15 million school age children in america have learning issues that private and public schools can’t solve. You will find 72,000 special education students in LAUSD, alone. Every single day these students sit unhappily at school, losing hope of ever realizing their dreams. Students live in discomfort and shame. They aren’t understanding how to be effective students.
Their parents are frustrated within their tries to find appropriate education for his or her child. They have attempted dealing with the general public schools. They’ve hired tutors. Parents are with real solutions.
To be able to thrive, these students need special educational techniques that address their own profile of strengths and requires. But more to the point, these children need a new mindset of success.
Educational therapy offers help and aspire to adults and children with learning challenges for example Attention deficit hyperactivity disorder, autism, dyslexia, and learning disabilities. Educational treatments are a suitable and highly effective method of helping students of every age group achieve their maximum potential.
Educational therapists use condition from the art educational programs and techniques that have been shown to educate students with learning problems the abilities they might require to become effective. Educational therapy shows students how to cope with their learning problems and lead effective lives.
All through the college years, foundations for future success are set. Not just are students learning essential skills for example studying, they’re also understanding how to value education. But many importantly, they’re understanding how to believe that they’re effective students!
When students experience repeated frustration and failure, they develop self-doubt together with dislike or distrust of educational encounters. These negative views influence just how much students can learn, at each level from grade school through college!
Special needs students experience three major issues with learning:
Teachers and tutors make use of the same means of every child. Youngsters are unique and every learns in their own way.
Teachers and tutors tend not to learn how to modify their method of address different learning styles.
Teachers and tutors only educate subject material. Students who experience repeated academic failure don’t have the underlying foundational skills to become effective students. They frequently have no idea the very best study methods, how you can manage time, or exactly what the real secrets will be to academic success.
Teachers and tutors don’t address the main reason for ongoing academic failure-learned helplessness. When students experience failure after failure, they create a mindset that they’re “stupid” and “can’t learn.” They give up ever as being a good student! But, when students believe they are able to succeed, they start to try. Once they believe they are able to learn, they start to study. Once they believe they are able to have impressive futures, they create effective choices. Students have the authority to have confidence in their innate intelligence and talent!
Educational therapists generally begin their professional careers in special education, child development or counseling.
The Association of Educational Therapists may be the national professional organization that sets working out standards for educational therapists. You will find three amounts of membership within the Association of Educational Therapists: Affiliate Professional (opening level), Professional (experienced), Board Certified (seasoned).
Based on the Association of Educational Therapists: “No matter previous background, all Professional people from the Association of Educational Therapists (AET) have met rigorous professional needs within the academic regions of elementary and/or secondary education, child development, educational assessment, learning theory, learning disabilities, and concepts of educational therapy. All people possess a B.A. degree and therefore are needed to carry a Masters Degree or equivalent in publish-BA course work. They’ve completed a minimum of 1500 supervised direct service hrs, and therefore are needed to accomplish 40 clock hrs of Ongoing Education every 2 yrs.


Creativity Posted on October 23, 2015 by Kari McMullin Reply A friend asked me the other day, as we were talking about our daughters’ school performances, “Do we really care what Henri Matisse’s math scores were?” In other words, how do we measure “intelligence”? And how do we create an environment in which our kids discover all the talents they may have to offer the world? Reading Ken Robinson’s Out of Our Minds, in which he discusses the importance of cultivating creativity, I’m learning that it has only been recently in our education system history that we divide the arts education from math and science subjects. Consider Leonardo da Vinci, whom we know not just for his Last Supper but for his contributions to anatomy and engineering. Did you know that a bridge, based on one of his sketches, was actually constructed in Norway in 2001? Sir Robinson points out in his book that at universities, professors in the arts and literature departments are employed to write about other artists and writers, rather than to create works of art and literature. He contrasts this to those in science departments, who are paid to produce their own, unique research projects. We can see this mindset permeate education through high school and towards early education, as arts and music programs continue loose funding, and emphasis is placed on math, science and engineering disciplines. And then Sir Robinson follows with the natural question—will valuing these disciplines differently actually serve us into the 21st century? Will we not, in fact, need all the ingenuity we can find, as we try to solve global issues like climate change, economic growth and conflict during a time when most people carry in their cell phones or even wristwatches more “power and memory than the 1969 Apollo Moonlander”? Sometimes we see the arts as being something we do for relaxation or downtime. Or something that the touchy-feely types do and never really make any money at doing. But what if we could view them as a way to help people discover their potential? Or what if we can use art education as a way to help our kids develop certain skill sets (such as collaboration, visual representation, and kinesthetic awareness) that they can in turn use in their future jobs—jobs that may not even exist today, that we may not even imagine possible? These are big thoughts when one is just trying to get through the day with a toddler and a newborn. When changing diapers and calming the temper tantrums, while trying to get the laundry done and that work project completed, weigh on us more heavily than the latest photos of Pluto. However, this is one of the gifts of Kindermusik. Taking the time to get to class, we can structure some weekly time to connect, some time to focus on our little ones. But we will also be rewiring their brains, helping them to unlock their potential and fostering creativity skills that will help them on their middle school science projects and beyond.  Robinson, Ken. Out of Our Minds. Chicehster, West Sussex: Capstone Publishing Ltd: 2011. Print.


One of the principles of Music Together is that all children are musical at birth and can respond to music around them. The key is for parents to tune into how babies express their reactions to music, explains Susan Darrow, CEO of Music Together, the internationally renowned music education program for children ages birth through grade two.
“When you hold your baby and walk, march, skip, or sway to the beat of a song or sing to her, you are teaching her about rhythm. She is building a ‘body memory’ of moving to the beat that she will be able to call upon once she is able to move to music on her own. And babies are capable of showing you that they really do feel and hear the music. It is incredible to witness,” Darrow says. She adds, “There is a natural capacity to respond unintentionally to music in vocal ways that are evident at birth. Babies adjust their sounds, like crying, to the structural pitches around them. Some researchers suggest that there is a universal pitch structure for all people.” Babies can begin to match their cooing pitches intentionally to the music around them before they are even six months old. They are wired to cue into the ends of phrases, just as they are wired to cue in to the ends of sentences in language.
In a music environment, babies are continually processing what they hear with what they see and feel. That’s why movement is such an integral part of a young child’s music education. Offer babies a chance to connect what they hear (the sounds of music) with what they feel (the beat of the song) with what they see (Mommy moving to the rhythm of the song).
The most important window of opportunity for music learning is the time from birth to age 5 and children learn music while they’re little the same way they learn their native language, through immersion. Music education starts at birth, not in the first grade, when they start music lessons.
If we immerse a child in a rich music environment from the time they are born they can learn to be fluent in the language of music, pretty effortlessly.
At Pitter Patter Club, parents and caregivers discover fun ways to play with music and rhythms all week long, while supporting the children's music-learning and overall development.


“One language is poverty, two languages is wealth” – Antoine Mugesera (Rwandan historian)
More than ever, the world is speaking English: language teachers are in demand around the world, and businesses are expected to trade in English, whether it’s their native language or not. The central African nation, Rwanda, is embracing English in all its importance.
Claver Yisa, Minister of Education, believes using English is “a way to make Rwanda equal”.
So much so, English became the official language of Rwandan education in 2008. While many questioned the political undertones of this decision, the move to English was intended to strengthen Rwanda’s links to English-speaking east African neighbours (and trading partners), including Uganda, Kenya and Tanzania.
It’s worth remembering that a generation of Tutsis learned English growing up in exile Uganda and Tanzania during the 1994 genocide.
FRENCH: ‘THE LANGUAGE OF THE COLONIZER’?
According to Foreign Minister Louise Mushikiwabo, despite moving towards English, Rwanda doesn’t intend to walk away from French and its prevalence in society.
She even hopes to become leader of the International Organisation of La Francophonie, which is the world association of French-speaking nations. This suggests the strained relationship between Rwanda and France, as a result of the genocide, is beginning to blossom.
Furthermore, French President Emmanuel Macron was only 15 when the genocide occurred, so it’s impossible for Rwanda to consider him complicit in the atrocities, like the older French political generation.
French news, TV and literature are popular. Places at the French immersion school in Kigali, which reopened in 2010, are oversubscribed. French has also been reintroduced to primary school curriculum as a foreign language.
Antoine Mugesera, a Rwandan historian, believes the French language is “a heritage that we must carefully protect” because Rwandan historical records are written in French rather than English. Losing the French language would potentially erase certain aspects of Rwandan identity.
Readiness to embrace English internationally and reluctance to reject French suggests Rwanda will become a multilingual culture within a generation. Mugesera is excited about this, “we are at the crossroads of both worlds. One language is poverty, two languages is wealth. We have to keep both, that would be a huge asset for us.”
KINYARWANDA: RWANDA’S MOTHER TONGUE
Whether the next generation are learning in French or English, Yisa realises that one even older language will stand the test of time: “We have a common language: Kinyarwanda. This is really a rare benefit. Cabinet meetings are in Kinyarwanda because some ministers speak English and some speak French. Anyone going to a government office can speak Kinyarwanda.”
Is Rwanda’s evolving multilingual culture pioneering? Will this inspire other African cultures to embrace every language of their history?


Two works of fiction that I highly recommend highlight eras in ancient history and highlight ancient works of art. It is a rare combination, but author Marjorie Cowley is a master at both engaging and teaching children. I use both these books in my art history classes and highly recommend them for any excursion into ancient history.
Dar and the Spearthrower
I loved her earlier book, Dar and the Spearthrower, where tells the story of a boy named Dar who is coming of age somewhere in prehistoric Europe. This book is particularly useful in ancient art education because it beautifully describes life in the ice age and also describes both the carving and function of an ice age spearthrower. No amount of encyclopedic or textbook information can compete with the engrossing story that Cowley weaves; students will never forget this introduction to ice age culture and art.
The artifact that she highlights is the “Springing Horse” of Bruniquel, France, a spearthrower from the Upper Paleolithic, believed to date between 10,000 and 15,000 B.C. The “Springing Horse” is carved from antler bone.
The Golden Bull
The Golden Bull, one of few fiction works set in ancient Sumer (ca. 2600 BC) for children, tells the story of Jomar and his sister Zefa. At the outset, Jomar and Zefa’s parents send them to the great city of Ur to avoid the famine that scorches the countryside. While in Ur, Jomar apprentices to a goldsmith and works on the famous Bull Lyre of Ur. Again, her story telling is compelling and students will come away with a feeling for both the artifact and life within the ancient city of Ur.
The artifact highlighted in this story is the Great Lyre or Bull’s Head Lyre and dates from 2750 B.C.It is one of three lyres that British archaeologist Leonard Woolley excavated in the Royal Cemetery of Ur in the 1920s and can be currently seen at the University of Pennsylvania Museum.
I can think of no better way of immersing children in ancient cultures (short of actually transporting them to the archeological sites) than through artfully-woven tales. Although both of these books are appropriate for ages 8 and up, older students (and adults) will both enjoy and benefit from reading them.


I cannot emphasize enough the importance of algebra
As a professor, I saw SO many students enter college with high hopes, only to run into the obstacle of their first college level math course. One of two things happened. Either they dropped out of college altogether when they found out that they had to take two or three “developmental” courses before they could even reach the level of taking a required College Algebra course, or when they barely pass that class, they change their career goal. Students go from pre-med or pre-engineering majors to majors in communication, social work or Native American studies or elementary education, for example.
If your goal is to be a teacher or historian, great – but I see people GIVING up on their goals because they don’t believe they can pass the required courses.
They are only half-right. The truth is that many students enter college unable to pass the required courses at that moment because they don’t have the prerequisite knowledge. It doesn’t mean they can’t ever pass and become a physician or software developer or astronaut.
How are your personal beliefs applied to the work you do?
This was a question I was asked recently and it may seem odd in relation to algebra but bear with me. This is what I believe.
Success comes one small step at a time – and so does failure
Those students who were not prepared for College Algebra as freshmen were also not prepared for high school algebra (which if you go to an affluent, private school you actually take in grade eight).
That’s why I do what I do and where my beliefs come in. If you want your child to be ready for algebra, I hope you started monitoring their math in third or fourth grade.
Start here to see your child’s achievement in math
I’m not going to recommend you start administering standardized tests at home. You can sit with your child for 10 minutes a few days in a row and get a good estimate, with minimal whining.
You can play a math game with your child and see how well he or she does. All of these games also have the added bonus of teaching your child about Native American and Latin American history. Just play, spend time with your child and see where he or she succeeds and where your child struggles.
MULTIPLICATION & DIVISION – Should be mastered by the end of fourth grade
Making Camp Ojibwe – see how well your child does with multiplication. (It’s free, by the way.)
Math: The Universal Language AR – the most commonly missed multiplication problems in an augmented reality app you can play on your phone
Making Camp Lakota – see how easily your child answers division problems (Also free)
Spirit Lake (this requires a download on a Mac or Windows computer) – is a more extensive game with multiplication and division problems
FRACTIONS – Should be mastered by the end of sixth grade (preferably fifth grade)
Fish Lake, available for Mac, Windows and iPad, starts with what is a fraction and progresses through multiplying fractions
Basic Statistics – Median, Variability – should be mastered by seventh grade
Forgotten Trail begins with fractions and introduces statistics – plays on the web
AzTech: The Story Begins – also begins with fractions and introduces statistics, plays on the web or iPad (this is free, too)
AzTech : Meet the Maya – continues with statistics, plays on an iPad
I’m doing my bit to make the world a little better. How about you?
Please, please whether you use our games or something else, do listen to me. Those kids who showed up at the university and had their dreams shattered when they were 18 or 19 years old didn’t fall behind in math all at once. It was gradually over time and often no one particularly noticed it until they didn’t make that cut for algebra at the end of seventh grade. Start monitoring your child’s math achievement – now, today.


Early childhood music education for Infants 0-5 years old ‘music is the language of the heart’
We’re happy to let you know that we have opened our enrolment for Symphony Seeds Early Childhood Music Term 3 2021. We’re currently enrolling and looking forward to seeing you there!With its roots based firmly in early childhood learning, Symphony Seeds aims to provide developmentally appropriate music programs for the whole child. Symphony Seeds Early Childhood Music seeks to inspire and educate children and their families with a happy experience they may take with them for the rest of their lives!.
These are the seeds that will grow to become part of Heartdancers’ Children’s Orchestra.
A program in partnership with Uniting Harris Community Centre. Become part of the Heartdancers Children’s Orchestra, beginning with the Symphony Seeds Music Program for Children 0-5
Register now for term 3 online format
About Symphony Seeds
This is why our Symphony Seeds music program for Infants and Toddlers (0-3 Years and 3-5 Years) is based on a holistic approach to teaching music which supports the natural ability of each child. Just like learning to speak!.
Music has a unique influence on the development and function of a child’s brain. When children listen to music their brain automatically engages with the different acoustic frequencies, resulting in the release of neurochemicals that have the capacity to alter their emotions and mood. In addition, when they participate in musical activities, this triggers the audio, sensorimotor, and visual regions of the brain, boosting the development of neuronal connections between all areas of the brain which are fundamental in the information processing, and in the creation of an optimal state for learning. As a consequence, music stimulation is key for opening the world of knowledge at early stages of life.
These are the seeds that will grow to become part of our Community’s Children’s Orchestra.
Symphony Seeds is an interactive program
This addresses important aspects of childhood development, such as:
- • Social Skills (Waiting and Taking turns, Sharing, Tolerance)
- • Language and Creative Thinking
- • Auditory Skills
- • Fine and Gross Motor Skills leading to Increased Co-ordination
- • Emotional Awareness and Self-Expression
- • Increasing Memory
- • Growth in Self-Confidence
- • Pre-Literacy and Pre-Numeracy Skills


Kindergarten-Animals in Action 1
To begin this unit, the students heard a story about our PLTW characters Angelina, Suzi, and Mylo creating animal animations that show how animals behave in their habitats. Our students were given a problem: How can we teach PreK students about animals and their habitats using animations in ScratchJr. The students began using the design process to identify the problem and plan their animations. The students had to identify which animal they would use, and the habitat that would be best for the animal. When their animations are complete, they will be sharing them with our PreK classes at Jamestown.
1st Grade-Scratch & the Butterfly 2
In our last cycle, the students acted our programs in teams. That information was applied to ScratchJr with Scratch the cat and a butterfly. After programming a butterfly to jump and fly, the students programmed Scratch to trigger the butterfly to begin its program. They learned how to use the bump trigger and the message trigger. The students also learned how to create their own characters in ScratchJr by drawing them, editing existing characters, and using the camera to put themselves into their programs.
2nd Grade-Moving with Math 3
The students completed their race car program, their farm programs, and completed any unfinished pages in their Launch Logs.
3rd Grade-Code Sketches 2
Now that students have an understanding of basic programming, they used the iPad app Hopscotch to program actors to draw shapes. The students learned how to add an actor, draw a line, use loops and functions to make the program efficient. After completing a basic square, students were challenged to use repeating squares to create colorful patterns.
4th Grade-Senses Exploration 1
Each part of the brain regulates specific functions in the body. The students learned about how our senses receive input, how our sense receptors are specialized, and the part of the brain responsible for each sense. Rotating through stations, the students watched a short animated video about the sense, labelled a diagram of the body for that sense, and completed an experiment using the sense.
5A & 5B-Inputs/Outputs 1
To identify inputs and outputs within a robotic system, the students learned how to connect the robot brain to the controller and motors. Using the controllers, the students identified the direction and speed of the motors depending on the direction they moved the controller. They also learned how to use the bumper switch and the LED lights.
5C & 5D-Data Collection & Display 1
Using the Tynker iPad app, the students are learning to code their first game by following step-by-step directions. The students learned about x and y axes, how to add characters to the game and code actions the characters can follow.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


Selection and preparation in music education at Florida State University is based upon an important yet extremely simple premise--it is, that every person involved as a learner ought to have the best instruction possible.
This premise implies that every teacher ought to be committed to the subject of music and its use with people. The strength of this commitment is evidenced by the academic and social behaviors of the prospective teacher in life, both in and out of the university environment, and is characterized by diligence in the pursuit of musical and academic excellence and active dedication to the improvement of the quality of life.
For those who value knowledge, the learning process is perpetual throughout life's time. To be an effective music educator, one must develop:
Successful music educators evidence personal qualities of leadership, intellectual curiosity, and social commitment. They approach life, music, and the teaching profession in a positive, imaginative, and enthusiastic way.
The music teacher attempts to create a respect and desire for musical experiences, teaching people to react positively, listen responsively, and participate in a musically sensitive manner by providing a variety of musical experiences for those who will be consumers of music and those who will be music professionals.
Toward this goal, music educators are stimulated by current research in music to seek, evaluate, and appropriately implement current ideas and developments in teaching music. They promote positive relationships with students, colleagues, and others. They are empathetic with people of differing social and ethnic backgrounds, and demonstrate mature attitudes and values in the operation of the instructional program.
They consistently maximize student opportunities and accomplishments, and minimize self-aggrandizement and teacher dominance. Their public performances are part of instructional programs geared to helping students become sensitive to aesthetic elements in music.
Music specialists must be prepared and eager to teach music to every child: the poor, ethnic minorities, children of the inner cities, persons with disabilities, and the highly gifted.
In addition to personal competencies in music performance, improvisation, conducting, applied music, composing, arranging, analysis, history, repertoire, and other musical skills, they must have competencies in the teaching of music on all levels, nursery school through adult and continuing education programs. They must be exposed to techniques of teaching in the humanities, related arts, and general music areas, as well as, directing performance groups, studio teaching and group applied music lessons.
Musicians are most successful as teachers if they understand current structures, systems, and practices in education. Concurrently, the music educator in this age of educational change and accountability must be able to express knowledge of teaching and learning, through verbal communication (oral and written) and through overt, demonstrable music and teaching behaviors.
A general knowledge and understanding of history, science, art, philosophy, and communication serves to enhance one's ability to function effectively in contemporary society and facilitates greater understanding of the human condition. The final report of the Music Educators' National Conference on "Teacher Education in Music" states that general education should:
The task of structuring and managing a musical environment in which individuals, regardless of ability level, may positively experience, successfully achieve, and hence, come to value the art of music, demands a breadth of knowledge and skills, as well as high levels of perception and sensitivity on the part of the music educator.
The acquisition and development of these abilities requires an intellectual commitment that is realized in daily living and is maintained and strengthened during the years of training and throughout the professional career.
The music education faculty at the Florida State University College of Music is dedicated to the pursuit of these goals, both for themselves and for their students.


Bruce, B. C., & Bishop, A. P. (2002, May). Using the web to support inquiry-based literacy development. Journal of Adolescent and Adult Literacy, 45(8), 706-714.
Dostoevsky, Fyodor Mikailovich. The grand inquisitor. Book 5, Chapter 5 in Brothers Karamazov (tran. by Constance Garnett).
Easley, John A. (1987). A teacher educator’s perspective on students’ and teachers’ schemes. In D. Perkins, J. Lochhead, & J. Bishop (Eds.), Thinking: The second international conference (pp. 507-527). Hillsdale, NJ: Erlbaum.
Gibboney, Richard (2006, October). Intelligence by design: Thorndike versus Dewey. Kappan, pp. 170-172.
Short, K. et al. (1996). Does inquiry make a difference? Examining our beliefs about curriculum. In Learning together through inquiry: From Columbus to integrated curriculum. Stenhouse.


Early Literacy Development & Utah Kids Ready to Read!
ULA is proud to help sponsor the Uintah County Library Early Literacy Video Project. The best ways to prepare your child to read are talking and reading with them. It can be as simple as narrating your day together. Spread the word and share the video!
Want more early literacy information? Utah Kids Ready to Read! provides information, training, technical assistance, and resources on emergent literacy for parents and caregivers, Utah librarians and their community partners.
Early literacy skills are what a child needs to know before he/she learns to read and write. The goals of early literacy are to increase the frequency and intention with which parents and caregivers:
- Talk to their children
- Share books with their children
- Bring their children to the library
Early literacy is important because:
- 35% of children enter kindergarten without the necessary skills to be successful students (Ready to Learn, a 1991 Carnegie Foundation report).
- there is a 90% probability that a child who struggles with reading in kindergarten will struggle with reading in fourth grade.
- the Nation’s Report Card (2005) states that 36% of fourth graders and 27% of eighth graders are reading below basic skill level.
Early literacy and libraries go hand in hand because:
- no one organization is responsible for teaching these skills to parents of 0 – 5 year olds.
there is research-based proof of the value of storytimes and other children’s services.
- it increases the value of libraries and librarians to the community.
- it ensures creation of future library users.
- it increases awareness of library materials and library use.
Visit Utah Kids Ready to Read! for more resources on early literacy.


Simple Phonics Activities
Have you ever heard the saying that kids are like sponges? Everyone knows that the pre-k and kinder years are valuable for instilling a wealth of knowledge in our young. Teaching phonics to beginning readers can be a fun and rewarding experience for a parent or classroom teacher alike. Seeing little faces brighten with the recognition of letters and their sounds lets us know that literacy is only a series of steps away. Formation of basic words can be done simply through exploration, play, and providing children with a print rich environment.
The key to learning any new concept is practice and repetition. Giving them as much exposure as you can to letters, sounds, and objects which can help them make meaning out of what they see and hear in their everyday lives for literacy development is a great way to do so. Here are some simple activities that you can do with children at home or in the classroom.
Having a designated wall in your child’s learning space where letters in their capital and lower-case form can be displayed is helpful for assuring that they memorize letters. It’s never too early also to post the first 100 sight words that they should know by the time they reach second grade. The more that little learners are exposed to a variety of words, the easier it becomes for them to have a depth of vocabulary. You can even cycle out words as they memorize them in place of new words you want to introduce them too. For example, have you ever come across that kid that makes you second guess whether they are really in the first grade? 8 out of 10 times that child was read to every night, and provided with a variety of activities for letter-word engagement.
Going on a nature walk in your neighborhood is a simple activity that can reap a lot of benefits. Whether your toddler is in a stroller, you have a preschooler on a tricycle, or kindergartner holding your hand, you can use walking as a means to explore the print rich world around them. Point out street signs, build boards, objects such as cars driving by, or trees along the path. Ask them questions about what they see, and what letter is at the beginning of each word. Field trips to the Grocery Store is the best way for helping children learn a lot of vocabulary! When you make it back to their place of learning you can have them draw pictures of what they saw in a letter or word journal depending on their age and ability. Journals are great way for helping children identify objects associated with specific letters or words.
Having children create collages to highlight a new letter each day is another activity that you can use to help learners master letter recognition, sounds, and build vocabularies. We advise that you have a collection of images ready to use pre-cut from old magazines, as well as non-toxic glue. That way you can choose what learners use to create their collages. Children find this activity fun because they also get to use glue. Make sure you have plenty of hand-sanitizer or wipes on hand as well.
Last, but not least…what child doesn’t love play-dough? Having students use play-dough to form letters is also a fun way to engage your little one. After they form each letter, you can also have them practice the sound each letter makes. Then, they can trace or write each letter they made using any of our free downloadable PDF pre-filled or unfilled hand-writing lines. Download it at your leisure as well as the other items mentioned in this blog under our resource section. We hope you enjoy these simple activities as much as our little ones do!


Two-thirds of Georgia third graders cannot read at grade level. Third grade reading proficiency represents an inflection point – setting a child on-track for high-school graduation and life success.
Kindergarten and third grade reading level achievements are important indicators for a child’s future academic performance and overall well-being.
Reading at level in 3rd grade is the number one indicator of high school graduation. Students who cannot ready proficiently at their grade level by the end of third-grade are four times more likely than their proficient counterparts to drop out of high school and are more likely to experience long-term behavioral and mental health issues.
Third grade signifies the shift from learning to read to reading to learn, as children begin to apply their reading skills to other subjects like math, science, and history. The best indicator of third-grade literacy achievement is being at-level upon completion of kindergarten. At this time, a child is expected to know how to read and write simple stories and to associate spoken words with their written form. For a child to enter kindergarten ready to learn to read, the best thing is to read 15 minutes of reading a day starting at age 6 months.
Recommended Steps for Families to Improve Home Reading Climate
- 15 min a day of reading starting at age 6 months is the number one way for kids to enter Kindergarten ready to learn to read.
- Limiting screen time and increasing exposure to books and other reading materials between the ages of 3 and 5 leads to better neurological development. Library cards in Georgia are free for all Georgia residents through the Pines Library system. These library cards provide access library books and online resources. Some counties issue temporary e-cards if you are unable to apply for a permanent.
- In the time of Covid-19, many parents have been forced to work from home and rely on television or devices to occupy their children. Bearing this in mind, parents should apply closed captioning to as much programming as possible. Closed captioning improves word recognition, ability to decode language, and supports vocabulary acquisition.
- Turn daily tasks into learning opportunities. Examples: placing labels on objects at home, having your child read labels at the grocery store, and reading signs out loud.
- Access free online reading resources such as PBS Kids, Get Ready to Read, and Reach Out and Read. Find more at: https://sci4ga.com/knowledge-base/reading-resource-directory/
Frequently Asked Questions about Early Childhood Literacy
Language nutrition refers to adult-child interactions that are rich in language and therefore critical for brain development. Access refers to children and families having access to support services and high-quality early childhood and elementary education. Productive learning climate refers to the impact of the school climate on social-emotional development, attendance, and engagement as well as long-term success. Teacher preparation and effectiveness refers to teachers being prepared to deliver high-quality, evidence-based instruction, specific to the unique needs of each child.
Lead exposure via paint, water, or soil can also have varying degrees of impact on the development of the brain. Children living in homes built before 1950, or government housing are at an increased risk of being exposed to lead and experiencing permanent brain damage.
Polybrominated diphenyl (PBDE’s), a compound that used to be commonly uses as a fire-retardant in fabrics, furniture, electronics, wire insulation, and infant products, can induce structural and functional changes in the brain of a developing fetus. The compound crosses the placental barrier and impair the development of functional connectivity in the reading network of the brain. While they are being phased out – avoiding ripped or torn furniture with exposed foam, can cut down on exposure.
Columbia University Center for Children’s Environmental Health out together guides on how to avoid common toxins in the home.


The early years of school from Kindergarten to Year 2, are broadly considered the years when students are learning how to use spoken and written language. Instruction is focussed on developing competence and fluency in speaking and writing at 3 levels:
- words - building vocabulary and learning to spell
- sentences - sequencing words effectively too communicate ideas, using grammar and punctuation
- texts - sequencing sentences effectively to link ideas in conversations, in stories, in factual reports
- using subject specific long words that are not commonly used at home eg. marsupial, system, divide
- using longer sentence structures to compare, contrast and analyse ideas, using questions and statements to persuade, infer and discuss topics from different perspectives
- organising and sequencing ideas effectively in paragraphs and longer written texts
- well developed spelling and handwriting skills
- fluent typing and familiarity with software used in class and homework
- independent research skills - how to search independently for relevant information, how to critically evaluate sources of information
- note taking from spoken and written information, summarising from notes
- ability to engage with multiple forms of assessment such as multiple choice, short answer questions, long answer questions, essay assignments, multimedia presentations
High school can be an exciting opportunity to learn new subjects and become a more independent learner. When oral and written language skills are well developed in preparation for high school, this frees up cognitive resources for learning new subjects, new routines, higher level organisational skills, making new friends and coping with puberty!
The obvious first stop if you are concerned about your child's spoken or written communication skills is their school. Class teachers, support teachers and school psychologists should all be able to provide you with specific information on your child's literacy development. If you still have concerns, a Speech Pathologist can provide a comprehensive assessment of spoken language, reading and writing skills.


The program is called GeoKids. Founded by William Wagner in 1855, the institute has always offered science education at no cost to anyone who wishes to learn.
Wagner, far ahead of his time, held classes in the evening when working people could attend, and opened those classes to women.
In recent years, his namesake institute has partnered with St. Joe's graduate students to give elementary school students from the immediate neighborhood science training, both during the school year and at other times.
Last month, the partnership was honored by a grant which expands its reach up to eighth grade, and adds art education to the process.
Director of Children's Education Dana Semos told Action News that art and science co-exist well together. Both require the power of observation and certain creativity. One can generate interest in the other.
While the Wagner's mission is science first, its resources include a number of animal specimens carefully preserved and artfully displayed, giving visitors an opportunity to study them in detail without leaving the building.
The Wagner being a relatively-small institution, it does not have the ability to expand this partnership beyond its immediate neighborhood. But officials there are eager to consult with other institutions who might want to do similar programs in other neighborhoods.
Meanwhile, the Wagner continues its primary mission of offering free science education to the public at large.
The institute is located at 17th and Montgomery in North Philadelphia, just off the main campus of Temple University.For information about all the Wagner's programs, phone them at 215-763-6529 or access Wagner Free Institute.
Note that the Wagner is closed for its annual summer break and will reopen for regular hours on Tuesday, September 4.p>


Call it the “marketing effect.” One day, researchers come out with data showing that kids who listen to Mozart perform better on tests; the next, toy companies are selling a slew of products that blast Sonata in C. Meanwhile, under pressure to trim budgets and bring up scores in math and reading, schools across the country are eliminating music classes. It’s enough to make even the most music-savvy parent feel a little tone deaf.
“It would be very easy for me to jump on the proverbial bandwagon and say, ‘music makes you smarter,’ but I think you have to read the research carefully,” says Jeffrey Bush, Music Education Professor at the Herberger College School of Music at Arizona State University. “Some studies such as the Mozart effect have been grossly over-generalized.”
The “Mozart effect,” refers to research showing that children who listened to Mozart before taking a test performed better. The catch? The effects only lasted about 20 minutes. Other research may have been skewed by socio-economic differences between kids who attend schools with music programs and kids whose schools can’t afford them.
“The key distinction if you want to see a long-term benefit to any arts activity is to learn it and acquire new skills,” says Robert Capanna, Executive Director of the Settlement Music School in Philadelphia. He uses the analogy of someone who watches a baseball game versus someone who plays in one; the child who learns to read music and play an instrument gains more than the child who simply listens to a concert. Graduates of the Music School’s Kaleidoscope Preschool go on to perform better on standardized tests than their peers and have fewer disciplinary incidents and school absences in later years, even if they discontinue their musical training.
In fact, a University of Munster, Germany study published in 1998 showed that active music lessons taken in childhood enlarge the brain, as musicians seem able to access more neurons for processing sound. The earlier participants had started taking lessons, the more pronounced the effects. An ongoing study by James Catterall, Ph.D., linked participation in musical activities like band, choir, and drama with academic success across socio-economic groups. And a paper called “Music Makes You Smarter” by Frances Rauscher at the University of Wisconsin reported that when similar-scoring three- year-olds were separated into groups, taught to use a piano keyboard or other skills, and subsequently retested, the group given formal music lessons scored better on spatial-temporal reasoning than the kids who took other lessons.
“Music is essential to life and yes, learning,” says children’s musician Jeanie B! “Does it make us smarter? Well, it enriches our lives and teaches us language and math without ever opening a textbook. Our very heart keeps time to our life.”
So, while you probably shouldn’t panic if your child listens to more sports than sonatas, there’s no downside to encouraging him to broaden his horizons. “People shouldn’t be intimidated,” says Capanna. Whether you’re a tin-eared piano dropout or a virtuoso, the key is to nurture your child’s appreciation and enjoyment of music. They may not be the next child prodigy, but they’ll carry the music with them wherever they go.


Professor Louise Baur, Director of Weight Management Services at The Children’s Hospital at Westmead, says that the over-use of strollers can affect kids’ health.“I know we need to move kids around efficiently, but the downside is that it’s encouraging them to be passive and programming them to sit from an early age,” she said.
“When a lot of time is spent in a stroller there’s less time for preschoolers to spend moving around, and the movements children do in the early years – like toddling, walking and getting up and down steps – are important for a whole range of skills like balance, co-ordination and developing motor skills.”
The benefits of getting your child out of the stroller and moving;
- Improved cardiovascular health
- Better developed movement and coordination skills
- Healthy weight
- Improved bone health
- Better supported learning of appropriate social skills
Why walking more often is good for your toddler
Children’s cardiovascular endurance and motor skill development are particularly important when they are young. If you really want your child to grow up to be healthy and confident, daily exercise through play and exploration of the environment is essential. It helps support your child’s muscle strength, control, social engagement, and fine and gross motor skills… all things kids need to be successful in life.
How much active walking and play should toddlers enjoy each day?
Per day, it is recommended that children who can walk independently should be engaged in three hours of physical movement. It doesn’t matter whether this movement happens indoors or outdoors, but it is important that it happens consistently, especially for children under the age of five.
This is because the bone mass your child attains during childhood and adolescence helps determine their lifelong skeletal health.
Just like bones, muscle strength builds over time…. the more activity your child enjoys, the more muscle strength and the greater stability your child’s young body has.
If you provide activity for your child now, he or she has a better chance of entering adulthood (and even old age) with a healthier body that will stand (pardon the pun!) the test of time
Which activities are best?
Weight bearing activities are usually the best ones for kids to get involved in. So find out what your children enjoy and get them walking,running and jumping. As they get older, individual and team sports like netball, soccer and dancing are all great options.
We know…toddlers are slow!!
Although, walking to and from places with children can be slow (toddlers want to stop and look at everything in their path!) experts tell us that patiently supporting your child’s active participation in their surroundings will help them to explore the environment and develop other important skills like language and problem-solving.
Remember, the activity and fun doesn’t begin once you arrive at your destination, it starts from the moment you leave your home.
What might not be interesting for you as an adult can be a fantastic learning opportunity for your child. So encourage your child to smell the flowers, touch and feel different ground coverings, including bark, concrete and sand, identify the colours in traffic lights and count the people boarding buses.
When you take the extra time to get your child out of their stroller and actively engaging them in walking and talking, you are helping them to be healthy.
Simple ideas for getting more active walking into your toddler’s day;
Today, more than ever before, our kids need to be taught how to spend more time moving and less time sitting still. So allow some extra time in your day and walk with your child as you complete your daily jobs.
- Park a few blocks away from preschool and walk together
- Alternate walking with having a piggy back, or scooter ride
- Encourage them to push the stroller instead of riding in it
- Allow your children to practice climbing the stairs (rather than always carrying them up)
When you allow this activity to become a regular routine, you will give your kids a life-long live for physical activity.
In this way, your active, strong and curious toddler has a much better chance of developing into a healthy, active and energetic child and adult!!
More resources for parents
Brochure: Move and play everyday
Paediatric Occupational Therapist
© 2014 Kids First Children’s Services
Worried about your child?
Call us at our Brookvale centre on (02) 9938 5419 or contact us on-line using the quick inquiry form below


Technology and Early Childhood: Finding the Right Balance
Parents and educators are grappling all the time with how much young children should be exposed to using technology and interactive media. How appropriate is it for 4-year-olds, for example, to be using applications—even educational ones—on iPads?
Well, the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College have jointly issued a new guidance to help early educators ensure that they use digital media and technology in ways that are developmentally appropriate for children from birth through the age of 8.
At the outset, the statement acknowledges that digital technology is ubiquitous and is only likely to become even more pervasive in children's lives. It also lays out the need to measure how much "screen time" children get on a daily basis and to ensure that time spent with screens such as those on smartphones, tablets and even digital cameras are included in that measurement. It's important, the statement says, for early childhood educators not to use technology just for the sake of technology and that using screen media as a replacement for active play, engagement with other children, and interactions with adults is inappropriate.
At the same time, the guidance explains that young children need to develop "technology-handling" skills in their early-childhood settings that are associated with early "digital literacy," especially for poor children who are less likely to have access to such technologies in their homes. Those technology-handling skills are akin to the "book-handling" skills associated with early literacy development.
The guidance also includes very specific principles for early educators to apply when making decisions about how to use technology.
And though the guide is designed for early educators, it is packed with useful information for parents who have to make similar decisions about what happens with their children at home.


< BACK TO CHILDREN’S ART
Art Adventures Class
Spark your child’s imagination in this class that introduces basic art skills and provides an environment to grow as a young artist. Art Adventures is designed for 5 to 7 year-old children to strengthen their creative nature through developing a hands-on approach in acquiring techniques, skills and an art vocabulary which will be used in later courses.
Students will be introduced to art skills where each activity and project are taught with intention to develop understanding and experimentation with a wide variety of media, techniques, and process. With activities such as painting, drawing, and sculpture, students produce exciting and fun projects that change every semester. Both new and returning students will develop their skills with individualized instruction in a small group setting. Small class size allows for individual attention in a nurturing environment!
The Art Adventures course was developed and is taught by Larke Foster. Larke has been an art teacher for over thirty years and continues to teach at the McKinney Center. Larke received her Art Education degree from the University of North Carolina where she developed the philosophy that children are born artists and that it is the teachers job to be a guide. She has developed the curriculum from her extensive experience teaching young children of all abilities and can adjust projects based on a child’s skills and needs. Larke feels that she is always in a discovery period and is always learning to be an artist. She enjoys learning alongside her students. Larke is an active artist and participates in exhibitions and art events throughout the area. She is also an avid traveler which inspires her desire to teach art through cultural experiences.
Each class meeting the students will work on different skills beginning with concepts of line variety, geometric shape, texture, primary color, and pattern through exploratory drawing, painting collage, and stamping. Students will learn vocabulary as well. As students progress lessons will focus on concepts of line direction and type, organic shape, 3-D form, real and implied texture, secondary color, and composition. Soon, students will begin to identify positive and negative space and delve into both realistic and abstract drawings, relief prints, paintings and paper sculptures.
It is recommended that students take Art Adventures from Kindergarten until 2nd grade each semester as projects will change and their skills will grow. Once they have finished with the Art Adventures program or on the advise of the instructor, students should move on to Creative Constructions.
During their time in Art Adventures, students will create a multitude of projects including prints, sculptures, paintings, collages, and more to take home.
At the end of the semester, your child will choose one or two pieces to place in the student art show that is held at the end of the semester. This is an opportunity for us to celebrate your child’s dedication and hard work during the class. It is also a time to showcase their masterpiece to their family and friends.
Art Adventures is held each fall and spring semester. The days and times can vary. Please check the current class catalog for more details.
How can you as parents support your child’s creativity? Designate a space for creating whether it is a tiny corner with a sack of Legos or a box of old clothes for playing dress-up. Keep it simple. Simple games and activities will suffice and allow them to use their imagination instead of following instructions. Allow for “free time.” Give your child unstructured time and spend a few hours at home without scheduled activities. Help your kids activate their senses. Take them to the library, a museum or a park. Ask them to imagine traveling to a faraway place like the jungle and think about what they may encounter or hear. Help kids pursue their passions. Pay attention to your child’s interest and make those materials and activities available to them. Take time for your own creativity. Kids learn from watching their parents. Join your child in drawing, using play-doh, cooking, etc. Not only will you help build your child’s skills but you will also make wonderful memories!
Help your community by fulfilling McKinney Center's mission.
ABOUT THE MCKINNEY CENTER
The McKinney Center at Booker T. Washington School is a multi-use facility providing arts education through Jonesborough's Mary B. Martin Program.


Resources for Writing-Enhanced Courses
- Goals of Writing Enhanced Courses
- Hallmarks of Writing Enhanced Courses
- So, You're Teaching a First Year Seminar...
- List of Writing Enhanced Courses
- Proposing a New Writing Enhanced Course
- Using Peer Groups
- Using Portfolios in a Writing Enhanced Course
- Writing Assignments in Writing Enhanced Courses
- Writing to Learn and Communicate in Writing Enhanced Courses
Examples of Writing-Enhanced Assignments and Syllabi
Examples of Successful Proposals for WE Courses at Stetson
- HIST 105 "Modern Western Civilization"
- PSYC 203 "Great Experiments"
- MUSC 197A, "History of Popular Music"
- COMM 311 "Classical Rhetoric"
- GESS 498 "Senior Research Proposal"
- ECON 498 "Senior Research Proposal"
- MC 392 "Song Literature"
- AFST 350A "Advanced Africana Literature"
Examples from Other Colleges and Universities
- In Geography:"The Human Use of the Environment," taught at Boston College
- in Anthropology: "Aging and Culture" at University of South Florida
- In Political Science, "American Government" taught at CUNY-Hunter College
- In Music Education, "History of Music" taught at Eastern Michigan University
Faculty Development Workshops
- Spring 2016 Information Sessions
- September 2013 Faculty Development: Handling the Paper Load
- August 2013: FSEM Pre-Term Faculty Development workshop packet
- April 2012: FSEM Faculty Development Workshop packet
- August 2011 FSEM Faculty Workshop packet of materials.
- April 2009 workshop on Incorporating Writing into Course Unit Classes.
- 2008 "Teaching Conversation" about teaching with writing. Includes example grading rubrics and assessment criteria.
- 2008 "Teaching Conversation" document offering an example rubric for a term paper in any discipline.
Guiding Principles of the Writing Program
- NCTE Position Statement on Writing Assessment
- NCTE Position Statement on Teaching, Writing, and Assessing in Digital Environments
- WPA's Outcomes Statement
- Students' Right to Their Own Language
About Writing to Learn
- "What is Writing to Learn?" from the WAC Program at Colorado State University.
- "Write to Learn" from the University of Richmond.
- Avoiding Plagiarism: more than a checklist of what not to do. Check this out, from Purdue University's Online Writing Lab
- Defining and Avoiding Plagiarism "Best Practices," The Council of Writing Program Administrators
- Harris, Robert. "Anti-Plagiarism Strategies for Research Papers." 2009
- Plagiarism Scenarios - A useful activity for teaching your classes about plagiarism
- Preventing Plagiarism
- One of our reference schools, Carleton College, instituted a writing-intensive curriculum in 2001; part of their program is the writing portfolio. See this article for information about Carleton's Writing Program (from the American Association of Colleges & Universities and from the National Commission on Writing).
- Hesse, Doug. Portfolio Grading Standards for ENGL 101. from Teaching Composition, Urbana, 2005. (PDF file.)
- Portfolio terminology. Nedra Reynolds, from Portfolio Keeping: A Guide for Instructors (PDF file)
- Reflective elements in portfolios. Nedra Reynolds, from Portfolio Keeping: A Guide for Instructors. (PDF file)
- Grading the portfolio. Nedra Reynolds, from Portfolio Keeping: A Guide for Instructors (PDF file)


Leap Into Literacy
If Literacy is a focus area on your School Improvement Plan and you wish to raise standards, our “Leap Into Literacy!” programme is an excellent way to raise attainment in Literacy while children are being active and having fun!
For many years, research has shown that children demonstrate higher engagement in lessons that use active methodologies. Our Leap into Literacy programme covers all areas of the National Curriculum for Literacy whilst combining key areas of PE. Think spelling through relay races and reading comprehension through active team games! We have found increased engagement levels across the board with our schools that are using our Leap Into Literacy programme – this can be used as a top-up for your normal literacy lessons, alongside your normal literacy lessons or to use your:
• Catch Up Premium
• Pupil Premium
• Primary PE
• School Sports Premium
Your school can use our Leap Into Literacy to cover PE and/or Literacy elements of the curriculum funded by the school budget, Pupil Premium or Sport Premium funds.
The objectives of this programme:
- For children to develop their Literacy skills through fun, interactive games and sports activities
- For children to develop core principles of dedication and hard work that can be applied to achieve academic success in all areas of the curriculum
- To encourage health and wellness as well as educating children in key literacy skills such as; acquiring a wide vocabulary, understanding grammar, developing speaking, listening, reading and writing
- To provide an extra hour’s physical exercise to children during their Curriculum hours
- To improve self-confidence, leadership and decision-making skills
- To make Literacy accessible for all regardless of age, learning style or individual needs!
Why choose Primary PPA Cover for your Literacy Provision?
- It is a research based initiative with a clear framework for teaching
- There is structured progression from Reception to Y6
- Assessments are built-in to the programme and all areas of literacy are covered
- Quality, consistent staff
- Innovative and cost-effective way to spend your Primary PE Premium Fund and Pupil Premium Fund; to improve Literacy through Physical Education
- All lesson plans provided; hassle-free for teachers
- To promote language and literacy development
- Meet the requirements of the National Curriculum whilst sparking a new engagement in children’s love for literacy
- To raise attainment in Literacy
- To provide opportunities to develop critical and creative thinking as well as competence in listening, speaking, reading and writing as well as personal and interpersonal teamwork skills which are useful in later life
Every child has different ways in which they learn best, and our “Leap into Literacy” programme gets children up on their feet, taking part in physical activity whilst improving their Literacy skills at the same time, the programme has a proven track record of engaging children who have otherwise struggled with Literacy in the classroom.
As well as providing excellent lesson plans and resources, we also provide assessments for children so progress is tracked across each individual pupil, class and year group. This means that you can evidence the pupil’s work and progress to demonstrate your Pupil Premium spends when Ofsted visit your school.
To find out more about TeachTool or to log-in, click here.


Spring is here and summer is upon us, which is the time for cookouts and picnics with friends and family. During warmer weather, it is important to protect our family and ourselves from foodborne illnesses (FBI), which are diseases caused by bacteria, viruses, fungi, yeast, and parasites in our food. Symptoms of FBI are nausea, vomiting, diarrhea, abdominal pain, head ache, and fever. Some bacteria, such as botulism, can cause symptoms that can be severe and life threatening, such as problems swallowing and breathing. To keep FBI away from your picnic, here are some tips from our pediatric experts:
- Wash hands with soap and water for 15 seconds before and after preparing food and eating.
- Cook meat to proper temperature
- Turkey Thigh-180°F
- Turkey Breast-170°F
- Beef Roast/Prime Rib well done-170°F
- Pork Roast well done-170°F
- Ham 140°F
- Chicken breast-170°F
- Chicken drumstick/thigh/wing-180°F
- Sausage uncooked-160°F
- Sausage cooked-165°F
- Egg dishes-160°F
- Hot foods should stay above 140 °F and cold foods below 40°F. Use ice to keep foods cold and food warmers to keep foods hot.
- Avoid keeping foods out of the temperature danger zone (40-140°F) for greater than 2 hours or 1 hour if temperature is above 90°F.
- Never thaw meats at room temperature. Thawing food in the temperature danger zone creates an environment for bacterial growth. The outside thaws before the inside, which increases the outside portion to temperatures above 40°F while the inside portion remains frozen.
- Meats should be thawed before cooking, unless food package states otherwise. This ensures that the meat cooks evenly.
- Avoid cross contamination. Use separate cutting boards for raw meats and vegetables.
- To avoid insects from coming into contact with your food, keep your meats and other dishes covered.
Enjoy the summer and keep your foods safe!
About our Expert: Shannon Burkett, RD, LD, dietician at Dayton Children’s
Shannon is a gradute of Purdue University with a BA in elementary education and a graduate of Loyola University of Chicago with a DPD Dietetics and Nutrition. She completed a dietetic internship at Miami Valley Hospital and worked at WIC and long term care before coming to Dayton Children’s. Shannon has worked with the Hematology and Oncology population at Dayton Children’s for two years. She also has certificate in childhood and adolescent weight management through the American Dietetic Association. Her favorite hobby is cooking. She loves trying new recipes and creating meals from scratch. She says, “There is just something that is so rewarding about eating a delicious healthy meal that I have created, without using prepacked, processed foods. It’s both good for my body and my family’s health!”


Literacy Development: involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Mathematics: involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces and measures.
Understanding the World: involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive Arts & Design: involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play and design and technology.
A copy of ‘A Parent Guide – foundation year’ is available to look at on the parent’s display. You can also download a copy from www.4children.org.uk.
The preschool encourages parents to be fully involved with their child’s development.
“Parents are children’s first and most enduring educators, when parents and practitioners work together in early years settings, the results have a positive impact on the child’s development and learning.” ¹
Parents are able to speak to their child’s key person at any time. We also have a parents evening twice a year, which is an opportunity for parents to get a focused update on their child’s development.
We encourage parents to engage with their child’s Learning Journal, this is a record of a child’s development during their time at preschool. We use an online Learning Journal called EY Log. The EY Log Parent app allows parents to view and comment on observations in addition to recording their own.
We also ask that parents write the interests of their child on our display board to help us to include this in our planning. There is a parent helper rota on the noticeboard and we always welcome an extra pair of hands!
¹ The Early Year Foundation Stage: Setting the Standards for Learning, Development and Care for children from birth to five – May 2008


Richard Wright Film and Video courses teach the fundamentals of shooting, editing, and writing for film and video productions in a variety of genre, including basic documentary and narrative productions. With a focus on hands-on experience emphasizing aesthetics, creativity, and technical expertise, the goal is for students to develop the ability to capture great video images and audio, and to be able to edit those two elements together to tell a story.
Music is an integral part of the rich fabric of our lives, and music education helps students to weave the patterns of that fabric and share it with others through opportunities in performance, both vocal and instrumental, as well as production. The contribution of music to the intellectual development of children is evident in compelling scientific research. Skills learned through the discipline of music transfer into other areas of learning and greatly enhance cognitive and communication skills, abstract reasoning, self-determination and diligence. Through the rich music program at Richard Wright, students have multiple ways to explore and express their own unique styles, collaborate with others, while learning to appreciate the music of other cultures and genres throughout history, thereby enriching their own musical experiences and expanding their horizons.
Art and Design are fundamental to human existence and predates written language. Each involves a different way of thinking, instrumental in the creative problem solving processes in human evolution and development, and still needed in today’s world. The ability to further develop art and design skills both in function and form, provides students with a creative means for expression, communication, planning, and problem solving on personal and professional levels.
The benefits of scholastic journalism have been widely research and publicized. Data shows that students who participate in high school journalism courses do better on testing and college language arts courses. Journalism helps develop and strengthen essential literacy skills – reading, writing, research, communication, analytical and critical thinking. Richard Wright students apply those skills while learning about news, media, and digital literacy.
With a focus on journalism, Richard Wright students are also provided with authentic project-based, hands-on learning opportunities to practice professionalism, ethics, leadership, collaboration and teamwork, as well as civic and community engagement. They become active listeners with objectivity, engaged in critical thinking, communicating with others through a variety of medium and on various platforms. Students take on many roles, collaborating to deliver meaningful content with creativity, effectively communicating, educating, and informing all members of the community. The invaluable experience students receive through the application of these skills prepares them for college and career opportunities in any field, and not only makes for a better student, but a more thoughtful, responsible, and accountable citizen of the world.
The RWPCS Dance Program is designed to develop personal and artistic awareness in students. Dance students will receive high-quality instruction in the areas of classical ballet, modern dance, improv, and theatre production. Students are also required to participate in performances and presentations throughout the year to showcase learned skills. Education in the arts instills personal discipline and drive, which are skills that are essential to success in all areas of life. Any student that takes part in the Richard Wright Dance Program is not only receiving a high-quality dance education but tools that will equip them to be successful in their future endeavors.


Everett Middle School is in full implementation of Balanced Literacy as our approach to Language Arts at the Middle School level. Students get 90 minutes of Literacy instruction a day, divided into two components: a Reader's and Writer's Workshop. Teacher's typically start each component with a mini-lesson rooted in the Common Core Standards for English Language Arts and then students have the opportunity to practice their new learning with an independent reading book at their level, or an independent piece of writing. During this independent work, teachers strategically confer one:one with students or pull small groups, listening to them read, helping them tackle a new school and keeping a running record of notes. This differentiated approach helps us meet students where they are in their stage of literacy development and allows for a wide range of needs to be addressed in a heterogeneous classroom.
Everett is San Francisco Unified's designated Spanish Newcomer Middle School which means we receive students who are new to the country from all parts of Central and South America, as well as other countries around the world (Japan, China, Iraq, Vietnam, India, Samoa, Brazil, Syria, to name a few!). Newcomer students start their day with 90 minutes of English Language Development and then take a series of content classes following Structured English Immersion Model. Newcomer students who are native Spanish speakers continue to advance their native language skills by taking Spanish Language Arts for 90 minutes every other day. Students and staff alike are deliberate about engaging in discussion around diversity and inclusion to ensure our community leverages having such a rich diverse population at our school!
English Language Arts Teachers


Alexander V, POPE (PIETRO PHILARGHI), B. C. 1339, on the island of Crete (Candia), whence his appellation, Peter of Candia; elected June 26, 1409; d. at Bologna, May 3, 1410. A homeless beggar-boy in a Cretan city, knowing neither parents nor relations, he became the protege of a discerning Capuchin friar, from whom he received an elementary education, and under whose guidance he became a Franciscan in a Cretan monastery. The youth gave promise of extraordinary ability, and was sent to enjoy the superior educational advantages of Italy. He studied later at Oxford and finally at Paris, where he distinguished himself as professor, preacher, and writer. He is the author of a good commentary on the “Sentences” of Peter Lombard. During his stay at Paris the Great Schism (1378-1417) rent the Church, and Philarghi was ranged among the partisans of Urban VI (1375-89). Returning to Italy, he found a place in the court of Giovanni Galeazzo Visconti, Duke of Milan, where he acted as tutor to his sons and ambassador on important missions. Through the favor of the Visconti he was made successively Bishop of Piacenza, in 1386; of Vicenza, in 1387; of Navoya, in 1389; and finally Archbishop of Milan, in 1402. In 1405 Pope Innocent VII made him Cardinal, and turned his ability and his friendship with the Visconti to advantage by confirming him as papal legate to Lombardy. Henceforth his history becomes a part of that of the Schism. The Cardinal of Milan was foremost among the advocates of a council. To this end he approved of the withdrawal of the cardinals of Gregory XII from their obedience, sanctioned the agreement of the rival colleges of cardinals to join in a common effort for unity, and negotiated with Henry IV of England and the Archbishop of Canterbury to secure England‘s neutrality. He thus incurred the displeasure of Gregory XII, who deprived him of the archbishopric of Milan, and even declared him to be shorn of the cardinalitial dignity. At the Council of Pisa (March 25, 1409) Cardinal Philarghi was the leading spirit. He preached the opening sermon, a scathing condemnation of the tenacity of the rival popes, and presided at the deliberations of the theologians who declared these popes heretics and schismatics.
On June 26, 1409, he was the unanimous choice of the cardinals to fill the presumably vacant Papal Chair. His stainless character, vast erudition, worldwide experience, and tried administrative ability, together with the fact that he had neither country nor relations in the riven Catholic world to favor, gave promise of glory to the Papacy and peace to the Church. Alexander V soon found all nations in sympathy with him, save Spain and Scotland and some Italian cities whose interests were bound up in the legitimacy of the stubborn Benedict XIII. He was destined, however, to rule but ten months. His pontificate was marked by unsuccessful efforts to reach Rome, then in control of King Ladislas of Naples, whom Alexander deprived of his kingdom in favor of Louis II of Anjou. Detained by Cardinal Cossa in Bologna, the stronghold of that self-seeking adviser, he died there under circumstances which led the enemies of Cossa, who succeeded Alexander V as John XXIII, to bring before the Council of Constance the now discredited charge that he had poisoned the Pisan pope. Alexander lived long enough to disappoint the hopes his election inspired. His legitimacy was soon questioned, and the world was chagrined to find that instead of two popes it now had three. His ador for reform diminished. Generous to a fault, he scattered favors with undiscriminating munificence. The mendicant orders were unduly favored by being confirmed in privileges which parish priests and the theological faculties resented as encroaching on their rights. Whether or not Alexander was a true pope is a question which canonists and historians of the Schism still discuss. The Church has not pronounced a definite opinion, nor is it at all likely that she will. The Roman “Gerarchia Cattolica”, not an authoritative work, which prior to 1906 contained a chronological list of the popes, designated Alexander V as the 211th pope, succeeding Gregory XII, resigned. (His remains are interred in the church of St. Francis at Bologna in a tomb magnificently restored in 1889 under the direction of Leo XIII.
J. B. PETERSON


The BBC news website has published a superb article on their site which shows how important gardening can be in a child’s upbringing. The article reads……
Taking part in gardening can make a child feel happy and boost their development, research suggests.The study of 1,300 teachers and 10 schools was commissioned by the Royal Horticultural Society (RHS).It found children in schools that encouraged gardening became more resilient, confident and lived healthier lives.
The RHS says school gardening should be used as a key teaching tool, rather than as an extra-curricular activity.
Researchers at the National Foundation for Educational Research carried out the study and found teachers who used gardening as part of learning said it helped improve children’s readiness to learn.They also said it encouraged pupils to become more active in solving problems, as well as boosting literacy and numeracy skills.
The report said: “Fundamental to the success of school gardens in stimulating a love of learning was their ability to translate sometimes dry academic subjects into practical, real world experiences.” Schools which integrate gardens into the curriculum are developing children who are much more responsive to the challenges of adult life
Dr Simon Thornton Wood Royal Horticultural Society
“Children were encouraged to get their hands dirty, in every sense. Teachers involved in the research said the result was a more active, inquisitive approach to learning.
“The changeable nature of gardening projects – where anything from the weather to plant disease can affect the outcome – forced children to become more flexible and better able to think on their feet and solve problems.”
Researchers also said that exposing small children to insects helped them to overcome their fears, while waiting for crops to grow taught children patience.
And gardening also helped teach about healthy living and healthy eating, with children more willing to try new vegetables if they had grown their own crops, they said.
Dr Simon Thornton Wood, director of science and learning at the RHS, said: “As the new coalition government considers a new approach to the primary curriculum, we hope they acknowledge the striking conclusions of our research and that gardens enable a creative, flexible approach to teaching that has significant benefits.
“Schools which integrate gardens into the curriculum are developing children who are much more responsive to the challenges of adult life.”
So let’s all get children involved in gardening and don’t forget about our other site, Gardening With Children, which has lots of fun ideas and activities for schools, families and grandparents to!!


As your baby becomes a toddler, it can take a while to realise they don’t need you to do absolutely everything for them anymore. Seeing your toddler grow up can be very exciting, and now is a great time to start teaching them tasks that they can do on their own, to help build their confidence and physical abilities.
- Peel their fruit. You may need to make a start for them at first, but the pinching action of peeling a mandarin or banana is great for fine motor skill development.
- Clear the table. Ask your little one to clear their own dishes from their highchair or the table after eating. If they cannot reach the sink, ask them to stack them for you to pick up. This helps build good habits of cleaning up after ourselves, too.
- Put on their shoes. Velcro shoes are great for motor skill practise.
- Put toys away. Also a great habit to teach, this one will also make your life that little bit easier. Teach them where toys live when they aren’t being played with.
- Choose their outfits. It helps if you offer two choices to make sure they will choose something weather appropriate.
- Feed the pet. If your animal eats something that a child can serve up, like dry food from a scooper, you can teach your toddler to count out the right amount of scoops into the pet’s bowl. Be sure to supervise your little one.
- Zip up jackets. This one might take a bit of practise, but it is great for fine motor skills.
- Carry their own bag or toys on outings. A great way to teach responsibility for our belongings (but maybe don’t let your little one take care of the tickets).
- Put away socks. You can show your toddler how to fold clothes, but pre-rolled socks are a simple way to get them involved in putting away laundry while keeping everything neat.
- Make the bed. Teach them how to throw the covers back over their bed and arrange their pillows and favourite toys.
Your little one is learning new things every day. By encouraging them and trusting them to do things for themselves, you could be fostering good self-esteem and healthy skill development. Make sure to be there to supervise when needed, and answer any questions your toddler might have.


In 1764 the first printing press was established in the French Caribbean colonies, launching the official documentation of operas and plays performed there, and marking the inauguration of the first theatre in the colonies. A rigorous study of pre-French Revolution performance practices in Guadeloupe, Martinique, and Saint-Domingue (now Haiti), Powers's book examines the elaborate system of social casting in these colonies; the environments in which nonwhite artists emerged; and both negative and positive contributions of the Catholic Church and the military to operas and concerts produced in the colonies.
The author also explores the level of participation of nonwhites in these productions, as well as theatre architecture, decor, repertoire, seating arrangements, and types of audiences. The status of nonwhite artists in colonial society; the range of operas in which they performed; their accomplishments, praise, criticism; and the use of creole texts and white actors/singers a visage noirs (with blackened faces) present a clear picture of French operatic culture in these colonies. Approaching the French Revolution, the study concludes with an examination of the ways in which colonial opera was affected by slave uprisings, the French Revolution, the emergence of "patriotic theatres," and their role in fostering support for the king, as well as the impact on subsequent operas produced in the colonies and in the United States.
An important and exciting new work, David Powers s "From Plantation to Paradise? "engages the nexus between art and society, documenting not only the elaborately staged, eighteenth-century performances of French opera in the Caribbean colonies but also the participation of enslaved and freed blacks as musicians (singers and instrumentalists) in this repertoireeven as the operatic texts supported colonialism and racial stereotypes. Through her entwined examinations of the music education offered by Jesuit missionaries to the enslaved, the importance of ceremonial music within the racially segregated military units of whites and free coloreds in the maintenance of colonial authority, and the lavish productions of French operas that embodied the accepted racial and social hierarchies, Powers makes signifi cant contributions to African-Caribbean studies, French colonial history, and French baroque opera. Ellen T. Harris, Class of 1949 Professor Emeritus, Music and Theater Arts, MIT"
Audience: Tertiary; University or College
Number Of Pages: 218
Published: 1st May 2014
Publisher: Michigan State University Press
Country of Publication: US
Dimensions (cm): 25.4 x 17.8 x 1.8
Weight (kg): 0.55


Hamilton's Curse: How Jefferson's Arch Enemy Betrayed the American Revolution--and What It Means for Americans Today
||Dilorenzo, Thomas J.
||The Crown Publishing Group
||BUS023000, HIS036030, POL045000
9780307449856, Related ISBNs: 0307382842, 0307382850, 0307449858, 9780307382849, 9780307382856
|Number of pages:
Synopsis: Thomas Jefferson and Alexander Hamilton--two of the most influential Founding Fathers--were also fierce rivals with two opposing political philosophies and two radically different visions for America.
While Jefferson is better remembered today, it is actually Hamilton’s political legacy that has triumphed--a legacy that has subverted the Constitution and transformed the federal government into the very leviathan state that our forefathers fought against in the American Revolution. How did we go from the Jeffersonian ideal of limited government to the bloated imperialist system of Hamilton’s design? Acclaimed economic historian, Thomas J. DiLorenzo reveals how Hamilton, first as a delegate to the Constitutional Convention and later as the nation’s first and most influential treasury secretary, masterfully promoted an agenda of nationalist glory and interventionist economics. These core beliefs did not die with Hamilton in his fatal duel with Aaron Burr, but were carried on through his political heirs.
The Hamiltonian legacy wrested control into the hands of the federal government by inventing the myth of the Constitution’s “implied powers, transforming state governments from Jeffersonian bulwarks of liberty to beggars for federal crumbs. It also devised a national banking system that imposes boom-and-bust cycles on the American economy; saddled Americans with a massive national debt and oppressive taxation, and pushed economic policies that lined the pockets of the wealthy and created a government system built on graft, spoils, and patronage.
By debunking the Hamiltonian myths, DiLorenzo exposes an uncomfortable truth: the American people are no longer the masters of their government but its servants. Only by restoring a system based on Jeffersonian ideals can Hamilton’s curse be lifted, at last.
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Welcome to Music
We want children to experience learning through their entire body. Teaching to all seven intelligences, children will come to fully understand both musical as well as academic concepts. The students will participate in music through many facets: movement, voice, playing instruments, reading and creating to name a few. Children will feel welcome and comfortable to share their thoughts and ideas. We strive to give every child an overall appreciation of a variety of musical styles.
Students in grades 1-5 have music twice a week for 30 minutes in the music room. Our program follows the Loudoun County Elementary Music Curriculum, which is aligned with the Virginia Standards of Learning (SOL’s) and the National Standards for Music Education.


The Fifth Grade curriculum awakens the student’s intellect and introspection through the lives of great people in history.
In English and Social Studies we combine geography, literature, and early American history to create an experience that challenges students to draw parallels across subjects. Studying the biographies of famous Americans prompts students to formulate their own opinions, make inquiries, explore, and experiment. Students write book reports and do research, concentrating on grammar, spelling, punctuation, and the parts of speech.
In Science, students engage in investigations and experiments that cultivate essential scientific skills such as forming a hypothesis, conducting observations, and taking field notes. The lessons emphasize the scientific method, conservation ecology, meteorology, anatomy, and astronomy and lay the groundwork for more extensive scientific studies in the upper grades.
The Math curriculum presents a substantial review of all four basic processes and fraction concepts, with an emphasis on word problems and practical problem solving. Students will strengthen their foundational skills in preparation for moving into more advanced computational skills. Students in the Fifth Grade who have strong mathematical skills and are ready for the next challenge may consider working with the Sixth Grade Math curriculum.
- View and download sample lessons
- Purchase from our Bookstore
- Common Core Supplement for families who wish or need to meet this requirement.
- Memorize a Patrick Henry speech
- Write a persuasive essay on the American Revolution
- Write a play about Andrew Jackson
- Plan a trip across the United States
- Make a quill pen
- Make a wetland model
- Make a simple microscope
Fifth Grade Curriculum Materials
- Fifth Grade U.S. History and English
- Fifth Grade Science
- Fifth Grade Math
- Fifth Grade Teacher Manual
- The Story of Harriet Tubman: Freedom Train
- Ben and Me
- Johnny Tremain
- Little House on the Prairie
- Sarah Morton’s Day
- The Witch of Blackbird Pond
- If You Sailed on the Mayflower in 1620
- Where Do You Think You’re Going, Christopher Columbus?
- Children of the Wild West
- Fifth Grade Craft Kit


In the foreword to the new model music curriculum, schools minister Nick Gibb states that it ‘is designed to assist rather than to prescribe’ (DfE, 2021, p. 2). Notably, there is much detail on what students should learn at the different key stages, focusing on the ‘canon’ of pre-21st-century Western music, and less on how they might actually learn it. While this might be interpreted as avoiding prescription, some commentators have suggested that this indicates a lack of pedagogical underpinning (Guinane, 2021).
Each of the model lessons tell us to start by listening to the example, followed by a discussion (DfE, 2021 pp. 80–6). Compare those of the original 1992 curriculum, which begin with a practical and often collaborative music-making activity, before consolidating understanding through a listening exercise (see DES, 1992, p. 47). This distinctly constructivist approach is grounded in Paynter’s (1982) argument that ‘making music is more important than musical information’ (p. xiiii) and that learners can ‘use the skills they have acquired as they acquire them’ (p. 123). In 2012, Ofsted reported finding too much ‘verbal communication and non-musical activities’ (Ofsted, 2012, p. 4) and that ‘pupils made the most musical progress when they were taught in music, rather than about music’ (p. 46). The report also noted ‘insufficient improvements in the quality of musical learning through the use of technology’ (p. 56). To what extent does the model curriculum address these long-standing issues?
In 2019, the Musicians’ Union stated that technology ‘should be an integral part of each element [of music education] moving forwards’ (MU, 2019, p. 53), and the 2020 public consultation by the Department for Education appeared to recognise this gap in provision (Gibbons, 2020a). It is therefore surprising how little mention of technology there is in the new curriculum. ‘Use music technology, if available, to capture, change and combine sounds’ (DfE, 2021) is a recurring motif, but this offers no guidance to the less musically or technologically confident teacher. Of the two documents, the 1992 curriculum actually offers more practical and specific guidance on the use of technology for teaching music (DES, 1992, p. 67).
The new curriculum recognises the value of technology but goes no further, observing that ‘Music Technology is likely to play an increasingly important role in the delivery of the key stage 3 curriculum, particularly given its importance in opening routes to further study’ (DfE, 2021, p. 37). It then acknowledges that the available technology ‘may vary hugely from school to school’, and that ‘[in] schools with access to reliable technology, the use of music technology can be an important tool in giving all pupils access to a first-class education’ (p. 38). Aside from the matter of how technology can provide such opportunities, this raises the more pertinent question of what a school without ‘access to reliable technology’ can be expected to achieve. Where lack of access to technology is concerned, the pandemic highlighted not only the scale of the problem for deprived regions, but also how this impacts educational quality (OECD, 2020).
‘Aside from the matter of how technology can provide such opportunities, the more pertinent question is what a school without “access to reliable technology” can be expected to achieve.’
Ultimately, the issues facing music education go beyond the curriculum itself. It is the subject with the widest attainment gap, with students from economically deprived backgrounds 20.1 months behind their wealthier peers, and 38 per cent less likely to study it at GCSE (EPI 2020, p. 12). Zeserson et al. (2014, pp. 20–31) found that the widely documented issue of teacher confidence in the delivery of music stemmed from insufficient depth of musical training in teacher education. That this new curriculum has arrived at the same time as announcements that training bursaries for arts subjects are now due to be cut for the academic year 2021/22 casts doubt on political will to address these problems (Gibbons, 2020b). How far will the new guidance go in supporting the non-specialist teacher trying to deliver a music curriculum for students who have limited access to musical opportunities and resources? The new curriculum notes that it is ‘a model curriculum for the musical community to build upon’ (DfE, 2021, p. 5). Many will see this as a start, but also as a mark of how much remains to be done.