HOW IT WORKSJEP pupils start a business in the classroom
Learning new life skills
Through the JEP curriculum, games and learning aids, pupils get a clear picture of what creating a business is all about. The programme is designed to integrate into the primary school curriculum, with each step providing opportunities for pupils to learn new life skills in addition to comprehensively covering their core subjects.
Thinking like an entrepreneur
The learning that takes place during JEP will give children a greater understanding of many things that happen in the real world. They will get to understand how the value of goods and services is created and how skill, talent and creativity can create more than the sum of their parts in an entrepreneurial enterprise. Whether they ever become an entrepreneur or not is irrelevant, they will gain a better understanding of what happens in the day-to-day life of an entrepreneur and will have their first opportunity to think in an entrepreneurial fashion. That’s something that will stand to them in their further education and throughout their working lives.
Working with a local entrepreneur
The programme works closely with the local community, involving local entrepreneurs who share their story and that of their business with the pupils. This puts entrepreneurship in a local and meaningful context. Every pupil gets a chance to uncover their own strengths and play a key role in one of five distinct teams – Finance, Marketing & Technology, Design & Production, Sales and Communications.
Investing in the business
Pupils are given the chance to invest a token amount of money in the business, with a view to getting it back with profit, to understand the real impact of risk and reward. When they’re investing their own hard earned money, they want to make sure they get it back.
The programme culminates in showcase day, when the learning, hard work and team spirit come together. That’s when family, the rest of the school and the local community get a chance to see the results of all the hard work done during the programme.
Run by Entrepreneurs
Successful entrepreneurs throughout the island of Ireland are championing the rollout of the programme in their counties. JEP partners with the EY Entrepreneur of the Year Alumni – a community of successful Irish entrepreneurs – who share their knowledge and experience with JEP classes. JEP is delivered without any cost to parents or schools in the participating counties.
Creative Business Ideas
Children use their creativity to come up with individual business ideas, they come together as a class to choose one idea and then work to turn this idea into reality over a 12-16 week period. They’ve got to do the hard work – researching what customers really want, working out their costs and how much to charge for it. They figure out what they’re good at and try to use those skills to play their part in a team. All along the way, they’ve got the support of their classmates, teachers and family.
WEEK 1 - DISCOVER
The class is introduced to the idea of entrepreneurship, and identify local entrepreneurs in their area.
WEEK 2 to 4 - IDEAS
Pupils brainstorm, present their ideas to a panel and choose the project that they’re going to turn into reality.
WEEK 5 - INSPIRE
A local businessperson visits the classroom to share their business story.
WEEK 6 to 7 - RESEARCH
Pupils research their idea and learn about surveys and their market.
WEEK 8 - TEAMS
Pupils identify their own talents and skills,and those of their classmates.
WEEKS 9 to 12 - CREATE
Pupils work in teams to turn their idea into reality by designing, producing, costing and marketing their product/service.
WEEK 13 to 14 - SHOWCASE
Pupils sell their product/ service at their Showcase Day, submit their project and reflect on their achievements.


The most recent debates on the social relevance of museums indicate one thing above all: The public should be the focus of museum work. Bode was one of the first museum directors to encourage visitors to reflect on the role of art in their lives and in society. He also conceived the objects’ presentation (PDF, 145 KB) from the perspective of art education. This made the Bode-Museum a pioneer in this field.
Today our task is to make visitors aware of the diversity of the Bode-Museum’s collections and to let them participate in our research and activities. Every person, whether physically present or digitally networked, should be reached. In order to take into account the different interests of our diverse public, we organise permanent and special exhibitions; publish scholarly collection catalogues, articles and popular museum publications; host artistic interventions and offer a wide range of educational and outreach programmes. The museum is not only a place of collective memory but also a living mirror of the present.
The Bode-Museum regularly hosts exhibition talks, academy courses, curator’s tours, inclusive events for adults and workshops for children (PDF, 126 KB) and young people. Subject matter supplementing various curricula is aimed at day-care centres, schools, educational institutions and teachers. In collaboration with Jugend im Museum e.V., the Bode-Museum also organises children’s birthdays and school break activities. The project Multaka: The Museum as Meeting Point trains refugees to become guides. The Staatsoper (State Opera) offers concerts at the museum that are enhanced by guided tours. Individual programmes for diverse user groups are also conceived for special exhibitions and the Long Night of the Museums.
From 2016 to 2021, the Bode-Museum is also a testing ground for museum pedagogy. lab.Bode (PDF, 72 KB) is trying out new approaches to education in close collaboration with nine Berlin schools, the Bode-Museum and others interested in this subject. Within the context of school projects, socially relevant topics are discussed and active student participation is encouraged. A nationwide training programme at 23 partner museums also supports young people to become qualified in the field of museum education and outreach.


The 1:4 Program is ideal for students who are preparing to learn in a small group, and would benefit from additional support with appropriate peer interaction, classroom skills, as well as foundational skills. Our curriculum is developmentally-based with reference to the Ontario Curriculum goals. In the classroom, there is focus on explicit lessons and activities that will develop a foundation of social and emotional skills that are essential for children. Communication, conversation and language skills are developed each day through various speech activities, teacher modelling, teachers joining in the play and social role-play. Our high instructor-to-child ratio allows us to meet the needs of each child, while providing them with the opportunity to develop secure relationships that will prepare them for many school years to come.
Additional support for students is available through our Support Level Program, which allows students to receive additional shared support within the classroom.
What is the Support Level Program?
In order to ensure all students’ needs are being met and they will be successful in the 1:4 or 1:7 classrooms, we offer to levels of additional support. Support levels are determined through an intake assessment, written reports, observation, data and trail days.
Support Level 1:
Students receiving this level of support are able to participate and learn within a small classroom setting with some additional shared support in the classroom. This support may be necessary for the student to actively participate in classroom conversation, engage in play with others, or remain on task. This support may also be necessary when a student is ready to transition from a 1:4 to a 1:7 classroom, or if a student is integrating into a SJA classroom.
Support Level 2:
Students receiving this level of support in the classroom require individual attention for a portion of their day. This individual support may be for a specific subject area, group participation, DIR Floortime goals or support with behaviour management and emotional regulation. Students being provided with Level 2 support will receive “pull-out” and “push-in” support from a qualified Educational Support Specialist for a portion of their day, in order to meet their individual social, emotional and communication goals. This support may also be necessary when a student is ready to transition from the Transition Program to 1:4, or a 1:4 to a 1:7 classroom.
*Support levels are reviewed and determined by the Oakwood Placement Committee
Who is this program for?
This program is for children ages 4-18 years who are ready to engage in a small class size (1 teacher : 4 students) without full-time individual support. Students in the 1:4 Program will be able to engage in group activities for up to 15 minutes, show interest in playing with others and transition smoothly from various activities.
Social & Emotional Development
Social development is placed as a priority in the Classroom Program and explicitly taught lessons and activities are planned to teach students. In addition, the teachers join the students in play to teach social skills such as:
• Joining and initiating playing with peers
• Sharing and turn-taking
• Imaginative play
• Expressing and recognizing emotions
• Problem solving
The 1:4 Program is structured to teach children classroom routines and foundational skills essential for success in any classroom. Skills taught include:
• Calendar routine
• Learning in a group setting
• Attending in the classroom
• Classroom independence
• Language comprehension
• Foundation reading and writing
• Foundation numeracy concepts


GUIDING IDEA: LAUNCHPAD FROM HOME.
In this facility, a learning community will be established in which students will primarily build understanding together. To aide transition, there is s a high emphasis on territoriality for the group. This is expressed by some element of seclusion from both the main body of the school, and the exclusive use of some spaces. The pedagogical focus will be on the learning process. This means that learning spaces will have access to areas to: share thinking and ideas (visual, oral) to present thinking and ideas and to studios that allow students to construct/manipulate physical things as part of a learning process or as a demonstration of understanding. The curriculum focus is still very much on developing foundational skills, knowledge and learning attributes and attitudes.
GUIDING IDEA: THE SOLUTIONS CENTRE.
In this learning community, the learning program is structured around identifying problems and solving them. A focus is placed on growing student autonomy and self-direction and that they begin to regularly apply knowledge, skills, attributes and attitudes in new and non-routine situations. Curriculum organization and learning programs will be divided overtly into learn and use. This community will be more physically connected to the rest of the school as these students begin to develop a strong and confident sense of their place within the school. A specific learning process will provide the underlying structure for many learning programs. This process can be summarized as:
- Think (problem identification/unfiltered solution generation)
- Design (plan/prepare for creating a solution and success measures for it)
- Do (build/create your solution that may be an artifact, essay, object presentation)
- Test (trial/practice/draft/revise)
- Refine (polish or fully realize solution against specific success criteria)
- Finish (publish/display/present/sell/gift or give).
Such a procedure may necessitate groups of students using a studio with little direct instructional capability, but high solution creating capability.


The Right of Children to Free and Compulsory Education (RTE) Act, 2009, mandates the appropriate Government to provide free and compulsory elementary education to every child of the age 6 to 14 years in a neighbourhood school.
In pursuance of Section 6 of the Act, the States which are the appropriate Government for schools falling under their jurisdiction, have notified area or limits of their neighbourhood norms in their state RTE Rules, factoring in their State specific condition, for opening of schools.
As reported by States/UTs in their respective Annual Work Plan and Budget, 2021-22, 97.49% and 97.01% of habitations in the country are covered by primary schools and upper primary schools respectively. The habitations that remain uncovered are mostly small or sparsely populated in difficult areas where opening of school is not feasible for which there is a provision of giving transport and escort facility and opening of residential schools and hostels.
Under the centrally sponsored scheme- Samagra Shiksha, financial assistance is provided to States and UTs for undertaking various activities to reduce number of Out of School Children (OoSC) including opening/strengthening of new schools upto senior secondary level, construction of school buildings & additional classrooms, setting up, up-gradation and running of Kasturba Gandhi Balika Vidyalayas, setting up and running of Netaji Subhash Chandra Bose Avasiya Vidyalayas, provision of free uniforms, free text books to the eligible students at elementary level, transport allowance and undertaking enrolment & retention drives. Further, special training for age appropriate admission of out of school children and residential as well as non-residential training for older children, seasonal hostels / residential camps, special training centres at worksites, are also supported to bring out of school children to the formal schooling system. Further, under the student oriented component for the children with special needs, financial assistance is provided for identification and assessment of children with special needs, aids and appliances, braille kits and books, appropriate teaching learning material and stipend to girl students with disability etc.
Also, under ‘Pradhan Mantri Poshan Shakti Nirman’ (PM POSHAN) one hot cooked meal in Government and Government aided schools is provided to students at the elementary level of education. Also, Section 10 of the RTE Act states that it shall be the duty of every parent or guardian to admit or cause to be admitted his or her child or ward, as the case may be, for elementary education in the neighbourhood school.
Under Samagra Shiksha, for the first time in 2021-22, financial assistance upto Rs. 2000 per annum per child has been provided for supporting Out of School Children of age group of 16-19 years, belonging to socio economically disadvantaged groups, for completing their education through NIOS/SIOS, for accessing course materials and certification. Also, under National Means-cum-Merit Scholarship Scheme, scholarship is awarded to meritorious students of economically weaker sections to arrest their drop out at class VIII and encourage them to continue the study at secondary stage.
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Can’t we just let kids play?
Our educational system is consistently pushing unrealistic expectations on our children, especially in reading instruction. Just because a child is in kindergarten, does not mean that we should be expecting them to read. There are SO many foundational literacy skills that need to be mastered before learning to read, not to mention the social/emotional skills needed to simply exist in a classroom of 25+ 5 year olds today.
Kindergarten used to be full of play. The classrooms were full of objects that sparked our imaginations; pretend kitchens, baby dolls, wooden blocks, dress up clothes, light tables, paint, etc. The windows had bird feeders, colorful curtains, and sunlight shining in.
Now you walk into a kindergarten classroom and it looks more like a first or second grade room. Desks with assigned seating, trays for turning in work, giant white boards with weekly “Spelling Words” posted, teacher bought posters that are to be used as a “resource” for the students, names on the board of students that have misbehaved or forgotten homework, and worst of all… a designated space for the teacher’s desk.
Expectations on teachers are beyond unrealistic as well. They’re expected to have their kindergarten students to be reading on a certain level by the end of the year, keep daily lesson plans that correlate with standards, teach multiple subjects while also maintaining appropriate behaviors and attention from the children, etc. It’s practically impossible.
I don’t have a solution, but I do know what children desperately need at this age. They need to play and explore. They need to have time to be creative, develop positive relationships with peers, grow their imaginative thinking, and learn to follow multistep directions. Alphabet knowledge needs to also be taught, practiced, and mastered in small groups through direct, explicit instruction (another post about this coming soon!). All of the above can be implemented through informal, yet planned instructional time.
Let’s let kids be kids through intentional planning of play based learning!
Created by teacher and tutor, Tavia Young, Young Learning Education provides online phonics instruction to help your child learn to read and spell. The ultimate goal is to build your child's confidence and equip them with the tools they need for reading mastery and automaticity.


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Duties & Responsibilities of a Custodian
According to the Occupational Outlook Handbook, building cleaners keep various buildings including schools, hospitals, businesses, apartments and hotels clean, sanitary and in good condition. Duties vary according to the type and size of the building or facility, the size of the custodial staff and the number of employees or patrons. While some custodians primarily perform cleaning duties, others have additional tasks to perform.
The U.S. Bureau of Labor Statistics states that formal education is not needed for those pursuing a career in janitorial services, and much of the training is learned on the job. However, for those interested in becoming supervisors, a high school diploma and some college is generally preferred. In 2008, the median hourly wage was $10.31, with the highest earners making about $17 per hour and the lowest paid making around $7.41 per hour.
Perform Heavy Cleaning Duties
Custodians, or janitors, perform many heavy cleaning duties such as cleaning floors, shampooing rugs, waxing floors, removing trash and washing walls, windows and glass. Custodians often clean restrooms, mop or dry mop floors, vacuum carpets and dust furniture or equipment. Custodians may also be responsible for removing snow and ice from walks, cutting grass or cleaning outdoor spaces.
Perform Building Maintenance Tasks
Custodians, or building cleaners, may also be responsible for performing building maintenance tasks such as painting, performing minor repairs, changing light bulbs and exterminating rodents and insects. Custodians may fix leaky plumbing, maintain heating and cooling equipment and perform light carpentry duties.
Perform Safety Tasks
Custodians may also be responsible for keeping areas safe. They may have to direct traffic through the use of cones, tape or signage to keep patrons from entering an unsafe or damaged area. For instance, custodians must direct traffic away from spills or wet areas. Additionally, custodians must be informed of biohazard procedures to ensure that blood, bodily fluids or other biohazards are addressed properly to prevent harm to others. Proper disposal of waste and use of safety clothing are important.
Perform Administrative Duties
Depending on the size of the building, custodians may be responsible for performing basic administrative duties. They may be required to fill out or file reports, maintain computer records, perform inventories of janitorial supplies, schedule workers, train new employees, screen job candidates and issue supplies.
Custodians are often responsible for performing rounds to ensure that spaces are clean and well kept. They may have to monitor and fill supplies, perform emergency or spot cleanings and empty trash cans as needed.
Kendall Olsen has been writing for more than 20 years She is a University of Missouri-St. Louis Gateway Writing Project Fellow and has published instructional materials with the McDonald Publishing Company. Olsen holds an Ed.S. in educational technology, an M.Ed. in secondary English curriculum and instruction, a B.S. in elementary education and a B.A. in art history.


Join us for Space Science for Kids via Zoom on December 7, 2021, at 4pm. Registration is required – sign up HERE! Please note that there is a take-home kit that goes with this program. Supplies are limited and registration does not reserve you a kit – so plan to pick them up at the Library! (Photo from NASA/Chris Gunn)
The James Webb Space Telescope (JWST) launches on December 18, 2021 and we’ll be hearing a lot about it. In our December Space Science for Kids event, we’ll learn about this amazing new telescope – the largest to ever be sent to space – and what it will show us about our solar system, galaxy, and universe!
Among other things, the JWST will study the life cycles of the largest stars in our universe. During our event, we’ll create a bookmark that includes using colored pony beads to represent the stages of these stars’ development. These stars end their lives in a dramatic supernova explosion, and they seed the universe with elements necessary for planets, life and civilization.
Take-home kits will be available at all open Spokane Public Library locations starting Monday, November 29, 2021. Supplies are limited, so if you aren’t able to pick up a kit, here’s what you’ll need:
- A printout of the bookmark, available HERE (if you can, print on cardstock.)
- 6-8 inches of yarn
- 8 pony beads in these colors: green, blue, white, yellow, orange, red, black, green
- Tools you’ll need include a hole punch, scissors, and scotch tape.
Additional Resources About Stars You Can Get With Your Library Card!
- Book: Twinkle twinkle little star, I know exactly what you are
- Book: Stars and the dust from space
- Book: Looking up! : the science of stargazing
- Visit hoopla to find some children’s books on stars and space exploration.
~ Cathy Bakken, STEM Librarian


Envisioning texts through cooperative learning - peer-led and teacher-led discussions
Previous research has shown that cooperative learning interventions, in which reading comprehension strategies are embedded, have a positive effect on students’ reading comprehension. However, the question is whether these interventions give rise to genuine discussions, promoting flexible and dynamic understanding of texts. In this study, one lesson module from the intervention Cooperative Learning and Reading Comprehension (CL-RC; Klang et al., 2022) was studied using theory of stances of envisionment building (Langer, 2011). The results of the video analysis disclosed that, over the course of three lessons, the peer-led discussions and teacher-led discussions provided unique opportunities for student literary understanding. The results also revealed the limitations
of CL-RC intervention with regard to opportunities for students to focus on an author’s craft and literary elements or to use their envisionment in new unrelated situations.
How to Cite
Keywords:cooperative learning, reading comprehension, reciprocal teaching, stances of envisionment building
Copyright (c) 2023 Nina Klang, Johanna Åsman, Maria Mattsson, Claes Nilholm, Jenny Wiksten Folkeryd
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to The Nordic Journal of Literacy Research retain the copyright of their article but agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.


Africa’s Education Deficit: Too Little Access, Not Enough Learning
Author: Abdisamad Yusuf Mohamud
Africa’s education crisis seldom makes media headlines or summit agendas, which explains why this needs to change. With one-in-three children still out of school, progress towards universal primary education has stalled. Meanwhile, learning levels among children who are in school are abysmal. Using a newly developed learning estimate, 61 million African children will reach adolescence lacking even the most basic literacy and numeracy skills. If the learning gap is not addressed, a whole generation will be deprived of opportunities to develop their potential and rise out of poverty.And it will undermine the prospect of dynamic growth with shared prosperity.
If you want a glimpse into Africa’s education crisis, there is no better vantage point than the town of Mogadishu, Drop into one of the local primary schools and you’ll typically find more than 50 students crammed into a class. Just a few will have textbooks. If the teacher is there, and they are often absent, the children will be on the receiving end of a monotone recitation geared towards rote learning.
Not that there is much learning going on. According to one recent survey, 80 percent of grade 3 students in African schools could not read a single word.They have gone through three years of zero-value-added schooling. Mind you, the kids in the classrooms are the lucky ones, especially if they are girls. Over half of the state’s primary school-age children are out of school—and most of the students have some of the world’s biggest gender gaps in education. Just a handful of the kids have any chance of making it through to secondary education.
The ultimate aim of any education system is to equip children with the numeracy, literacy, and wider skills that they need to realize their potential—and that their countries need to generate jobs, innovation, and economic growth.
The schools are a microcosm of a wider crisis in Africa’s education. After taking some rapid strides towards universal primary education after 2000, progress has stalled. Out-of-school numbers are on the rise – and the gulf in educational opportunity separating Africa from the rest of the world is widening. That gulf is not just about enrollment and years in school; it is also about learning. The ultimate aim of any education system is to equip children with the numeracy, literacy, and wider skills that they need to realize their potential—and that their countries need to generate jobs, innovation, and economic growth. From South Korea to Singapore and China, economic success has been built on the foundations of learning achievement. And far too many of Africa’s children are not learning, even if they are in school.
This is Africa’s Learning Barometer survey, which takes a hard look at the available evidence. In what is the first region-wide assessment of the state of learning, the survey estimates that 61 million children of primary school age – one-in-every-two across the region – will reach their adolescent years unable to read, write, or perform basic numeracy tasks. Perhaps the most shocking finding, however, is that over half of these children will have spent at least four years in the education system.
Africa’s education crisis does not make media headlines. Children don’t go hungry for lack of textbooks, good teachers, or a chance to learn. But this is a crisis that carries high costs. It is consigning a whole generation of children and young people to a future of poverty, insecurity, and unemployment. It is starving firms of the skills that are the life-blood of enterprise and innovation. And it is undermining prospects for sustained economic growth in the world’s poorest region.
Tackling the crisis in education will require national and international action on two fronts: governments need to get children into school—and they need to ensure that children get something meaningful from their time in the classroom. Put differently, they need to close the twin deficits in access and learning.


The curriculum is designed for high school youth and focused on the history, prevalence, impacts, and future of plastics. Youth discover that plastics are versatile materials that come in different shapes, sizes, and exhibit different material properties. Scientists and engineers are working on new ways to create, use, and recycle plastics, so we can use plastics for their many advantages and lessen their effects on our environment. The curriculum is designed to build foundational skills of science and engineering: observation, asking questions and defining problems, planning and carrying out investigations, and communicating.
The modules were developed in collaboration with Extension Professionals from Cornell University, the University of California, Davis, and the University of Minnesota. They are disseminated for free via the site 4hpolymers.org.
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Maths Anxiety (MA) is defined as “a debilitating negative emotional reaction towards mathematic
It is an enduring type of anxiety that represents a fairly stable characteristic of an individual. Affecting 1 in 6 students
, this condition affects more primary school girls than boys
even when they have similar levels of performance, thereby worsening the existing problem of gender inequality in STEM education. However, the exact reasons for that gender difference remain unclear.MA can affect the long-term career choices
of individuals, for instance, high level of Maths anxiety was found to be related to poor drug dosages by hospital nurses.MA is distinct from other types of anxiety
(state anxiety, trait anxiety, test anxiety), it is not always associated with low performance. MA is distinct from mathematical learning disorder or dyscalculia
, however, there are some comorbidities between the two
Researchers strongly agree that MA should be treated as early as possible starting from primary school. Mathematics skills in primary education are essential to a child’s future career; skills in numeracy at primary level positively affect oral language and vocabulary; whilst augmenting curiosity, imagination, persistence and working memory. If MA is not dealt with, it will not only affect mathematics performance but can also have long-term effects on overall learning and poor self-esteem.
Mathematics anxiety extends to adolescence, as confirmed by cross-national data from The PISA Study. Negative outcomes of math anxiety observed in adulthood include depression, problems with police and low socioeconomic status.
Consequences of low numeracy also impact negatively the economy leading to high costs for the governments and result in poor technological development. The cost of poor numeracy skills has been estimated to 230€ billion in UK only, about 1% of its GDP.
It is possible to alleviate MA, which can also lead to an increase in mathematics performance. Behavioral and cognitive-behavioral therapies have most commonly been successful.
If you want to know more about math anxiety, we suggest to have a look at this excellent paper that can be accessed here
.Cipora, K., Santos, F. H., Kucian, K., & Dowker, A. (2021, November 23). Mathematics anxiety – where are we and where shall we go?


This unit of competency specifies the mandatory work health and safety training required prior to undertaking construction work. The target group will be people requiring training to safely work on construction sites.
Also, this unit requires the person to demonstrate personal awareness and knowledge of health and safety legislative requirements to work safely and prevent injury or harm to self and others. It covers identifying and orally reporting common construction hazards, understanding basic risk control measures, and identifying procedures for responding to potential incidents and emergencies. It also covers correctly selecting and fitting common personal protective equipment (PPE) used for construction work.
- Applicable OHS legislative requirements relevant to own work, role and responsibilities are identified and explained.
- Duty of care requirements are identified.
- Own responsibilities to comply with safe work practices are identified and explained.
- Basic principles of risk management are identified.
- Common construction hazards are identified and discussed.
- Measures for controlling hazards and risks are identified.
- OHS communication processes, information and documentation are identified and discussed.
- Role of designated OHS personnel is identified and explained.
- Safety signs and symbols are identified and explained.
- Procedures and relevant authorities for reporting hazards, incidents and injuries are identified.
- General procedures for responding to incidents and emergencies are identified and explained.
- Procedures for accessing first aid are identified.
- Requirements for the selection and use of relevant personal protective equipment are identified and demonstrated.
- Fire safety equipment is identified and discussed.
By the completion of this course participants should be able to:
- Identify OHS legislative requirements.
- Identify OHS communication and reporting processes
- Identify construction hazards and control measures.
- Identify OHS incident response procedures
Program of Study
The program is delivered over a period of two (2) weeks:
- Two (2) weeks prior to the face to face day the student will be provided with a learner workbook. The student is expected to read and complete the tasks prior to the face to face day. This activity is deemed to be learning only, not assessment.
- 1 day x workshop (7 hours) Face to face training and assessment
- Ongoing communication with the trainer and assessor
- Ongoing student support provided by the trainer and assessor
Minimum Entry Requirements
- Copy of the student’s driver licence/Photo ID
- Complete Pre-course evaluation to ensure you have a level of language, literacy and numeracy skills to undertake the course, have a work-life balance so as to undertake self-paced study and have access to internet, email and social media
- Have the Foundation Skills described such as language, literacy, numeracy and employment skills that are essential to performance
On successful completion of the enrolment process, students will undergo an induction program including:
- Introduction to Australian Institute of Leadership and Safety training staff
- Confirmation of the course being delivered.
- The training and assessment procedures including method, format and purpose of.
- Qualifications to be issued
- Student handbook provided
- Assessment is competency based
- The student’s performance is assessed on satisfactory completion of the required online test and face-to-face workshops assessment activities
Online and telephone support is available throughout the duration of the course.
Students are encouraged to email all their academic enquiries directly to the trainers or the course coordinator One-on-one support is also available on request.
Recognition of Prior Learning (RPL)
If you have professional experience in the OHS/WHS and/or Quality Auditing sectors and would like to arrange a face to face interview with one of our trainers to discuss your RPL possibilities, please contact the Course Coordinator directly at: email@example.com
It is Australian Institute of Leadership and Safety’s policy that the course fee will be all-inclusive. Also, the WorkSafe White card is inclusive.
Students will not be ‘surprised’ by unexpected requirements, fees or expenses.
Full fee – $179.00
Request Course Literature
Contact firstname.lastname@example.org and we will despatch to you by suitable means an enrolment form and literature on the course(s) being considered and any other relevant information.
Course Date & Enrolment


Defining a right to education in Canada
Public education in Canada is relatively strong. But not every child has equitable access to the quality education that will give them the best chance for long-term success.
People for Education, in partnership with the Maytree Foundation, has been working with experts from across the country to develop a tool to articulate what quality education should look like.
A Draft Right to Education Framework is a way, among other objectives, to embed equity in our education system.
Education “multiplies” other rights
The right to education is a doorway to other human rights, including civil and political rights to freedom of expression, of association, of freedom of thought, conscience and religion, the right to vote, and the right to privacy and family life. It enables cultural rights, social and emotional well-being, and economic rights. And, according to the UN Committee on Economic, Social and Cultural Rights, education is “the primary vehicle by which socially and economically marginalized adults and children can lift themselves out of poverty.”
Creating a framework that articulates the right to a quality education will help ensure that Canadian education systems create engaged learners with the capacity to continue learning, to collaborate, to communicate effectively and think critically, and to understand themselves and society. Quality education systems promote and prioritize student well-being, and prepare students for long-term success, no matter the future path they choose.
Every child, including the world’s most disadvantaged, has the right to education because it has the power to change lives. Education is a powerful tool for breaking the cycle of poverty; supporting child survival, growth, development, and well-being; and closing the gap in social inequality.
The Right to Education in Canada
Unlike most countries, Canada does not have a national department of education. Control over education rests with the provinces, territories, and Canada’s First Nations, Métis, and Inuit.
However, Canada does have a responsibility to ensure all children have access to education. The federal government has made that commitment repeatedly when it signed on to a range of international conventions, covenants, and agendas, including the Universal Declaration of Human Rights (1948), the International Covenant on Economic, Social and Cultural Rights (1976), the UN Convention on the Rights of the Child (1991) and the UN Sustainable Development Goals (2015). Canada has also endorsed the UN Declaration on the Rights of Indigenous Peoples (UNDRIP) (2007) and in 2020, introduced legislation to implement it. Each contains specific commitments to quality public education. The Convention on the Rights of the Child was the first human rights treaty to explicitly recognize rights of Indigenous children to language and culture, and UNDRIP specifically references “the right of Indigenous families and communities to retain shared responsibility for the upbringing, training, education and well-being of their children, consistent with the rights of the child.”
Canada made a further commitment in 2016, when representatives from Canada joined world leaders to adopt the Incheon Declaration for Education 2030, which outlines goals to achieve a strong, high-quality education system by 2030 (UNESCO). Those goals include a commitment to the evaluation of outcomes, preparing well-trained and qualified teachers, building well-resourced systems, nurturing literacy and numeracy skills, competencies such as analytical and social-emotional skills, cultivating citizenship skills, human rights literacy, and global and sustainable development.
So, Canada has an important investment in the quality of education its children receive. The Right to Education Framework would introduce consistency in the quality of education and harmonize the standard of education that all Canadian children and young people should expect – no matter what their background, where they live in the country, or their learning needs – all while providing a structure that can adapt to local and regional needs.
Human rights treaties consistently frame education as integral to the full development of the human personality and a sense of dignity and self-worth, as well as being indispensable to the promotion of peace, democracy, environmental sustainability, citizenship, and for realising other human rights.
The Abidjan Principles
Having a rights-based framework won’t change things overnight.
However, it will provide a way to keep track of Canada’s progress toward high quality, universally accessible education for all its children and young people. This “progressive realization” of rights is a concept enshrined in the International Covenant on Economic, Social, and Cultural Rights. It’s a way to hold states accountable for demonstrating that they are using all available resources to make progress toward an agreed upon set of rights.
Read more on the right to education Participate in the consultation Download the backgrounder


What is the ESDM?
At the heart of the ESDM is the empirical knowledge base of infant-toddler learning and development principles and the impairing effects of early autism on early development. ESDM intervention can be provided in the home or other care, community, and educational settings by trained interventionists and parents during natural play and daily routines. ESDM aims to increase the rates of development in all domains for children with ASD and to decrease the symptoms of autism that impair children’s ability to learn from everyday experiences and interactions. A book written for parents: An Early Start for your Child with Autism is a guide to using everyday activities to help kids connect, communicate, and learn. Two additional published texts are also available for therapists and others who want more detail about the teaching approaches and are referenced below.
While ESDM addresses all developmental areas in which children are behind, it mainly focuses on boosting children’s social-emotional, cognitive, and language abilities because development in these domains is particularly affected by autism. Intervention practices are based on replicated evidence from research on early childhood learning and development learning and on applied behavior analysis. ESDM uses a data-based approach to child learning and progress. Because infant-toddler learning is strongly influenced by the quality of relationships between children and adults, ESDM involves using sensitive, responsive strategies within everyday learning opportunities provided by parents, family members, and others to support child learning. ESDM thus fuses a developmental, play-based, relationship-based approach with principles of applied behavior analysis to create an integrated whole that is both individualized and manualized: a naturalistic, developmental-behavioral intervention (NDBI) that allows for step-wise alterations in a teaching approach based on an individual child’s learning profiles to assure maximum progress on learning objectives.
*Rogers, S.J., & Dawson, G. (2010) The Early Start Denver Model for Young Children with Autism: Promoting language, learning, and engagement. NY: Guilford.
*Rogers, S.J., Dawson, G., & Vismara, L.A. (2012) An early start for your child with autism: Using everyday activities to help kids connect, communicate and learn. New York: Guilford Press
*Rogers, S.J., Vismara, L.A., and Dawson, G. (2021) Coaching parents of young children with autism: Promoting connection, communication, and learning. NY: Guilford Press.
Our Mission Statement
The mission of the ESDM Training Program at UC Davis MIND Institute is to support the development, wellbeing, and quality of life of children with autism and their families.
Click here to read the ESDM Training Program Policy Statement on Community Use of ESDM.
The ESDM Training program is a service of the MIND Institute supported entirely by the revenue it generates.


Parent Volunteer Art Program (formerly the Art Docent Program)
What is the Parent Volunteer Art Program?
A sequential, interactive art education program essential to all students. Developed in 1984 by art educator and author Barbara Herberholz, this affordable, high-interest enrichment program introduces children to art and our artistic heritage. Art docents make monthly presentations based on an easy-to-follow guide. There are eight presentations per grade level based on themes such as Portraits, Birds, Dancers, Line or Color.
What is an Art Guide?
A volunteer who conducts groups of people on tours in an art museum. In the Parent Volunteer Art Program, parents and teachers present portfolios of works of art to elementary classrooms and conduct discussions that open the children’s eyes to the wonderful world of art. No prior art background is needed to become a docent. Training is available.
What does an Art Guide do?
Art guides visit their child's classroom once a month to make a Portfolio Presentation, which lasts between 20-30 minutes for Kindergarten and Grade 1, increasing up to 60 minutes for the upper grades.
A Guide’s Portfolio Presentation focuses on questions and comments, games, and other activities that help children:
- describe what they see in artworks
- analyze how the artists used color, shape, and line in making compositions
- interpret the moods, feelings and emotions expressed by the artists
- learn biographical and historical information about artists, their styles, media, and purposes in creating art
How can I become an Art Guide?
If you’re interested in and enthusiastic about art and if you like talking with children, then you should contact the Head Art Guide or the school office to volunteer. You will receive a manual with the lessons for your grade level. Then schedule a once-a-month visit with the classroom teacher to teach the art lesson.


Delivering Well Prepared Teachers Policy
The state should ensure that its teacher preparation programs provide elementary teachers with a broad liberal arts education, the necessary foundation for teaching to the Common Core Standards.
Although Maryland has adopted the Common Core Standards, the state does not ensure that its elementary teacher candidates are adequately prepared to teach the rigorous content associated with these standards.
Maryland now requires candidates to pass the Praxis II "Elementary Education: Instructional Practice and Applications" test. Regrettably, this is not an adequate assessment of content knowledge. The description of topics assessed and sample questions focus almost exclusively on methods and instructional strategies, and although it is a sound approach to assess pedagogical knowledge in the context of specific content areas, that does not mean that such a test measures content knowledge.
In addition, Maryland requires that elementary education candidates complete a minimum of 12 semester hours in science and reading, and nine semester hours in both English and social studies. (For mathematics requirements, see Goal 1-D.)
Finally, there is no assurance that arts and sciences faculty will teach liberal arts classes to elementary teacher candidates.
COMAR 13A.12.02.04 Praxis II www.ets.org
Require a content test that ensures sufficient knowledge in all subjects.
Maryland is urged to require an elementary assessment that adequately tests subject-matter knowledge, rather than its current selection, which is more a test of pedagogy.
Further, the state should ensure that this subject-matter test for elementary teacher candidates is well aligned with the Common Core Standards, which represent an effort to significantly raise the standards for the knowledge and skills American students will need for college readiness and global competitiveness.
Maryland should also require separate passing scores for each content area on the test because without them it is impossible to measure knowledge of individual subjects. To be meaningful, Maryland should ensure that these passing scores reflect high levels of performance.
Provide broad liberal arts coursework relevant to the elementary classroom.
Maryland should either articulate a specific set of standards or establish more comprehensive coursework requirements that are specifically geared to the areas of knowledge needed by PK-6 teachers. Further, the state should align its requirements for elementary teacher candidates with the Common Core Standards to ensure that candidates will complete coursework relevant to the common topics in elementary grades. An adequate curriculum is likely to require approximately 36 credit hours in the core subject areas of English, science, social studies and fine arts.
Require at least an academic concentration.
An academic concentration, if not a full academic major, would not only enhance Maryland teachers' content knowledge, but it would also ensure that prospective teachers have taken higher-level academic coursework. Further, it would provide an option for teacher candidates unable to fulfill student teaching or other professional requirements to still earn a degree.
Ensure that arts and sciences faculty teach liberal arts coursework.
Although an education professor is best suited to teach effective methodologies in subject instruction, faculty from the university's college of arts and sciences should provide subject-matter foundation.
Maryland was helpful in providing NCTQ with facts that enhanced this analysis. The state added that through the program-approval process and ongoing monitoring, its preparation programs provide elementary teachers with a broad liberal arts education. "The methodology is standards-driven and performance-assessed. A prescriptive approach neglects candidates' overall and prior experience, representing a transcript analysis approach that is counterintuitive to individualized teacher development."
Maryland also asserted that it uses ACEI standards, which will be revised in 2013 with revisions mandatory for use in 2015, and noted that it has a rigorous teacher preparation evaluation and monitoring process in place that includes national content standards and outcomes as part of the content preparation for all teacher candidates.
The state also pointed out that its approved preparation programs include courses addressing the science of reading instruction. Teacher candidates cannot test out of the required 12 semester hours of reading, and the test-out option, which became available in September 2001, is only for in-service teachers who were certified prior to the implementation of the statewide reading course requirements.
Maryland's reading requirements for elementary teacher candidates are discussed in Goal 1-C.


Frontiers in Art Research, 2022, 4(16); doi: 10.25236/FAR.2022.041618.
Sichuan Minzu College, Kangding, Sichuan, 626001, China
As an important part of folk songs in the Khamba area, “Kangding Liuliu Tune”, has a long history and profound cultural heritage, which fully reflects the unique artistic charm of folk songs on the West Sichuan Plateau .It is unique among Tibetan folk songs. This paper analyzes the artistic characteristics, inheritance status and inheritance and development countermeasures of “Kangding Liuliu Tune”, in order to realize the better development and promotion of “Kangding Liuliu Tune” under the background of multi-music cultural integration.
“Kangding Liuliu Tune”; Kangding Love Songs; Artistic characteristics; Inheritance and development
Zhou Lian. Research on the Artistic Characteristics and Inheritance and Development of “Kangding Liuliu Tune”. Frontiers in Art Research (2022) Vol. 4, Issue 16: 131-135. https://doi.org/10.25236/FAR.2022.041618.
 Wu Jiyuan. (1994)The emergence and development of Sichuan-Tibet trade in the city of archery furnace in the Qing Dynasty. China’s Borderland History and Geography,3,67.
 Wang Kunpu. (2021)“Kangding Liuliu Tune”: Oral Ballads, Historical Memory and Cultural Enlightenment under the Integration of Han and Zang. Cultural Studies and Literary Theory,3,178.
 Zhao Yong, Li Nengwu.(2012) The cultural value of “Kangding Love Song”.Big Stage,12,44.
 Qing Zhen. (2010)Theory of national cultural identity and its essence. Forward Position,7,156.
 Cizhen, Dolma. (2007)On the protection and inheritance of “Zhongrezhanian” in Maqu County, Gannan Prefecture.Journal of Tibet University(Chinese Edition),3,64.
 Peng Shuling. (2010)The role of school music education in the inheritance of traditional music culture.Journal of Shanxi Youth Vocational College,1,107.


Music Curriculum Statement
At St Edmund’s we never underestimate the importance of music in our lives. Listening to and learning about music benefits the children’s concentration skills, phonemic awareness, literacy development, memory and academic achievement. It elevates children’s motivation levels and creates a positive learning environment.
We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to immerse themselves in music.
Children develop their love for music, through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. Through investigating genres of music and exploring a wide variety of instruments, children develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music and the cultures that produce them.
The National Curriculum for Music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Planning and Resources
Music Express is used to plan and support the delivery of weekly music lessons. Sing Up is also used in classrooms and assemblies to allow children to access a wide variety of songs across a range of styles and genres. Children in the EYFS use a mixture of Music Express and other resources within the environment to develop ‘hearing and listening’, ‘vocalising and singing’ and ‘movement and dancing’.
Singing has a large focus in assemblies every week. Daily assemblies include music, and a weekly singing assembly allows children to learn and perform new songs together with the whole school. Children join in Mass regularly and take part singing hymns and anthems. Children take part in termly musical celebrations including Harvest Festival, KS1 Nativity Concert, KS2 Carol Concert and year 6 leavers performance. Our musical calendar is based upon Christian and seasonal festivals and celebrations.
All children in year 4 learn to play the violin with a specialist music tutor from Suffolk County Music Service. Their weekly lessons help them understand how the instrument works and can be played, as well as developing technical skills, non-notations skills, reading and playing notation and ensemble performance skills.
Children in years 5 and 6 have the option to continue learning an instrument, either the violin or guitar in weekly small group lessons with a peripatetic music teacher. We celebrate their musical achievements with a performance to the school and parents at the annual KS2 Carol concert and during a special musical performance assembly in the summer term.
There are exciting opportunities for children to learn and enjoy music outside of class lessons. Children in KS2 may participate in band club or choir. The choir often help teach, lead and perform songs in assemblies. They have taken part in performances including A Celebration of School’s Music Festival at Snape Maltings, Bury St Edmund’s Christmas Market and Young Voices at the O2. Members of band club accompany children singing in class, key stage and whole school assemblies and Masses.
We are very aware of the positive effects, music can have on emotional, and mental wellbeing. It can have a powerful impact of uniting children and developing their sense of self and belonging. Our aim is to develop each child as a whole and we recognise music as one of the vital ingredients in this process.


Components of a Program Continued
A Framework for a VALUES BASED Program
Concentration: The Right Things!
The right things come down to program specific outcome goals. These have been narrowed to four categories. Psychological Skills is the primary, and most significant category. This category details the foundational skills, performance skills, personal development skills, and team skills. Though the additional categories of Individual Sport Specific Skills, Individual Physical Skills, and Team Systems are key to successful concentration and leadership within a basketball program, their real purpose is to serve as a context in which to practice the Psychological Skills that lie at the heart of concentration. These skills are trans-disciplinary. Another way of stating this is these are the skills that lie at the heart of the worthy truths that will bring significance into ones life in any context!
Ehrman (2011) states “ Sports need not be seen as separate from academics; rather they can work hand in hand with academics to educate and equip the whole person” (p. 205). As an athletics program within an educational institution it is imperative that we follow this co-curricular approach within our program. In fact, because a great many trans-disciplinary as well as disciplinary skills are covered within the provision of a well organized basketball program, the general "right things" provide here can and should be narrowed by attaching the many appropriate curriculum outcomes which are in fact key outcome of the program itself.
The co-curricular approach not only proves a programs academic value to the school community, but the attachment of academic disciplinary and trans-disciplinary outcome goals to each component actually serves to further define exactly what coaches are working so hard to teach. Additionally, when coaches and educators utilize a common language they better serve the student athlete.
It is recommended that coaches research the local, State/Provincial, and/or national curriculum applied within your region. A model of the utilization of the Co-Curricular Approach is provided within the Practical Application section.
Concentration: The Right Way!
In all contexts of life it is our relationships with the people around us that are the greatest indicators of our success in achieving significance. Chapman (2015) contends that there are “five ways that people speak and understand emotional love” (p.18). These love languages consist of words of affirmation, quality time, giving/receiving gifts, acts of service, and physical touch. Chapman goes on to explain that each individual tends to utilize one or two of these five languages. It is through our common respect for those within our community that we invest time in getting to know them and thus come to understand their needs, wants, and how they communicate love. Only through respecting and recognizing differences does it become possible to then choose to act to communicate emotional love in a way that is well received and understood by the people around us.
Concentration: The Right TIME!
The “right time” to focus on something is actually at the heart of concentration itself. “Different situations make different attentional demands” (Williams, 2015, p. 307). Nideffer (as cited in Williams, 2015) explains focus is constantly shifting between the dimensions of attention on two axes. Broad-Narrow and Internal-External. Broad-Narrow can be likened to a camera lens focusing on the overall picture or zooming in on the finer details of what is being seen. Internal-external refers to whether one is focused on external events or internal cognition. This breaks concentration into four quadrants in which our concentration is constantly shifting. These four quadrants take the form of Assessing (Broad-External), Analyzing (Broad-Internal), Rehearsing (Narrow-Internal), and Performing (Narrow-External).
The link below provides explanation of the "Right Things"
or specific program components in much greater detail.
Effective concentration entails attending to the right thing at the right time in the right way.
Williams, J. M., & Krane, V. (Eds.). (2015). Applied Sport Psychology Personal Growth to Peak Performance (Seventh ed.). McGraw-Hill College.


“Dyslexic students need a different approach to learning language from that employed in most classrooms. They need to be taught, slowly and thoroughly, the basic elements of their language-the sounds and the letters, which represent them-and how to put them together and take them apart. They have to have a lot of practice in having their writing hands, eyes, ears, and voices working together for the conscious organization and retention of their learning.”
Margaret Byrd Rawson- Former President of the International Dyslexia Association
What Students with Dyslexia Need
The good news is that an individual with dyslexia learns differently but can be taught to read, write, and spell, if they are taught using a scientifically based curriculum.
The National Reading Panel identified these five areas of instruction that are vital for all students learning to read.
- Phonemic Awareness of individual sounds in words and the ability to segment words into sounds and manipulate sounds in words.
- Phonics instruction teaches how letters correspond to sounds.
- Fluency or the speed, accuracy, and expression of oral reading
- Reading Comprehension or the interaction with and understanding of text
- Vocabulary or knowledge of word meaning and word-learning strategies
How Children with Dyslexia Must Be Taught
Instruction for children with dyslexia should be explicit, systematic and cumulative, structured, and multisensory:
- Reading, spelling, and writing skills/cursive must be directly taught
- Concepts must be introduced in a definite, logical sequence
- Step-by-step procedures are used to introduce, review, and practice concepts
- Visual, auditory, and kinesthetic tactile senses are engaged in the learning process simultaneously or in rapid succession-VAKT (Multisensory)


Saving for Later
I’m saving the article on the Hurrian Hymn for a more comprehensive look at the role of music through history. The Hurrian Hymn is the oldest record of written music in the West. Written in cuneiform 3400 years ago, the clay tablet indicates pitches to be played on an ancient harp. On this website, you see the stone tablet and hear the Hurrian Hymn played on a recreation of the 9-string lyre.
Our bones create osteocalcin, but when the bones fail to produce enough it can cause problems with blood sugar, anxiety, depression, and difficulty on spacial logic tests… at least for mice. Some of the speculations about the findings suggest that exercise can help maintain bone density. I wonder if the authors of this study have heard about this next study.
Protein Responsible for Linking Memory and Exercise
We know that exercise is good for memory. (See the Healthy Brains blog article and How We Learn blog article for more.) Now scientists have discovered a protein that may be responsible for creating new cells and connections in the brain. Muscles release this protein, called cathepsin, during exercise. Somehow the cathepsin travels to the brain and helps form memories. I thought that the link between memory and physical fitness had more to do with elevated oxygen levels or giving the brain different tasks, but it appears there may be another explanation.
Science Says Silence Is Important for Memory, Learning, and Emotional Health
Add a few more hours to my day, please. In addition to exercising vigorously, I also should be spending significant amounts of time in silence to optimize my brain function.
I’m saving this to share with my church choir as we dive deeper into the mystery of music and spirituality. Bottom line: join a choir! And I’ve got the perfect one for you…
Want to ‘train your brain’? Forget apps, learn a musical instrument
Another article on the many benefits of playing a musical instrument, including greater brain power and better emotional processing. Also discusses the benefits of musical training for people recovering from strokes or struggling with dyslexia.
Science Has Great News For People Who Can’t Sing
The voice is like any other muscle: use it or lose it. But fear not! Even if you’ve “lost it” or never had it, the voice can be trained at any time.
“Music education has loads of scientifically proven benefits: It improves reading and verbal skills, raises IQ, helps in learning new languages, slows the effects of aging, betters memory, enhances self-confidence and so much more. Singing in particular has great physical benefits too. It’s an aerobic activity that increases blood oxygenation, improves heart health and exercises core muscles.”
TED talk on practicing
About the book Drive by Daniel Pink:
Working toward a better understanding of the role of intrinsic motivation in


EAL Supporting the Oral Language Skills & Developing Literacy Skills of Learners of EAL
March 22nd & April 18th (7pm)
This series of webinars have been specially designed and developed for primary teachers of learners of EAL. Over the course of two one-hour workshops, attending teachers will develop evidence-informed and practical skills to support oral language and literacy in linguistically diverse contexts. An array of handouts and resource-sourcing guidelines ensure informed, competent and equipped practitioners post webinar participation.
Webinar participants will be enabled to:
- reflect on current oral language and literacy knowledge and practices
- define and justify the need for oral language and literacy for learners of EAL
- explore oral language and literacy development strategies
- acquire a bank of activities to support the language and literacy development of learners of EAL
Aoife Merrins-Gallagher (B. Ed, MTeach, PhD)
Aoife qualified as a primary school teacher in 2013. She taught in mainstream and support settings in Scoil Íde, Clondalkin, before commencing full-time doctoral research between 2018 and 2022 (DCU-INTO150 PhD Scholarship). In that time, Aoife developed a bilingual oral narrative programme, Tell-a-Tale | Inis Scéal, in response to the academic needs and linguistic strengths of children with EAL. Aoife currently job-shares in Gaelscoil Phortlaoise and lectures part-time for MU Froebel. She is a member of Mother Tongues Ireland, English Language Support Teachers’ Association of Ireland and the Children’s Research Network. Her experiences as a teacher, lecturer and researcher can demystify the world of EAL for workshop attendees.


I can describe the art, music, dance, and literature of Egypt.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
In this lesson, students will explore Egyptian culture by looking at photographs pertaining to the different Egyptian art forms, engaging in Egyptian music and dance, and reading an Egyptian myth.
Students will be able to describe the art, music, dance, and literature of Egypt.
Students will analyze a photograph of an ancient Egyptian wall painting that contains hieroglyphics and traditional dress. They will be asked to make an inference about what they see in the photograph. Students will learn the most commonly spoken language in Egypt is Arabic. Students will look at a map and learn about where Egypt is located in the world.
The lesson will go over Egyptian culture. It will explain how art was most important to the elite, ruling class of Egypt and often represented religious beliefs. The lesson will explain the artwork that could be found in the temples and palaces of Egypt. Egyptian paintings and sculptures were made to tell stories of their culture. After learning about the different art forms, students will learn about traditional Egyptian musical instruments such as the harp, drums, and rattles. They will listen to the sounds of Egyptian percussion and learn about how their musical sounds were passed from generation to generation. Students will explore the importance of dance to Egyptian culture. Students will learn about the ancient Egyptian written language, hieroglyphics. Then they will read “Creation,” an Egyptian myth, and analyze its purpose.
Students will respond to 10 questions including 5 true/false, 3 multiple choice, and 2 open-ended questions.
Students will list three things they learned about Egyptian culture (art, music, dance literature) and discuss how Egyptian culture is similar to and/or different from their culture. Lastly, they will practice writing/drawing hieroglyphics to spell out their names and other words.
Allow students to take notes about Egyptian culture throughout the lesson.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Watch: Playing an instrument helps your brain (and other reasons music is essential)
Recently, there have been some wonderful videos on social media that illustrate the benefits of music in our lives. This one from TED-Ed is especially good.
It so effectively explains recent neuroscience research and proof of the dynamic relationship between cognitive function and musical activity.
The research is particularly compelling because it confirms what philosophers and educators have told us for thousands of years. Indeed, the volume of writing on music and its connection to neuroscience, psychoanalysis, human development and even healing is staggering. In the end, though, today’s research is telling us what we already knew:
Music is unique and essential.
“Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything.” – Plato
There is nothing else like music to express and represent human feeling. Though we may try, explaining how one feels using words is ultimately an exercise in futility. Language may have the ability to describe the physical world around us and convey ideas, but it simply does not have the capacity to describe our subjective experiences.
“Music sounds the way feelings feel.” – Dr. Suzanne Langer (1957)
As you can see in the videos, contemporary neurological research is uncovering in the most spectacular ways just how unique musical activity is within the brain, and that’s when we begin to realize just how essential musical activity is in our lives.
“Creating art, and experiencing art, do precisely and exactly for feeling what writing and reading do for reasoning.” – Dr. Bennett Reimer (1989)
One of the most influential passages for me in Dr. Reimer’s book, “A Philosophy of Music Education, Second Edition” (which I studied for my master’s degree in music education) is this:
“The fluid nature of inner feelings simply cannot be entirely controlled by the very act of feeling inwardly.
What we need, to go beyond the dynamic flux of inner subjectivity, is some device to hold on to a feeling so it cannot wash away; a means to give it permanent embodiment. We need to objectify it, that is, make it into an object so that it stays as it is. So what can we do? You guessed it: we can capture it in artistic materials…
We [can] transform an entirely inner process into an outer artistic/symbolic system that so closely corresponds to the form and shape and dynamic interrelations that previously existed only inwardly as to seem to us to be identical with what transpired within us. This capacity for symbolic transformation may be the most important distinguishing characteristic of the creature we call human.
Creating art and experiencing art educate feeling.”
Reimer’s book (now in its third edition, through which I have led many music education students of my own) continues to inspire me as a musician and teacher, and it is wonderful to see so much clinical research confirming his and so many other philosophers’ theories.
Music is intrinsically valuable. Yes, involvement in music makes kids better at math, playing in orchestra or singing in choir makes them better team players. But those things can be accomplished other ways.
What music does for us can only be done through music.
Music is unique. And essential.
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Colour and Modernism
Oct 2010 -
Vida Lahey (1882–1968) is one of Queensland's best loved artists, recognised as much for her work in promoting art and art education in Queensland as for her own paintings.
Lahey's early affinity with colour was inspired by European Impressionism, reflected in works such as The carters' rest, Eagle Street 1913, before the vital colour of Post-Impressionism began to influence her work. The art environment in Brisbane was particularly conservative, making Vida Lahey's vibrant flower studies highly visible expressions of modernist ideas at the Royal Queensland Art Society's annual exhibitions. Although floral still lifes were a popular genre throughout Australia at the time, Lahey's handling of brilliant colour was considered exceptional and her paintings were exhibited in southern states from the 1920s to wide acclaim. She continued to produce these delightful floral studies to the end of her career.
The building of the Sydney Harbour Bridge evoked a response from Lahey that can be seen in her images of the construction of the Grey Street Bridge and of Brisbane City Hall, which opened in 1930. Paintings featuring the high-rise buildings and intense construction activity of the time comprise a focus of the display.


Graduate Research Papers
Open Access Graduate Research Paper
Education, Elementary--Computer games; Games in mathematics education; Electronic books; Educational games; Mathematics--Study and teaching (Elementary); Mathematical recreations;
Game-based learning and the use of e-books is becoming increasingly more supported in classrooms as methods of increasing both student engagement and student achievement in all curricular areas. The purpose of this literature review is to examine current research on the effects of online math games and e-books on elementary student engagement and academic achievement. Over thirty peer-reviewed journal articles published in the last ten years are critically reviewed and analyzed. The findings show that online game-based learning and e-books can be effective tools within the confines of the elementary classroom, as long as careful consideration is given to student learning attitudes, how the e-books and online games are integrated into the curriculum, and the fidelity in which these programs are being used. Recommendations for educators are given for future inclusion of online game-based learning and digital texts in their own classrooms.
Year of Submission
Master of Arts
Department of Curriculum and Instruction
1 PDF file (ii, 31 pages)
©2014 Mel Carnahan
Carnahan, Mel, "The effects of on-line math games and e-books use on elementary student achievement" (2014). Graduate Research Papers. 152.
Curriculum and Instruction Commons, Elementary Education Commons, Science and Mathematics Education Commons
If you are the rightful copyright holder of this graduate research paper and wish have it removed from the Open Access Collection, please submit a request to firstname.lastname@example.org and include clear identification of the work, preferably with URL.


What You Should Know About COVID-19, Air Conditioning And Indoor Air Quality
The World Health Organization recently backed away from its stance that indoor transmission of the coronavirus was rare and largely confined to medical procedures like administering a ventilator.
Now the WHO says smaller particles that are spread by talking or breathing are a problem indoors. Shelly Miller, professor of environmental engineering who studies indoor air quality at the University of Colorado at Boulder, is one of the experts who petitioned the agency to change its position.
She says she wishes the WHO recognized the “major risk” of indoor spread earlier when scientists asked the agency to consider the problem back in March.
Aerosols, particles suspended in a gas and ranging in size, “are generated when we’re speaking loudly and talking and singing and doing other activities that release particles from our respiratory tract through our mouths” that can then be inhaled by others, she says.
When these particles are released, they can evaporate or be transported up and away from the body, become airborne and move about the environment for a time period of minutes to hours, she says. She says this is a “perfect recipe for transmission” of the coronavirus if the particles are trapped indoors with poor ventilation and people not wearing masks.
“We really do think that being indoors is where most of the transmission is occurring,” she says. “And it’s pretty rare now to see anything related to outbreaks from outdoor conditions.”
In these record-breaking hot summer months, coronavirus transmission through air conditioning is a point of concern for her, she says.
In a May study conducted in China, researchers connected a COVID-19 outbreak to an air conditioning system in a restaurant. University of Maryland environmental health professor Donald Milton told Here & Now that the study suggests air conditioners can blow infected particles through the air.
Central air conditioning recirculates air in a building to maintain a cool temperature. These cooling systems normally don’t bring much outside air because that air is hot, she explains.
“My concern is that in air-conditioned buildings, you don’t have enough outside air and you don’t have enough adequate filtration in your recirculation system to suppress and decrease the concentrations of the airborne virus that may be circulating in your environment,” she says.
She says she hasn’t identified any studies to date showing the virus could be spread through the central air conditioning system to other parts of a building.
The same issue occurs with in-room air conditioning units — outside air isn’t being pushed into a room to “dilute the virus concentration,” she says.
The risk is lower if you’re in an air-conditioned room with people within your quarantine group, she says.
“But if you’re eating in a restaurant that has no outside air and is only recirculating the inside air through these air conditioning systems, that potential for transmission is much higher,” she says.
Miller says schools across the nation are in “critical situations” as they make the difficult decision whether or not to reopen for the fall. Many schools lack the resources for air cleaners or proper maintenance of HVAC systems, which poses a health threat to teachers and students in classrooms.
Miller and a team of researchers are conducting a six-month study into aerosol generation from playing musical instruments “so that we can better understand how to continue music education” at all educational levels during the pandemic.
For example, they’ve tested mitigation measures such as putting a bell cover of the end of a clarinet to see if it reduced aerosol emissions from the person playing the instrument.
Aerosol transmission can also apply to singing, she says. Researchers in her study are observing singers with and without wearing a mask.
“It’s very uncomfortable to sing with a mask,” she says. “On the other hand, the potential to release aerosol when you’re singing with a mask is reduced.”
Miller says more guidance from officials on the risks of coronavirus spread indoors versus outdoors is needed.
“It’s just been so hodgepodge,” she says, “and you’re having to rely on trying to find scientists like me to give this message when we really need leaders.”
Lynn Menegon produced and edited this interview for broadcast with Peter O’Dowd. Serena McMahon adapted it for the web.
This article was originally published on WBUR.org.
Copyright 2020 NPR. To see more, visit https://www.npr.org.


- Professional Development
- LIVE Virtual Professional Development
- IN-PERSON Teacher Development
- IN-PERSON Leadership Development
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- Tech Tools
- Federal Funding
- Classroom Resources
- Core Instruction and Formative Assessment
- Instructional Leadership
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- Socially Distant Learning Resources
Accountability Requires Support
By Terry Morgan
In recent years, a debate has intensified among educational leaders about whether the best measure of teacher effectiveness is student proficiency or rather growth. Regardless of your belief on this issue, one undeniable truth is that a certain level of accountability is necessary. Fundamentally, this is how we decide the best course of action moving forward. Affirming the need for accountability, however, does not negate concern about the method by which it is rendered. Increased accountability should be met with enhanced support for teachers and adjustments to the infrastructure to ensure their success.
Educators face an immense volume of disruptive change. Changes in academic standards, evaluation metrics, and assessments demand heightened levels of accountability. While the need for more rigorous teaching and learning is warranted, these shifts in expectation should also be accompanied by support for teachers. Unfortunately, the lack of supported change, has left teachers unprepared, unmotivated, and uninspired.
Changes in accountability are largely related to the evolution of the workplace. The price of admission into the world of work has gone up drastically. Workers need more skills today than ever before. We are essentially in a race to build new skills before advancements in technology render them obsolete. To survive in this new economy, students must possess the ability to continuously learn. This sentiment is captured as Piaget describes intelligence as, “knowing what to do when you don’t know what to do.” Gone are the days when a great teacher was defined by an ability to ensure students could recite factoids and perform algorithms; now, students’ ability to apply their gained knowledge and skills is paramount. The charge of the 21st century teacher is to equip students with the knowledge and skills to adapt continuously in order to stay relevant in a fast-paced world. Tall order? Absolutely, but with proper development and support and amendments to the infrastructure, teachers will succeed.
If leaders are serious about answering the call of increased accountability and more importantly, preparing students for a successful future, then teacher growth and professional development must cease to be a test of endurance. Teachers who wonder whether they can endure PD long enough to receive their in-service points must be surrounded by a culture of empowerment. Professional growth should be practical, job-embedded, and differentiated; just as our own teaching is expected to be Allowing teachers time to plan learning activities that meet the rigors of the new standards is a must. There is no way around it; the best and most rigorous lessons tend to be planned. Believe it or not, teachers also need time to practice. Through practice, teachers expect students to gain automaticity and fluency, which then supports application. Why do we hold teachers to a different standard? This is not a profession where foundational skills are sharpened to expertise in a six-hour professional development session. Growth isn’t so much about adding new knowledge but rather changing habits that do little to support learning.
As a society, we must accept the movement toward increased accountability to ensure that all students are competitive in our ever-evolving world. In the same breath, we must also honor the work that teachers do each day in light of the disruptive change and heightened expectations in education. We must ensure that we do everything possible to support teachers as they prepare our students in ways not yet seen.


I can determine the theme of a story by analyzing characters.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
The theme of a text is the broader message or lesson that it teaches. Generally, the theme is not explicitly stated but must be deduced by the audience. One strategy for interpreting the theme of a written work, realistic fiction in particular, is to examine the characters.
Because conflict tends to be the center of fiction, the best way to understand characters and the theme of the work is to analyze how the characters respond to the challenges they face.
To help students understand how to make inferences about a character based on how they respond to a problem or challenge, a short story is included for students to analyze.
Students will be able to determine the theme of a story by analyzing how characters respond to challenges.
Students will discuss important components of realistic fiction. Explain that theme is the moral, message, or lesson of the story. Use the example on the slide to show how the theme should be a whole statement, not just a word.
Students will read a passage titled The Reluctant Traveler and determine the challenge the main character, Jake, is facing. They will then determine how Jake responds to the challenge. In pairs, students will discuss what they know about Jake so far. Next, they will read the next part of Jake's story and discuss how Jake responds to trying new foods. Then, they will analyze how Jake has changed in these two passages and the lesson that can be learned from Jake's actions (the theme). Students will discuss a theme of the story and how they can apply it to their own life.
Students will answer ten questions in which they are asked about theme and to identify theme in given texts.
Students will recall what they learned in the lesson: What is the theme of a story? What strategies can readers employ to determine the theme of a text? How does analyzing theme help you become a better reader?
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Three major tundra climate zones exist. Alpine tundras are climate zones located on the tops of mountains. The Arctic tundra zone is the area located just beneath the Earth's northern ice cap region. The Antarctic tundra is located on the Antarctic peninsula.
Solar radiation, the electromagnetic radiation given off by the sun, is weakest at the polar regions of the Earth, so the Arctic and Antarctic tundras receive much less solar radiation than other areas of the world. It is affected by surface absorption ability, the time of year and cloud cover.
Dark surfaces absorb solar radiation better than light ones. The polar tundras are often covered with snow, so they do not absorb as much solar radiation as land regions. During the polar winter when the sun does not rise above the horizon, the tundra receives no solar radiation. During the polar summer, the sun is visible for most of the day, so the tundra receives more solar radiation. Cloud cover in the polar tundras helps warm the air by increasing the amount of longwave solar radiation that reaches the Earth's surface. Alpine tundra zones get greater solar radiation than polar tundra zones.
The temperature of the air in the tundra is a major factor on the overall climate. Temperatures in the polar tundras during the winter tend to be colder when the sky is clear and warmer when the sky is cloudy. In the summer, the opposite can be true. The average temperature range of the polar tundras is between -10 degrees Fahrenheit to 41 degrees Fahrenheit. Alpine tundra temperatures are affected by the altitude and latitude at which the alpine tundra is located. The average yearly temperature range for an alpine tundra zone is between -2 degrees Fahrenheit and 50 degrees Fahrenheit. Generally, the higher the altitude, the lower the air temperature. An alpine tundra in Alaska will occur at a much lower altitude than one closer to the equator because of its increased latitude.
All tundra regions are marked by low precipitation rates. Tundras are often described as frozen deserts. Most of the precipitation received in these zones comes in the form of snow. The plant life that adapts to the tundra also adapts to deal with these low levels of precipitation. Alpine tundras average approximately 9 inches of precipitation a year while polar tundras average approximately 8 inches yearly.
Low air pressure contributes to lower air temperatures. Alpine tundra areas are subject to the low air pressure that occurs at high altitude mountain tops. Polar tundra regions are affected by the almost constant low air pressure on the Earth's poles.
About the Author
Colleen Flood began her writing career in 2000. She has written for "Alaska Business Monthly Magazine," "Alaska Contractor Magazine," Chelsea House Publishing, Mason Crest Publishing, "Chicken Soup for the Grandparent's Soul" and "The Writer's Digest." Flood has a Bachelor of Education in elementary education from the University of Alaska, Anchorage.


Music and music performance indirectly boosts academic performance in all subject areas. It is an important component of the school’s whole person educational philosophy. Music strengthens:
- Hard work
- Fine motor skill development
- Auditory learning
- Improved spatial intelligence
The St. Charles Catholic School Music Program is centered on a mission to foster an appreciation and love for music. Students have the opportunity to develop practical skills and knowledge that will allow them to not only play music, but to also understand the processes behind it. The program brings opportunities to all students to perform and grow as individuals and as part of an ensemble.
Our music specialists, use the Orff approach to teaching music in our K-2 classes. The Orff approach is a method of teaching children about music that engages their mind and body through a mixture of singing, movement, listening activities, and the use of mallet percussion instruments, such as xylophones.
Our grades 3-4 students work on developing music reading and writing skills, deepening their understanding of rhythm and beat concepts, and exploring music language to express their musical ideas.
Violin Grades 3-8
Students in Grades 3-8 are taught violin as part of their regularly scheduled music classes.
Basic skills necessary to learn the violin such as posture, basic note reading and mapping out the fingerboard are taught. Students learn to work on ensemble skills such as following conducting and listening to each other while playing.
As student skills develop, there is also the opportunity to audition to join the Violin Ambassadors who represent the school at venues throughout the city.
Choral Grades 3-8
Students learn simple rhythm exercises and songs to instruments and singing harmony. Students learn to identify, read and demonstrate the appropriate music hand signs and to perform rhythms presented in class. Lessons focus on the progression and enhancement of: music language, performance skills, creative expression, analysis and communication as well as knowledge of the arts in culture and society.
Our choirs participate in … school events/concerts, church Masses, the Winnipeg Music Festival, and at a variety of community events.


Kei Tua o te Pae
Kei Tua o te Pae/Assessment for Learning: Early Childhood Exemplars is a best-practice guide that will help teachers continue to improve the quality of their teaching.
The exemplars are a series of books that will help teachers to understand and strengthen children's learning. It also shows how children, parents and whānau can contribute to this assessment and ongoing learning.
We are making improvements to our Download-to-Print functionality, so if you want a printed copy there are PDF versions available at the bottom of the main cover page.
Book 5: Assessment and learning: Community – Te aromatawai me te ako: Hapori
Introduction - He kupu whakataki
"Exemplars are examples of assessments that make visible learning that is valued so that the learning community (children, families, whānau, teachers, and beyond) can foster ongoing and diverse learning pathways."
Early Childhood Learning and Assessment Exemplar Project Advisory
Committee and Co-ordinators, 2002 (emphasis added)
Exemplar books 5, 6, and 7 ask the question: “What difference does assessment make to children’s learning?” These exemplar books are about the purposes and consequences of documented assessment in early childhood.1 We know that feedback to children makes a difference to their learning. What difference does documented assessment make? The exemplars collected for the Exemplar Project suggest that documented assessments can make a difference to:
- community: inviting the participation of children, families, whānau, teachers, and beyond;
- competence: making visible the learning that is valued;
- continuity: fostering ongoing and diverse pathways.
This book is about the first of these: community. Documented assessments can invite people to participate in a particular learning community designed to foster children’s learning.
In this section
- Developing learning communities – He whakatipu hapori akoranga
- Links to Te Whāriki – Ngā hononga ki Te Whāriki
- Exemplars – Ngā tauaromahi
- Reflective questions – He pātai hei whakaaro iho
- References – Ngā āpitihanga
1 Exemplar books 5, 6, and 7 owe much to a position paper written for the Exemplar Project (Carr and Cowie, 2003). They also draw from a paper presented to the NZCER Annual Conference (Carr et al., 2001).


Virginia contributed over 19,030 men to the Army of Northern Virginia at Gettysburg, the largest contingent from the thirteen Confederate States. She lost 4,470 soldiers as casualties, the second highest state total. The Virginia Monument was the first of the Confederate Monuments to be built at Gettysburg, and it remains the largest. It was commissioned on March 9, 1908, and cost $50,000 which would be the equivalent of $885,000 today. It’s stands forty-two feet above Seminary Ridge, on West Confederate Avenue in Gettysburg, Pennsylvania.
General Robert E. Lee is mounted upon his horse; Traveller, surveying the field of battle. Virginia soldiers beneath him represent the famous infantry assault and actions of General Pickett’s Charge. The figures represent the various ages of the men, and captures the solidarity of soldier’s standing together for a common cause. It's a display of emotion, a remembrance of courage, love of their country, and honor.
The seven sculptures are representation of Virginia men who left their homes and trades behind to serve in the defense of their country. First, infantryman, symbolic of a professional man standing and loading for action, next a mechanic, his face is set with determination as he surveys the battlefield. Beside him, an artilleryman who was an artist now aims a pistol, drawing a bead as he prepares to fire, determined to defend at all cost. In the center, a cavalryman color bearer on horseback holding the State Flag of Virginia, ready to advance the colors. To his right, a businessman swings his musket as a club in a display of courage and fury of hand to hand combat. A farmer raising his loaded musket with hammer cocked, starting to advance on the field of battle, and a young artilleryman standing his ground with saber by his side, and bugle to his lips, sounding the call. The shattered cannon, broken wheel, discarded knapsack, hat, swab and exploded shell, which are scattered about the ground, indicate that the place had been the scene of a desperate engagement.
They are meant to remind us that they were more than just soldiers.
Then Governor of Virginia Henry Carter Stuart would comment during the dedication of the memorial
"It is fitting that we erect here this noble effigy of our great Captain surrounded by the memorials of men who fought and fell fifty-four years ago. This imperishable bronze shall outlive our own and other generations. We who stand here today shall pass into the beyond, leaving what legacies we may of duty done or ideals sustained; moon and stars shall shine upon his face of incomparable majesty; the dawn shall gild it with splendor of sunrise; the evening shadows shall enfold it in their gentle embrace; and until the eternal morning of the final re-union of quick and dead, the life of Robert Edward Lee shall be a message to thrill and uplift the heart of all mankind."
The statue was unveiled in 1917 by Miss Virginia Carter, General Lee’s own niece, and presented by Henry C. Stuart, the governor of Virginia.
Fredrick William Sievers was born in Fort Wayne, Indiana. He moved to Richmond, Virginia, as a young man, he received his art education in Rome and Paris.
His sculpting abilities of the Virginia Monument is a pure work of art He captured in bronze the emotion and expression; which is a fitting tribute to the common Virginia soldiers that fought at Gettysburg.
The sculptures were casted in bronze at Tiffany studios, New York and the granite pedestal was the work of Van Armoring Company of Boston, Mass
Virginia State Monument
June 10, 2017
The Virginia Division Color Guard
Brigadier General W. C. Wickham Camp #2250