3 languages learned by children will be the choice of States, regions and of course the students themselves. As long as at atleast two of the 3 languages are native to India. Sanskrit will be offered as an option at all levels of school and higher education.”


Curriculum development, Developing countries, Lao, Literacy education, Multimethod techniques, Primary school curriculum, Professional development, Teacher effectiveness, Teacher improvement
The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT’s Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu.
Hollingsworth, Hilary; Wong, Debbie; Cassity, Elizabeth; Anderson, Prue; and Thompson, Jessica, "Report Highlights: Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1" (2022).
Copyright The Commonwealth of Australia, represented by the Department of Foreign Affairs and Trade 2022
Place of Publication
Australian Department of Foreign Affairs and Trade
Lao People’s Democratic Republic


Investigating Rivers: Topic Detectives is a valuable resource for teachers, parents, and pupils who want to explore the fascinating world of rivers. This copymaster book, written by Valerie Nicholas, provides a comprehensive structure of ten units in three age groups: Lower Primary (7-8 years), Middle Primary (8-10 years), and Upper Primary (10-11 years).
The book investigates rivers, offering a wealth of information and engaging activities that encourage children to become detectives and explore the topic in depth. With its clear and concise explanations, it is suitable for both classroom use and independent study.
Features and Benefits
The Investigating Rivers: Topic Detectives book offers several features and benefits that make it a valuable educational tool:
- Comprehensive Structure: The book is divided into ten units, each covering different aspects of rivers. This structure allows for a systematic and organized approach to learning.
- Age-Appropriate Content: The units are tailored to three different age groups, ensuring that the content is suitable for the target audience.
- Engaging Activities: The book includes a variety of activities, such as puzzles, quizzes, and experiments, that make learning about rivers interactive and fun.
- Clear Explanations: The explanations provided in the book are clear and easy to understand, making it accessible for both teachers and students.
- Encourages Critical Thinking: The activities in the book promote critical thinking skills as children are encouraged to analyze and investigate different aspects of rivers.
Pros and Cons
Like any educational resource, Investigating Rivers: Topic Detectives has its strengths and weaknesses. Here are some pros and cons to consider:
- The book offers a comprehensive and structured approach to learning about rivers.
- The activities are engaging and encourage active participation.
- The content is age-appropriate and suitable for different primary school levels.
- The book provides clear explanations and instructions for each activity.
- The book may require additional resources or materials for some activities.
- Some activities may require adult supervision or guidance.
- The book focuses solely on rivers and does not cover other aspects of geography.
Overall, Investigating Rivers: Topic Detectives is a valuable resource for teachers, parents, and pupils who want to delve into the world of rivers. Its comprehensive structure, engaging activities, and clear explanations make it an excellent tool for learning. While it may have some minor drawbacks, the benefits outweigh them, making this book a worthwhile addition to any primary school curriculum or home learning environment.


Have you ever visited Old Faithful in Wyoming’s Yellowstone National Park? Or maybe you’ve swam in a natural hot springs? Geysers and hot springs occur in areas where volcanic lava lies just beneath the surface. The lava heats up water that seeps into the Earth – sometimes to temperatures of 572 degrees Fahrenheit. The water bubbles back up as a hot spring or a geyser.
Fun Facts about Geysers and Hot Springs for Kids
- Some hot springs are vividly colored orange, red or yellow. This coloring is caused by colonies of microbes called archaea that can survive intense heat.
- When water is heated underground at high pressure, it becomes hot enough to dissolve minerals in the surrounding rock. After the water bubbles to the surface, it cools. The minerals in the water become solid again and form terraced deposits at the water’s edge.
- Vents called fumaroles release steam that smells like rotten eggs. The smell is caused by sulfurous volcanic gases.
- Sometimes the hot water and gases cause rocks in the ground to melt and turn to clay. The clay bubbles and boils.
- Under the ocean, hot water rises from vents in the ocean floor. Minerals present in the hot water make it look like billowing clouds of black smoke, which is why these hot springs are known as black smokers.
- When heat and pressure build up under the ground, the pressure is finally too great and some of the water is released from the ground. When this happens, pressure is released and the water boils and turns to steam – creating a geyser.
- Geysers can erupt to 330 or more. Old Faithful in Wyoming typically remains around 130 feet.
- The Ute Indians named a hot springs “Yampah,” which means big medicine. They believed it was a holy healing site. Today, Yampah is the site of Glenwood Hot Springs, in Colorado – the largest hot springs pool in the world.
Geysers and Hot Springs Vocabulary
- Lava: rock that is so hot it becomes liquid
- Seep: slowly move and enter
- Microbe: simple life forms too small to see
- Dissolve: break down in to tiny pieces
- Sulfurous: containing sulfur
All About Geysers and Hot Springs Video for Kids
Watch this awesome Geysers and Hot Springs video for kids:
This is a video demonstrating how a geyser works using a geyser model.
Geysers and Hot Springs Q&A
Question: Are geysers and hot springs dangerous?
Answer: The water and steam in them is very hot and can cause severe burns. Never step into a hot springs unless you know how warm the water is. Sometimes the land around hot springs or geysers becomes unstable. The soil just beneath the Earth turns to boiling mud. If you step in the wrong place, you may sink into this soil.
Enjoyed the Earth Science for Kids all about Geysers and Hot Springs info? Take the FREE & fun all about Geysers and Hot Springs quiz and download FREE Geysers and Hot Springs worksheet for kids. For lengthy info click here and here.


LEXINGTON, Ky. (Oct. 16, 2009) - The high number of adolescents who have difficulty reading is a problem seen at all levels of education throughout the country, including Kentucky. However, through a 2006 $17.3 million U.S. Department of Education grant, the Kentucky Content Literacy Consortium (KCLC) has been coordinating the Striving Readers program which is designed to improve adolescents’ literacy skills.
As part of the project, the Collaborative Center for Literacy Development (CCLD), which is housed in the University of Kentucky College of Education, is using a $3.1 million five-year grant to study the impact of a reading intervention program and school-wide literacy model on students’ reading achievement, strategy use and motivation. The CCLD research team in charge of this study includes College of Education faculty Susan Cantrell, Janice Almasi, Janis Carter and Margaret Rintamaa.
The team has analyzed two years of data from the two literacy components of the program: Adolescent Literacy Model and Learning Strategies Curriculum (LSC). Their findings show that while it still is too early to come to complete conclusions, improvement in the students’ motivation to read is evident.
“We know that strategy use and motivation are important elements in helping adolescents be successful in reading,” said Cantrell, project principal investigator. “The Kentucky Striving Readers study is promising because it shows that instruction can have a positive impact on struggling students.”
In the first two years, the Striving Readers study included a rigorous experimental-control group design in which 829 students reading two or more grades below grade level received LSC services in the intervention reading class, and 791 students made up the control group. Results so far have indicated significant impacts for sixth-grade students’ reading strategy use and significant effects for both sixth- and ninth-grade students in the area of reading motivation.
The study is showing that the program is having an impact on teachers, as well. All content teachers at the participating schools completed surveys on their abilities to affect changes in students’ reading. Results have indicated that the Striving Readers project has had a significant positive impact on teachers’ beliefs about their own abilities. The impact study for KCLC is available on the U.S. Department of Education’s Web site and the results also will be published in an upcoming issue of the Journal of Educational Psychology.
The Striving Readers grant is scheduled to continue through the 2009-2010 school year, with the final evaluation report being completed by December 2010. As data are collected for each year of the evaluation, the power to detect significant differences among treatment and control groups will increase, and results may be helpful for other school districts that are making decisions about literacy programs.
The CCLD is a collaboration between Kentucky’s eight state universities and focuses on improving literacy instruction in early childhood through adulthood with numerous professional development and research initiatives. For more information, visit www.kentuckyliteracy.org.


Representatives from indigenous groups around the world converged on New York Monday for the sixth meeting of the United Nations Permanent Forum on Indigenous Issues, which will last until May 24. Over 1000 delegates from indigenous communities and organizations are attending sessions at the UN headquarters; they are focusing on the rights of indigenous peoples to lands, territories and natural resources.
The Permanent Forum was established in July 2000 by the UN Economic and Social Council, to which it reports. It consists of 16 independent experts appointed by the Council, half nominated by nongovernmental organizations and half by governments.
The major issue facing the meeting this year will be another attempt to persuade the UN General Assembly to approve a proposed UN Declaration on the Rights of Indigenous Peoples. The declaration emphasizes their rights to self determination and to viable cultural, social, and political institutions of their own choosing. It proposes that indigenous peoples should have the right to participate in the processes of their states if they so choose, to develop their lives and societies in their own ways, and to live without discrimination. They should also have the rights to their own lands.
The declaration failed to pass the General Assembly last November due to pressures from a number of African governments, led by Namibia. It will be up for a second consideration by the General Assembly this year. Canada, New Zealand, and Australia, with support from the U.S., also opposed the draft last year because they viewed the text as “fundamentally flawed.” In a joint statement, the governments of those states argued that the self-determination provisions of the proposed Declaration might threaten the “territorial integrity” of member states of the U.N.
Victoria Tauli-Corpuz, a Filipina who is Chair of the UN Permanent Forum said, “With the increasing desire of States for more economic growth, senseless exploitation of indigenous peoples’ territories and resources continues unabated.” Ms. Tauli-Corpuz was strongly opposed to the strategy of the governments of Canada, New Zealand, and some African countries to reopen the text of the proposed Declaration for further amendments. “We cannot have another 20 years to discuss the Declaration again,” she commented.
Many of the world’s estimated 370 million indigenous peoples suffer from such threats as logging, mineral extraction, condemnation of their lands for parks or game preserves, development projects, and agricultural monoculture. Many of them also lack basic health care, human rights protections, and access to even an elementary education.
Indigenous rights, as a concept, is essential for many of the peaceful societies featured in this website. The G/wi, for instance, won their court case against the government of Botswana last fall, in part due to their argument that the government had violated their indigenous rights to their lands.
Nigel Crawhall, Director of the Secretariat of the Indigenous Peoples of Africa Coordinating Committee based in Cape Town, recently explained, “What is significant is that the government of Botswana denied there was such a concept as indigenous people in Africa and said everyone is indigenous so the concept is meaningless.” He added, “The Court—in line with the African Commission on Human and People’s Rights and the UN Human Rights Council—said that is not the case: There are indigenous people in Africa and they do have rights that are specific to indigenous peoples.”
In a press release timed to coincide with the opening of the Permanent Forum meeting on Monday, Survival International announced that Botswana has denied access to that country for Rodolfo Stavenhagen, the special rapporteur on indigenous peoples for the United Nations. The government imposed similar restrictions on March 17 against four staff members of Survival International plus selected journalists and human rights advocates who have been reporting on the issue in that country.
Survival mentions the government’s argument that the restrictions are intended to provide individual assistance to the outsiders. It is obvious, however, that Botswana wants to ban indigenous rights advocates from monitoring the situation of the G/wi people. Survival’s director, Stephen Corry, said on Monday, “The Botswana government clearly thinks it has something to hide from the UN special rapporteur. And indeed it does—despite the Botswana High Court’s decisive ruling in the Bushmen’s favour, the government is still trying to stop them returning to their land.”


Widowed at the age of 47, artist and teacher Angela Haseltine Pozzi sought refuge and healing on the southern Oregon coast at an old family cabin. As she walked the beach reflecting upon her purpose in life, she kept trying to ignore the vast quantities of plastic strewn on the shore. During one walk, however, at the high-water mark, “as far as the eye could see, it was a mosaic of plastic. A mile out. I was sick to my stomach, and I thought, how is it possible that we are destroying this?” she says. But at that moment, her purpose became clear.
With her experience as an artist and an educator, Pozzi not only saw the potential to make art with the plastic debris but also had the ability to bring together groups of people to join her in her efforts. She founded a nonprofit organization, Washed Ashore, to raise awareness of ocean pollution through community-built art.
From her workshop in Bandon, OR, Pozzi now leads teams of volunteers in constructing elaborate sculptures made entirely from objects that have been scavenged from beaches, and the project has processed more than 20 tons of material into over 70 sculptures.
Denver Zoo is the first major inland, non-coastal zoo to host an exhibit of this work, entitled “Washed Ashore: Art to Save the Sea.” On display from Saturday, Sept. 24 through Jan. 16, 2017, the 15 sea life sculptures are spread throughout the zoo. They are vivid, detailed works of art, highly crafted without the use of any additional colorants or plastic materials, and each one has a name and a story. Displays will feature information and interactive features, such as scavenger hunts where viewers are challenged to find unusual construction materials, like flip-flops, rubber boots, or lighters.
Since nearly 80 percent of the plastic waste found in the oceans originates on land, “inland populations need to realize that they’re a vital part of this issue,” says Pozzi. She and her team constructed a chinook salmon sculpture (“Nora”) on-site in Denver to draw attention to the freshwater connection to ocean pollution, which comes “from rivers, from gutters and streams, from creeks to oceans,” she notes. In fact, the works feature hundreds of plastic water bottles branded from the 2008 Beijing Olympics, which continue to wash up on the West Coast eight years later. “Nora” will be on display near the river otter exhibit to raise awareness of the watershed connection.
The zoo hopes to teach young guests “to love and value animals that live in the ocean,” says Brad Parks, the senior director of guest experience. “Every kid in Denver should be able to come here and get excited about sea turtles and realize that some of the plastic bags and plastic bottles that get away from us can actually harm those animals. What can we do to recycle, to make sure we’re good environmental stewards? What can we do to help take care of nature?”
Many families will also be excited to find the sculptures integrated into the holiday Zoo Lights tradition.
For school groups, the zoo will have a self-guided field trip that teachers will be able to download from the zoo website so they can bring their classes and tour the zoo. Learning will come from observation and interaction: “Angela wants people to touch the sculptures, to get close to them. She wants to really have people recognize that what that’s made of is a plastic bottle that could have been yours or mine,” says Parks. Pozzi is also developing an art education curriculum in conjunction with the National Oceanic and Atmospheric Administration (NOAA) that will be available in January 2017. Through her artwork, she hopes to teach visitors, old and young alike, that “everybody’s small actions come together to make a big difference.”
For more information, visit www.denverzoo.org


2020 Theses Doctoral
Making Room for the Creating Process in Southern California High School Large Ensemble Settings: A Participatory Action Research Study
In performance-driven large ensemble settings such as band or orchestra, the artistic process of Creating found in the National Core Music Standards, which includes improvisation, composition, and/or arranging, is often ignored or omitted. Music educators believe these creative endeavors to be essential in a holistic music education, but struggle to implement them in their large ensemble settings such as band or orchestra. A Participatory Action Research cohort of four high school large ensemble directors collaborated with the researcher to overcome these deficiencies in their teaching practices. Collaboration took place in a synchronous online professional learning community (OnPLC).
During the 16-week collaboration period, participants shared their experiences and delivered two lessons featuring composition, improvisation, and arranging in their large ensemble settings. Participants shared their recorded lessons in the OnPLC for critique. Working within a model of efficient collaboration, participants were able to overcome the obstacles of time, student insecurity, teacher insecurity, and teacher attitude. Participants found that a 7-step creative music strategy was a versatile method by which they could design meaningful lessons without infringing on performance quality. Success was measured by participants’ ability to meet the anchor standards found in the artistic process of Creating. Success was also measured anecdotally by positive student outcomes. Students’ success and aptitude for creating music not only surprised them, but surprised their teachers as well.
Participant post-interviews revealed that all participants believed they were successful in this endeavor, and now have the confidence to implement lessons featuring improvisation, composition, and arranging into their curriculum. Participants believed that viewing recordings of successful lesson examples allowed them to re-define their expectations of what improvisation, composition, and arranging lessons might entail. Consequently, participants found that the obstacles of time, teacher attitude, and student apprehension were easily surmountable by utilizing their own teaching experience and instincts as music educators. Minimal training or professional development was needed for participants to feel successful. An attitude of, “making it happen” was essential for their success.
- Fleischmann_tc.columbia_0055E_11037.pdf application/pdf 1.24 MB Download File
More About This Work
- Academic Units
- Arts and Humanities
- Thesis Advisors
- Custodero, Lori
- Ed.D.C.T., Teachers College, Columbia University
- Published Here
- February 27, 2020


Early Years comprises K4, K5 and 1st grade, the early years of school life at The Columbus School. These years are characterized by exploring in community and building social skills through play and routines while developing foundational skills in English and Spanish. In K4 most of the day takes place in Spanish with one hour of English per day, while in K5 and 1st most of the day is developed in English with one hour of Spanish per day. Children work on motor, language, math, and socio-emotional skills in addition to social science and natural science concepts through a variety of methodologies. Within an Early Years child’s day, there are times to sing, play, listen, work in centers or stations, talk, think, read, write, debate, move, build, solve problems, make class meetings, and develop projects. To guide our curriculum we use the Bridges math program and the Balanced Literacy / Reading and Writing Workshop approach in language. Our entire curriculum and our assessments are based on standards that are consistently aligned between one grade level and another.


For every student, the path to sports and social inclusion begins with a meaningful physical education experience.
SONJ supports Health and Physical Education through Unified Physical Education (Unified PE) as a general or elective course and Inclusive Physical Education (Inclusive PE) through our Learn. Practice. Play. UNIFIED. resources.
Unified PE focuses on the physical, intellectual and social growth for all students. Students of all ability levels come together through ongoing fitness, sports, leadership, and wellness activities. Engaging in physical activity and sport alongside peers with and without disabilities creates important social relationships.
Additionally, the Unified PE course is structured around the national physical education standards and grade-level outcomes.
Explore the Special Olympics Unified Physical Education Resources Guide for ideas and activities to support a Unified physical education program in your school.
Watch Unified Sports & Unified PE in action to see the type of impact these programs can have on your school and community.
In Inclusive PE classes, students with disabilities learn the same curriculum, same objectives, and participate in the same assessments as general education students.
Learn. Practice. Play. UNIFIED.
Learn. Practice. Play. UNIFIED. resources weave the sport and education programs Special Olympics offers into one comprehensive framework. They focus on fundamental and sport-specific skill development and apply those skills to game play in school and the community.
Each book contains three sections:
- Learn: Special education information, instructional strategies and best practices for inclusion and instruction for teaching inclusive physical education
- Practice: Activities and drills with tips for modifications and adaptations, as well as tools for observing student’s ability levels
- Play UNIFIED: Suggestions for creating co-curricular, interscholastic and community-based opportunities for students to apply skills learned in physical education to participation in recreational and competitive game play activities
Guide to Inclusive Physical Education and Sports Activities
The Learn. Practice. Play. UNIFIED. Guide to Inclusive Physical Education and Sports Activities is a great resource for educators in inclusive health and physical education settings and for new Unified Sports coaches.
Guide to Inclusive Gross Motor Education
The Learn. Practice. Play. UNIFIED. Guide to Inclusive Gross Motor Education focuses on gross motor skill development through structured and unstructured play for preschool and kindergarten students.
Resources & Training
Contact firstname.lastname@example.org to order copies of the Learn. Practice. Play. UNIFIED. guides or make requests for professional development trainings.


The Ramped-Up Read Aloud: What to Notice as You Turn the Page [Grades PreK-3]
What if each page of a picture book was guaranteed to enhance a child’s reading and writing tenfold? Would you ramp up your read alouds? In this remarkable resource, Maria Walther shares two-page read aloud experiences for 101 picture books that tune you into what to notice, say, and wonder in order to bolster students’ literacy exponentially.
The read alouds in this book will help teachers:
- -Foster a strong sense of community
- -Celebrate the written (and illustrated) word
- -Build a foundation for future reading and learning
- -Expand vocabulary (with a focus on Tier 2 words)
- -Support budding writers
- -Spark collaborative conversations
- -Encourage perspective-taking, empathy, and a growth mindset
A first grade teacher for decades, Maria is a master of “strategic savoring.” Her lesson design efficiently sparks instructional conversations around the cover illustration, enriching vocabulary words, literary language, and the ideas and themes vital to young learners.
Maria arranges the rich fiction and nonfiction titles into chapters that mirror the way primary teachers plan curriculum. Need books tailor made for building community? Teaching literary elements? Comprehension strategies? Foundational and language skills? Inspiring writers? It’s all here and at the ready. Coaching tips on expressive oral reading, strategic seating, uncovering language nuances for EL students, effective questioning and more make the art of sharing books and learning with children do-able for everyone.
Teachers, schools, and districts looking to energize your core reading and writing program, search no further: The Ramped-Up Read Aloud delivers a formula for literacy development and joy in equal parts.


With even warmer weather just around the corner, children are getting ready for a summer filled with adventure. This brings parents of children with disabilities to question: Is there fun to be had for my child, too? Can extracurricular activities be life-enhancing even for children with severe birth injuries, such as cerebral palsy?
Cerebral palsy is a non-progressive, neurological condition that develops from injuries sustained before or shortly after birth. A type of damage to the brain, the condition affects a number of nervous system functions such as movement, hearing, vision, cognition, and learning.
Childhood can, therefore, be more limited than that of an able-bodied child, but it needn’t be with the right resources in place. There are several indoor and outdoor activities that teachers can introduce to their classrooms to provide opportunities for independence, self-confidence, entertainment and inclusion. Just as importantly, activities centered on children with cerebral palsy can help develop critical skills for day-to-day life.
Learning to create music is an important part of any child’s growth. Music education is known to improve everything from academic ability to cultural knowledge, discipline, and patience. But the benefits are even more powerful for children with cerebral palsy. To name just a few, music can encourage social skills through group performances, develop vocabulary and vocal ability, improve dexterity needed to play musical instruments, and can even be accompanied by dancing – which has benefits of its own.
Dynamic activities like dancing also create a sense of community but, according to research, dancing is much more than social for kids with cerebral palsy. One study compared the results of kinesiotherapy (or movement therapy) and dance. Researchers found that dancing can improve at least seven functions: independence, self-care, mobility, locomotion, communication, psychosocial adjustment, and cognitive ability. If they are able, students could find both physical and mental fulfillment in sharing this experience.
3.) Physical Fitness
Similar to dancing, physical activities can support agility, muscle strength, and overall well-being and health. As a core part of most schools’ curricula, physical education should always involve accessible equipment, facilities, and game rules for children with cerebral palsy: For example, accommodating wheelchair use or coordination difficulties. Modified equipment could include larger and softer balls that are easier to catch, or equipment that is stimulating in color and texture. If these types of items are available, sport and exercises are adaptable to a range of skill and ability levels.
4.) Aquatic Therapy
Pediatric aquatic therapy (also known as water therapy) is not necessarily available at schools, but an important alternative therapy to consider. Aquatic therapy, which performs treatments and exercises in water, is recognized as extremely valuable for children with cerebral palsy. Studies suggest that aquatic therapy is abundant in health-related qualities even for children on low levels of the Gross Motor Function Classification System. They can experience benefits such as reduced tension and pain in joints and muscles, cardiovascular conditioning, better circulation, improved flexibility, and increased endurance.
5.) Arts and Crafts
Drawing, painting, wood carving, paper crafts, sewing, and a myriad of other creative activities bring joy to children of all ages. In children with cerebral palsy, they provide essential opportunities for motor skill development, dexterity, artistic expression, and sense of self. Wherever possible, instilling a sense of creative achievement in a supportive environment can serve as a very effective therapeutic intervention. In fact, as with aquatic therapy, art is a recognized form of treatment.
6.) Field Trips
While field trips or community programs are often geared toward able-bodied children, there are ways to make them accessible to all. Trips to the beach or park, nature walks, bike rides, fishing, and gardening are all great exploratory activities for children who use wheelchairs. But there are certain considerations to keep in mind. For example, it’s wise to avoid sandy beaches or unpaved trails, offer raised gardening boxes designed for wheelchair users, and provide adaptive bikes for cycling.
Always choose activities that each individual would enjoy. It’s important to encourage children with disabilities to participate in activities with their classmates and take advantage of the same opportunities. However, each activity’s various benefits can only materialize if caregivers and teachers invest fully in every student’s confidence and happiness – no matter their ability.


For some young children, learning the basics of 1-2-3 can be easy as A-B-C.
But because early numeracy skills often receive less attention than early literacy skills, children who lag in number comprehension may fall behind academically in kindergarten and beyond.
Keting Chen, human sciences doctoral student in the Department of Child, Youth and Family Studies, is exploring how home and childcare environments are associated with preschoolers’ numeracy skills — the ability to understand and work with numbers — and how parents and teachers can ensure those skills are where they need to be once the children enter school.
Funded by a one-year grant from the Buffett Early Childhood Institute’s Graduate Scholars program, Chen’s dissertation project is designed to identify factors at home and in childcare environments that predict children’s numeracy skills, and how the two settings jointly contribute to early learners’ number comprehension.
“Research indicates young children’s numeracy skills are very important in predicting later academic success,” she said. “We have found significant, individual differences among students upon entry into kindergarten, and I’m interested to learn why these differences occur so early.”
Chen aims to identify important aspects of early childhood numeracy environments, such as parents’ and teachers’ early math knowledge, and frequency of numeracy activities. Her study will include 120 preschool-aged children — and their parents and teachers — with diverse socioeconomic backgrounds.
Parents and teachers will be asked to report how often they do numeracy activities, and children’s numeracy skills will be assessed. Researchers will use video observations of parent-child interactions during those activities to examine both home and childcare environments and their associations with children’s numeracy development.
“Video observations help us better understand what numeracy activities look like — games, reading, cooking or other math concepts embedded in those activities,” Chen said.
She also wants to gauge parents’ knowledge of typical numeracy skill development — for example, whether parents think a 4-year-old has a specific skill or not. This data will help Chen determine whether parents are designing age-appropriate numeracy activities.
We have found significant, individual differences among students upon entry into kindergarten, and I’m interested to learn why these differences occur so early.”
— Keting Chen, human sciences doctoral student and principal investigator
Not surprisingly, Chen said, studies show more-frequent home numeracy activities better prepare children to begin school. However, she said, that research generally focuses on one environment — either the family or childcare setting.
“I’m looking at both contexts to better understand how each context supports those skills, and whether they are supported similarly or differently,” Chen said.
She noted that general math skills include many concepts — numbers, patterns, shapes, spatial ability — and an early understanding of number concepts and strong numeracy skills are important for future academic success. Children typically begin learning number words and addressing the meaning and value of the words as toddlers.
A few years ago, as a graduate student at East China Normal University in Shanghai, Chen noticed that several 3-year-old children could verbally count fairly high — as high as 30, for example. But they did not necessarily understand what those numbers meant.
“They could count by memorizing the number words, but they didn’t yet understand the meaning of a request such as, ‘Can you bring me four oranges?’” she said. “That concept had not yet developed at their age. That interested me; I had never thought about that.”
Chen also found different skill levels among children of the same age. While some had begun to master numeracy skills, others lagged. The children who were further along, she said, were those whose parents took more time teaching them at home.
She quickly recognized the need for parents and teachers to understand what children know, and when, to appropriately tailor teaching methods. Because children have varying exposures to numbers at home, Chen believes teaching plans must include all numeracy concepts.


English Assignment | Homework Help Websites
Non-fiction narrative writing is a way to convey a story or event in order to explain or prove a point. For this task, you will need to reflect on how personal experiences have shaped your literacy development. Literacy refers to reading and writing for the purpose of acquiring knowledge. You will write a narrative essay that draws on your personal experiences in order to illustrate an idea. You do not have to complete any research on the topic. Your evidence or support will be in the form of personal experiences, reflections, details, and examples relevant to the idea that you present.
Note: Choose only one of the following topics for your essay.
• Narrate an experience you had with a writing or reading task that you found (or still find) difficult or challenging. Explain the significance of this experience.
• Describe an important moment or event in your literacy development. Explain the significance of this event.
• Narrate a time when your literacy skills have helped you achieve a personal goal or accomplishment. Explain the significance of this accomplishment.
• Describe a time when you have used reading or writing to learn in an environment other than the classroom. Explain the significance of this event.
A. Write a narrative essay (suggested length of 750–1,000 words). In your essay, do the following:
1. Respond to one of the given topics.
2. Provide an effective introduction.
3. Provide an appropriate thesis statement.
4. Use narration and description to provide detailed information about the topic.
5. Explain the significance of the narrative details.
6. Provide an effective conclusion.
B. When you use sources, include all in-text citations and references in APA format.
C. Demonstrate professional communication in the content and presentation of your submission.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.


Giizis Binoojiyag (Sun Children)
Sung by Margaret Noodin
This song was created in response to a request from Lena Terhart who was curating an Endangered Languages exhibit at the UNIKATUM children’s museum in Leipzig, Germany. She asked that we use the words: giizis (sun), nibiish (water) and binoojii (child). Students at Kchikinoomagegamigong-Wiskonsin Minoakii recorded each of the words for the exhibit and with the help of Alphonse Pitawankwat, the Miskwaasining Nagamojig (Swamp Singers) came up with a song for children that could be sung in a round. Sheila Feay-Shaw assisted with the scores and vision of equity and diversity in Music Education.
These transcriptions of the music for Giizis Binoojiyag are intended for teachers to help them learn the song and bring the kind of accurate diversity to music classes we wish had been in public schools. Traditional Native American songs are not usually written down nor taught from music. Once the song has been taught to students, the notation can be used as a learning tool to show the relationship of pitches, rhythms or other elements of the music. The original transcript has two pushes (sections) of the song and should be done to a total of four pushes (repeat the entire transcription twice) to fit traditional format. The Swamp Singers envisioned the song as a round which is the longer transcription version with an Orff xylophone and drum suggested accompaniment.
It is warm, the sun
it cleans the water
wii de bigizowaad
so they can swim
Share This Song, Choose Your Platform!


Patrick Conway and his Famous Band exemplify the band music of the 1910’s. Their version of the popular song “Miss Vixen” is a particularly interesting piece. It’s a unique, yet simple song that showcases Conway’s mastery of his craft.
He leads his band in rousing rendition of the song, each instrument loud and clear, despite the limited technology of the time. This song in particular was written for the foxtrot, a new & popular dance at the time. In fact, it was invented in 1914, one year before Conway’s Band recorded this song. It’s a fast dance that goes along well with “Miss Vixen”’s energy. The dance, and big band music like that of Conway’s Band, matched the vibrant party culture that defined the 1910’s & 20’s.
My name is Ash and I am a junior/senior. I am majoring in Elementary Education and Writing Arts. I think that learning to write for a listener, as we are doing in this module, will really help me utilize modern technology and skills in my future classroom.


This section contains information on the hazards found in the arts education classroom, why teachers need to learn health and safety protocols, and how they can reduce exposure to these hazards through pollution prevention.
Many traditional art and craft supplies contain toxic substances either known to be or suspected of being human carcinogens. Additionally, they may pose significant risks to the health and development of art students.
The majority of art educators do not have extensive training in chemistry or other sciences. Because of this, they may be unaware of risks associated with the art materials that they use. Many art materials contain industrial chemicals that may pose a threat to both the environment and to the health of those using them or working with them. A
In addition, many artists are unaware of waste management issues or legal requirements for handling hazardous materials. By learning about environmental health and safety concerns associated with the use of art materials, and by carefully selecting the materials with which they work, art educators can reduce their own exposures as well as those of their students. They can also pass along best health and environmental practices to their students.
Many artists are self-employed. Their workplaces are not monitored under OSHA (Occupational Safety and Health Administration) regulations, and they have not been studied under traditional health and safety research. Other safety issues can also create occupational hazards. The table below lists some of these.
|Art Form||Health Risk|
|Stained-glass making||Lead poisoning|
|Jewelry making||Cadmium poisoning|
Environmental risks occur from improper storage and disposal of waste materials used in the art classroom or art studio. Many artists are unaware of toxicological or ecological information regarding their material, nor are they aware of disposal considerations and regulatory information. Waste materials may be improperly disposed either when placed in the trash or down the drain.
Improper package warnings and lack of awareness as to the nature of risks and hazards perpetuate pollution problems. As awareness increases among the art community and within the art education system, these risks are anticipated to diminish.
Art educators generate considerable amounts of waste, both paper and non-traditional materials such as metals, plastics, and fabrics. Theatrical arts create waste through promotion (playbills), props and set designs, and costumes.
Source reduction strategies prevent creation of waste and address waste management and pollution prevention. Identifying these opportunities help art educators create healthier, more sustainable learning environments.
Often energy use is not considered when evaluating art education, especially theatrical arts education. Energy use in industrial arts, photography, and theater can be reduced using some simple energy efficiency measures. Schools can also switch out less efficient equipment and supplies, which will not only reduce energy use but also save money. For more information, see Energy Star.


Teaching Mathematical Problem Solving in Inclusive Classrooms (Grades 5-6)
Author: Jennifer Krawec with Cynthia Warger
Printed: $89.00 / #SIM004Add to Cart
eBook: $79.00 / #e-SIM004Add to Cart
Teach Math Word Problem-Solving Skills (Grades 5-6)
Teachers can help ensure that students (Grades 5–6) in inclusive classrooms succeed when solving mathematical word problems with the Solve It! instructional approach. Even more is that this is an evidence-based instructional approach, and also is designed for use in a standard mathematics curriculum. The approach helps you to teach math word problem-solving skills.
- Teaches critical cognitive and meta cognitive processes.
- Improves students’ motivation to solve problems.
Solve It! was first validated and refined in three separate intervention studies with students between 12 and 18 years of age with mathematical learning disabilities. More recently, Solve It! was validated in two large research studies with a total of 1,059 students, conducted in inclusive general education math classrooms with average-achieving students, low-achieving students, and students with learning disabilities. Researchers found that students receiving Solve It! instruction evidenced significantly greater growth in math problem-solving ability than the comparison group students who received only the district curriculum. In contrast with the comparison group, moreover, the students with Solve It! instruction experienced greater growth and improvement on the state math assessment. [Read a summary of the research base.]
This version of Solve It! for Grades 5-6 takes into account developmental differences in younger students and was modified for this age group. Research showed that students who received Solve It! instruction improved their problem-solving performance significantly more than did students in the comparison group. Teachers who use Solve It! help students develop the processes and strategies they need to become good problem solvers. Solve It! allows them to teach math word problem-solving skills to students. The instructional guide and accompanying CD provide instructional guidelines, curriculum-based measures, scripted lessons, extension activities, student materials, and an Excel® spreadsheet application for creating student progress charts.
This instructional guide contains everything you need to use Solve It! Here is the table of contents:
- Overview of Solve It! Instruction
- Solve It! Instructional Components
- Solve It! Class Charts
- Solve It! Cue Cards
- Solve It! Scripted Lessons and Implementation Calendar
- Guidelines to Embed Solve It! in the Curriculum
- Solve It! Practice Sessions
- Monitoring Progress Using Curriculum-Based Measures
- CBM Administration, Scoring, and Graphing Procedures
- Techniques to Foster Skill Maintenance and Generalization
- Solve It! Booster Sessions
- Solve It! Problem-Solving Extension Activities
The Solve It! CD contains:
- Solve It! Scripted Lessons 1- 5
- Solve It! Class Chart (RPV-HECC)
- Solve It! Class Chart (Say-Ask-Check)
- Solve It! Student Cue Card Assembly Instructions
- Solve It! Student Cue Cards
- Solve It! Class Star Chart
- Solve It! Curriculum-Based Measures (CBM– 1 through CBM– 9)
- Solve It! CBM Answer Keys (CBM– 1 through CBM– 9)
- Solve It! Student Progress Graph (PDF format)
- Solve It! Directions for Using Excel Spreadsheet
- Solve It! Student Progress Graph (Excel format)
Solve It! processes align with the Common Core State Standards (CCSS) (Click to see alignment). Solve It! also aligns with standards in states that have not adopted CCSS (Alaska, Indiana, Minnesota, Nebraska, Oklahoma, Texas , Virginia). Click on the individual state to review alignment.
NOTE: If you purchased the eBook version, you will download a zip file that contains a folder (“Files Folder”) which includes the individual files for instructional use that are referenced in the book and a pdf of the Solve It! Grades 5-6 book
Read an excerpt of this publication in PDF.


A district or a group of districts may establish a school readiness program for children age three to kindergarten entrance. The purpose of a school readiness program is to prepare children to enter kindergarten.
A school readiness program provider must:
(1) assess each child's cognitive and language skills with a comprehensive child assessment instrument when the child enters and again before the child leaves the program to improve program planning and implementation, communicate with parents, and promote kindergarten readiness;
(2) provide comprehensive program content and intentional instructional practice aligned with the state early childhood learning guidelines and kindergarten standards and based on early childhood research and professional practice that is focused on children's cognitive, social, emotional, and physical skills and development and prepares children for the transition to kindergarten, including early literacy and language skills;
(3) coordinate appropriate kindergarten transition with parents and kindergarten teachers;
(4) involve parents in program planning and decision making;
(5) coordinate with relevant community-based services;
(6) cooperate with adult basic education programs and other adult literacy programs;
(7) ensure staff-child ratios of one-to-ten and maximum group size of 20 children with the first staff required to be a teacher; and
(8) have teachers knowledgeable in early childhood curriculum content, assessment, native and English language development programs, and instruction.
(a) A school readiness program provider must include a biennial plan in the district's world's best workforce plan under section 120B.11, describing how the school readiness program meets the program requirements under subdivision 3.
(b) Programs receiving school readiness funds annually must submit a report to the department.
A district may contract with a charter school or community-based organization to provide eligible children developmentally appropriate services that meet the program requirements in subdivision 3. In the alternative, a district may pay tuition or fees to place an eligible child in an existing program. A district may establish a new program where no existing, reasonably accessible program meets the program requirements in subdivision 3. Services may be provided in a site-based program or in the home of the child or a combination of both. The district may not restrict participation to district residents.
A program provided by a board must be supervised by a licensed early childhood teacher, a certified early childhood educator, or a licensed parent educator.
A district must adopt a sliding fee schedule based on a family's income but must waive a fee for a participant unable to pay. School districts must use school readiness aid for eligible children. Children who do not meet the eligibility requirements in subdivision 15 may participate on a fee-for-service basis.
The department must assist districts, upon request, with programs under this section.
A child is eligible to participate in a school readiness program if the child:
(1) is at least three years old on September 1;
(3) has one or more of the following risk factors:
(i) qualifies for free or reduced-price lunch;
(ii) is an English learner;
(iii) is homeless;
(iv) has an individualized education program (IEP) or standardized written plan;
(vi) is defined as at risk by the school district.
1991 c 265 art 7 s 6; 1993 c 224 art 4 s 8; 1994 c 647 art 4 s 11; 1997 c 162 art 1 s 3,4; 1998 c 397 art 3 s 20-27,103; art 11 s 3; 1999 c 205 art 1 s 70; 1Sp2003 c 9 art 7 s 8; 1Sp2005 c 5 art 7 s 6-12; 2007 c 146 art 9 s 13; 2009 c 96 art 6 s 5; 2010 c 346 art 1 s 6-8; 2012 c 239 art 1 s 33; 2014 c 272 art 1 s 32; 1Sp2015 c 3 art 9 s 4; 2016 c 189 art 25 s 33; art 29 s 3
Official Publication of the State of Minnesota
Revisor of Statutes


The process of architectural visualization and rendering is an essential part of the design and planning process for any building or structure. Whether it’s a new construction project, a renovation, or an existing building, the ability to create realistic or stylized representations of the design helps clients, investors, and other stakeholders understand and visualize the …
1. The Nairobi National MuseumLocated in the heart of Nairobi, the Nairobi National Museum is a popular destination for both tourists and locals alike. The museum is home to a wide range of exhibits, including artifacts from Kenya’s rich cultural history, natural history exhibits, and contemporary art. The museum’s modernist architecture, which was designed by …
The construction process in Kenya involves a number of steps and parties, and requires careful planning and management to ensure that projects are completed on time, within budget, and to the required standards. The process begins with the planning and design phase, where the scope and objectives of the project are defined, and detailed plans and designs are developed. This is followed by the procurement and tendering phase, where materials and labor are procured, and contracts are awarded to contractors and suppliers. The construction phase involves the on-site execution of the plans and designs, and is managed by the contractors and construction management team. Finally, the completion and handover phase involves conducting final inspections, and transferring ownership of the completed project to the client or owner. Key considerations in the construction process in Kenya include building codes and regulations, health and safety, environmental impact, and community engagement.
Historical records from the travels of John Ludwig Krapf and Johannes Rebmann reveals that Kenyans had access to education as far back as 1728, with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact. The C.M.S. missionaries interacted with locals in the coastl town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846. Before independence, elementary education was based on the colonial system of education. In 1967, Kenya formed the East African Community with Uganda and Tanzania. The three countries adopted a the same system of education, the 7-4-2-3, which consisted of 7 years of primary education, four years of secondary education, two years of high school and 3 to 5 years of university education.
With the collapse of the East African community in 1977, Kenya continued with the same education system until the year 1985, when the 8-4-4 system was introduced, which adopted eight years of primary education, four years of secondary education and four years of university education except for speacilized courses which took up to 5 years of university education. Before joining primary school, student aged between 3-6 years must attend pre-primary for one to two years. Primary education is
universal, free and compulsory and usually caters for student ages 6 to 14. A major goal of primary school education is to develop self-expression, self-discipline and self-reliance while at the same time providing a rounded education experience. Secondary education begins around the age of fourteen and lasts for four years. Secondary school education, especially in public schools,s is subsidized by the government, with the government paying tuition fees for students attending public secondary school. The roots of higher education in Kenya started in 1956, with the founding of Nairobi’s Royal Technical College, a school that would in 1970 become the country’s first university –The University of Nairobi.


The objectives of non-formal primary education aim to provide quality education to children who cannot attend formal schools.
Manabik Shahajya Sangstha’s (MSS) Upanusthanik Sikhaloy
(উপানুষ্ঠানিক শিক্ষালয়) or Non-formal primary education (NFPE) is an
educational program that provides learning opportunities for
children outside the formal school system. NFPE facilitates
education programs through community-based learning centers.
MSS’s NFPE program is designed to reach children who are
unable to attend formal schools due to various reasons such as
poverty or remoteness. The NFPE program aims to provide
foundational literacy and numeracy skills, as well as life skills, and
social skills. NFPE is flexible, adaptable, and customized to meet
the specific needs of the learners and their communities.
Our NFPE programs offer several benefits to learners and their communities, including-


FIRST, TAKE THE PSATs
The PSATs are given in October of each year. You should take them no later than the fall of your junior year in high school.
Get a booklet from your school counseling office and study it. The PSAT has fewer questions than the SAT I.
In our opinion: Unless you are determined to be a National Merit Scholar, don't spend money prepping for the PSAT. Save your money and your time for SAT or ACT prep. THEY are the tests that matter. IF you do take the PSAT, study for it as if you were preparing for the SAT.
Major reasons to take the test include: being freaked by tests, and feel the PSAT would help you get used to the test environment and prepare for the real SAT.
Shorter than the regular SAT, and not requiring an essay, the PSAT is still a wake up call about the SAT.
The Preliminary SAT®/National Merit Scholarship Qualifying Test is a co-sponsored program by the College Board and National Merit Scholarship Corporation (NMSC).
PSAT/NMSQT stands for Preliminary SAT/National Merit Scholarship Qualifying Test. It's a standardized test that provides firsthand practice for the SAT Reasoning Test™. It also gives you a chance to enter National Merit Scholarship Corporation (NMSC) scholarship programs.
The PSAT/NMSQT measures:
- critical reading skills
- math problem-solving skills
- Identifying sentence errors
- Improving sentences and paragraphs
You have developed these skills over many years, both in and out of school. This test doesn't require you to recall specific facts from your classes.
The most common reasons for taking the PSAT/NMSQT are: