At Keeble, we are committed to teaching our children about the importance of keeping themselves safe. In our society, this is particularly prevalent for e-safety and we have a responsibility to teach children how to keep themselves safe when using tablets and other devices, and when accessing the internet.
It is now estimated that 86% of 3 year olds have their own tablet or device, which is often connected to the internet.
Please keep a close eye on our newsletter and the âThought of the weekâ section, or our blog posts, which will keep you informed of the key messages we share with the children.
- To inspire and challenge our children, through a safe and happy learning environment, to achieve excellent standards in computing including all aspects of the National Curriculum objectives for computing and e-safety.
- To engage our children through relevant and purposeful learning, so that they are equipped with skills and knowledge of how to use technology responsibly and safely
- To inspire a passion for learning in our children and build confidence to create programs, systems and a range of content.
- For pupils to be equipped with knowledge and understanding of the principles of information and computation, how digital systems work and how to put this knowledge to use through programming
- To ensure that our children, regardless of background or circumstance, have equal opportunities to use a range of current technological devices and are clear on how to keep themselves safe online.
- To support our children, through nurturing relationships, so they feel safe and comfortable to seek help and advice when it is needed.
- To enable our children to articulate their learning confidently and to remember knowledge and vocabulary, including our five rules for keeping themselves online.
- To ensure that any gaps in learning, as a result of COVID, are closed and pupils meet age related expectations in computing and e-safety.
- To equip children with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives inspiring further learning in computing and e-safety in secondary school and beyond.
- In EYFS, children have access to a range of technological toys through their provision, including torches, talk buttons, wind up cars, remote control cars, cause and effect toys, sound books, iPad and the interactive board. We use iPads to support reading, phonics and maths as well as teach children about the importance of keeping themselves safe when using electronic equipment and the internet.
- Computing is taught through cross-curricular âLearning Missionsâ. While technology is no longer part of the EYFS Profile, we have mapped curriculum progression in Computing from EYFS using the non-statutory Development Matters guidance through to Year 6. The curriculum progresses each year (See curriculum progression document).
- Learning Missions include âfocus tasksâ which every child completes linked to National Curriculum objectives. The children then have a choice of additional activities to further learning, practise retrieval and apply their knowledge to different contexts. Computing is threaded through all learning missions so that children become proficient with technology and the standards in their year group.
- There are regular opportunities for children to use high quality ICT, including iPads and the immersive room are used to support learning in all areas of the curriculum in every year group.
- We teach children the skills to stay safe online using advised guidance and through nurture and relationships, mutual respect and trust. This is done through our weekly Staying Safe sessions, RSE lessons and through raising awareness using days such as Safer Internet Day.
- We ensure that staff and volunteers are trained and confident in online safety, identifying and responding to
- Knowledge organisers are used to ensure key knowledge and vocabulary is introduced. Teachers ensure that knowledge organisers build on previous learning and that pupils remember their learning.
- The Opportunities Pledge ensures that every child has access to a wide range of opportunities that enhance the curriculum.
- The Computing curriculum is ambitious for children with SEND and those who are disadvantaged. Teachers identify gaps in prior knowledge and fill these by ensuring there are opportunities to revisit previously taught knowledge and skills or use resources to support their understanding.
- Pupils will have a deep understanding of the importance of staying safe online and know what to do if they have any concerns.
- Pupils can access and follow an ambitious curriculum that has our vision for exceptionally high expectations as a driver.
- Evidence in assessments, books and on display, show strong outcomes.
For further information on E-safety please visit:


Jakob Thorarensen, (born May 18, 1886, HÃºnavatnssÃ½sla, Ice.âdied 1972, Iceland), Icelandic poet whose interest was in the daily heroism of the worker.
Born in the barren country of the north, a kinsman of the Romantic nationalist poet Bjarni ThÃ³rarensen, Jakob worked on the farm and in fishing boats. When he was 19, he went to ReykjavÃk to be a carpenter and worked at the trade for many years before he could take up full-time writing. He had only a simple elementary education, but he read widely and built up a library of books in Icelandic and the Scandinavian languages.
His first collection of verse, SnaeljÃ³s (1914; âGlare of the Snowâ), interpreted the strength and self-sufficiency of the farmers and fishermen of Iceland. His short stories, published from 1929 to 1939, were in the same vein as his poetry and limned sharply drawn characters against a simple background.


Experts have identified an urgent need over the past decade to increase the number of professionals in STEM disciplines [1, 2]. According to the Bureau of Statistics, the U.S. needs to increase the number of STEM degree recipients by 34% on an annual basis . The need for STEM educators in K-12 education is highlighted as a particular population of STEM professionals that are in high demand due to the paucity of their numbers. Within K-12 engineering education specifically, scholars note that improvements are difficult because there are no clearly defined engineering curricula . These same scholars note that most educators are unprepared to advise students in K-12 about engineering careers, let alone introduce K-12 skills and knowledge in engineering into their classrooms . Engineering is often perceived as esoteric among early elementary education instructors, which can lead adults to be wary about adapting engineering curricula . It is worth considering whether or to what extent middle or high school educators perceive engineering in similar ways. Engineering for US All (E4USA): A National Pilot Program for High School Engineering Course and Database is a National Science Foundation-funded initiative designed to address this national need. The E4USA project aims to make engineering more inclusive and accessible to high school educators and students, particularly those from underrepresented populations. This paper describes the experiences of a sample of high school educators that comprise the inaugural cohort of nine E4USA educators. The educators' reflective responses to professional development (PD), which they received as preparation for this course prior to the start of the 2019-20 academic year are particularly illuminated.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jun 22 2020|
|Event||2020 ASEE Virtual Annual Conference, ASEE 2020 - Virtual, Online|
Duration: Jun 22 2020 â Jun 26 2020
ASJC Scopus subject areas


Embroidering the Earth, entrapping the moon in a cage, juggling starsâthese are the elements of the fantastic and beguiling world of Remedios Varo.
Natalia Iacobelli 17 August 2023
min Read21 November 2022
As someone who spends a lot of time thinking about paintings, I still often lose sight of how theyâre actually made. Theoretical and historical discussions of art tend to obscure the fact that paintings are first and foremost physical objects. Reading Todd M. Caseyâs The Oil Painterâs Color Handbook was a compelling reminder of the skill, study, and effort that goes into each canvas.
The Oil Painterâs Color Handbook was written by the artist and professor Todd M. Casey. His knowledge and enthusiasm for oil painting are reminiscent of my favorite art teacher in high school. The book is a guide to oil painting with a focus on one of its central tenants: color. This subject might appear niche, a single tenant of a single medium, but upon further inspection, it is vast and complicated. Thankfully we canât get too lost with Casey as a guide.
You must draw and measure, of course, but you must also learn how to see.
The Oil Painterâs Color Handbook.
If painting is the depiction of what we see, one must first understand how we see to fully understand it. This is where Caseyâs first chapter begins. He discusses how humans perceive light and color, revealing the deeply technical side of art that can sometimes be forgotten, the color theory that aspiring artists spend years mastering.
After laying a solid foundation of what color is and how it works, Casey moves on to how it can be harnessed by painters. The following chapters discuss pigment, palettes, color mixing, and harmony. Casey weaves art history through this to great effect, explaining the indirect versus direct methods of painting within the context of Ingresâ and Delacroixâs great rivalry.
Fun art history facts abound. For example, did you know that the invention of the metal paint tube was a catalyst for en plein air painting and Impressionism? Casey also touches on the history of art education: the influence of the French Academy on the way color is taught, the recent history of artistic instruction in America, and even his own experience as an art student in Boston.
One of The Oil Painterâs Color Handbookâs strengths is its illustrations. The book has many diagrams that evoke a science textbook, demonstrating the principles of light and color. Casey also includes a multitude of oil paintings that greatly improve the reading experience. Winslow Homer demonstrates chroma, Paul CÃ©zanne represents three-dimensionality, and Johannes Vermeer stands for primary colors. The paintings are well chosen and helped me reach a better understanding of color. Caseyâs own paintings can be found as well, including versions where the artist painted different variations of a single painting to demonstrate an artistic principle.
Painting is a constant balance between knowledge and intuition.
The Oil Painterâs Color Handbook.
The Oil Painterâs Color Handbook could be split into a theoretical half and a practical half. The former is more tied to science and art history meanwhile the latter is all about the paint itself. Casey details how to arrange a palette, how to mix colors, achieve harmony, and master light and shadow. Bridging the two sections is my favorite part of the book, the historical palettes. Using some of art historyâs most well-known works as examples, Casey creates color palettes for major art movements from the Renaissance era to the modern day.
At first sight, The Oil Painterâs Color Handbook might look like just another beautiful but insubstantial coffee table book. It was a happy surprise, then, to crack it open and discover a guide aimed at oil painters themselves. That is not to say that The Oil Painterâs Color Handbook is exclusively for artists. While it is at its core a âhandbookâ, it will certainly be appreciated by professional painters, art historians, and complete laymen alike. Casey is a talented painter and a gifted teacher, breaking down the essential concepts of oil painting with coherency and passion.
This well-indexed and well-researched work will surely remain an invaluable companion to art lovers for years to come. You can order the book on the publisherâs website.
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What is Developmental Language Disorder (DLD)?
DLD is a condition which makes communication difficult for children. It is a common disorder and research suggests it impacts up to two children in every classroom. It is referred to as a hidden disorder as it often goes unrecognised and unsupported.
Children with DLD have difficulty understanding and talking to others. Difficulties will generally extend from spoken language into written language and impact the development of reading and writing. DLD is a condition that presents in early childhood but may persist into adulthood.
DLD is NOT caused by hearing impairment or bilingual language development. It is NOT an intellectual disability or autism (although children with these conditions often have language difficulties).
What Does DLD Look Like?
Imagine wanting to listen carefully to your teacher and be part of the discussion but it is hard to understand what they say and the conversation moves too quickly for you. Imagine having great ideas but struggling to quickly find the right words to build a sentence to clearly express your thoughts. Imagine that you canât process what your friends say quick enough to take your turn and join in the fun.
Children with DLD may: Have difficulty understanding directions, questions and concepts. Have difficulty talking. They may use simple sentences and have difficulty with grammar. They may have difficulty finding the right words and overuse âitâ, âthatâ, âhereâ & âthereâ.
Children with language difficulties are often slower to talk than their peers. Children usually use their first words around 12 months and are using two word sentences by two years. Consider seeking support early if your child is late to talk.
Difficulties with language go on to impact learning in the classroom, literacy development, friendships and confidence. Many children with emotional, behavioural, attention and literacy difficulties have undiagnosed DLD that impacts the success of other supports that may be in place. We need to look to identify language difficulties so we can support children appropriately. Children with unsupported DLD are likely to be frustrated and not reach their potential.
How is DLD Treated?
The good news is that therapy is available to help support children with DLD to succeed socially and academically. Speech Language Pathologists (SLP) assess and treat children with DLD. Services are individualized based on the childâs individual profile.
A Speech Language Pathologist will talk with parents about their concerns. They will assess the childâs language skills using a range of tools including gathering information from home and school, observing play and conversation, and structured assessment tools that investigate understanding and expression (talking). When a child is bilingual, their skills are evaluated across both languages. From this information, they will identify any difficulties in the area of language. They will work with you to support the development of these skills.
Trust your instincts. If you feel your child is having difficulty understanding and expressing themselves, talk with a Speech Language Pathologist about your concerns. It is recommended that you seek help early with SLPs supporting children with language development from 18 months of age.
If you would like to talk to a Speech Language Pathologist please reach out for a free online consultation at https://www.australiantherapyservices.com.au.
You can find more information about DLD here: https://dldandme.org/
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Class is starting and Julian heads to the sensory table for âCenter Time.â He is excited to make rainbows with cereal bits and tweezers with Ms. Sara. He is working on creating patterns with different manipulatives strengthening his grip and motor skills. Ms. Crystal, a speech therapist, is also emphasizing sounds and encouraging articulation within the fun activity.
Julian will be developing skills suited for kindergarten while receiving the therapy he needs without having to leave the classroom. This classroom provides a unique school experience for Julian but he is not alone in needing a different approach.
There is a population of children that require a more therapeutic approach to education. And there are families in our Kansas City community, specifically Eastern Jackson County, who donât know where their child fits in the traditional education space.
Julianâs classmates each have their own challenges. They range in ages 4 thru 7 and may fall on the autism spectrum, have delays developmentally, socially or cognitively or simply require more intentional strategies. Whatever the case, they are at-risk of falling through the cracks in a conventional classroom.
This is why we started a Multi-Sensory Academic Enrichment Classroom this school year. For some children who are entering an academic setting for the first time, the standards and rigor of a typical classroom may already be too overwhelming. They need:
- Foundational skills like fine motor strength, grip and motor planning before they can be expected to write.
- Phonological awareness to be strengthened before they can begin to read.
- Articulation and language skill development to build speech and social confidence.
- And they need to be seen for where they are and what their individual needs are.
While we work to build the education foundation, a speech and occupational therapist are present to address the unique needs of each student. Because we have licensed therapists and educators simultaneously working together, children like Julian can get the immediate support they need throughout their school day.
We have a 15-year history of responding to the needs of our community and we seek to continue that charge. This class draws from our comprehensive whole-child model. We meet each child where they are and adapt their education to ensure they do not slip through the cracks and can achieve their highest potential.
When children like Julian succeed, all boats rise. Families feel empowered and our community is strengthened. And thereâs a lot of hope in that!
If you have any questions about our Multi-Sensory Academic Enrichment or know someone who could benefit from this educational approach, feel free to contact Heather at 816-695-1255.


The Tyler ISD Academic Approach
We work to ensure that your child will reach his or her highest academic potential to graduate high school prepared for higher education and/or the workforce in the global market, while closing the achievement gap.
Reading and Writing
Listening, talking, reading, and writing are all parts of early literacy learningâand theyâre all connected.
Learning to read, with an emphasis on phonemic awareness, phonics, sight words, and reading comprehension begins in our pre-k program.
Mathematics provides an effective way of building mental discipline and encourages logical reasoning and mental rigor.
In addition, mathematical knowledge plays a crucial role in understanding the contents of other school subjects such as science, social studies, and even music and art.
Science enhances your child's curiosity, wonder and questioning, building on their natural desire to seek meaning and understanding of the world around them.
Scientific inquiry is introduced and encountered by students as an activity that can be carried out by everyone including themselves.
Social studies connect students with the real world to teach them to become good citizens.
In todayâs interconnected world, students must be prepared to interact with people of all cultures and communities, and social studies prepares them for this.
Benefits and Facts
With academic achievement as the primary objective, Tyler ISD takes strong measures to ensure a positive, safe and orderly learning environment, to instill self-discipline, and to enforce standards of excellence throughout the district.
TEA District Rating
We scored an 88 out of 100 with TEA.
In the 2021-2022 school year, 17 campuses earned at least one distinction.
Just over 96% of our students received their high school diploma on time or earlier, almost six points higher than the state average.
Programs Available to Your Child
We offer a number of specialized programs for your child. These programs help provide a strong foundation, different learning environments, and/or focus on workplace training.
Leader in Me
Leader in Me embodies a holistic approach to education, redefining how schools measure success.
Career and Technical Education
Career and Technical Education (CTE) programs allow students to explore career pathways during high school and are organized into programs of study.
Dual Credit Classes
Dual Credit allows students to take college courses while still in school through our partnership with Tyler Junior College, saving money on tuition.
When your child participates in AVID, they are more likely to graduate and attend college, and more importantly, they will be able to think critically, collaborate, and set high expectations to confidently conquer the challenges that await them.
Advanced Placement (AP)
Our AP program offers students the opportunity to take college-level courses and exams in high school and earn college credit, advanced placement, or both at many colleges and universities.
By earning college credit in high school and skipping introductory courses in college, your child can save time and money as they work toward a college degree.
Visual and Performing Arts
Research shows that after just two years of music education, students show substantial improvement in reading scores and how the brain processes speech.
We have something for everyone. This includes programs such as character education, health and safety education, the Texas Virtual School Network, guidance and counseling and career and technical education.
Technology is a fundamental part of the education process. Experts have found that technology has the ability to create profound changes in teaching and learning, creating opportunities for unprecedented collaboration, engagement, and support.
While the applications and benefits of instructional technology vary widely, all instructional technology shares one main purpose: to create engaging and effective learning experiences for our students.
Electronic devices are provided to each student to enhance the learning experience and equip families to meet learning expectations.
Interactive Clear Touch Panels
Interaction designed for all learning styles. These panels allow our classroom teachers to bring learning to life.
We provide access to high-quality online educational resources for our students.
Academic support entails a variety of instructional methods, educational services, and school resources that help students accelerate skill acquisition and learning progress, meet expected school requirements and competencies, and succeed in their education.
Successful academic support programs are also positively associated with social-emotional skills such as creativity, resiliency and problem-solving, which in turn increase success in school and life.
We believe that support for our students and teachers should be a high priority throughout our district, and it is.
Support for Students
Support for Teachers
There are many reasons why you should choose Tyler ISD.
If you are impressed with academic offerings, you should check out the rest of what we offer.


Book Review â Space: Godâs Majestic Handiwork
We have seen it so many times. Eager children dance around their mother as they proceed to pick out books from the public library. The books all look so appealing! Little Johnny is a space fanatic since he has just acquired a new telescope. Ah, here we go, nice books on space! But mother shakes her head. Maybe we can find a book somewhere else that provides better information on space, information that conforms to the biblical record. Well, look no further! Institute for Creation Research has produced a very nice introduction to space for children of kindergarten age to grade 5.
This little book is written in clear language with a larger font size. Colourful drawings illustrate each topic without providing confusing detail. And the issues discussed are comprehensive indeed. We start with creation week and then turn our attention to outer space. A list follows of âsmart guysâ who studied the heavens in the past. These people helped us understand what we see in the sky. Space is very big, but the Big Bang does not explain it, only Genesis gives us a good understanding of its origin.
Soon we are conducted through the solar system from the sun, proceeding outward. For each solar body, we learn its significance and other details such as diameter, distance from the sun, is there a ring system, is there a global magnetic field and so on. Past Pluto, the authors discuss asteroids and comets, stars, galaxies, black holes, meteors, auroras, and eclipses. They conclude this section with a discussion of our young universe. Very young children will not care about detailed numbers, but as they grow older, this information provides food for thought and for further reflection.
The beauty of a book like this is that it encourages the reader to see the heavens as a wonderful testimony to the work of our creator God. A glossary, index and lists of further resources encourage us all to continue to learn more about the awe inspiring heavens.
ICR Authors. ICR Science for Kids. Space: Godâs Majestic Handiwork. 111 Pages. Paperback. Full colour.
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Reading well by third grade is one of many developmental milestones in a childâs educational experience. Literacy development starts at an early age and is the basis for all academic success. Reading well by Grade 3 ensures that a student has a solid foundation of literacy skills to continue to expand their understandings of what they read, make meaning, and transfer that learning across all subject areas. Instruction that provides the basis for all students to read well by third grade and beyond will help close the achievement gap and ensure that all students are ready for the demands of college and the workplace.
As written in MN Statute 120B.12, a school district must adopt a local literacy plan to have every child reading at or above grade level no later than the end of Grade 3. Local Literacy Plans for every Minnesota public school district and charter school, serving kindergarten through third grade, are to be posted on each district website. The information is intended to guide schools and districts as they work toward meeting the requirement of all students reading well by the end of third grade.
If you have questions regarding the literacy plan, please contact:
Erika Nesvig, Director of Educational Services


The start of a new school year always presents an opportunity to set the course for a successful year of music-making, and nothing is better for charting that course than effective leadership from directors and students.
Letâs take a look at how just one event â the yearâs first concert for beginning students â can provide opportunities for our more experienced students to add value to this very special occasion. At the middle school level, the more advanced students could help with planning/executing this initial concert for the beginning level students. Providing an âinformanceâ concert is as much about getting the parents excited as it is the students. Itâs also an effective way to showcase to these âbeginning parentsâ how quickly students can acquire music-making skills. In addition, parents will see firsthand some of the more long-lasting results of being in the program, i.e., the older classmates exhibiting both leadership and musical skills. So what roles can our more experienced students play? Although your students will certainly come up with their own ideas, here are a few to help prime the pump:
1. Ask your more experienced students to come up with short, humorous skits to demonstrate the musical growth from one year to the next, and then insert appropriately within the various parts of the concert. One idea might be to select a few measures from the beginning level method book for a first-year student to perform, then transition to a second-year student performing the same few measures demonstrating improved playing skills, then the third-year student doing the same with, for example, added ornamentation. Another skit idea might be developed to demonstrate effective practicing at home, where one student is practicing in a noisy environment (i.e., TV is on, brothers and sisters playing in the background, etc.), working under poor lighting conditions while lying on the floor, contrasted with another student in a quality practicing environment â appropriate chair, lighting, music stand, attentive parent, etc. Your student leaders will come up with a variety of creative ideas. All you have to do is give them the opportunity.
2. Put your best foot forward by asking some of your student leaders to welcome the audience at the door with an inviting smile and warm greeting. Dressed in their uniform with name badge attached, they could distribute programs and/or NAMMâs advocacy brochure, âWhy Learn to Play Music?â This beautifully designed brochure has been revised to include the newest research and statistics highlighting the many benefits of music education and is available in English and Spanish. You can order these free brochures through your local music dealer or online by clicking here.
3. Working with the high school director, arrange for high school student leaders to assist the beginning-level students with tuning, organization and preparation (i.e., appropriate unified appearance of uniforms such as tucking in of shirts) prior to the start of the concert. Extra sets of hands are always needed, and the beginning-level students will enjoy the attention they get from the high school students who they view as ârock stars.â
4. Another way to involve high school students is to ask them to provide introductory performances (solos, duets or small ensembles) prior to the formal start of the concert. These performances could take place on the stage or in the lobby as the audience enters the venue. The concert could also conclude with the entire high school marching band making a surprise entrance in full uniform while playing the school fight song or another appropriate selection. The high school students could then âhigh-fiveâ the beginners and congratulate them on their first performance. What an exciting way to end the event!
5. Finally, if you havenât used âFirst Performance for Bandâ or âFirst Performance for Orchestra,â you might consider using it this year. These comprehensive resources are available through your local dealer or directly from Hal Leonard. These turn-key packages provide a framework for a short (30 minute) introductory, informance concert and also feature a written narration, sheet music, parts, sample letter, plus programs and certificates for beginning band/orchestra students. They are designed to be used after just seven short weeks to get the students playing right away!
We get only one chance to make a first impression, so letâs make the most of it by giving our more experienced music-makers leadership opportunities in what will be a memorable first concert for our beginners and their families. The result will certainly net years of additional music-making experiences for those who are beginning this coming year and who, in future years, will help craft the First Performance Concert for others.
This article originally appeared in the Fall 2016 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.


The National Curriculum for music aims to ensure that all pupils:
- Perform, listen to, review and evaluate music
- Be taught to sing, create and compose music
- Understand and explore how music is created, produced and communicated.
At Buckshaw Primary School our aim is to provide a high quality music education that engages and inspires pupils to develop a love of music and nurtures their talent as musicians.
Children will gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any personâs life.
The music curriculum ensures students sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as various concerts and performances both in and out of school. By using Charanga as the basis of a scheme of work, we can ensure that they are fulfilling the aims for musical learning stated in the National Curriculum. Pupils have the opportunity to perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions. They learn to sing and to use their voices, to create and compose music on their own and with others. Charanga provides a classroom-based, participatory, and inclusive approach to music learning. Open ended tasks are provided that can have a variety of responses and teachers also differentiate activities using the Charanga Bronze, Silver and Gold challenges. An emphasis is placed on musical vocabulary, allowing children to talk about pieces of music using the correct terminology. Teachers can also use the âfreestyleâ element of the package to provide cross curricular lessons that also follow childrenâs interests.
In KS1, the children enjoy singing songs and speaking chants and rhymes. They have the opportunity to play both tuned and percussion instruments which they use to create, select and combine sounds. They also listen and move to a wide range of music.
Children in KS2 build on the skills acquired in KS1 so that, by the end of year 6, they sing and play with increasing control and self-confidence. They deepen their understanding of music in the world and the significance of music through history. Children are encouraged to explore their own musical preferences and discuss these with confidence.
Performance is at the heart of musical teaching and learning. Every child at Buckshaw Primary School is given the opportunity to perform to each other in class. Our Christmas and end of year performances provide an opportunity for the children to share their work in music with parents, governors and other friends of the school. In addition, children at Buckshaw Primary School are able to use technology to create digital music Children from the youngest year groups use apps including Purple Mash to explore musical sounds, whilst this progresses through different programmes until UKS2, where children can compose whole songs.
Our music Curriculum is planned to demonstrate progression and build on and embed current skills. We focus on progression of knowledge and skills in the different musical components and like in other subjects, discreet teaching of vocabulary also forms part of the units of work.
If children are achieving the knowledge and skills in lessons, then they will achieve age related expectations at their end of each academic year. Children will understand and apply subject specific vocabulary. They will use music as a form of expression and participate in wider musical activities. Children will develop a love of music and an appreciation of different music forms.
Music reflects the culture and society we live in and so the teaching and learning of music enables children to better understand the world they live in. Children are able to enjoy music in as many ways as they choose-either as listener, creator or performer. Children have the opportunity to discuss and share their own thoughts, opinions and ideas, acknowledging and respecting that these may vary from others.
Opportunities are provided for children to further support their understanding by visiting musicians, concerts and school productions. External interests and talents are also encouraged and showcased in class and assembly, ensuring that everyone is challenged regardless of previous musical experience.


Link to full text: https://www.tandfonline.com/doi/full/10.1080/02568543.2022.2098427
Access: FREE/Open Access
Download the full text: Yang_2022_Parental Expectations and Home Language Environment â A Questionnaire Study of Chinese-Norwegian Dual Language
core topic(s)Early Literacy
Population CharacteristicsInternational , Kindergarten , Lingually Diverse , Race, Ethnicity, and Culture , Toddler/Preschool
Exposures, Outcomes, OtherHome Language/Literacy/Learning Environment , Language and Literacy Development , Parent Behaviors and Skills , Parent Knowledge, Attitudes, and Beliefs , School Readiness and Educational Outcomes
objectivesThis study examined how parental expectations were associated with Chinese-Norwegian dual language learnersâ Chinese language skills.
outcomes evaluatedDual-language skills
settingChinese parents in Norway participated. They were scattered across Norway, with more than half living in the larger Oslo area. Most of the participants were highly educated: 87% had obtained a higher education degree and 19% held a Ph.D. Their professions varied, with a sizable proportion of skilled workers, such as engineers, software developers, accountants, and researchers.
methodsA total of 118 Chinese parents in Norway completed a questionnaire in which they reported their expectations for their childrenâs Chinese language development, characteristics of the home literacy environment (resources and practices), and childrenâs Chinese language skills. The children were ages 1;6â14;0 (M = 6;2, SD = 2;6) and spoke Chinese at home while learning Norwegian in preschool and school.
sample sizen=118 (parents)
Questionnaire contained four sections:
- Family Demographics
- Parental Expectations: Common European Framework of Reference for Languages (CEFR) and used the can-do statement
- CHLE Items: Parents reported Chinese literacy resources (e.g. books at home, frequency of trips to the library) and practices (e.g. frequency of shared reading, storytelling, video watching, and song listening) children had access to at home
- Parent-Reported Chinese Language Skills: Alberta Language and Development Questionnaire (ALDeQ)
resultsWe found that parental expectations positively linked to parent-reported Chinese language skills. Moreover, this link was partially a factor of childrenâs Chinese home literacy environment. The results suggest that parents who manifested their expectations by facilitating a rich home literacy environment (i.e., childrenâs books and activities like shared reading, storytelling, listening to songs, online chatting with Chinese relatives, and playing with Chinese friends) supported their childrenâs Chinese language skills.
conclusionsBy documenting parentsâ efforts and their association with improved language outcomes, this study adds nuance to our understanding of the high expectations set by Chinese immigrant parents, and provides implications for parents, teachers, and researchers.
limitationsFirst, the questionnaire data drew correlational rather than causal results. Even though previous longitudinal studies suggested the unidirectional relationship from parental expectations to home practices (Englund et al., 2004), from parental expectations to childrenâs later academic performance (Froiland et al., 2013; RÃ¤ty & Kasanen, 2010), and from preschoolersâ HLE to their language outcome (Niklas & Schneider, 2013; Silinskas et al., 2020), we cannot preclude the bi-directionality in the model...Second, all the data came from an online survey with self-report questions for parents. Although anonymity might tune down the social desirability bias, we cannot rule out other potential biases...Third, our model only explained a moderate portion of variance for CHLE (26%) and parent reported Chinese language skills (47%). The rather small R-square might result from the aforementioned limitation of the questionnaire measures...Additionally, as previously noted, the sample of the study mainly had a high educational background. Although this homogeneous group was in accord with a national report on the Chinese community in Norway (Statistics Norway, 2008), and our findings are consistent with previous research, we need to be careful when generalizing the findings from one immigrant sample to another.


This week in Shalom Chaverim was all about including young children at the Seder table. We spent lots of time creating objects for children to interact with authentically as they learn the story of Pesach. We focused throughout the morning on sensory experiences for children relating to Pesachâ things for children to touch and feel and taste and hear. We started out by making placemats.
As children painted and drew on their placemats, they explored the items on the Seder plate and talked to parents about what their Seder will look like.
Then we made our own Red Sea!
As we counted out fish, squeezed gel and food coloring into our bags, and mixed the color in, we built fine motor strength in our fingers and hands and built numeracy skills. The sensory experience of moving and squishing the gel through the bag was a big hitâ and we can use them to part the Red Sea on Pesach!
Finally we made Elijah cups for our Seder tables.
They turned out every bit as unique and wonderful as the artists who created them! What are your favorite ways to include young children in the Passover Experience?


In 1990, the box office watermark âMatrixâ and its 360Â° pans, slow-mo bullet trajectories, left audiences gobsmacked, and the iconic visuals lingered in geek memories for years. This film set a benchmark for virtual reality (VR)in the entertainment world, and since then, technology has taken a dimensional shift from the regular to the out-of-the-box.
VR has been extensively employed in the gaming industry. Its foray into education is relatively new and yet to prove its potential. However, it has the potential to revolutionise learning, retention and content delivery exponentially. One can learn to play musical instruments, fix a computer, and draw a painting in the virtual world. It is true that some gifted teachers have made classroom experiences unforgettable and met teaching outcomes outstandingly.
With VR, students feel that they are in a different place, doing something hands-on. It enables a high impact learning experience and helps them engage more with the content, besides giving them the space for exploration, and trial and error. They learn through constant simulation that helps them apply their knowledge faster, think quicker and experience real-life situations.
VR has the potential to render physical tools and equipment, and place them in the hands of a student at no extra cost. Witnessing atomic collisions inside CERNâs Large Hadron Collider slowed down and virtualised to understand the action of electromagnetic forces might have sounded like science fiction 20 years ago. But today, virtual reality has changed the face of chemistry labs, engineering workshops and physics classrooms, altogether. Micro learning using VR can enhance learning practice and help students get first-hand experiences of different environments and retain what they learn, longer than usual.
Enhanced visual thinking
The capacity to create involved ecosystems enables the teacher to deliver knowledge in a more relatable and vivid manner than words. VR opens doors to the visual possibilities that students can access, explore or interact with. This makes understanding any new concept more natural and think on-their-feet. The other most important aspect of VR in a classroom is the instant emotional reaction of the students in various situations. It allows for the facilitator to monitor how students are responding to the learning and measure how immersive their learning is.
Map individual learning
VR-enabled classrooms allow real-time assessment of students with different capacities. There will always be students with different rates of lesson absorption, retention and ability for application. Checkpoints can be built into programmes that instantly test understanding, and learning pathways can be personalised to assess previously learned concepts upon which advanced lessons are based.
Stephen Hawking will not be remembered as the only person who could tap virtual encyclopaedias on a wheelchair. VR can provide a platform for the differently-abled student. They can become a part of any classroom merely with the addition of a headset. VR can empower every learner with the tools to fulfil potential.
In India, over seven million children are yet to be enrolled for elementary education, over 20% students drop out of schools and colleges after secondary education due to non-availability of educational establishments in rural areas. VR can change the way education is served in remote areas. A universal classroom can become a reality. Students can become a part of global education systems and instantly access latest breakthroughs in knowledge, practice and technology.
It is important to understand that it would be incorrect to assume that VR is a threat to mainstream teaching jobs. In truth, VR is not designed as a substitute for the teacher but as a supplement. With it, teaching does not need to take a back seat, nor should it take place in a completely rendered, virtual environment. Augmented reality will allow teachers, trainers, facilitators and institutions the option to insert the digitally rendered VR elements and graphics into the real world to help students attain learning goals more efficiently.
Industry 4.0 ready
Technology is changing industries at a pace that it must be constantly monitored, analysed and upgraded. For this task, experience and problem-solving skills are needed from the get-go. VR allows learners to obtain this proficiency in controlled and simulated settings. Students learning in virtual reality, and using its associated supplies, will become acclimatised to a new, innovative culture and be ready to embrace the possibilities of similar emerging technologies as they arrive. Virtual reality will help nurture creativity and critical thinking in students and help them become job- ready in the dynamically-challenged organisations of Industry 4.0.
The author is the Pro Vice Chancellor, JK Lakshmipat University, Jaipur.


Introduction: Caring for a baby is a beautiful journey filled with joy, challenges, and endless opportunities for growth. While the primary focus is on meeting their basic needs, itâs essential to recognize that incorporating arts into baby care can have a profound impact on their development. In this article, we will explore four key aspects of using arts in baby care, emphasizing the importance of creativity in early childhood.
- Sensory Exploration: Babies are naturally curious, and their sensory development is a crucial aspect of their early years. Engaging them in artistic activities like finger painting, textured sensory play mats, or exploring soft fabrics through touch can enhance their sensory experiences. These activities not only stimulate their sense of touch but also foster cognitive development by introducing them to different textures, colors, and shapes.
- Bonding Through Music: Music has a magical way of connecting with babies. Singing lullabies, playing soothing melodies, or introducing simple musical instruments like rattles and xylophones can create a strong bond between you and your baby. Additionally, exposure to music at a young age can enhance their auditory perception, rhythm recognition, and language development. So, donât hesitate to have a little dance party with your baby in your arms!
- Visual Stimulation: Babies are drawn to visual stimuli, and incorporating art into their daily routine can provide them with a captivating visual experience. Hang colorful mobiles above their crib, introduce them to age-appropriate picture books with vibrant illustrations, or use high-contrast black and white patterns to stimulate their developing vision. These visual cues not only entertain but also contribute to their cognitive growth and focus.
- Creative Play: As your baby grows, creative play becomes increasingly important. Supply them with non-toxic, age-appropriate art materials like crayons, washable markers, and playdough. Encourage their self-expression by letting them explore and experiment with colors and shapes. Artistic activities promote fine motor skill development, hand-eye coordination, and the expression of emotions, allowing your baby to communicate their feelings in a healthy way.
Conclusion: Incorporating arts into baby care is more than just a means of entertainment; itâs a holistic approach to nurturing your childâs physical, cognitive, and emotional development. By engaging in sensory exploration, bonding through music, providing visual stimulation, and encouraging creative play, you can create a nurturing environment that fosters your babyâs artistic expression and overall growth. Remember, itâs not about creating masterpieces; itâs about sowing the seeds of creativity and curiosity that will continue to bloom as your child grows. Embrace the arts in baby care, and youâll be nurturing a little artist who sees the world through a colorful and imaginative lens.


Importance of Play
Watch young children at play and you will be delighted by their enthusiasm and unbridled joy. Observe more closely, however, and you will see that these boys and girls are actually hard at work. Jean Piaget, the clinical psychologist known for his pioneering work in child development, concluded that âplay is the work of the child.â Albert Einstein, one of the most respected minds of the 20th century, declared play to be âthe highest form of research.â
Your pre-school child is going through a wonderful and unique stage of life: it is not a dress rehearsal for adulthood nor is it a competitive race against other children. It is a time of awe and wonder in which his natural curiosity guides him to new knowledge about his world. This knowledge is most naturally gained through periods of hands-on, child-selected, interest-based play activities.
âPlay is the work of the child.â
âPlay is at the heart of young childrenâs exploration and their engagement in learning experiences. During play, children maximize their attention span as they focus on self-selected activities that they regulate themselves. When children make their own choices, engage other children in interaction, and spend time amusing themselves on their own, they learn much about themselves, their own capabilities, and the world around them. . . Play not only provides the context for thinking, building knowledge, being attentive, solving problems, and increasing social skills, it also helps children to integrate their emotional experiences and internalize guidance from their teachersâ (California Preschool Curriculum Framework, Vol. 1, 2010).
âPlay is the highest form of research.â
Rae Pica, in her book What If Everybody Understood Child Development, recounts many additional benefits to children whose schools value play as an integral part of the daily schedule:
- Cooperative play is conducive to emotional health. It promotes a feeling of being in control of oneâs life, increasing self-esteem and resulting in greater sensitivity and trust toward others and increased motivation.
- Play encourages children to find new ways of relating to one another and enhances the ability to share, cooperate, negotiate, compromise, make and revise rules, and take on the perspective of others.
- Play provides opportunities for children to meet and solve problems while expressing their thoughts and feelings.
- Play allows children to cooperate with others, persevere, practice self-regulation, and develop feelings of empathy toward others.
- Play encourages children to see that in any given situation there is more than one ârightâ answer, which encourages divergent problem solving.
- When children play together at an activity of their choice, it promotes language and literacy development.
- Playing with others prompts children to collaborate and compromise as they share ideas, decide what activities to pursue, and agree upon the best strategy to accomplish their goals.
Dr. David Elkind, author of The Hurried Child, The Power of Play, and Miseducation, offers this assurance: âPlay in early childhood is a fundamental model of learning that ensures the best preparation for benefiting from later academic instruction.â


Building a New Nation Student Exercises
Contains worksheets that correspond with extension activities from the student text. These activities might include word puzzles, creative writing activities, research opportunities, story or character analysis and more.
This exercises booklet for Building a New Nation allows students to take a deeper look into several of the readings and to reflect on what they have learned. Activities include creative writing story preparation, story analysis, play enactment, research report writing, and character trait identification.
The new fifth-grade reader from Christian Liberty picks up where Finding a New Land left off, introducing notable people and events from America's westward expansion through the 20th century. Reading selections include historical fiction, folktales, biographical accounts, poetry and true stories. Most selections include colorful, cartoon-like illustrations, a vocabulary list with definitions, comprehension questions and an extension activity or two. While some extension activities send you to websites to discover more, or provide topics for research, others will direct you to the Student Exercises Booklet for a corresponding worksheet. These activities might include word puzzles, creative writing activities, research opportunities, story or character analysis and more. Directions for completing these activities and answers to the comprehension questions are found in the Teacher's Manual. The test packet provides unit tests (with multiple-choice, true/false and vocabulary questions) and an answer key. - Jess
Teach reading skills using this God-honoring program filled with enriching and interesting reading material. Throughout this series, students read children- and history-oriented stories. Grade K emphasizes phonics instruction (2 books of single-syllable, short vowel, words; 2 books use multi-syllable words, long-vowel sounds). Grade 1 reinforces and applies these phonics skills. Grade 2 assumes students have a good grasp of phonics, so the series then shifts to progressively more challenging vocabulary and reading and emphasizes reading comprehension. Grade 3 stories span a broad history, including ancient and Bible. Grades 4-5 emphasize American history readings. Grade 6 highlights abridged and revised selections from classic authors. Some levels require Teachers' Manuals, student activities, and tests.


Language and Education
Recognizing the importance of academic language for studentsâ success in schools, this article reports on an investigation of how narrative-focused literacy events in the classroom provide opportunities for academic language socialization. Data were collected from one public elementary school in a major metropolitan area in the Mid-Atlantic region of the United States. Participants include an intact kindergarten class of 16 students from culturally and linguistically diverse backgrounds and their teacher. The results of the investigation revealed that sharing time provides opportunities for socialization to academic register through: (1) requiring that students successfully navigate the academic language demands of the interaction, (2) providing differentiated teacher scaffolding that supports students in meeting these demands, and (3) building a linguistic third space. The author discusses how the data and results demonstrate that the roots of mature academic language register are in the emergent academic language used in early childhood classrooms.
Copyright Â© 2016, Taylor & Francis
Taylor & Francis
Place of Publication
Milton Park, United Kingdom
Gallagher, Colleen E., "Socialization to Academic Language in a Kindergarten Classroom" (2016). Teacher Education Faculty Publications. 38.
Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons


This study examined the perception of the high school choral experience as a function of gender, grade level, and musical experience. The perception of meaning of choral experience was defined by five factors of musical-artistic, achievement, integrative, communicative, and psychological as defined by Hylton (1980). Participants included 84 choral students from two public high schools in the State of Indiana. Among the participants, 29 students came from a small high school with approximately 400 students, and 55 students came from a high school with approximately 1000 students. A modified version of Hylton's (1980) Choral Meaning Survey was used. The 84 participants were asked to indicate their agreement or disagreement to each item on a 5 point Likert-type scale. The result show that all the factors of the Choral Meaning Survey received high means. The students responded most positively to items related to achievement dimensions. A multivariate analysis of variance (MANOVA) procedure was employed. The main effects of gender, grade level, musical experience and their interaction effects were non significant.
"Perception of the Meaning of High School Choral Experience,"
Visions of Research in Music Education: Vol. 2, Article 3.
Available at: https://digitalcommons.lib.uconn.edu/vrme/vol2/iss1/3


The paper investigates the history of instrumental music programs in Victorian government secondary schools over a fifty-year period. These programs are investigated using archival material, State government documents and curriculum changes. Factors which impacted the transformation were government policy, societal trends, developments in the curriculum and policy reform. The study found that there was a demand for these programs despite the issues of costs, access and quality. It wasnât until the government review into the status of music in Australian schools in 2005 that music programs could be discussed more holistically at a national level. This prompted a review into music education at the State level after the subsequent formation of the School Music Action Group. From this, there has been more awareness of the issues and the need for more support for instrumental music programs.
|Journal||Victorian Journal of Music Education|
|Publication status||Published - Jan 2017|


Alexandria Thompson is a seasoned guitar instructor with a particular expertise in acoustic and classical guitar. She holds a degree in Music Education and has spent over 15 years sharing her passion for music through teaching. Alexandria takes joy in authoring articles that simplify and make the guitar learning process engaging for newcomers.
Well, let me start by saying that the world of guitar chords is vast and exciting. There are countless chords out there, but as a beginner, you'll be happy to know that you can start with just a handful of basic chords. These chords will lay a solid foundation for your guitar playing journey and allow you to play a wide variety of songs.
Now, you might be wondering, "How many basic guitar chords are we talking about?" Well, the number can vary depending on who you ask, but generally speaking, there are around 12 to 15 essential chords that every guitarist should learn. These chords include open chords, power chords, and barre chords.
Open chords are the first chords you'll encounter as a beginner. They are called "open" because they include open strings, which means you don't have to press down any strings with your fingers. Some popular open chords include the C, D, E, G, and A chords. These chords are relatively easy to learn and will allow you to strum along to many songs.
Power chords, on the other hand, are commonly used in rock and punk music. They are simple two-note chords that create a powerful and energetic sound. Power chords are movable, meaning you can play them in different positions on the guitar neck. Learning power chords will give you the ability to play many rock songs with ease.
Lastly, we have barre chords. Barre chords are a bit more challenging but are essential for expanding your chord vocabulary. They involve using one finger to press down multiple strings across the guitar neck. Barre chords are movable as well, which means you can play them in different positions, just like power chords. Once you master barre chords, you'll be able to play songs in any key and explore more complex musical territories.
So, to sum it up, there are around 12 to 15 basic guitar chords that every beginner should learn. These chords include open chords, power chords, and barre chords. By mastering these chords, you'll have a solid foundation to build upon and be able to play a wide variety of songs.
If you're looking for a comprehensive guide on learning guitar chords, I highly recommend checking out Guitars Republic. We have a wealth of resources, including chord charts, tutorials, and tips to help you on your guitar journey. Remember, practice is key, and with dedication and perseverance, you'll be strumming away in no time. Happy playing!


Date of Award
Doctor of Occupational Therapy (OTD)
In the early-elementary school curriculum, foundational skills are established to promote success in education and beyond. With limited remediation opportunities in the areas of fine motor and social skills, students are not receiving adequate resources to foster academic success. Students who demonstrate deficits in fine motor and social skills are prone to negative peer and teacher perception, a lack of self-esteem, decreased mental flexibility, and an inability to communicate knowledge effectively (Case-Smith et al., 2014; Lust & Donica, 2011; Taverna et al., 2020). These adverse consequences often result in a negative attitude towards school and low academic performance, which may persist throughout life if not addressed early on (Fox et al., 2020).
Weiland, Krista Rae, "INTEGRATING OCCUPATION-BASED ACTIVITY GROUPS IN THE EARLYELEMENTARY SCHOOL SETTING" (2023). Occupational Therapy Capstones. 584.


Substantial progress had been made in early childhood education in Ghana in the last decade. Though gender parity at the primary level was attained in 2013 and retention rates are similar between girls and boys, over 600,000 primary school age children are not enrolled. Children with disabilities (nearly 20%) are not attending school and despite efforts to close the gender gap, girls face higher barriers to access, especially at the secondary level. The Making Ghanaian Girls Great (MGCubed) program is part of the United Kingdomâs Foreign, Commonwealth & Development Office-funded Girls Education Challenge and follow-on project implemented between 2014 and 2021. MGCubed was originally designed and delivered by the Varkey Foundation and since transferred to Plan International in 2019. The program aims to address educational challenges through the provision of distance learning infrastructure, teacher support, cash transfers, and afterschool life skills sessions with school age boys and girls. The Varkey Foundation contracted Social Impact to conduct the baseline and midline evaluations to determine the programâs effect on students and their communities.
The project operated on the assumption that the transition from primary to secondary school is the key to girls furthering their education and subsequently living healthy, fulfilled lives. MGCubed, therefore, sought to address barriers that prevent this transition such as insufficient funds, a preference towards funding boysâ education, and girlsâ domestic responsibilities. Underlining these barriers are the interlinked issues of economic poverty and social norms held by a girlsâ community.
MGCubed provided programming to marginalized girls from 72 participating schools (treatment group) in grades Primary 3-6 and Junior High School who were evaluated against 72 schools with no intervention (comparison group). To create and sustain transformative change, MGCubed addressed individual attitudes, as well as systems and community-level behaviors that contribute to a girlâs ability to overcome educational barriers. On the individual level, the program targeted literacy, numeracy skills, and successful transitions to higher grades by providing grade-specific lessons in Math and English as well as interactive sessions on careers, future aspirations, gender stereotypes, health, and more.
MGCubed engaged parents, community members and government stakeholders in a variety of ways including direct cash support to families for secondary school fees, and support to the Ministry of Educationâs ongoing work promoting gender equity in education. The project also offered trainings for teachers and school heads to ensure quality instruction, supportive leadership, and enhance their capacity to recognize child protection and gender issues. MGCubed estimated that this training will subsequently benefit 14,400 girls directly, and 3,600 girls indirectly.
Under MGCubed, SIâs team conducted both an Early Grade Reading Assessment (EGRA) and a Secondary Grade Reading Assessment (SeGRA) at baseline and midline to test studentsâ literacy skills. The EGRA, which was tested orally, examined studentsâ ability to correctly identify letter sounds, read familiar words, and parse out nonsense words. The SeGRA, a written exam with three components, tested upper grade participantsâ responses to analytical and inferential questions, and their ability to write a short essay.
Findings and Recommendations
The evaluation examined the difference in how treatment and comparison students performed over time. SI found that girls in the treatment schools achieved an increase in literacy scores 1.16 % points higher than that achieved by comparison girls, demonstrating the program had a small, but significant, impact. Participating girls improved their attendance over the course of the project (85% of enrolled girls were attending school by midline up from 81% at baseline), and 51% of the treatment girls demonstrated marked improvement in life skills, particularly in the areas of agency, and self-efficacy. Between baseline and midline, the likelihood of a beneficiary girl to transition successfully to the next class increased by 11% points, an approximately 5.5% point greater increase in transition as compared to the comparison girls.
Based on the evidence from baseline and midline data, SIâs team provided several recommendations for continuous improvement of MGCubed including incorporating additional math and native language curriculum, and tailoring lessons for students with disabilities or other barriers.


Involving families in their children's early education is vital for brain and literacy development. Parents who interact regularly with their children and who believe their children are interested in talking and reading, are more likely to provide at-home vocabulary-building and print-rich learning experiences.
Nurturing parents and family members not only shape development during the initial years of life, but also during adolescence and young adulthood.
Positive parental and family influences need to be in place long before children enter elementary school in order for them to be successful. ELM assists preschool teachers to establish this critical school/home learning connection by providing families with take-home books through the classroom lending library. Additionally, ELM provides take-home literacy bags which include a book and a supplemental literacy activity.
ELM encourages families to use myON Reader at home which exposes children to technology and furnishes them with a seemingly endless variety of interesting books for their ages


The study of Mathematics establishes sound and well developed numeracy skills which are essential to studentsâ future learning and their successful interaction within the world. It provides students with access to important mathematical ideas, knowledge and skills that they will draw on in their personal and work lives.
The Mathematics program ensures students can demonstrate confidence and competency with mathematical concepts and skills by the time they finish primary school.
Mathematics in The Victorian Curriculum covers three key domains/areas:
What does this look like at CPS?
At CPS we support our students to develop mathematical skills in order to function effectively in society. The Mathematics curriculum is aligned with Vic. Curric. Students undertake lessons in a one hour block each day. The Mathematics lessons aim to ensure that students:
Students are exposed to open ended problems, hands on tasks and activities that challenge their thinking. This provides opportunity for them to apply their knowledge and understanding to solve mathematical problems.
The Mathematics lesson addresses the learning and development of studentsâ number and operational skills. Students explore a variety of problems, making connections to real life situations. Students work as a whole class, in small groups and individually, depending on the task at hand. This allows students to collaborate, work together or work independently to solve mathematical problems. Students have access to a variety of âhands onâ resources to further support their learning and exploration of mathematical concepts.


Pedagogy and Curriculum
Music making for children at Silver Music incorporates elements of the Suzuki Method and the Dalcroze Method of music education. The repetition, listening, imitation, structure, and small steps of the Suzuki Method are combined with the improvisation, musical discovery, and movement and rhythmic emphasis of the Dalcroze Method to offer children a broad range of experiences.
Dr. Shinichi Suzuki realized that all children learn to speak their mother tongue through being exposed to language from an early age, learning in small, sequential steps, and being praised and supported in their efforts. He brilliantly applied these principles to the study of instrumental music and developed a fun and child-centered way to introduce string instruments to very young children.
Emile Jaques-Dalcroze saw the difficulty young students had in the traditional study of rhythm and theory, and also noticed how easily and eagerly these same children could walk, run, skip, and jump. When they experience the rhythmic pulse with their bodies in space through the natural movements of walking, running, and skipping, children may achieve a rhythmic understanding of music that is brought to the instrument. Through improvisation and creative music-making, children gain confidence in their musical voice.


The Power of Play
No matter how old we get, we never seem to outgrow the joy of playing. Whether itâs a pick-up game of volleyball at the beach or playing a game of Monopolyâpeople just love to play games.
At The Academy, we know the power of play, and we use it every day with our young students. An abundance of educational research has been done on âplayâ and its effect on early childhood learning. The research shows a strong connection between creative play and the development of language, and physical, cognitive, and social skills. As a parent, you can foster your childâs development and learning by playing with them.
Recipe for Making Silly Putty
Making silly putty is an activity thatâs fun for just about any age. We encourage you to try it at home.
Here are the supplies you will need:
- Borax Solution
- White school glue
- Warm water
- Â¼ cup measuring cup
- Stir stick
- Food coloring or egg dye
- Paper towels â just in case!
First, make the Borax solution (without the kids if desired) by filling an 8 oz. plastic bottle about Â¾ full of water. Then add 4 teaspoons of Borax and shake to dissolve. (Borax is a common laundry detergent you can find in any grocery store.) Fill the bottle to the top with water and shake again to completely dissolve the Borax. Label the bottle âBorax Solution.â
Now to make the silly putty with the kids, follow these instructions:
- In a bowl mix 1 oz. glue and Â¼ cup water.
- Add food coloring to the glue and water mixture.
- Add Â¼ cup of the Borax Solution you have already made to the glue and water mixture and stir slowly. The putty will begin to form immediately.
- Stir as much as you can, then dig in and knead it with your hands until it gets less sticky. If there is any leftover water in the bowl, just pour it out.
- Mix in larger batches for more fun.
- Encourage kids to be creative with their putty. They can roll it into a ball, bounce it, play a hide-and-seek game with it, throw it to each other, make impressions in it, stretch it, make snapping noises with it, and who knows what else!
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Learning shapes help building a multitude of skills such as problem solving, spatial reasoning, identifying and organizing visual information. It also helps children learn skills in other curriculum areas including reading, math, and science. A strong understanding of shapes can aid in noticing the differences in the shapes of letters and numbers, which in turn help with reading, writing, and mathematics. In addition, being able to distinguish the difference between each shape requires children to focus on specific characteristics, further developing their observational and categorization skills which are essential in science.
Golden Kids Learning has colorful and vibrant Shape Charts that feature the shape name with the corresponding shape. This will help familiarize children with the basic shapes and develop the foundational skills. These charts can be hung up on walls or put into school folders for daily review.


A performer is actually a person who does music on one or more guitars. They may likewise perform and also comprise music. Samantha Foss
The career of a performer demands commitment as well as skill-set. They need to get ready for auditions, attend rehearsals and know brand new songs. They additionally need to journey frequently as well as have a managed schedule. S Foss Atlanta
If you are actually a performer, youâll more than happy to know that there are actually various occupation options readily available to you. Coming from carrying out to recording and posting, there are actually choices for everyone.
Performers as well as vocalists might be actually tapped the services of to perform at nightclubs or even performances, or even they could possibly function as treatment artists for recordings or even to tour. They also may be called upon to certify their popular music for business reasons, which can easily raise exposure as well as revenue options.
Besides conducting, artists can easily pursue an occupation as a composer. This career requires an understanding of music composition, audio, and also theory, along with the ability to make authentic operate in a variety of designs.
You can likewise end up being a popular music instructor, utilizing your creative skills to build hopeful young thoughts. These instructors often have an undergraduateâs degree in music education and are approved to teach in their state.
Musicians require significant instruction as well as strategy so as to grasp the capabilities needed to have for qualified performance. They likewise have to build a strong love for their instrument as well as the potential to see it through along with the difficult work of training as well as doing.
Some artists may be self-taught, while others complete a level course in music. They might pick to specialize in a details style of popular music, including timeless or jazz music.
They may have a wide array of task opportunities, consisting of working as a performer or even entertainer for a firm that creates Broadway shows, music videos, television commercials as well as computer game. They may additionally instruct music to youngsters or grownups.
An undergraduateâs degree is the minimal education and learning need for a lot of songs occupations. Having said that, a masterâs level is actually usually demanded for some line of work. These degrees can be acquired from both general universities and performance-focused glasshouses and educational institutions.
A job in songs demands superb skill, discipline, as well as interpersonal skill-sets. Lots of performers start their occupations as portion of a band or even a local opera group and after that operate their method up with the groups to acquire even more professional experience and make even more loan.
As with various other professions, entertainers can easily experience higher amounts of stress at the workplace due to the long hrs, regular traveling, as well as recurring improvement in timetables. This can easily affect an entertainerâs physical as well as mental health, as well as may contribute to a damaging workplace.
On top of that, performers experience a much more conflicting work-family life than the basic population (Jacukowicz, 2016). Because doing musicians commonly stay up overdue as well as work irregular hours, this is actually. This can adversely impact domesticity and make it difficult to preserve a healthy and balanced, satisfied work-life harmony.
A performerâs compensation differs based upon his or her level of education, knowledge and company. A junior-level musician usually makes concerning $33,000 a year, while an expert professional earns approximately $81,000.
Musicians commonly acquire a large part of their earnings from live shows as well as aristocracies for songs they composed. Other sources feature scheduling payments, tools rental and stock.
The common performerâs expenditures are higher, featuring travel expenses, gasoline, motor vehicle upkeep as well as insurance. Furthermore, they must pay for equipment appraisals, insurance coverage and also other prices connected with executing their popular music.
A career as an artist is actually a best technique to show on your own and offer entertainment to others. The task of a performer is difficult and also may be fantastic, yet it likewise needs effort, dedication as well as determination.
The profession of a performer requires dedication as well as capability. They also require to journey regularly as well as have actually an arranged routine.
A bachelorâs level is actually the minimum education and learning requirement for a lot of songs occupations. In addition, entertainers experience an even more conflicting work-family life than the general population (Jacukowicz, 2016). This is because performing performers usually keep up late as well as work sporadic hours.


Research by the National Literacy Trust finds that for the first time children are reading more on computers and other electronic devices than they are reading books, magazines, newspapers and comics. While technology provides refreshing ways of engaging children in literature, the research found that children who only read on-screen are much less likely to be good readers than those who also read in print form. In addition, they are significantly less likely to enjoy reading. This points to a very real danger in cutting out books altogether, and Words for Life, the campaign for parents from the National Literacy Trust, is calling for parents to ensure their children have a healthy reading balance between both books and technological devices. The new research with 34,910 young people aged 8 to sixteen published by charity the National Literacy Trust reveals:
- 39% of children and young people read daily using electronic devices including tablets and eReaders, but only 28% read printed materials daily. The number of children reading eBooks has doubled in the last two years (from 6% to 12%).
- Children say they prefer to read on screen. Over half (52%) said they would rather read on electronic devices but only a third (32%) would rather read in print.
- Nearly all children have access to a computer at home and 4 out of 10 now own a tablet or a smartphone, while 3 in 10 do not have a desk of their own.
- Girls are significantly more likely than boys to read in print (68% vs 54%)
- Girls are also more likely to read on a range of on-screen devices including mobile phones (67% girls vs. 60% boys), eReaders (84% girls vs. 69% boys), and tablets (70% girls vs. 67% boys).
The research examines the influence of this technology on childrenâs reading abilities and their enjoyment of reading. It found those who read daily only on-screen are nearly twice less likely to be above average readers than those who read daily in print or in print and on-screen (15.5% vs 26%). Those who read only on-screen are also three times less likely to enjoy reading very much (12% vs 51%) and a third less likely to have a favourite book (59% vs 77%).
Reading is good
National Literacy Trust Director, Jonathan Douglas said: âOur research confirms that technology is playing a central role in young peopleâs literacy development and reading choice. While we welcome the positive impact which technology has on bringing further reading opportunities to young people, itâs crucial that reading in print is not cast aside. âWe are concerned by our finding that children who only read on-screen are significantly less likely to enjoy reading and less likely to be strong readers. New technology clearly has a valuable part to play in literacy development, but we would encourage parents to ensure their children still read in print form if they are to become avid readers and reach their full potential in school. Parents can visit www.wordsforlife.org.uk for advice, activities and booklists to help them support their childrenâs literacy development.â About Words for Life Words for Life is a campaign from the National Literacy Trust which gets parents involved with their childrenâs communication and literacy development and gives them confidence to feel they can make a positive difference. It is aimed at parents of children aged from birth to eleven. The National Literacy Trust are the only national charity dedicated to raising literacy levels in the UK. Their research and analysis makes them the leading authority on literacy. They run projects in the poorest communities, campaign to make literacy a priority for politicians and parents, and support schools.


Welcome to FCRR! We are dedicated to ensuring that all children are reading and succeeding in school. Children begin to learn to read at home through consistent interactions with parents and caregivers. This learning continues as children grow and learn in school. Here, parents, caregivers, and families can find resources to support their childrenâs reading. FCRR invites you to use the resources below to make evidence-based and evidence-informed decisions to improve reading for all learners.
In response to the global COVID-19 pandemic, a team of researchers, teachers, and families at FCRR collaborated to produce demonstration videos of FCRRâs Student Center Activities that would be most applicable to use at home and in summer programs. The videos feature a diverse array of families and caregivers supporting childrenâs learning of various reading and literacy skills. The videos and activities are available on FCRRâs YouTube Channel, with more being produced every year.
Developed by the team at the Regional Educational LaboratoryâSoutheast, these Family Activities have easy-to-follow instructions to help your child practice foundational reading skills. We invite you to view the short Family Videos for tips on how to use the activities to help your child grow as a reader. Using the Family Activities at home can help your child develop language, link sounds to letters, blend letters and word parts to read and write words and read for understanding. The activities were created activities based on the What Works Clearinghouse practice guides, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade.
Join Kayla, a young girl with a secret, as she confronts reading challenges in the adventurous series, The Uncanny Chronicles. Developed by the team at FCRR and the National Center on Improving Literacy, each issue and episode presents Kayla with new obstacles, from struggling with dyslexia to coping with social and emotional issues. While young viewers will delight in watching Kayla tackle her problems with fanciful ingenuity, parents and caregivers will expand their understanding of these topics through embedded evidence-based resources. Click here to learn more about Uncanny Chronicles.
Developed by Dr. Lakeisha Johnson, faculty at the Florida Center for Reading Research and in the School of Communication Sciences and Disorders, Mayaâs Book Nook promotes language and literacy skills through diverse childrenâs literature. Here, parents, caregivers, educators, and speech-language pathologists can find books where young children of color can see themselves, and the stories they relate to, represented within the pages. There are also book reviews and resources that incorporate language-focused strategies to support reading, writing, and other literacy skills.
Developed by the team at the Regional Educational LaboratoryâWest, Regional Educational LaboratoryâNortheast & Islands, and Regional Educational LaboratoryâNorthwest, these activity sheets are designed to provide simple, fun activities families and caregivers can use with children at home. The activities are available in both English and Spanish and can help strengthen language development in either the home language or English. The activities were created activities based on the What Works Clearinghouse practice guide, Teaching Academic Content and Literacy to English Learners in Elementary and Middle School.
Developed by the team at the National Center on Improving Literacy, these toolkits provide practical help for educators, parents, and caregivers who are implementing recommended literacy practices. Multiple toolkits are available and include topics like Understanding Dyslexia, Learning about Your Childâs Reading Development, and Families and Schools Partnering for Childrenâs Literacy Success.
Developed by the team at FCRR and the Center on Teaching and Learning at the University of Oregon, CBM at home is designed to help educators, parents, and caregivers understand their children's risk for developing reading difficulties in the future. CBM stands for Curriculum-Based Measure. The CBMs are short timed tests that measure important early reading skills, and are available in English and Spanish.
Free tools for educators and leaders to download and use to support reading and literacy instruction.
Use the FCRR Resource Database to look for additional resources.


Second Grade SE Phonics and Reading Curriculum
Perfect Bound or Coil Bound binding options are available for the LAR (Language and Reading) and the SAP (Spelling and Phonics) workbooks.
The Second Grade SE Phonics and Reading Curriculum concludes the most fundamental phonics instruction. More advanced language and grammar skills are introduced. Workbook activities are continued with the spelling program and a dedicated language and reading workbook.
The Second Grade SE Phonics and Reading Curriculum package includes:
- Teacherâs Manual
- Language and Reading Workbook
- Spelling and Phonics Workbook
- Writing Skills Workbook
- Set of 28 Reading Books
- Resource Pack.
Second Grade SE Phonics & Reading Teacherâs Manuals
The SE Teacherâs Manual set includes daily lesson plans and reference material, making it ideal for homeschool programs and classroom phonics. The teacherâs Manual lightens the load for lesson prep. Lesson objectives are clearly stated at the beginning of the lesson, so you know what is being taught at a glance. The Preparation section lists materials used in the lesson.
In most lessons, no materials preparation is needed. The teaching section provides easy-to-follow teaching content with light scripting. Text from the reading books with story text to allow you to follow along with your childâs reading.
The teacherâs manuals are printed in two parts.
Part 1 covers lessons 1 to 80.
Part 2 covers lessons 81 to 160.
Language and Reading Workbook (LAR Workbook)
The Language and Reading Workbook features 161 pages of activities. A wide variety of activities teaches language skills. Additional reading activities are also a part of the Language and Reading workbook. See the sample for a lesson-by-lesson list of language and reading concepts taught throughout the curriculum.
The back cover features the Puppy Place Game. Directions are inside the workbook and in the Teacherâs Manual. A printable copy can be found in the Resource Center on this website.
Spelling and Phonics Workbook (SAP)
Spelling and Phonics Workbook Activities
Lessons are arranged in weeks. There are four pages of workbook activities per week. The fifth day of each week is a spelling test. The first day of each will feature workbook activities requiring students to write each word at least once. The main objective is for students to become familiar with the words and the spelling patterns. Students do various activities such as sorting words by word characteristics such as vowel sounds, sorting rhyming words, matching pictures, and alphabetizing.
The back cover features the Skate Spelling Game. Directions are inside the workbook and in the Teacherâs Manual. A printable copy can be found in the Resource Center on this website.
Second Grade Writing Skills Workbook
This Writing Skills Workbook further develops the writing skills lessons presented in the curriculum, adds additional activities and provides an increased structure for both creative and non-fiction writing skill development.
This is best used with the McRuffy Press Second Grade SE Phonics and Reading Curriculum because it references other materials in the curriculum.
Lesson instructions are presented in the Teacherâs Manual.
54 Lessons (Please note, this is not a handwriting book)
Reading Book Set
The 28 Reading Books take students on an incredible reading adventure. The 2nd Grade SE Phonics and Reading curriculum includes 28 Reading Books to take students to a new level of reading ability. Some old favorites from the First Grade level are back. Elaine and Emily Rose make and solve new problems. Jonathan has a Not-So-Great-Great-Week that heâs ready to tell you about. Find out the secret of a dogâs talent in Francis Dances. A boy named Benny finds out how little a penny can buy in Bennyâs Pennies. Two hedgehogs hunt for the ingredients to their favorite snack and then share the recipe with you in Hedgehog Fudge. Finally, a girl named Mary solves a big problem in Mary, Whiskers, and the Whale.
Our phonics-based readers contain a variety of different words than sight words readers. We incorporate as many different words as possible that fit the phonics theme (and still tell a good story). With proper phonics instruction, students can memorize a short list of words. Instead, they are learning the process of decoding words. This greatly expands the childâs reading vocabulary, especially when the child begins to generalize the decoding process.
The Second Grade SE Resource Pack contains copy masters, weekly assessments, puppet cut-outs, story coloring sheets, quarterly tests, materials for a special fables unit, and a game.


It's L.I.T. (Literacy Is Transforming)
Building literacy skills is crucial in helping ensure lifelong success for every student. Dallas ISD is taking a future-focused comprehensive approach to ensure students have the foundational skills they need.
Dallas ISD is using the following strategies as part of a comprehensive effort to get students reading and writing at grade level.Project R.E.A.D
Dallas ISD is in the initial stages of an exciting initiative that will invest quite heavily in our libraries over the coming months and years. As part of a partnership with Apple, this library redesign initiative, titled Project R.E.A.D., will see libraries evolved into exciting learning laboratories for students to engage in research, exploration, application, and design. While these evolved library spaces will serve as a hub for experiential learning, they will remain firmly grounded in the core mission to spark academic curiosity through cultivating a love of reading.Reading Academies
Dallas ISD is optimizing the implementation of the Texas Reading Academies, a state legislative requirement, to drive long-term growth and target closing the achievement gap for its Black and Latino students. The Reading Academies equip teachers and administrators with the evidence-based methods that best support the science of teaching reading. By developing skilled and effective educators, we ensure students have access to high-quality reading and writing instruction, thereby positively impacting student literacy achievement.Summer Breeze
The districtâs summer school programming, Summer Breeze, has been redesigned with a strong focus on literacy instruction. Through Novel Engineering, students are reading a book where they will work with peers to create a solution for the problem the character is experiencing in the book. This interdisciplinary approach to instruction starts with an interesting and relevant book and centers reading as the base for all Science, Social Studies, and Math learning.Disciplinary literacy
Dallas ISD will build in foundational and critical reading and writing skills across all content areas, including math and science. This will teach students how to read, write, think and discuss in ways that are particularly to those different content areas.
Mitigating learning loss district wide
In addition to these targeted ways to boost student literacy skills, Dallas ISD is committed to investing up to $100 million over two years to mitigate learning loss in all subject areas.
This investment include:
Frequently Asked Questions
What does the STAAR data show about learning loss for reading?
Is Dallas ISD getting rid of librarians across the district?
Is Dallas ISD getting rid of its books and library resources?
What other literary resources is the district providing to students?


Symbol & Gesture
Symbol & Gesture highlights the works of two artists, Amri Ibrahim and Aqim Adil, who employ pictorial and body language as a subject of expression in their paintings and drawings. As forms of non-verbal communication, symbols and gestures are a part of our everyday lives. They both serve the purpose of delivering information and facilitating understanding.
Gesture refers to the movement of a part of the body. It is frequently used to convey sentiments, ideas, emotions, or attitudes, and has been ingrained into the way we express ourselves daily, both unconsciously and consciously. Similarly, symbols come in the shape of marks, signs, characters, and imagery. They are designed to represent or indicate an instruction, warning, ideas, and more. We encounter symbols every day, from emojis on our phones to road signs, and restaurants. Essentially, they are everywhere in modern society.
Through their individual series, Amri and Aqim deliver and articulate their concerns, thoughts, and musings through the motion of the human body and the use of symbolism. Though the message behind their works differs, both artists have chosen to utilise gestures and, or, symbols, in constructing a visual language unique to their practice.
I am often intrigued by the language of the body; it is the unspoken words that show so much yet say so little. The constant pressure towards the anatomy of oneâs body is an expression and reflection of oneâs state of mind. What started as a precise observation evolved into a depiction of my twin brother and me. While we are physically similar, our personalities are worlds apart. My work has repetitively attempted to capture the same figure in various compositions. Through the figurative form of art, I capture my inner struggle and project it onto canvas as a reminder to myself that, this too shall pass.
Affectionately known as âApekâ by his friends, Amri Ibrahim (b.1996) hails from, Ipoh Perak. Third of six siblings, his love for painting stems from his childhood days. Amri received his formal fine art education from UiTM Seri Iskandar Perak and continued his studies at UiTM Shah Alam, Selangor. Driven and passionate, he has been active in the art scene since his graduation. In following his dreams to be a successful artist, he and some of his classmates opened a studio space named Markaz Art Space at Bukit Raja, Klang. It is a place where they can focus on producing artworks and building their careers as artists.
Aqim Adil (b.1993) was born in Kuala Lumpur. He was educated as a graphic designer before eventually pursuing a degree in Applied Arts with Honours (Fine Arts) at Universiti Malaysia Sarawak (UNIMAS). Most of Aqimâs work features 2-Dimensional monochromatic work on fabric. Dry medium materials such as charcoal and graphite remain to be his dominant choice of medium in his practice. His work is often inspired by his opinions and thoughts towards the environment of the local community. This is expressed through visuals of human anatomy and nature.
Participation in group exhibitions includes POSI+TIF at Segaris Art Centre, KL (2021), Virtue(AL) virtual art by Arto Movement (2020), Sacred Garden II by Arto Movement (2020), My Tiger Value competition at Galeri Seni Menara Maybank, KL (2019), among others.