This wooden peg puzzle includes a piece for each of the twenty-six letters in the alphabet. A colourful picture under each piece shows an image beginning with the same letter, helping to develop letter recognition and pre-reading skills! Also, encourages hand-eye, fine motor and visual perception skills.
Number concepts, zero through nine, are illustrated in this 10-piece peg puzzle. A colourful picture under each piece shows the same number of items as the numeral on top of the piece, helping promote number recognition and counting skills! Encourages hand-eye, fine motor and visual perception skills.
Go, go, go in your choice of vehicle with this colourful 8-piece wooden puzzle! The bright colours will catch your child's interest and the pictures under the pieces and easy-grasp pegs will help to solve the puzzle. A great way to practice hand-eye, fine motor and memory skills.
Explore the farm and meet the animals who live there with this easy-grasp peg puzzle. The wooden board is decorated with a charming farmyard scene and the pictures under the puzzle pieces make it simple and lots of fun to place the barn and animals into shaped wells in the sturdy wooden puzzle board. Your child will want to solve this puzzle again and again!
Encourage your child's hand-eye co-ordination, problem solving, concentrations and small motor skills with this fun Play School design featuring Big Ted and Little Ted from the show. Made from the highest quality materials, this puzzle consists of 5 large wooden pieces and measures approximately 21cm X 29cm.
Join Old MacDonald and his friendly barnyard friends as they help each other complete this classic childhood song. Pegs help children two and older easily grasp and manipulate the eight adorably illustrated pieces (farmer, cow, pig, horse, chickens, ducks, dog, and sheep). Match the pieces to the pictures on the beautifully carved and illustrated wooden...
The wheels on the bus go 'round and 'round... and kids will play with this puzzle over and over! Lift the six pieces of the school bus to reveal different pictures underneath that show what's happening, and to hear the different verses of the classic children's song. Sing along as the wipers go, "swish, swish, swish," the horn goes, "beep, beep, beep,"...
Sing along with favourite childhood characters like The Itsy Bitsy Spider and the Farmer in the Dell with this unique wooden peg song puzzle! Match the six illustrated wooden puzzle pieces to the pictures in the beautifully carved wooden puzzle board to hear six different nursery rhymes (Hickory Dickory Dock, The Farmer in the Dell, Ring Around the Rosie,...
Encourage essential hand-eye coordination, problem-solving and numeracy skills with the Giggle & Hoot - 6 Piece Peg Puzzle - Numbers Puzzle! Featuring a sturdy wooden board with Hoot character decals, this adorable puzzle set will have children counting 1-5 in no time!
Get to know the characters from Ben & Holly's Little Kingdom with this adorable 8-piece peg puzzle! Featuring easy to hold pegs, children can further develop fine motor and problem-solving skills as they match their puzzle pieces to the board.
Inspire magical adventures with the Ben & Holly's Little Kingdom - 8 Piece Peg Puzzle - Fairy Flight puzzle! Featuring the characters from the hugely popular children's television show, this quality wooden puzzle set not only entertains and but also promotes hand-eye coordination and problem-solving in children.


Israel formally signed its commitments to environmental education in a government declaration in 2003, and the community of environmental education and education for sustainability in Israel has expanded each year since with a growing number of organizations, stakeholders, and educational approaches in use. Most of the environmental education programming in the country is bottom-up, implemented by NGOs. Although there is not a formal environmental education mandate at the government level, cultural norms place a strong emphasis on stewardship and connections with the land, rooted in the Zionist values that the country was founded on.
Policy & Practice
EE in K-12 Education
Israel's Ministry of Education published a document of standards for education for sustainable development in 2004. These standards made environmental education a compulsory part of elementary education as part of environmental sciences, and integrates environmental issues across disciplines through an “infusion” approach.
Sagy and Tal’s Greening the Curriculum gives a comprehensive overview of the current trends in environmental education in the Israeli public school system, as well as a history of environmental education in the country. To this day, Zionist environmental ideologies can still be found engrained in school classes such as “Homeland” and “Knowledge of the Land.” As Sagy and Tal note, “the aim was and remains that every Israeli child should know and experience the natural and cultural history of Israel” and there is an “unmistakable ‘patriotic’ element to teaching nature in Israel’s elementary schools.” Environmental education is also incorporated into the public school system’s STS (Science, Technology, and Society) program.
Furthermore, a holistic green school certification program was launched through both the Ministry of Education and Ministry of Environmental Protection, through which schools can become certified by meeting a set of six sustainability criteria.
Israel has a diverse population with very strong cultural identity, and the country’s EE efforts reflect this. For example, Jerusalem is the largest and most diverse city in Israel. This case study follows the urban policy in EE and discusses the urban government's and Jewish and Arabs practitioners' perceptions and actions. Furthermore, Alkaher and Tal’s 2013 case study explores EE projects that connect Jewish and Bedouin populations in the south of Israel.
A 2014 position paper by researchers and practitioners at the Kibbutzim College of Education provided further policy suggestions to ensure that environmental education is at the core of public education in Israel. The paper proposed that the Ministry of Education should take the lead in ensuring that sustainability is “the framework and organizing value of education in Israel: in teacher training, curriculum, pedagogies and methodology, in planning and designing the learning environments, and in the heart of the educational experience of the educator and the student.”
The following colleges offer programs for teachers in environmental education and education for sustainability:
Although there are no professional associations for environmental educators in Israel, Dr Adiv Gal and Dafna Gan created and lead a forum of EE researchers and practitioners for discussions about various aspects of education for sustainability in Israel. The forum involves over a hundred researchers and practitioners, meets in-person twice a year, and maintains a virtual forum year-round with members sharing resources and discussing pertinent topics, such as the connection between research and practice in EE.
National EE Campaigns and Funding
Funding for environmental education comes from variety of government, foundation, and private sector sources. For example, the Ministry of Environmental Protection annually funds a range of environmental education initiatives, and the Ministry of Education and Ministry of Environmental Protection also jointly fund the Green Certification program for schools.
The Yad Hanadiv foundation also provides grants for innovative programs in both the environmental and education sectors.
Some prominent environmental education NGOs working at the national level in Israel include:
- The Council for a Beautiful Israel works with about 140,000 students annually (among other audiences) to “instill in-depth knowledge, curiosity and environmental sensitivity” through educational content, research mentorship, and community leadership development.
- The Green Network conducts trainings on education for sustainability for educators in nearly 700 schools and pre-schools across the country every year, working with diverse audiences across Israel.


Results on reading in 2019 from the National Assessment of Educational Progress (NAEP) have turned many educators into spin-doctors. Whatever the particular remedy of choice, that is now the much overdue prescription for what ails young readers. The only thing experts seem to agree on is that something needs to be done.
And who would disagree? Average 2019 NAEP reading scores were lower for both fourth-grade and eighth-grade students than scores from two years ago. Most disappointingly, students scoring in the lowest percentile group have made no progress since the assessment was first administered thirty years ago. The very children we set out most determinedly to help continue to perform far below proficiency.
To add to the bad news, U.S. reading scores from PISA (Program for International Student Assessment) expose a widening gap between fifteen-year-olds scoring at the top of the scale and those at the bottom. PISA’s findings have been echoed by ACT. The percentage of graduates meeting ACT college-readiness benchmarks in English is the lowest it has been in fifteen years. College readiness levels remain alarmingly low for students from low-income backgrounds, minorities, and first-generation college students. The great majority meet one or none of the four ACT college readiness benchmarks.
Clearly, it is time to stop doing what we have always done with our middle and high school students while expecting different results. We also need to disabuse ourselves of the idea of a glorious yesterday. There have never been any “good old days” in education. Students—even before smartphones and Fortnite—have always been reluctant to do homework and have always grumbled that the assigned book was boring.
Substituting a graphic novel for a classic and then subjecting it to six weeks of annotation, multiple-choice quizzes, reading logs, and an analytical essay will change nothing. We need to take a step back and ask ourselves, “What is it that we hope to achieve?”
I believe that we have wasted huge amounts of time arguing about print versus digital reading. Students need to be competent, confident readers in both environments. After all, there will for instance, be times when the Internet is down. We need to engage students in conversations about their digital lives and make them aware of what researchers have discovered about the impact of social media on their stamina for focused attention. Experience tells us that teenagers are often resistant to top-down mandates, even when it’s in their best interest. But if we lay out the evidence for them, it’s more likely that they will come to the same conclusion on their own.
I believe, moreover, that we have been so focused on what students should know and be able to do that we have lost sight of what we want students to be—readers. While the standards movement has brought coherence, consistency, and transparency to curriculum, it has also spawned a piecemeal approach to literacy development. Posting a new standard on the board at the beginning of a lesson in no way captures the intent behind a set of standards to describe a fully literate student. The goal of every teacher should be to nurture a generation of bold readers who not only can read but, just as importantly, choose to do so.
An Action Plan for Bold Reading
So what is needed if we are to nurture today’s teenagers into a nation of bold readers?
- Easy access to an unending supply of books
- Teachers who are readers themselves
- Time to read in school, on the bus, at home, on the bench, every day
- Friends and peers who like to talk about what they are reading
- Guidance and help with choosing the next book
- Attention to one’s own reading life
Let’s put our heads together and add to this recipe for literacy. While the grumbling over test scores is certain to continue, together we can create a counter-narrative about bold reading. Civilization and the future of democracy just might depend upon it.
I believe that if we can succeed in creating classroom communities of readers and stimulating a culture of reading in every school across the country, as night follows day, reading scores will rise.
Carol Jago has taught middle and high school for many years and is a past president of the National Council of Teachers of English. She recently served on the National Assessment Governing Board that oversees the NAEP assessment and is associate director of the California Reading and Literature Project at UCLA.


A selection of childhood drawings by Picasso at The Louisiana Museum of Modern Art gives us a rare glimpse into the early years of Pablo Picasso.
Pablo Picasso was not only a groundbreaking artist, he was also an outstanding imitator. This is not least evident in his early works, in which he both replicated and stole from others – like most artists do before they find their own way. But his first efforts also show what an extraordinary talent he was. Picasso’s father was an art teacher and made sure his son started his art education at the mere age of 10. This summer The Louisiana Museum of Modern Art outside Copenhagen shows 28 of Picasso’s early drawings from his time as an art student in La Coruna in the 1890s via the art academies in Barcelona and Madrid to the rural, freer life in the city of Horta de San Juan. Drawing and painting more or less dominated Picasso’s childhood, and he was quick to catch on. “At fourteen I could draw like Rafael,” he liked to say. The curators of this exhibition agree with him.
Every day life is a recurring theme in Picasso’s drawings and paintings as a child and young man – people rather than landscape. There is a lot of humor and sharp observations in these images, some of them bordering on caricatures. They probably tell something about what he was studying at a given time, “Drawing live models”, “Coloring and composition “and” Landscape “was all part of the curriculum.
This exhibition in part of the series Louisiana on Paper, and like most of the installments in the series, it is rather modestly laid out. What it lacks in size it makes up for in relevance, however. The museum deserves a lot of praise for the concept itself, which highlights some of history’s most celebrated artists – among them Joseph Beys, David Hockney and Lucian Freud – through tat tangible and fairly humble medium: Paper. The result is often a different approach to their artistic ventures through sketches, visual diaries or recurring themes presented in smaller formats.
This time we are given the rare opportunity to see the drawings of a child and teenager who lived to be one of the most significant innovators in art history – Picasso before Picasso. Not least thanks to his sister, who had the foresight to take care of these early artistic attempts after their parents died. The drawings are kept safe at the Museu Picasso in Barcelona, but thankfully are allowed to travel from time to time. A real treat if you are in Denmark this summer.
Picasso before Picasso at the Louisiana Museum of Modern Art until September 11th.


Billie Holliday - Singing at the Downbeat Club, New York - Framed Picture - 16"H x 12"W
A 16"H x 12"W" framed Picture of 'Billie Holliday - Singing at the Downbeat Club, New York'
Eleanora Fagan, professionally known as Billie Holiday, was an American jazz musician and singer-songwriter with a career spanning nearly thirty years. Nicknamed "Lady Day" by her friend and music partner Lester Young, Holiday had a seminal influence on jazz music and pop singing. Her vocal style, strongly inspired by jazz instrumentalists, pioneered a new way of manipulating phrasing and tempo. Holiday was known for her vocal delivery and improvisational skills, which made up for her limited range and lack of formal music education. While there were other jazz singers with equal talent, Billie Holiday had a voice that captured the attention of her audience.Interesting Fact:
Holiday was hired by Artie Shaw a month after being fired from the Count Basie Band. This association placed her among the first black women to work with a white orchestra, an unusual arrangement for the times. Also, this was the first time a full-time-employed black female singer toured the segregated Southern US with a white bandleader


Between sports teams, school activities, and church groups, our children have more options than ever when it comes to filling their free time. So why music lessons?
If you’ve been hesitant about adding music lessons to your child’s schedule, we’ve made a list of 6 benefits of investing in a music education for your children. These benefits extend far beyond that of becoming proficient in an instrument and truly extend into every facet of life. Not too mention, developing a musical ability is a skill that can truly last a lifetime as you never grow too old to continue practicing your art. So whether your child becomes the next Mozart or not, they are sure to develop crucial life skills along their musical journey.
A music study conducted by the American Psychological Association has shown that “taking music lessons in childhood was a significant predictor of a higher IQ in young adulthood and a history of better high school grades” (“Music Lessons May Boost IQ and Grades”). Students who start music lessons between the ages of 6-11 demonstrate “an increased IQ, improve test scores and maintain better reading comprehension than their non-musically trained peers.” Playing and listening to music stimulates and expands the brain in a way unlike any other activity. In many ways, it is literally like learning a brand new language. Other academic skills that participating in music can refine include studying, memorizing, increased vocabulary and a better understanding of other cultures.
Learning a musical instrument helps develop hand-eye coordination and spatial awareness. The majority of instruments have the right and left hands playing two different yet complementary parts. These lines almost always differ in rhythm and melody requiring the brain to train itself to perform both tasks simultaneously. In addition to playing with both hands, musicians learn to become master multi-taskers as they often have to accomplish many other tasks such as following their conductor, turning pages, watching for cues from fellow band or orchestra members, and much more.
Private music lessons provide a forum in which students can receive constructive feedback in a safe and positive environment. It is this series of experiences including small successes and even failures on a continual basis that stimulate the student’s self-confidence as they experience pushing through hard times. In addition, music lessons provide frequent opportunities for students to practice presenting in front of a crowd. Students and children learn to manage nerves and get out of their comfort zone from these experiences and they are skills that truly permeate into every aspect of life. Learning and practicing how to confidently stand up in front of a crowd is a skill that very easily translates from the classroom to stage and on to every aspect of daily life.
Listening to music and participating in music lessons can provide significant relief from stress and anxiety. As a student focuses and concentrates their attention on music, it can serve as a healthy distraction from the challenges, stresses and anxieties life brings. Music has the ability to elevate mood, relieve symptoms and even ease physical pain. Music acts as a vehicle for positive self expression, a crucial outlet necessary for human nature.
Music lessons, in their many different forms, introduce students to the benefits of peer interaction and teamwork. Private lessons require students to effectively communicate with their instructor and be held accountable for the work they were required to perfect. Group music lessons or other forums such as a choir or orchestra require students to work together to create a beautiful piece of music. They must communicate and listen to each other to achieve success. As a result, bonds and friendships are nurtured in a way that cannot be replicated.
Private music lessons provide a forum in which students can practice receiving constructive feedback in a safe and positive environment. In today’s world of high speed internet and instant gratification, we’re acclimated to getting what we want with minimal effort, right when we want it. Music lessons (being slow and gradual in nature) provide an excellent way in which we can teach our children that rewards await those who work hard and never give up. Though it can be a slow process, gradual progress is the key to any successful musician. Through structured practicing and experiencing the successes and failures along the way, students are sure to be exposed to the fulfillment that comes from persevering. The work ethic built by refining these areas of life are unique to music and will serve the students for many years to come.
Munsey, C. “Music Lessons May Boost IQ and Grades.” American Psychological Association 37 (2006): 13. http://www.apa.org/monitor/jun06/iq.aspx


Dance can be a powerful tool for enhancing and developing many positive attributes of a growing child. Dance helps children mature physically, emotionally, socially and cognitively. The physical benefits of dance are widely accepted, but the emotional, social and cognitive attributes have only recently begun to be appreciated.
Improved Physical Health
Dance improves physical and mental strength, corrects poor posture, increases flexibility and range of motion, creates better balance, coordination and heart health and impacts on the capable range of gross motor and fine motor movements.
Dance promotes psychological health and maturity. Children enjoy the opportunity to express their emotions and become aware of themselves and others through creative movement. A pre-school child enters a dance class or classroom with a history of emotional experiences. Movement within a class offers a structured outlet for physical release while gaining that all important awareness and appreciation of oneself and others.
Socialisation and Awareness
Dance fosters social encounters, interaction and cooperation. Children build trust and create friendships with their teachers and other dancers. They improve their communications skills, confidence and self-esteem through the real and immediate mode of body movement, whilst reducing their shyness and anxiety. As the ongoing and sometimes challenging process of cooperation evolves, children learn to understand themselves in relation to others.
Your children will create movement spontaneously when presented with movement ideas or problems that can be solved with a movement response. Movement provides the cognitive loop between the idea, problem or intent and the outcome to the solution. This teaches an infant, child, and ultimately, an adult to function in and understand the world. The relationship of movement to intellectual development is a field of study that continues to be explored.
Children move naturally. They move to achieve mobility. They move to express a thought or feeling, and they move because it is joyful and feels wonderful. Dancing requires discipline and focus – skills that are useful in other areas of your child’s life. Dance lessons can spark creativity and support literacy development as children use their imagination to formulate ideas, characters and narratives.
Creative Director of Dance Kix


Maths 2cd revision year 7. 2cd maths revision sheets. The following 2cd 2nd grade math worksheets address the basic concepts taught in the second grade. 2cd Public on 20 Oct, by Cyun Lee. Once kids move on to addition repetition are invaluable, fractions, worksheets that provide hands- on practice , but that doesn’ t mean they can’ t still be fun , , multiplication, related concepts engaging. Concepts addressed include: money 2cd word problems, addition, subtractions, subtraction telling time. math worksheets for 9th grade khayav.free math worksheets. The GCSE maths passports support students revision with revision of basic numeracy skills up to complex mathematical concepts. The new grades 1 to 9 GCSE maths passport resources are more detailed than ever before. GCSE Maths Passports Grades 1 to 9 Revision. Instead of there revision being only three passports there are now five. For the youngest math learners sorting, , patterns worksheets get kids learning , colorful counting, using basic math concepts in a fun low- pressure manner.
A set of handy year 2 SATs revision sheets containing 2cd a series of short maths problems consolidate key maths skills in preparation for the SATs Arithmetic , questions which can be used on a daily basis to revise Reasoning papers. Year 7 Maths Worksheets Pdf.
Revision notes, summary sheets with key points, checklists, worksheets, topic questions and papers for AQA, Edexcel, OCR, MEI Statistics 1 Maths A- level. Free Printable Math Worksheets for Grade 4 This is a comprehensive collection of free printable math worksheets for grade 4, organized by topics such as addition, subtraction, mental math, place value, multiplication, division, long division, factors, measurement, fractions, and decimals. Maths Revision Mats This is a new section to the site in here I am going to start sharing the revision mats I am creating for both Higher and Foundation candidates in the final countdown to the exams. Mathematics Specialist Mathematics Methods Mathematics Applications Mathematics Essential Mathematics Foundation Mathematics Preliminary.
2cd maths revision sheets
A free GCSE maths revision site aimed at helping you pass your GCSE maths exam. Hundreds of worksheets, past GCSE questions and games to improve your maths.


Reasoning and proof as addressed in the middle school curriculum. Topic include proportional reasoning, logic and proof, types of numbers, field axioms, Euclidean and non-Euclidean geometry.
MATH212 and MATH213. Restriction: Must be in one of the following programs (Elementary Education; Special Education; Middle School Education).
Mathematical reasoning: proof versus nonproof
Nonproof and logical fallacies: Truth tables and implication, Backward or circular reasoning, Invalid proofs from pictures, Insufficient proof schemes
Incomplete or vague reasoning
Mathematical reasoning and methods of proof
Logical and historical development of Euclidean and non-Euclidian geometry: Axiomatic reasoning and proof, Axiomatic systems in geometry, Proof of Pythagorean theorem, law of sines, law of cosines
Forms of proof: Direct proof, Proof by contradiction, Proofs using contrapositive, Proof by mathematical induction
Axiomatic foundations for number systems, and theory and application of rational numbers
Logical and historical development of number systems
The role of zero
Exploration of rational number system
Proof and argumentation underlying the foundation of middle school mathematics
Analysis and application of problem solving involving variation and invariance: Multiplicative compensation, Additive compensation
Analysis and application of problem solving involving linear relationships
Analysis and application of problem solving involving proportional reasoning


Improving Measurement Reliability For Child Learning and Wellbeing in Crisis Contexts: The MENAT Measurement Library
The lack of valid, reliable measures to capture meaningful changes in learning and well-being outcomes for children in crisis or conflict-affected contexts have been a long-standing barrier to implementing and investing in quality programs.
The MENAT Measurement Library offers one solution for those working in the humanitarian and development fields in the Middle East, North Africa, and Turkey. As the very first effort of its kind, the Library curates a collection of measures that supports researchers, practitioners, and policymakers to generate quality evidence on children’s holistic learning and well-being outcomes. These outcomes include academic subject matter skills, mental health, physical skills and health, social and emotional skills, and program implementation and quality. Users can search the MENAT Measurement Library by outcome, age group, purpose of the data, or language of the measures.
Each measure can be contextualized, adapted, and used within the context of psychosocial and educational programs to assess how well relevant programs are being implemented and the extent to which they are having an impact. The Library transparently reports the validity and reliability of each measure for a given context and purpose.
The Problem With Self-Reports in Conflict and Crisis-Affected Settings
This array of measures is especially useful for assessing or implementing social-emotional learning programs because it offers measures that go beyond self-report. Unlike assessments of literacy and numeracy outcomes, where programs often use performance-based tests to assess students’ knowledge and skills, self-reports constitute the majority of tools widely used to assess children’s social and emotional skills in fragile contexts. Self-reports have some research value but provide a biased picture of children’s social-emotional skills. By making other types of measures available to those working in conflict and crisis-affected settings, the MENAT Library facilitates a more complete understanding of children’s social and emotional learning and holistic development in crisis contexts by providing reliable measures specific to a regional context, specific ages, and marginalized populations.
The Library’s Many Resources
A consortium of MENAT-based research-practice-policy partnerships contributed to the measures that are currently available in this resource. This approach to partnership has led to a resource that is informed by the collective expertise of every participant. By committing to an approach of rigor, the Consortium produced materials with the potential to take this entire field to new heights of understanding and effectiveness. For example, a research advisor at an NGO implementing non-formal social and emotional learning programs with Syrian refugee children in Lebanon can use the Social-Emotional Response and Information Scenarios (SERAIS) tool (offered within the Library) for an evaluation, knowing it has evidence of validity and reliability for this context and is accompanied by a guide on how to best administer the measure.
The Library also includes measures that go beyond social-emotional learning to help practitioners build and maintain healthy, safe, and effective educational programs such as Academic Readiness for Children (ARCH), a performance and survey-based tool which assesses school readiness for children aged 4-8 with a partial focus on literacy outcomes. This targeted assessment holds the power to strengthen classroom environments by giving teachers and administrators information they need to bring previously out-of-school children up to speed with this foundational skill.
It is important to begin approaching humanitarian response with a greater emphasis on quality education and a deeper understanding of what it takes to achieve holistic learning outcomes for children. The MENAT Measurement Library sets the field up to achieve this. Part of how the Library works toward this goal is by creating the space for its users to share what they learn while working with the Library and specifically to hear more about the evidence they are able to develop on the measures’ reliability and validity across the different contexts in which they operate. In the years ahead, the hope is that the Measurement Library’s collection of users, the measures it supplies and the body of evidence behind these will only continue to grow.
The MENAT Measurement Library addresses a significant challenge to a culture of learning and improving within humanitarian and development work. Measure development requires many years of work, technical skills, and resources that may not align well with the primary purpose or timeline of an education program: to assure that children and youth gain social-emotional, literacy, and numeracy skills that are foundational to their future success and self-reliance. As you use the Library, please share the evidence that you have managed to acquire, how reliable you have found the measures you used to be across different contexts, and general insights about how you think the Library can improve.


Writing songs can be the teacher’s magic trick: it’s cool and fun, the kids love it, and it also develops creativity, cooperation, life skills and self-expression. Just grab an iPad, headphones, launch the pre-installed GarageBand application and explore what today’s technology has got to offer for the future of education.
The Future Songwriting method, child of Finnish INTO School is tried and tested in its native Finland, and is winning the hearts and minds of teachers and students across Europe. We asked Janne Hiedanniemi and Kari Saarilahti about the basics of the method.
What is the Future Songwriting project and method?
Our Future Songwriting project is based on the Finnish INTO School concept and method, and consists of two overlapping components: we give teachers in-service training in authentic environments and carry out creative projects in schools and kindergartens.
The goal is to offer everyone equal opportunities to take part in songwriting, and deepen the understanding of artistic, technological and individual dimensions in creative work and composing music.
We bring technology into the classroom to assist the songwriting process so that everyone has access to the world of music-making regardless of their background.
What tools to use?
We use mostly GarageBand for iPad since it’s easier for beginners, but there are also excellent Android-based alternatives. For example with n-Track and FL Studio you can do pretty much the same things as you can do with GarageBand – to write, record, mix and share music with others.
Of course, we’re not leaning solely on digital tools, but using also a great variety of instruments like the guitar or the piano, thus mixing digital technology with more traditional practices.
We use multi headphone splitters to connect more headphones to one tablet, therefore pupils can work on the same song as a group.
How do kids start composing, which instrument comes first?
Getting started is often the hardest part, even for professionals. There’s no wrong way to start. Some like to begin with the beats while some start with the lyrics, chord progression or outlining the song structure.
How do they pick a theme for their song?
In this project we have the Sustainable Development Goals (SDG) as an overarching theme, and children process the topic as it relates to their world. Many of the songs tell about friendship, global climate change, summer or ice cream. 😉
What can be done during a 45 min or a 90 min session? How many instruments can one program or record during a limited amount of time?
One could do a whole bunch of crazy things, but we want to emphasize that creating music isn’t a speed contest! Everyone has their own unique style and pace of development. Supporting each student’s strengths, needs, skills and interests is the very core value of the INTO SCHOOL method and the Future Songwriting project.
Can you connect real instruments and microphones to an iPad? Can you use the microphone of the tablet too?
Yes, through an audio interface you can easily connect real instruments and microphones. Actually, the iPad’s built-in microphone is surprisingly good if you know how to use it correctly.
What happens at the Future Songwriting school pilot closing parties?
The end results of the kids’ songs and creative work are celebrated and presented in concerts to the entire school community, parents and friends.
We feel that it is extremely important to celebrate children’s achievements. Many kid’s self-esteem gets a remarkable boost when their success is recognized and appreciated like this.
Future Songwriting introduces a new model to music education. Using creativity and digital tools to activate children’s innate potential; the project aims to pave the way for the future of teaching music. The two-year project is co-funded by the Creative Europe programme of the European Commission.


WMA launches Educator’s Lair blog
Online platform aims to help K-12 teachers meet state art standards in the classroom
DOTHAN, Alabama – October 1, 2019 – The Wiregrass Museum of Art (WMA) is pleased to announce the launch of the Educator’s Lair, an online platform that serves as a resource for all K-12 educators. The blog, created by WMA’s education department, will help Alabama educators execute best practices for art activities in the classroom, provide ideas for source materials, and answer questions submitted by educators. It is intended to be a resource for teachers of all subject matters who use art as a teaching tool across the curriculum
Beginning October 1, five posts will be available on the blog, with topics ranging from how to teach a lesson on optical art to how to create a no-mess glue sponge for younger students. WMA educators also introduce themselves in a video post to explain the structure and purpose of the blog.
WMA’s educators plan to update the blog with new content each Monday. Teachers are invited to submit questions and requests for posts by emailing them to email@example.com.
“WMA has always provided resources for teachers, students, and school systems in the Wiregrass area. As part of WMA’s partnership with Dothan City Schools this year, and with the restructuring in mind, we wanted to make sure that we were providing resources that our area teachers needed,” said Dana-Marie Lemmer, WMA’s executive director and curator.
Since 2017, WMA has offered online lesson plans based on works from the museum’s permanent collection. Housed on WMA’s website, the lesson plans are accessible at no cost to educators, and can be used for planning as well as in-class instruction. The lessons cover subject matter appropriate for K-12 students and teach concepts as wide-ranging as science, math, social studies, and language arts.
There are currently 12 lessons available online, with the launch of eight more this month. Each lesson meets several art standards set by the Alabama Board of Education, which are listed in the lesson descriptions to make planning easier for teachers.
“It is important that WMA provide opportunities that address art education standards, but it is also possible for us to provide cross-curricular lesson plans and ideas for teachers in our area. Art is a great way to learn about other subjects, and is a tool for students to develop communication, problem solving, and team building skills that they will need in the workplace,” said Lemmer.
All public schools in Alabama must meet state art standards, including those without formal art programs or teachers certified in art education. WMA’s educators hope that the combination of the Educator’s Lair and the existing online lesson plans will be a useful resource for teachers looking for new ideas and techniques to make classroom instruction more engaging and productive for their students
About the Wiregrass Museum of Art
The Wiregrass Museum of Art inspires a lifelong appreciation for the visual arts by providing innovative educational programs that engage diverse audiences through the collection and exhibition of quality works. Since its founding in 1988, WMA has offered educational programs, nationally-acclaimed art exhibitions and community events throughout the year. Its Board of Trustees guides the long-term vision and strategic goals, while its membership, City and County support, and grant funding provide the resources needed to fulfill its mission.
WMA’s galleries are open to the public every Wednesday through Friday from 10 a.m. until 5 p.m. and Saturdays from 10 a.m. until 3 p.m. General admission is always free. Private tours with guided art activities in the studio can be arranged by appointment on Mondays and Tuesdays. For tour information, visit wiregrassmuseum.org/museum-tours.


- Art Education
The special collections feature remarkable examples of Attic vase painting and a range of different vessel types from amphoras to ointment pots. In addition to everyday utensils, jewellery and several statuettes of gods, the Egyptian collection also boasts fragments of an Egyptian funerary boat. The special collections also include an extensive inventory of glass painting and a collection of coins.
The museum's special collections include an extensive inventory of glass painting. For example, the permanent exhibition features painted glass windows and fragments from the Late Middle Ages with figurative and ornamental motifs. Panes from the Renaissance and the Baroque period portray Christian and worldly topics including depictions from the world of the Fuggers, for example the so-called "Swiss panes" from the 16th century.
The collection also features works by the likes of Johan Thorn-Prikker, Heinrich Campendonk, Ewald Mataré or Anton Wendling. In the 1920s, these artists revived the old technique of glass window design involving mosaicing rather than painting onto the glass pane. In their works from the "Era of Renewal", they used brilliant, clear antique glass.
It was after 1945 that the large slab glass windows set in concrete created by artists like Pierre Soulages, Raoul Ubac, Victor Vasarely, Robert Sowers, Otto Dix, Anton Wendling, Fritz Winter, Georg Meistermann, Johannes Schreiter and Ludwig Schaffrath appeared.
> On show on the 2nd floor
Ointment pots and funerary figurines – in addition to everyday utensils, jewellery and several statuettes of gods, the ancient Egyptian collection also boasts fragments of an Egyptian funerary boat. But the best example of the funerary practices of the ancient Egyptians is a richly illustrated receptacle for a mummy (6th century BC). The museum's female mummy (16th century BC) with mask, fragments of the receptacle and painted sarcophagus spent many years away from Aachen in the Röntgen-Museum (X-Ray Museum) in Remscheid and is currently on leave as a long-term loan to the Parque de la Cienas Museum in Cordoba.
> Not currently on show
The museum's extensive collection of artefacts from antiquity is represented in the permanent exhibition by remarkable examples of Attic vase painting and a range of different vessel types from amphoras to ointment pots. These works reflect the chronological development of the early Geometric period (900-700 BC) through the Archaic period (700-500 BC) to the Classical period (470-380 BC). The selection is rounded off with some small ceramic figurines: delicate terracotta figures from Tanagra (4th-3rd century BC) and Archaic-style figures of idols from Boeotia (6th-5th century BC).
The most prominent exhibits include two Apulian prize amphoras in Panathenaic style, a hub-of-the-world dish bowl, an apotropaic eye-cup and a bronze warrior's helmet from Olympia (550 BC). Another outstanding item is a bronze folding mirror with a depiction of Europa riding the bull.
The collection also has a section devoted to Coptic art of Late Antiquity – an encaustic portrait of a female mummy and a collection of almost 100 specimens of textiles – and a marble female head from the Central Roman Empire.
> Selection on show in the Tapestry Room on the 1st floor
The Suermondt Museum had an East-Asian cabinet which was almost completely destroyed in the Second World War. To compensate for the loss, in the 1950s the museum acquired a rich collection of Japanese sword guards – tsuba – from Japanese samurai swords. The majority of these iron discs, gold-plated or encrusted with jewels, date from the 17th-19th century and feature reliefs with figurative, mythological or floral motifs.
> Most of the East-Asian collection is not currently on show
On show in the Couven Museum are examples from the municipal collection of Japanese and Chinese porcelain as well as a large-format Chinese print.
The municipal collection encompasses several thousand items and contains a virtually complete collection of coins minted or used in Aachen from the Early Middle Ages to the present day, with lots of rarities and unique specimens. The inventory also boasts a small collection of Greco-Roman coins, coins acquired through archaeological digs in the Aachen region (primarily from Roman times and the Middle Ages) and an extensive collection of medals and plaques with regional relevance. And the collection also features some practical equipment relating to coinage: a mint press, coin scales, Ferdinand I's purse for coins to throw to the populace, forms of emergency currency …
> Not currently on show


World Human Rights day is celebrated on 10 December 2019 every year to honor the United Nations General Assembly’s adoption and proclamation.
Human rights are rights essential to every person, paying no mind to race, sex, nationality, ethnicity, language, religion, or some other status. Human rights incorporate the privilege to life and freedom, opportunity from bondage and torment, an opportunity of education, the privilege to work and living and some more. Everybody is qualified for these rights, without separation.
Here are some human rights that every individual should know:
- Right to Equality
All human beings are born free and equal in dignity and rights. They are blessed with reason and voice and should act towards each other in a soul of fellowship.
2. Freedom from Discrimination
Everybody is qualified for rights and opportunities set out in this Declaration, without qualification of any sort, for example, race, shading, sex, language, religion, political or other supposition, national or social birthplace, property, birth or different status.
3. Right to Life, Liberty, Personal Security
Everyone has the right to life, liberty and their freedom and the security of themselves.
4. Freedom from Slavery
No one shall be held in slavery and the slave trade shall be prohibited in all their forms.
5. Freedom from Torture and Degrading Treatment
No one shall be subjected to torture or cruel, inhuman or degrading treatment or punishment
6. Right to Equality before the Law
All are equivalent under the watchful eye of the law and are qualified with no separation for equivalent security of the law. All are qualified for equivalent insurance against any segregation disregarding this Declaration and against any impelling to such separation.
7. Right to Fair Public Hearing
Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and any criminal charge against him.
8. Right to be Considered Innocent until Proven Guilty
Everyone charged with a penal offense has the right to be presumed innocent until proved guilty according to the law in a public trial at which he has had all the guarantees necessary for his defense.
9. Freedom from Interference with Privacy, Family, Home, and Correspondence
No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks.
10. Right to Free Movement in and out of the Country
Everyone has the right to freedom of movement and residence within the borders of each State. Everyone has the right to leave any country, including his own, and to return to his country.
11. Right to Marriage and Family
Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution. Marriage shall be entered into only with the free and full consent of the intending spouses.
12. Right to Own Property
Everyone has the right to own property alone as well as in association with others.
13. Freedom of Belief and Religion
Everyone has the right to freedom of thought, conscience, and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship, and observance.
14. Right to Participate in Government and in Free Elections
Everyone has the right to take part in the government of his country, directly or through freely chosen representatives. Everyone has the right to equal access to public service in his country.
15. Right to Education
Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Parents have a prior right to choose the kind of education that shall be given to their children.


- Art Education
In the late 16th century, Rome, Florence and Venice ranked as Italy's most important centres of art. It was from there that, through painters like Raphael, Titian, Annibale Carracci and Michelangelo da Caravaggio, significant impulses for the stylistic change of art in Europe emanated. Giovanni Salvi (Il Sassoferrato), for example, mainly oriented himself in his compositions to Raphael, while Tintoretto in his portraiture picked up on Titian's Venetian type of painting by depicting a person in dark clothing against a neutral grey background. But above all, it was Caravaggio, with his dramatic use of light and shadow(s) (tenebrismo), who inspired and influenced the subsequent generation of Baroque painters. His follower Bartolomeo Manfredi is still hailed today as one of the most prominent figures of international Caravaggism. The Spanish artist Jusepe de Ribera, who lived in Naples, carried this style onwards, indirectly influencing his compatriot Francisco de Zurbarán, who was working under contract for rigidly pious monastic orders. In counter-reformist Spain, his penchant for religious subjects attracted great interest among his predominantly ecclesiastical clients. Unlike in the northern provinces of the Netherlands, the middle classes in Spain played hardly any role as clients or buyers of art. Particularly Zurbarán’s depictions of St Francis, of whom he painted over 50 versions, distinguish him as a truly virtuoso master of light and shadows.
The majority of the Spanish paintings in the Suermondt Ludwig Museum come from the internationally renowned 19th-century collection of Colonel Andreas Daniel Berthold von Schepeler, a German officer who was active as a diplomat, historian, military theorist, man of letters and art collector. He possessed one of the most important collections of paintings, especially of Spanish and Dutch art. He did his own collecting personally in Spain between 1815 and 1832. Most of the items came from the holdings of noble families who were forced to sell their art collections after the revolution in Spain. In 1852, three years after Schepeler's death, Barthold Suermondt bought his collection, which numbered around 150 paintings. Many of these are now located in the former Suermondt Collection in Berlin, to which Suermondt himself was forced to sell the first part of his collection in 1874. But several important works have remained in Aachen, for example Christ Carrying the Cross.


Massachusetts is known for its rich history and the role it played in the Revolutionary War. Native Americans lived here for 10,000 years before Europeans arrived. Pilgrims arrived on the Mayflower in 1620 near Plymouth. Soon after, the Puritans arrived and settled Boston and Salem. Both groups came in search of religious freedom.
- Some of the most famous events surrounding the American Revolution occurred in Massachusetts, such as the battle at Concord, Paul Revere’s midnight ride, and the Boston Tea Party.
- During the 1800s, Massachusetts was known for its whaling and fishing industries. Today, the state is known for its high-tech industries and universities.
- Massachusetts is home to more than 80 colleges and universities, including Harvard University, which opened in 1636 and is the oldest university in the U.S.
- Massachusetts is one of the leading producers of cranberries. Cranberries grow in bogs, low, marshy areas, and they’re usually harvested by flooding the fields, which causes the berries to float to the water’s surface.
- Boston built the first subway system in 1897. If you visit Boston by car, you can still see the small, brick-paved streets from the colonial period. No wonder they needed another transportation system.
- The Fig Newton cookie was created in Newton, Massachusetts.
Massachusetts Quick Stats
State Capital: Boston (population 617,594)
Largest City: Boston
Largest Metro: Greater Boston
State Bird: Chickadee
State Flower: Mayflower
Admission to Union: February 6, 1788
Questions and Answers
Question: Do whales still live in the waters near Massachusetts?
Answer: Yes, Cape Cod is considered one of the best places in the world for spotting whales.
Watch a video about Massachusetts.
Cite This Page
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Imagine that you’re enjoying a holiday with your family when suddenly the ground begins to shake and tremble. Buildings crumble and people run screaming through the streets. This is just what happened in Lisbon, Portugal on November 1755.
At the time, Lisbon was one of the most beautiful cities in Europe with charming buildings, open plazas and cobbled streets. The Lisbon earthquake occurred in the Atlantic Ocean and the tremors could be felt through most of Europe. Many buildings in Lisbon were destroyed by the earthquake. What’s worse – fires from candles and cooking fires – spread to the houses. Soon, much of the city was on fire and people were running in panic to escape.
Many people fled to the river and the sea where they boarded boats. Only 30 minutes after the earthquake, a tsunami came roaring into the city. A tsunami is a huge sheet of water, usually caused by an earthquake or a volcano. The flooding waters crashed the boats against the harbor. Many people drowned. What’s worse – fires from untended candles and cooking fires – spread to the houses. Soon, much of the city was on fire.
When the tsunami was over, Lisbon lay in ruins. People all over Europe talked about the earthquake in Lisbon and it took many years to rebuild the city.
Fun Facts about the Great Earthquake of Lisbon for Kids
- The Lisbon Earthquake happened on November 1, 1755. It was All Saints Day, a special day for the religious people of Portugal.
- Many of the people in Lisbon were worshiping in church when the earthquake happened.
- The fires that started that day burned for five days.
- Some researchers estimate that 10,000 to 100,000 people died, making it one of the deadliest earthquakes in history.
- The Lisbon earthquake was felt in Finland and North Africa and even in Greenland and the Caribbean.
- The royal family and court were not in the city during the earthquake or tsunami so they were unharmed. After mass that morning they had all left the city because the king bowed to the whim of one of his daughters. She had wanted to spend the holiday outside of the city and so they did.
- After the earthquake the king became afraid of living within walls. A complex of tents and pavilions was erected on the outskirts of Lisbon where the king and his court stayed until the king died. His daughter built the new palace on that same spot.
- The Great Lisbon Earthquake was the first earthquake studied scientifically to evaluate its effect over large areas.
- Because of this huge earthquake, modern seismology was developed.
The Great Earthquake of Lisbon Vocabulary
- Crumble: smash or fall into pieces
- Worship: participate in prayer and other religious activity
- Cobbled: made of rocks
- Tsunami: huge waves and sheets of water
- Seismology: the study of earthquakes and earthquake effects
All About The Great Earthquake of Lisbon Video for Kids
Check out this cool video all about the Great Earthquake of Lisbon for kids. This video shows and tells kids about the 1755 Lisbon Earthquake.
The Great Earthquake of Lisbon Q&A
Question: Do tsunamis happen often?
Answer: Tsunamis are fairly rare, but when they occur, they can be devastating. The last major one happened in 2004 in the Indian Ocean. Over 230,000 people died.
Enjoyed the Easy Earth Science for Kids Website all about the Great Earthquake of Lisbon info? Take the FREE & fun all about the Great Earthquake of Lisbon quiz and download FREE all about the Great Earthquake of Lisbon worksheet for kids. For lengthy info click here.


Chances are you have heard the terms Speech Therapist, Speech-Language Pathologist, Speech Pathologist, SLP, SLT, ST, etc., etc. But what do these titles actually mean and is there a difference between them?
In short, no. All of the above terms or colloquialisms refer to a Speech-Language Pathologist (SLP), who is a skilled, autonomous professional with expertise in the assessment and treatment of disorders of communication and swallowing. A minimum of a master’s degree is required to practice Speech-Language Pathology in Canada and the profession is regulated at the provincial level, which means clinicians abide by a set of standards and regulations to ensure quality care and safety to the public. In Ontario, SLPs are governed by the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO).
Though the profession has a seemingly endless list of names and short-forms, none of them fully capture the scope of the profession, which is quite broad. Perhaps most obvious to the public, SLPs assess and treat those with speech production difficulties, helping people develop their articulation and phonological skills (pronunciation), modify their accents, decrease their stuttering/increase their fluency (as portrayed in movies such as the King’s Speech), and improve their vocal quality.
Many people also know that SLPs assess and treat those with language delays/disorders, helping them to improve their ability to understand spoken and written language as well as convey information verbally and in writing or through alternative/augmentative means (e.g., pictures, iPads, communication devices). For those with social communication challenges (i.e. decreased eye contact, lack of proper greetings and farewells, difficulty taking conversational turns), SLPs help build the foundational skills that will lead to successful communication and interactions in social situations, such as making friends and navigating conflict.
But did you know that SLPs also assess and treat those who have cognitive communication challenges due to neurological diseases or acquired injuries (e.g., stroke, brain injury, or dementia)? SLPs help these clients by targeting underlying deficits in skills such as reasoning, problem solving, and memory as they are imperative to communicating in a coherent and cohesive way.
Lastly, and somewhat surprisingly to most, SLPs are also experts in the identification and management of feeding and swallowing disorders in infants, children, and adults. SLPs have extensive knowledge of the anatomy and physiology of the upper aerodigestive tract (i.e. the parts of the body involved in speech and swallowing) and will work with individuals to ensure they are feeding and swallowing safely.
SLPs work in the community, hospitals, daycares, schools, private practice, rehabilitation facilities and many more settings! They collaborate with a long list of healthcare and other professionals to ensure that clients and families achieve the best possible health and quality of life outcomes.
If you find yourself or a family member seeking out services from a Speech-Language Pathologist, make sure to inquire about your therapist’s areas of interest as well as additional training or certifications they possess. At Aurora Speech Clinic, our team has additional training in the following:
Speech and language delays
Social communication disorders- Hanen’s More Than Words certification
Motor Speech Disorders- PROMPTS for Restructuring Oral Muscular Phonetic Targets (Introduction and Bridging)
Stuttering (Lidcombe Program for Early Intervention for Stuttering)
Cognitive Communication Disorders (Levels 1 and 2)
Augmentative and Alternative communication- Picture Exchange Communication System (PECS), Language Acquisition through Motor Planning (LAMP), Dynavox
Pre-literacy and literacy skills
Feeding and swallowing disorders
And much more! Please feel free to contact us with questions or to book an appointment, and check out the links below for more information.
Stephanie and Jill
Registered Speech-Language Pathologists
Aurora Speech Clinic
College of Audiologists and Speech Language Pathologists of Ontario (CASLPO)
The Ontario Association of Speech-Language Pathologists and Audiologists (OSLA)
Speech-Language and Audiology Canada


Visual Explanations: How to Describe and Clarify with Graphics
People are wired to understand visuals. Research shows that when you use relevant graphics to explain, clarify, and enhance content, it typically improves learning. In this interactive session, we will explore the most effective graphics to use for various types of content. Then we will discuss design tips for each format, showing what enhances the message and what obscures it.
These techniques will make you more conscious of how to design with intention, so that your graphics are understood accurately and are aesthetically pleasing.
After attending the session, you will be able to:
Determine the most effective graphics to use for telling a story.
Design or select graphics that explain concepts and systems.
Design or select graphics that explain data and numerical information so learners can make accurate judgments.
About the Speaker:
Connie Malamed is a consultant, author and speaker in the fields of online learning, visual communication, and information design. She has helped nonprofit, government, and corporate clients transform their content into interactive learning experiences for 20 years. Connie is on a mission to help learning professionals improve their visual design skills and products. As part of this mission, she has written a new book, Visual Design Solutions, which helps learning professionals improve their visual design skills. Her previous book, Visual Language for Designers, explains the cognitive science behind graphic communication.
Connie is also the publisher of The eLearning Coach web site, The eLearning Coach Podcast and a mobile app, Instructional Design Guru. She has a graduate degree in instructional design and technology and an undergraduate degree in art education.
Attendees will have the opportunity to buy Connie's latest book "Visual Design Solutions" at a discounted price while at the event.
Thank you to our Event Sponsor:
Click here for directions.


Instead of 2 questions with fixed scenarios for candidates to choose from to write a narrative, 1 topic is offered which can be approached from any one of several perspectives. To help candidates think about the different perspectives of the topic, visuals will be provided. Three pictures that are not arranged in sequence will be provided in the question. They can choose to weave a story from either one of these pictures, or compose a story linking all three. This will test their ability to respond, write from different perspectives, and do both factual and fictional writing.
A new component, Visual Text Comprehension in Paper 2 will in the form of multiple-choice questions (MCQs). For example, students will answer questions based on a poster.
COMPREHENSION OPEN-ENDED SECTION
In Paper 2, the types of questions will now be varied and could include, for example, tables which candidates will fill in using information from the passage.
ORAL / CONVERSATION
Will be replaced by the Stimulus-based Conversation component. Students will give their personal response to a visual stimulus that is thematically linked to the Reading Aloud passage. Students will then move on seamlessly to a discussion on a relevant topic. In the new exam, pupils will have to respond to anything from a poster to a map to a biscuit wrapper. “What we are interested in is hearing the children’s point of view and how they respond to whatever stimuli we give them because the focus is on oral communication, not on what is in the picture,” Dr Elizabeth Pang, programme director for literacy development said. Pupils will also be able to give their opinion – leading to a conversation with the examiner – and to “not just talk about what they see, but what they think of the situation”.
Will have more items with graphic representation compared to the existing paper.


A Level Mathematics is a useful, interesting and popular course – in fact the most popular in the Sixth Form.
Mathematics and Further Mathematics are versatile qualifications, well-respected by employers; they are both “facilitating” subjects for entry to higher education. Careers for men and women with good mathematics skills and qualifications are not only well paid, but they are also often interesting and rewarding. People who have studied Mathematics are in the fortunate position of having an excellent choice of career. Whilst the number of young people studying A Level Mathematics and Further Mathematics is increasing, there is still a huge demand from science, engineering and manufacturing employers.
The College’s success in Mathematics comes as a result of a team of committed teachers who support pupils through inspirational lessons and additional clinics, as well as the provision of a wide range of opportunities for enrichment led by the College and also by the pupils themselves.
Mr John Bullen
Head of Mathematics
About the Curriculum
A Level Mathematics is an interesting and challenging course which extends the methods learned at GCSE and includes optional applications of mathematics such as Statistics, Mechanics and Decision Mathematics:
- Statistics: collecting and analysing data and using this to make predictions about future events. Many subjects make use of statistical information and techniques. An understanding of probability and risk is important in careers like insurance, medicine, engineering and the sciences.
- Mechanics: modelling and analysing the physical world around us, including the study of forces and motion. Mechanics is particular useful for students of physics and engineering.
- Decision: using algorithms and other methods to find efficient solutions to real life problems, such as finding the shortest route around a network. These techniques are important in business, logistics and computer science.
A Level Further Mathematics is fun and rewarding. It broadens the pupils’ mathematical skills and promotes deeper mathematical thinking. The students will be introduced to interesting new areas of pure mathematics such as complex numbers, and will be encouraged to apply mathematics in a wider range of contexts.
In the Lower Sixth there are at least four sets: the setting is adjusted throughout the year but initially is based on GCSE and Additional Mathematics results, with set 1 consisting exclusively of students with good Additional Mathematics passes and/or with an A* in GCSE. In class a variety of learning activities are employed to ensure students develop a wide range of skills, such as complex statistical analysis, advanced calculus techniques and an understanding of the mechanics of the real world. Independent practice is absolutely essential at this level, and the students are regularly assessed to ensure that this is taking place. Teaching is supported by out-of-class learning in subject clinics as well as by individual study and drills. Pupils at all levels are given the opportunity to apply the techniques they are learning, and receive regular feedback in class and through marked work. We also use MyMaths to support our students’ learning so that they are always able to practise independently with instant feedback.
Outside of the curriculum we have a history of huge success in the national UK Mathematics Trust (UKMT) competitions, with many students qualifying for the British Mathematical Olympiad rounds and beyond. Every week we offer a new and devious Problem of the Week, challenging students to think outside the box and use their problem-solving skills to answer the question. Students also have the opportunity to work as a team by competing in local and national Maths competitions as well as taking part in the National Cipher challenge, which involves breaking a set code each week. For those students looking to complete the Sixth Term Examination Paper (STEP) or Maths Admissions Test (MAT) Paper, we also run a weekly preparation group.
Many employers highly value Mathematics qualifications as students develop their logical and analytical thinking during their studies. Through solving problems, pupils develop resilience and are able to think creatively and strategically. The writing of structured solutions, as well as the proof and justification of results, are fundamental to formulate reasoned arguments. More importantly, students develop excellent numeracy skills and the ability to process and interpret data. In order to progress to many courses at university, it is important to have strong mathematics skills. For most science, technology, engineering and mathematics (STEM) degree courses, A Level Mathematics is a requirement; AS or A Level Further Mathematics is often a preferred subject. Anyone applying to study a degree in a STEM subject should consider taking Further Mathematics to at least AS Level, as the additional content helps ensure a successful progression to university. AS Further Mathematics is accessible to most A Level Mathematics students. Having A Level Further Mathematics on a university application is a great way to make it stand out.


Some parents may underestimate their role in their child’s academic future. They may expect that once the child gets to school, that’s when the learning will begin. This is a dangerous assumption because schools do not necessarily succeed in growing each child to grade-level literacy. Here are three essential factors that will ensure your toddler will be well on the way to having a literate future.
1. Have plenty of books at home.
Dr. Mariah Evans, a professor at the University of Nevada at Reno, found that one way to predict a child’s educational success is simply counting how many books are in that child’s home. She conducted a study which found that having as little as 20 books in the house has a marked impact on children’s likelihood of making it to college. The more books in the house, the better the outcomes for children’s long-term success in literacy.
While having a large number of books seems to be a reliable indicator of academic success, correlation is not the same as causation. In other words, simply having the books in the house is probably not going to make a difference if they are sitting on a shelf collecting dust. The National Reading Panel, a group of nationally recognized literacy experts, concluded that the single most powerful way for parents to prepare their children for school is to read aloud to them from birth to preschool. It is better to let your child choose the books you will buy, according to Dr. Richard Allington, a literacy professor at the University of Tennessee-Knoxville. This will allow your child to explore his or her interests. Do not try to impose any books on them once they are old enough to choose for themselves, or you will risk ruining the joy that can be associated with reading.
2. Have rich conversations with your toddler.
Sometimes families can be so busy with cooking, cleaning, careers, and other activities, that when there is downtime at home, they relax by watching television or surfing the web on their phones. Do not underestimate the influence that oral language proficiency has on your child’s future literacy achievement. The importance of oral language as a basis for future literacy growth is supported by a multitude of empirical research studies.
Don’t feel silly talking to your babies before they are able to talk, because they benefit tremendously just from hearing you speaking to them. In fact, in a famous 1992 study by educational researchers Betty Hart and Todd Risley found that by the age three, 86%-98% of a child’s vocabulary comes directly from their parents. Children are naturally curious and want to understand the world around them. Engage with them and entertain their inquiries as often as you possibly can so that they can be exposed to as much rich vocabulary as possible. One way to expose your child to extensive vocabulary and conversation is at the dinner table. Child psychologist Diane Beals has linked childhood dinner conversations with literacy development.
3. Provide your toddler with as many authentic and enriching world experiences as you can.
Numerous studies have demonstrated how a child’s background knowledge and experiences play a pivotal role in their reading comprehension. In fact, a few studies have even shown that background knowledge can actually lend more to comprehension than reading level. This could indicate that a child who struggles with reading but has been to a baseball game is likely to comprehend a baseball text better than a proficient reader who has never been exposed to anything baseball-related. Therefore, it is critical for you to expose your toddler to as many enriching experiences as possible. These could include visits to zoos, amusement parks, beaches, sporting events, museums and limitless others. Ask your toddler questions about these experiences, and engage them in rich conversation. Make these conversations authentic and natural rather than interrogative.
Preparing your toddler for his or her future literacy and academic endeavors does not have to be difficult. The best part about doing these three things is that they do not require coercion, regimented routines, or displeasure. They just take some time. If you work towards fulfilling these three factors, you will have your toddler well on his or her way to being an excellent reader.


By Committee on Attracting Science and Mathematics PhDs to K-12 Education: From Analysis to Implementation, Division of Policy and Global Affairs, National Research Council
The nationwide learn Council (NRC) has undertaken a three-phase undertaking to discover the opportunity of a software to draw technological know-how, arithmetic and engineering PhDs to careers in K-12 schooling. the 1st section of the venture surveyed the pursuits of modern PhDs in technology and arithmetic in pursuing careers in secondary schooling. research of the part I information means that an important percent of PhDs will be attracted to pursuing careers in secondary schooling lower than a few situations. This document from the second one part of the undertaking offers a suggestion for a countrywide demonstration software to figure out how one may possibly arrange PhDs to be effective individuals of the K-12 schooling group. The proposed application is designed to aid meet the wishes of the nation's faculties, whereas supplying additional profession possibilities for contemporary PhDs in technology, arithmetic and engineering.
Read Online or Download Attracting PhDs to K-12 Education PDF
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Extra info for Attracting PhDs to K-12 Education
Retention strategies for the broad array of professionals in other aspects of the K-12 education system have not been a major policy concern, and there is a paucity of information from which the committee could address retention in these other types of careers. 4 Proposed Demonstration Program T his final chapter turns to the design of a demonstration program for new and recent PhDs in science, mathematics, and engineering. The committee’s proposed demonstration program is based on what was learned from Phase I of this project about the attitudes of the candidates for this program (see Appendix A), on the discussion in Chapter 3 of what prospective teachers need to know, on a few related programs that have been launched in recent years, and on the committee members’ judgment and experience.
The proposed program carries the expectation that a new community of educators will develop among the fellows, who carry the cultures of both K-12 education and their disciplines, and so contribute to a high level of science, mathematics, and technology in K-12 education across the nation. The committee strongly endorses moving to Phase III of the project: calling together potential funders and program designers to implement the program. References Alberts, B. (2000). Some thoughts of a scientist on inquiry.
New York: Oxford University Press. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press. American Association for the Advancement of Science. (2002). AAAS Science and Technology Policy Fellowships. org/ [May 13, 2002]. American Chemical Society. (2001). ChemCom® chemistry in the community. 57/ChemCom/ [September 26, 2001]. American Institute of Physics. (1999). Maintaining momentum. College Park, MD: Author. pdf [October 25, 2001].


Professional Development (352 items)To section archive
This study explores the characteristics of the teacher evaluation model in Finland. Highlighting the unique qualities of the Finnish case, the authors also compare these teacher evaluation practices with the increasingly applied value-added model (VAM) for teacher evaluation across the globe. Their analysis revealed that the Finnish Model prioritises teacher empowerment and professional development by carrying out bottom-up evaluation practices. With a clear focus on teacher empowerment and professional development, this framework substantially differs from accountability measures such as VAM, which emphasize rigid data collection procedures and the use of standardized test scores to hold teachers accountable based on their students’ academic performance. This study also revealed that professional development endeavours of teachers are highlighted as the key elements in Finnish teacher evaluation.
Updated: Nov. 17, 2019
Despite the increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.
Updated: Jul. 28, 2019
Keeping Our Best? A Survival Analysis Examining a Measure of Preservice Teacher Quality and Teacher Attrition
In this study, the researchers analyzed data from an apprenticeship-style teacher preparation program to understand the relationship between a measure of preservice teacher quality—student teachers’ observational scores—and their decisions to (a) enter into the profession, and (b) stay in the profession within the first 2 years after graduation. They found that more qualified student teachers are more likely to enter into the profession and stay in the profession, even after controlling for student teachers’ demographic characteristics and their academic achievement.
Updated: Jun. 02, 2019
Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention
In this article, the author shares analysis of interviews with 11 women of Color veteran teachers who serve in formal or informal leadership roles within social justice education. Their reflections reveal how teacher education programs—justice oriented or not—fell short in preparing them for the hostile racial climate of schools, thus putting them at increased risk of being pushed out of teaching. The article also points to collectivized teacher-led spaces of racial literacy development—framed as critical professional development (CPD)—that have helped to sustain them in the field. These teachers’ narratives offer significant insights for teacher education to better prepare teachers of Color for long, effective, and transformative careers.
Updated: May. 23, 2019


By Teachers, For Teachers
Oftentimes, young writers have a difficult time fully expanding their ideas into paragraphs that make sense and that are seamlessly interconnected with one another. In order to improve the quality of students’ writing assignments, many teachers opt to use the ICED teaching strategies. Abbreviated for Idea, Citation, Explanation, and Defense of Thesis, these teaching strategies helps students strengthen their writing skills. Here we will take a quick look at what these teaching strategies are, why they are used, and how you can use them in your classroom.
The ICED writing strategy has four main elements that help students to expand each paragraph in their writing piece while keeping it connected to the main topic. The four elements are as follows:
Idea – This is the topic sentence for each paragraph. This sentence should help connect or support the main idea.
Citation – This is the evidence that relates to your idea. This can be a direct quote or personal example. It can also be paraphrased information either from a text or event. This “Evidence” should provide the reader with additional supportive ideas. Words such as, for example, or for instance are typically used here.
Explanation – This is the expansion of the citation or evidence from above. This expands on your main idea and supports your claim. The writer cannot assume that the reader knows everything about the topic that they are writing (which young writers usually do), so detailed explanations are the goal here.
Defense of Thesis – The last step in the ICED strategy connects the whole paragraph back to the main idea or thesis statement. This is often the most difficult for students, because they tend to forget or have a hard time wrapping their writing piece up at the end.
A great way for students to learn each of these elements is to have them search for them in text. Teach students that authors will often say “For instance” or “To illustrate” before they introduce a citation or example. Show them how to look for the main idea in each opening paragraph, as well as how to connect the main idea to the defense of the thesis at the end of the text. Once students become familiar with the main elements, they will be able to use them in their own writing.
The main goal of essay writing is to see a student’s comprehension of a topic. However, many young writers fail to demonstrate their understanding of a topic when writing. Many students tend to lack examples and evidence, and forget to connect their ideas with the main topic of the writing piece. The ICED strategy helps students who struggle with things because it provides them with a framework or reference to follow.
The first thing that you need to do is print out an ICED Strategy handout. You can either print out enough to give each child or give them a template where they can fill in a brief description of each element of the strategy. Many teachers opt to scaffold this strategy with their students, because they find it to be the most effective way for the students to learn the information because it helps to increase the students’ understanding.
Once you have gone over each of the elements of the ICED strategy, then assign students into small groups or with a partner and give them a sample text to read through. Challenge groups to read through the text and identify each element of the strategy. An easy way for students to do this is to use a different-colored ink for each key element, and underline as well as jot down information in the columns next to the text when they find them.
Once students are able to identify each key component of the strategy in the text, next you can help to guide students in using the ICED strategy to write a paragraph. The key is to have students use their handout as a reference when writing their paragraphs and essays.
When you are looking to improve your students’ writing skills, the ICED strategy is a great tool to use. Make sure that your students use this handy strategy when preparing their writing assignments or as a reference to use before they hand an assignment in.
Have you ever used the ICED teaching strategies in your classroom? If so, do you like it? Please share your responses in the comment section below, we would love to hear from you.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds Masters of Science in Education from the State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com, TeachHUB Magazine, and Hey Teach. She was also the Elementary Education Expert for About.com for five years. You can follow her on Twitter @Empoweringk6ed, on Facebook at Empowering K6 Educators, or contact her at Janellecox78@yahoo.com.


How to prepare your year 5 child for the 11-plus exams in Kent and Bexley
August 28, 2015
August 28, 2015
It’s this time of year when a lot of parents with children going into year 5 start to panic a bit about the 11-plus. Many will have only heard about the 11-plus in passing during the summer holidays, and others have waited for the summer to end before starting their search for an 11-plus tutor.
Tuition aside, what do you need to do to help your child prepare adequately for the 11-plus exams in Kent and Bexley? Here are some tips:
1. Don’t panic
Yes, it’s true that the grammar tests are very competitive. But if truth be told, a child who doesn’t have any hope of passing would not have miraculously evolved into one who could by starting tuition in year 4.
If you know that your child has a good chance of passing and would like to get them prepared, starting in year 5 should not be too late. Speak to friends and family for personal recommendations of an 11-plus tutor and get online to do some research yourself.
The fact that you are on the Geek School website suggests that your research may have brought you here for a reason – please don’t hesitate to get in touch.
2. Check what your child will be expected to know for the tests
Find out the entrance procedures for the schools you have in mind, the timetable for applications and tests, any fees required and the subjects your child will be tested on
If you are lanning on entering your child for the Kent and/or Bexley selective tests, or are thinking about superselectives ike St Olaves or Newstead Wood, you must do your research early. If you are thinking about applying to private schools, the same applies. All three routes have different application ties and procedures, so it’s a good idea to use this September to find out and diarise all key dates so that you don’t leave anything out.
If you’re thinking about using the services of a tutor, you will need to have any idea of the schools your child will be sitting exams for, as this may have an impact on the subjects taught during the lessons. Newstead Wood only tests the children on verbal and non-verbal reasoning, for example, but if your daughter are to sit the Bexley exams , they will also need to work on English and maths, as that exam covers all four subjects.
3. Have a look at some past papers
While you are doing your research on schools, it’s always worth downloading their past or sample papers to get an idea of what the exam will entail. Not all schools provide sample papers, so this is where a good 11-plus tutor can be especially helpful.
4. Buy the right books
The 11-plus exams cover more or less the same curriculum for English and maths, and are usually writtern by GL Assessments or CEM (Durham University); but some schools set their own exams.
There are a plethora of books and practice papers available at WH Smith and on Amazon that cover both types of exams.
5. Start working with your child early enough
A good starting point is 18 months before the exam, but if you don’t have that luxury, you should start today. Check the basics like timestables and their understanding of units of measurement, etc.
Once your child starts to work on papers, you’ll get an idea of how strong they are in their work. Take a look at your child’s numeracy skills and weed out any wobbly bits before the summer of year 5.
If you feel overwhelmed by it all, or are facing some resistance from your child, you should consider getting an 11-plus tutor.
6. Don’t give up
Children are not always receptive to their evenings or weekend after school being taken over by homework and 11-plus practice. Some children are happy to get on with the work, once they realise what they could gain from passing, but others just want their free time back!
If your child has the ability, you will need to be prepared for complaints, cryng and straight refusal to do the work. Whatever happens don’t give up – unless you find that your child can’t cope at all.


Does Participating in a Music Program in High School Lead to Academic Achievement in College?
MetadataShow full item record
Music education has and continues to become a constant issue in the cultural aspect and views of the educational system. How does music play a factor in our educational system? This thesis investigates the influence of how music plays in an individual’s educational development. Research has shown that while students in high school who participated in a music program, had significant increases in how they achieved academically in school, with this, students may also have the chance of excelling in their academics while attending a college or university. In this study, I measured the academic excellence amongst several social demographic factors including those students who were involved in a musical performing arts program in high school compared to those who were not. What was learned through this research was that there is a strong significance in the male population of musicians in their college academics. Through showing the importance of music education, this research highlights the significance of music participation and evolution of social skills and academics through the action of music.


Beginning Acoustic Guitar
A beginning level course covering basic guitar technique, such as strumming, fingerstyle picking, and open and moveable position chords. Both tablature and music notation are covered. No previous musical experience is required. Ideal for learning folk song accompaniment and basic melodies, as well as simple "riffs" and improvisation. Highly recommended for those pursuing music education or primary school teaching certificates and degrees.
|33709||MUSI 16A||1L||····F··||12:30 PM-01:20 PM||Ron Dunn||A31|
|····F··||01:30 PM-03:20 PM|
Class Materials: View textbook and/or other materials for this course available at the Bookstore.
Class Dates: This class runs from 2019-01-07 to 2019-03-29.
MUSI-016A-01L: For more information, please see instructor's website: http://faculty.deanza.edu/dunnron/
- 1.5 Units
- One hour lecture, two hours laboratory (36 hours total per quarter).
- Gen Ed
- Non-GE Class
- Program Status
- Program Applicable
- Credit - Degree Applicable
- Grading Method
- Letter Grading
- EWRT 200 and READ 200 (or LART 200), or ESL 261, 262 and 263.


Help in Teaching Ceramics
Overview of the Goals
As everyone who teaches ceramics has learned, the subject is vast and teaching it can be challenging. This is especially true for people who have not had the benefit of good teachers or years of experience but find themselves teaching ceramics as part of an art curriculum. Our common experience at k12clay has validated our understanding of the benefits ceramic arts bring to education and given us tools to make it more successful for art educators today who are clamoring for additional support.
At the 2012 Seattle NCECA conference k12clay established this initiative to support the teachers and students who want help finding links to numerous interdisciplinary resources in ceramics. We further agreed to gather resources for making the case for clay in education.
The Seattle Initiative
1. Collect and make available exemplary Lesson Plans with documentation, and
resources that can also connect to core subjects and state standards.
2. Design and create a clearinghouse for Resources for the ceramic art teacher
including links to websites, PDFs, images, museums, potteries, galleries and local
artists to support teaching practice.
3. Provide established Safety guidelines for teaching ceramics in a K-12 setting.
4. Solicit, collect, and publish, funding resources for ceramic arts projects and local
support groups with people to turn to locally.
5. Connect our website to journals, organizations, social media, universities, colleges, craft groups, arts
organizations, industrial ceramics corporations, education and charitable foundations, museums and craft
6. Establish an organized site as a place where ideas and resources for ceramic
arts research can connect or find support.
7. Establish an international Bibliography of ceramic art education research.
8. Collect research establishing connections between ceramics and improvement in reading.
9. Collect research that establishes connections between ceramics and improvement in
other areas of the school curriculum including examples of benefits of using ceramics in education from a
variety of sources.
10. Establish the k12clay.org website as a unified "go to" starting point for ceramic arts teachers or for advocacy
of education in the ceramic arts.
This initiative was accepted by the Foundation as the final third of our mission, including the exhibition and scholarship. We include it here as a public offering and a statement of our intent to work toward the creation of these resources.
We welcome replies. Please send to our Teaching Ceramics Committee,
chaired by teacher/potter Nicole Dubrow of Black Sheep Pottery


By now you will have noticed that each morning your child’s class has a number of ‘activities’ set up to be explored after they have put away their bags and signed in.
These ‘activities’ are referred to as provocations. So what is a provocation? In childhood education, the term provocation is derived directly from the practices of the Reggio Emilia inspired approach. A Reggio-inspired provocation is an open-ended activity that doesn’t have a prescribed outcome, instead it is designed to stimulate ideas, initiative and imagination.
They are designed to provoke thoughts, discussions, questions, interests, creativity and ideas – they encourage children to think independently by fostering and provoking thought!
Provocations allow and encourage children to experience the world for themselves through open-ended activities without being overtly guided by a teacher or parent. The idea behind provocations is to encourage children to think independently by encouraging their interests and the exploration of those interests.
At Dominic we embrace the use of nature based elements, loose parts and tinker trays in a multitude of ways to inspire the kinds of creativity at which small people excel. Our provocations can also incorporate pre-literacy and numeracy skills, fine motor development and link in with areas of interest within the classroom. We seek to provide hands-on exploration for our students to practise, test, construct and deconstruct their ideas and theories.
As reflective teachers, we spend time evaluating the success of the provocations we design – ascertaining whether the ideas have worked for the children. Points of stimulus can be: a photo, picture or book, natural resources, conceptual (the seasons, light and shadow), old materials displayed in new and varying ways, an interest that a child may have, a ‘seed’ that may have provoked or generated thought, an object, new creative media, questions (i.e. – what is gravity?) or perhaps an event.
We encourage parents to use these provocations as an opportunity to discuss the thoughts or ideas your child has immersed themselves.
Mrs Emily Jenkins - on behalf of the Kindergarten team