Create successful practice, explore a composer's historical lifestyle, learn about modern composers, experience local performances - Musical Notes will enhance your music education and capture your imagination. Be Inspired!
When it comes to the week before the recital, most of the hard work should be completed. You're pieces are learned, and we're simply working to perfect the details and have fun as we tell as story with your music.
So, how are you supposed to practice this week?
Pretend that you're playing for the recital.
Warm up a little bit, and then walk away from the piano. You can sit down and pretend that you're sitting in the audience waiting your turn!
Walk up to the piano with your music (or without, if you're playing from memory), and sit down as you will at the recital.
Make sure you take some time to adjust the piano bench. You need to be comfortable to play well! And then take a minute to look at your music and think about the first few measures of your music.
Finally, begin to play! Remember, this performance is supposed to be just like playing for the recital. So, if you make a mistake, don't get flustered, keep going!
After you've finished your first piece, take your hands off the keyboard and put them in your lap. Turn to your second piece, and once again, take a minute to think through the first couple measures of your music.
Play your second piece! Once you've finished, place your hands in your lap. Then stand and face the audience.
Imagine the applause as you take a bow!
Have a Practice Recital for your Family
Gather your family for a practice recital! It's even a great idea to wear the clothes you will wear for the recital (especially your shoes if you'll be using the damper pedal).
Jessica's Piano Studio
Teacher at Jessica's Piano Studio to many talented students! Here's some helpful tips and interesting information to create a wonderfully educational musical experience!


Scientists work to discover how music training affects the brain
New research shows that the special training of music conductors seems to enhance the way their senses work together – enabling them to quickly tell who played a wrong note, for example. Scientists hope the research will lead to new discoveries about how music training may change the brain.
"Studies have shown that while students who get music training may sometimes do better academically, no research has explored whether this training actually causes changes in the brain," said Jonathan Burdette, M.D., associate professor of radiology at Wake Forest University Baptist Medical Center.
The research, conducted by Wake Forest University Baptist Medical Center and the University of North Carolina at Greensboro (UNC-G) Music Research Institute, was presented today at the 35th annual meeting of the Society for Neuroscience in Washington, D.C. The study focused on multisensory processing, which is the brains ability to combine information from several senses, such as seeing an ambulance and hearing its siren.
"Multisensory processing has been shown to speed our reactions, help us identify objects and heighten our awareness," said Burdette. "We hope to learn which brain areas are involved in this ability and how they can be enhanced by training."
The researchers goal was to scientifically examine whether music conductors intensive training gives them special skills at locating sounds. For example, conductors must be very adept at not only identifying errors, but also in precisely identifying the errant sound both in time and space. This was one of the first studies to examine multisensory processing in this unique population.
"Our research suggests that conductors are better able to combine and use auditory and visual cues than the musically untrained," said Donald A. Hodges, Ph.D, Covington Distinguished Professor of Music Education at UNC-G. "The conductors were also significantly better at locating sounds in space and using sound to locate objects."
The study involved 20 conductors and 20 musically untrained subjects. Conductors were between the ages of 28-40 and had an average of more than 10 years experience as a band or orchestra director in middle or high school.
All participants were seated in a dark room and were asked to locate a briefly flashed light, a short beep, or a target that combined both light and sound at the same time and location. Targets were presented in random order from a variety of locations, and participants used a laser pointer to locate the target. The speed and precision of their responses were measured.
While subjects in both groups performed equally well in locating visual targets, conductors were significantly better at locating auditory targets than the musically untrained. They also performed much better when the light and sound were combined than they did on tasks using visual targets alone. This improvement was not seen in the musically untrained subjects and is typically not observed in the general population.
These results suggest fundamental differences in the ability of music conductors to use cues from multiple senses to locate objects in space. The next step in the research will be to have some of the subjects undergo brain scans with functional magnetic resonance imaging, which shows which areas of the brain are active during a task. The goal is to identify areas of the brain that may be involved in these differences in spatial abilities – and that may be capable of improved processing with training.
Karen Richardson | EurekAlert!


Toys, appliances, sofa and coffee table- your baby is actually learning from all these household items. These items can significantly impact the way a baby first crawls, walks or achieves other growth milestones, but many parents are unaware of it, revealed a new study by University of Texas at Arlington researchers.
Priscila Cacola, an assistant professor of kinesiology in the UT Arlington College of Nursing and Health Innovation, co-developed a simple questionnaire for caregivers of infants aged three to 18 months. Cacola says that the questionnaire can aid in the evaluation of toys and other items in the home known as home affordances. Called the 'Affordances in the Home Environment for Motor Development-Infant Scale', or AHEMD-IS, it is now being used by physical and occupational therapists worldwide.
Cacola said, "The tool could help parents better assess items for motor skill development or help infants do something like learning to walk. When parents buy toys, they are rarely thinking 'I wonder if this is going to be great for my child's motor skills', but if they look at each AHEMD-IS question and each separation of the question, they can choose to buy toys that are different or that offer different opportunities for their infants. Parents, doctors or other infant caregivers might ask 'What does a toy or a coffee table do?' Well, depending on the space between the couch and the coffee table, it could be the first distance that the child wants to cross."
Cacola added, "If a toy is cranked and pops up, the child might want to go grab it, which could lead the child to walking. But the challenge is the thing that stimulates that child to begin walking. The AHEMD-IS would be especially important when you consider infants that are premature, low birth-weight or have a condition that could impair motor skill development. Developing a child's motor skills is extremely important because motor development is actually the mediator of cognitive, social and emotional development. Good motor skills predict a whole lot later in life, so it might be something that all of us should be concerned about early in a child's life."
The study was published in Physical Therapy.


Did you know that over 40% of the world receives an education in a language that they don’t understand?
In Pakistan, the numbers are even more startling; government schools in Pakistan teach the basic curriculum in Urdu, which is spoken by less than 8% of the population. (UNESCO)
Imagine your first steps in learning to read and write weren’t in the language you were taught from birth. The sounds are foreign, the characters are unrecognizable, and the rhythm of speech completely unfamiliar. Learning like this would be even more challenging and strenuous than those formative years already are. Your difficulties in learning certainly might hinder you from wanting to return to school at all because weather, finances, or culture already pose nearly insurmountable challenges to you going to school at all.
The Gujjar villages that Shining Light works with were originally offered a basic Pakistani government education in Urdu. This is a great start, however, the Gujjars don’t speak Urdu! They speak their own tribal language called Gujjari, and learning to read and write in a completely different language was proving to be a great challenge. While learning the national language of Pakistan is certainly advantageous and crucial for their future opportunities, those initial years of learning the basics of literacy skills should be received in their mother-tongue, that was spoken in their homes since birth. Studies have shown that not learning in a mother-tongue leaves a child disadvantaged and behind throughout their entire education, but if they begin their education in their own language, there is increased self confidence and cognitive skills, higher test scores, lower drop out rates, and increased family involvement.
These benefits of mother-tongue literacy were too significant to ignore.
That’s why Shining Light found partners who were working on documenting the Gujjari language in a written form that could be used to promote and teach literacy in the very villages we work in. Our friends spent years documenting Gujjari and using this new script to create basic educational primers that could teach young children how to read and write in their own language. After years of studying, documenting, developing, illustrating, and publishing, the first Gujjar Primers have officially been printed and delivered into the hands of our Gujjar teachers in all four villages we work in. Over six months ago, 10 teachers from our rural village schools, as well as government teachers were trained in how to use these primers in their classrooms and how to begin teaching in their mother-tongue.
Now, 500 kids have received their new books…in their native tribal language.
Over 500 children in Shining Light’s rural village school have their own books with which they are learning to read and write in the language the’ve heard in their homes since birth. A language that was previously unwritten, they are now putting onto paper, and the connections for literacy are being made in not only their mother tongue, but the foundation is being laid for stronger cognitive skills and the ability to learn the basics of math, science, and eventually Urdu or English. What is even more exciting about this project, is that our student’s parents and families (who are statistically 95%-98% illiterate and never had the opportunity to receive an education) now have access to these literacy basics as well. Adult literacy classes are scheduled to begin in the coming months through evening community classes. Therefore, entire families, and ultimately, entire communities will now have elevated confidence, skills to enhance their interactions in society, and a significant amount of options for pursuing business and economic opportunies.
We are celebrating with our students as they see their language and culture being valued and preserved, but also honored, as we seek to give them the most solid education and foundational skills that will be the building blocks for the rest of their education. While the Gujjars were once forgotten, and oppressed, with no services available to them, we see them as valuable members of society, and want to get them every opportunity to pursue a bright and hopeful future for themselves.
In 2017 we aim to deploy the use of the Gujjar Primer books in a new valley for over 200 more children. If you’d like to give to the further development of Gujjar Primer Mother-Tongue Literacy materials, you can give here: DONATE
Written: November 29, 2016 by Kezia McNab


Black History Month Music lesson plans
General music classroom ideas include “What Can One Little Person Do?”, celebrating the lives of Harriet Tubman, Sojourner Truth, Rosa Parks and Martin Luther King, Jr., and the song “Martin Luther King” shared by Tony Award-winner Lin-Manuel Miranda.
Music plays a large role in black history. Here are some resources music educators can share with their students. The National Association for Music Education (NAfME) offers a variety of lesson plans, and here are few from other sources.
Jazz at Lincoln Center is excited to offer a series of Jazz Fundamentals videos. Join drummer Bryan Carter and his band as they explore, explain, and perform some of the basic concepts of Jazz in a fun and swinging set!
February is Black History Month. Explore the many contributions of African-Americans with several cross-curricular lessons, printables, quizzes, and activities below! Utilize these resources for grades K-12.
Jazz is the low moan of a saxophone, the growl of a trumpet, or staccato notes on a snare drum. Jazz at Lincoln Center (JALC) describes the art form as “a mingling of the musical expressions of all the people who came to the United States, by choice or by force; people from Africa, Europe, Latin America, as well as people who were already living in the U.S. Jazz was created by mixing together music from field chants and spirituals, to African rhythms and folk songs.”


This is part of an ongoing series devoting to the many women in STEM fields. Today, we feature a scientist who became well-known long after her death: Rosalind Franklin.
Popular culture credits James Watson and Francis Crick with the discovery of the helical structure of DNA. Indeed, they won the Nobel Prize in 1962 for their discovery. However, the lesser-known–but no less integral–contributor to their work was a woman by the name of Rosalind Franklin.
Rosalind Franklin was a well-educated young Jewish woman that excelled in both languages and sports. She was often characterized as “reluctant” to share her work, a resistance that probably stemmed from the sexism and anti-Semitism prominent in her place of work. But despite the obstacles she faced, Franklin established herself as a groundbreaking researcher, whose primary tool was X-ray diffraction. Franklin was the first to use X-ray diffraction on irregular solids. Additionally, her penchant for perfectionism enabled her to snap photos of unprecedented high quality of structures at their molecular level.
After perfecting diffraction to her satisfaction, she turned her attention to analyzing DNA. After several years of tireless work, Rosalind immortalized pictorial evidence of the double-helix structure of DNA. In this famous photograph, Franklin paved the way for the double-stranded model of DNA – not single- or triple-stranded, as prominent theories at the time hypothesized.
Despite Franklin’s tireless efforts in the laboratory, her work was stolen from her by her colleague, Maurice Wilkins, and delivered without her knowledge or consent to Watson and Crick. When Wilkins secreted copies of Franklin’s work to Watson and Crick, they were able to correct their triple-stranded model; and from there, Watson and Crick were able to deduce the correct structure of DNA. Franklin’s contribution was reduced to nothing more than a footnote in their famous paper.
Unfortunately, Franklin’s remarkable contribution to our modern understanding of biology is not commonly taught in elementary education. However, there has recently been an increase in attention paid toward women in science. As such, Franklin’s name is becoming more and more prominent in discussions about biology. In fact, if not for the rule against awarding posthumous Nobel Prizes, she might have won the Nobel Prize as well.


Teaching multiplication using the standard algorithm seems so easy…in theory. In reality, it is a skill that students can take a long time to grasp and be able to execute flawlessly. There are many common errors that kids can make, and misconceptions that can cause students to struggle with how to complete the problem accurately.
Some of the common problems and misconceptions students run into when learning to multiply using the standard algorithm:
- Multiplying only in columns as if adding/subtracting
- Forgetting to place the zeros in the partial products of the tens and hundreds place.
- Lack of multiplication and addition fact fluency
- Only multiplying the top number by the ones place below
- Writing partial products in a sloppy way, causing difficulty figuring out which digits should be added.
Some of these errors can be prevented by ensuring that your students have the foundational skills necessary to complete the steps of the problem and understand the concepts associated with multiplication. Students need:
- Mastery of basic addition and multiplication facts (or access to a multiplication table)
- Place value understanding of whole numbers
- A foundation of multiplying by multiples of ten
- Estimation skills
Using area models as seen in the anchor chart here can help students break multiplication problems into easy-to-handle chunks and help the students associate the partial product in the area model to the partial products when solving the standard algorithm.
Originally, I did not love the way the area model seemed “upside-down” when looking at the multiplier on the side, since you put the digit in the ones place in the top row and work your way down from there, but once you are showing students how the partial products relate to the standard algorithm, and can draw arrows simply straight across, it really makes a lot of sense.
I also like to use color to help students keep track of the place value position they are working with as in this anchor chart. It helps the students see that they do need to multiply by each digit in the multiplier, and helps them keep track of their place when regrouping and going from digit to digit.
Give it Time
Ultimately, teaching multiplication with the standard algorithm is not a one or two day lesson. I know it seems easy to us, but for students, there is a lot involved, and it takes them time to apply all of the concepts needed to be able to execute the skill with fluency.


Interest areas which could be changed depending on the children. Tyres used as boundary line and small world.
Exploring fruits and vegetables on the light table.
Sticky tape challenge for babies is a fun activity that develops their fine motor skills and more
Button Sorting Cups - What a brilliant idea for your toddler/preschooler! Adding this to our collection of activities to promote fine-motor skills and color recognition! ≈≈ Great idea for a busy bag party
balancing act with natural materials
Do you want to build a snowman provocation using loose parts ~ Learning in Room 122 #ECE #winter
Science for Kids: Exploring Ramps and Friction - awesome idea! Kids love everything with cars and they will love this experiment!
Montessori Practical Life - Hammering Activity for Preschoolers, and practical lesson plan. Teach your child how to use a hammer and nail safely with this easy and fun set-up
Create a Peek-a-Boo Sensory Board for your toddler to explore could make this a matching sensory activity
Make ice play and water play beautiful with this gorgeous activity for kids! Freeze flowers and let kids explore them as the ice melts. - Crafts on Sea


Thursday, March 24, 2011
Netherlands - Ot en Sien
An illustration from a children book called Ot en Sien.
Sent by Monique, a postcrosser from the Netherlands.
This is from Wikipedia : Ot en Sien is an old children's book, written by a teacher in Drenthe, the Netherlands.
It was the start of a new method of writing children's books and had profound influence on Dutch elementary education in the first half of the twentieth century
Ot and Sien are the main characters in a series of Dutch children's tales that were very popular in the first half of the twentieth century. The first series titled Dicht bij Huis ("Close to home"), appeared in 1902. The second series Nog bij Moeder ("Still with mam"), followed in 1904. De author of the stories was Hendricus Scheepstra. However, he acted on the inspiration of Jan Ligthart, who had the intention to expose young people to what he considered a healthy daily family life. The illustrations were made by Cornelis Jetses.
After WWII the stories of Ot and Sien gradually went out of fashion and they were often ridiculed for the unrealistic picture they gave of life in the province. A century after their appearance there is a revival in the interest for the publications and in 2004 an exposition was held, focusing mostly on the artwork by Jetses.
Ot (short for Otto) and Sien (short for e.g. Francine) are two next door neighbors, a boy and a girl. Their illustrations were based on two children that actually lived in Jetses' neighborhood. The stories are situated in Drenthe that was at the time the most impoverished province of the Netherlands where quite a few people were still living in dwellings constructed of peat and sods. The surrounding poverty is nowhere to be seen in the stories that depict a very idealized version of reality.


Miss C Thorn (Infant School) and Miss S Walker (Junior School) are our Music Curriculum Leaders during 2016-17.
During music lessons the children have the opportunity to be creative through investigating sound combinations which they use to create their own compositions. In lessons they develop their understanding of the different musical elements and musical notation.
In the EYFS they explore musical instruments and develop their listening and performing skills. The children love to take part in group work where they create their own sound effects for stories and try out a wide range of percussion instruments through imaginative play and focused activities.
In KS1 the children develop specific skills and vocabulary to enhance their musical knowledge. Year 2 children learn African Drumming which is used to ensure that they are able to keep a steady beat and to explore rhythm.
In Key Stage 2 the children have the opportunity to learn a musical instrument, such as the Recorder and Ukulele, through whole class lessons. We also enjoy strong links with the Amersham Music Centre whose expertise contribute to the children’s music education by providing peripatetic instrumental lessons. Each year we have a Music and Arts evening where selected children from all classes in KS 2 have the opportunity to show their talents in front of an audience. The Junior School Choir have also had the opportunity to sing in concerts at Wembley Arena and The Albert Hall.
Across the school each week the children have singing assembly where they learn about different styles of music and artists. They are also exposed to a range of music such as classical, pop or different countries national anthems at the beginning and end of each assembly.


Early and Middle Childhood Education Specialization
Do you have a bachelor's degree in early childhood or elementary education and are you interested in enhancing your interdisciplinary content knowledge? This specialization is designed for educators working with children in Preschool – 8th grade settings who are eager to attain a graduate degree while developing the latest knowledge in curriculum and instructional strategies.
The Early and Middle Childhood Education Specialization program is for:
- Current educators teaching in early childhood, primary, elementary or a middle school setting who are looking for professional development to become curriculum specialists or interdisciplinary instructional leaders.
- Individuals who already hold a bachelor's degree (in early childhood or elementary education) who want to become teacher leaders in their educational communities.
- Substitute teachers, career changers, retired military personnel, school paraprofessionals, and others with bachelor's degrees in content areas or related fields who want to teach and need to develop their expertise in the area of curriculum design, development and pedagogy.


Pre Primary Class 3 years to 6 years of age
The pre-primary class introduces children to the next level of learning while still focusing on fun. Children start to learn basic academic skills through both individual and classroom-wide lessons.
The pre-primary curriculum includes, but is not limited to the following:
- Practical life skills: Shoe tying, preparing snacks, buttoning, zipping, and motor skill development.
- Language: Pre-writing and pre-reading activities for the younger children, tracing and coloring, and writing for the older children.
- Math: Learning the numbers 1-10, number concepts such as tens, hundreds and thousands, addition, multiplication, and subtraction.
- Sensorial: Matching colors, recognizing and naming different shades, and geometric shapes (circle versus sphere).
The activities are designed and chosen so that the children feel comfortable and will be able to master the activity. The activities that are chosen fall into four main categories: care of self, control of movement, care of the environment, and grace and courtesy.
Manners are a must! Friends are introduced to the idea of grace and courtesy as they learn to take turns and treat others with respect. They are given the space to moderate their own behavior when possible, for example, solving conflict at a “peace table” rather than tattling. This is another area where a mixed-age setting shines, as older students can encourage their younger peers to display grace and courtesy.
The overall idea of these activities is not only to help children gain self-confidence in their working abilities, but to expose the children to fundamental activities that will build their concentration span and help them become self-sufficient little learners.
In the Language area children are exposed to various types of phonetic awareness activities to build a strong literary foundation. Montessori Language activities are designed to improve a child’s vocabulary, listening skills for common sounds, and differentiating between objects and pictures.
Language activities include learning the shapes and sounds of letters, Pre-writing and pre-reading activities for the younger children, tracing and coloring, all leading up to children who can read and write; some as young as 3!
The Math area of the Montessori classroom encompasses the use of concrete materials for the recognition of numbers and the recognition of quantity as well. Through these activities, children learn exactly how much a symbolic number stands for (i.e. the number 5 means counting the correct number of objects to make the number 5).
Mathematics activities are divided into six categories that include: counting and the decimal system, memory work, concrete abstraction, arithmetic tables and geometry. Children are introduced to more complex mathematical procedures and concepts as they are individually ready. Often times a child will complete a mathematical activity a few times until he feels ready to attempt a concept that is more difficult.
Each sensorial activity focuses on one important quality such as color, weight, shape, size, texture, sound or smell. Sensorial activities develop the senses of perception and discrimination for exploring and noticing small differences in patterns as well as fine motor function development in the hands.
The sensorial area builds the child’s concentration for a wider awakening of the senses and perception for distinguishing different qualities and patterns.
They are the leaders of our Pre-Primary classrooms for the first part of their day, then spend their afternoon in an accelerated Enrichment class. Many children who have attended Children’s House find themselves bored in a new Kindergarten at many elementary schools where students are given group lessons rather than being allowed to progress at their own pace. Montessori says, if children are ready to count to one-thousand, why stop at one-hundred? If they are ready to read a whole book, why stop at a worksheet? Focused small group lessons and lots of time with Montessori teachers allows our students to excel at their own pace, setting their own goals for achievement.
Enrichment gives them one more year of independent child-led learning, instilling even more confidence and readiness to enter traditional Kindergarten or first grade.


Art can make a difference in the lives of young children, and how their successes are measured and mapped affects their chances for success. What is required is change and, ‘there are a thousand things to do’ (Foucault, 1981/1991, p.174). Art education is not an option. Rather, it is a way to teach and learn.
Report published in 1999 by the National Advisory Committee on Creative and Cultural Education. The report's recommendations offer guidance to government departments and agencies, schools, Local Education Authorities, teaching and subject associations and cultural and arts organisations.
This research project analyses existing data on the impact of the arts in education. It finds that there is a relationship between listening to music and spatio-temporal reading, learning to play music and spatial reasoning, and classroom drama and verbal skills.
Wolf Trap Foundation is built on the philosophy that dance, music, and drama can help young children master skills across a range of subjects. This research has found that this approach, termed arts integration, has great potential for improving student learning in multiple disciplines.
In a series of 2010 essays, Born Creative brings together the experiences of creative practices in early years education. It shows the importance of cultures, environments and networks in the enrichment of early years learning and interrogates the role of leaders, policy and parents in creating them.
This useful collection of research studies shows that the arts can positively affect educational attainment, especially among high-risk, disadvantaged or hard-to-reach groups
This article addresses the question of whether children are or are not creative by exploring the assumptions underlying each possible answer.
Report by the Domus Academy Research Center for Reggio Children on suitable and stimilating environments for young children
An article exploring the concept of 'possibility thinking' in the early years setting, by the late Professor Anna Craft of Exeter University and the Open University.
The Creative Connections in the Early Years project examines the role of creativity through the arts in the lives of young children in Tasmania.
This book provides the rationale behind why all children and young people should achieve their entitlement to culture. It poses twenty big questions that should be asked before designing a cultural offer, and identifies the latest policies and initiatives that can support meaningful cultural experiences.
This paper sets out to provide an overview of the state of research and thinking on the relationship between the arts and creative development in young children (aged three to six years). The main purpose of the exercise was to identify issues, gaps and priorities for further research. By Caroline Sharp, published by NFER in February 2001.
In this article, Caroline Sharp of the NFER considers evidence from research and theory as it applies to developing young children's creativity.
Commissioned by Arts Council Ireland, this seminal collection and analysis of the most effective research on the impact of creative early years learning was written by Ruth Churchill Dower and Ben Sandbrook for Earlyarts.
A review of Creativity and Critical Thinking as processes that are child led but which benefit greatly from the sensitive contributions of others, and exploring why creativity is important in early learning.
A 2003 publication from OfSTED on good practice in the promotion of creativity in primary and secondary schools in England.
A report for The Arts Council England North East written by Jim Clark, Carol Griffiths and Helen Taylor in September 2003
This evaluation of 44 schools which use creativity across the curriculum found evidence of higher standards and personal development. It also suggests that the benefit may be greater for children and young people from more disadvantaged backgrounds.
A literature review which provides an overview of the key issues and debates surrounding creativity and the potential for assessing it in individuals. Authors: Ellen Spencer, Bill Lucas and Guy Claxton from the Centre for Real-World Learning, University of Winchester.
This collection of studies highlights the possible impact of arts study on the brain. It includes links between music training and skills in geometrical representation, reading acquisition and sequence learning and training in acting and memory improvement.
Earlyarts patron, Sir Ken Robinson, makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.
Research that has shown it is possible to increase students' critical and creative thinking capacities through instruction and practice. With movement to what is often referred to as 'the information age' the ability to be both a critical and creative thinker is considered an important element of life success.
All young children take great pleasure in moving a crayon or pencil across a surface and leaving a mark. This paper examines children progress through certain stages of development in their art making.


Improving education results
Why is this important to the people of NSW?
We want every child's education to help them reach their full potential, no matter what their circumstances.
Students with sound literacy and numeracy skills are more likely to stay at school, complete their HSC and continue on to tertiary education.
That’s why we are working towards increasing the proportion of NSW students in the top two NAPLAN bands by eight per cent by 2019.
How are we tracking?
In 2016, 32.5 per cent of students (over 156,000 students) were achieving the top two NAPLAN bands in reading and/or numeracy.
To meet the target, by 2019, 12,800 additional students will be achieving the top two bands.
What are we doing?
By focusing on teacher quality through the Great Teaching Inspired Learning actions, and through targeted reforms such as the Connected Communities strategy and the Rural and Remote Education Blueprint, we are determined to improve teaching and learning in all schools. Other reforms include:
- The number of schools participating in the K-2 Literacy and Numeracy Action Plan has increased to 668, including 407 schools in regional areas.
- The Bump it Up strategy identifies schools which are going well and, the data suggests, have the greatest capacity to improve their students' performance in literacy and numeracy. Forty six of the 137 Bump it Up schools are in regional areas.
- From 2020, students in NSW will need to meet a minimum literacy and numeracy standard to receive the HSC. There are multiple opportunities to meet the minimum standard including achieving at least band 8 in their year 9 NAPLAN tests.
The NSW Government was the first in Australia to sign up to the National Education Reform Agreement, following the Gonski Review [PDF 3.85mb], which is a fairer distribution of funding so students in most need are properly resourced. We developed the Resource Allocation Model of funding, which targets NSW students and schools in most need of extra support – this is now considered best practice in Australia and many other countries.
In 2017-18, we will invest more than $15 billion for government and non-government schools. This total allocation includes:
- $809 million capital investment in 2017-18, as part of the four year $4.2 billion allocation for new and existing capital works projects in government schools.
- $88 million in 2017-18 as part of the $224 million ‘Quality Teaching, Successful Students’ 2015 election commitment. This package will enable up to 1000 of the best teachers to mentor and coach other teachers and monitor student performance data across schools.
- $50 million in 2017-18 as part of the $167 million ‘Supported Students, Successful Students’ 2015 election commitment. This package is providing:
- additional school counsellors
- flexible wellbeing resources to provide student support
- state-wide support for positive behaviour for learning and targeted support for Aboriginal and refugee students, their families and communities.
What can you do?
If you're a parent, being involved can make a big difference to your child's school and education – teachers and families need to work in partnership.
- Get involved in your child’s education
- Help your child practice the literacy and numeracy skills they're learning at school.
- Speak to your child's school principal about what they are doing to improve literacy and numeracy.
- Volunteer at your child's school, many schools encourage parents and carers to contribute to reading and numeracy programs, help in the canteen, go on excursions or contribute to cultural events.


Royal Commission on Aboriginal Peoples
The Royal Commission on Aboriginal Peoples (RCAP) was a Canadian Royal Commission established in 1992 to address many issues of Aboriginal status that had come to light with recent events such as the Oka Crisis and the Meech Lake Accord. The commission culminated in a final report of 4000 pages, published in 1996. The original report "set out a 20-year agenda for implementing changes."
The Commission of Inquiry investigated the evolution of the relationship among Aboriginal peoples (First Nations, Inuit and Métis), the Government of Canada, Indian and Northern Affairs Canada and part of the Culture of Canada as a whole. It proposed specific solutions, rooted in domestic and international experience, to the problems which have plagued those relationships and which confront Aboriginal peoples today. The Commission examined many issues which it deems to be relevant to any or all of the Aboriginal peoples in Canada. The study of the historical relations between the government and Aboriginal people, in order to determine the possibility of Aboriginal self-government, and the legal status of previous agreements that included, the Royal Proclamation of 1763, the Indian Act, the Numbered treaties and Aboriginal case law.
Members of the Commission traveled to numerous Aboriginal communities to interview Aboriginal peoples on their past and current condition. The commission consisted of several high-profile Aboriginal members and jurists, including Paul Chartrand (Commissioner of the Aboriginal Justice Implementation Commission), Peter Meekison, Viola Robinson, Mary Sillett, and Bertha Wilson, and was chaired by René Dussault, and Georges Erasmus. The Commission issued its final report in November 1996. The five-volume, 4,000-page report covered a vast range of issues; its 440 recommendations called for sweeping changes to the relationship between Aboriginal, non-Aboriginal people and the governments in Canada. Some of the major recommendations included the following:
- Legislation, including a new Royal Proclamation stating Canada’s commitment to a new relationship and companion legislation setting out a treaty process and recognition of Aboriginal nations and governments.
- Recognition of an Aboriginal order of government, subject to the Charter of Rights and Freedoms, with authority over matters related to the good government and welfare of Aboriginal peoples and their territories.
- Replacement of the federal Department of Indian Affairs with two departments, one to implement the new relationship with Aboriginal nations and one to provide services for non-self-governing communities.
- Creation of an Aboriginal parliament.
- Expansion of the Aboriginal land and resource base.
- Recognition of Métis self-government, provision of a land base, and recognition of Métis rights to hunt and fish on Crown land.
- Initiatives to address social, education, health (Indian Health Transfer Policy) and housing needs, including the training of 10,000 health professionals over a ten-year period, the establishment of an Aboriginal peoples’ university, and recognition of Aboriginal nations’ authority over child welfare.
In an uncharacteristic move, Erasmus denounced the historical role of the Roman Catholic Church in Canada for forced integration of Aboriginal Peoples. Referring to the abandonment of indigenous languages, cultures and traditions.
Twenty years later
With the publication of the Royal Commission on Aboriginal People (Government of Canada, 1996), there was increased recognition in Western Canada of "the urgent need for preservation of Canada’s Indigenous languages, many of which face[d] extinction if current trends continue." In response to the threat of extinction, institutes for the revitalization of Indigenous languages - like the Canadian Indigenous Languages and Literacy Development Institute (CHILLDE) were established. Now running out of the University of Alberta, by 2016, CHILLDE had attracted over a thousand participants to its summer school programs.
- The Canadian Crown and Aboriginal peoples
- Indian Register
- Congress of Aboriginal Peoples
- Aboriginal Justice Implementation Commission
- Human rights in Canada
- "Highlights from the Report of the Royal Commission on Aboriginal Peoples". Indian and Northern Affairs Canada. Retrieved 2009-10-05.
- "Summary of the Final Report of The Royal Commission on Aboriginal" (pdf). CTV Canada. Retrieved 2009-10-05.
- "Abandoning neutrality" (video). Canadian Broadcasting Corporation. October 30, 1992. Retrieved October 7, 2009.
- Blair, Heather A.; Paskemin, Donna; Laderoute, Barbara (2003), "Preparing Indigenous language advocates, teachers, and researchers" (PDF), Northern Arizona University, Nurturing Native Languages, Flagstaff, Arizona
- "Aboriginal Peoples Network: Canadian Indigenous Languages and Literacy Development Institute", University of Alberta, Edmonton, Alberta, 2002, retrieved July 5, 2016
- "CIILDI homepage: About", University of Alberta, Edmonton, Alberta, 2002, retrieved July 5, 2016


Mary Anning was an English paleontologist and fossil collector. She did not receive any training but her technical illustrations were very detailed and accurate. Her findings gave her the title ‘the greatest fossilist the world ever knew’. She was born on May 21, 1799, to Richard and Mary Anning. Her father was a cabinet maker, carpenter, and an amateur fossil hunter. Those fossils were cleaned, polished, and then sold to tourists. The Annings had 10 children but only Mary and her brother Joseph made it to adulthood. Her father Richard Anning died in 1810 leaving his family destitute.
- Mary survived a lightning struck when she was only 15 months old. A neighbor who was holding her took shelter under an elm tree. He got killed but Mary was saved unhurt.
- She was born in Lyme Regis where the cliffs are rich in spectacular fossils from the seas of the Jurassic Period.
- Mary learned very much about fossils from her father and developed skills in fossil hunting.
- In the year 1811, Mary found a well-preserved and nearly complete 17 feet long skeleton. It was later named as Ichthyosaurus.
- This skeleton of Ichthyosaurus was sold for 23 pounds.
- She made various great discoveries but the most important one was when he found the first Plesiosaur.
- Plesiosaur was a nine feet long reptile with a long neck, short tail, small head, four flippers, and lived in the sea.
- In 1826, she opened a shop ‘Anning’s Fossil Depot’ that was visited by various important geologists from Europe and New York.
- Mary Anning found the very first pterosaur in the year 1828.
- She died of breast cancer on March 9, 1847, at the age of 48 years.
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The idea of specialization:
The two-year Master?s degree study in Education, specializing in Pre-school and Early Education prepare students to work as a teacher of preschool and early childhood education and as in classes I – III school teacher. Candidates are admitted to study in accordance with established rules of recruitment: on the basis of Bachelor’s degree diplomas from the same or similar specialty.
The aim of the studies in this specialization, in addition to preparing for the role of the kindergarten and classes I – III primary school teacher is to help develop competences required from teachers of initial and pre-school education, and comprehensive skills to stimulate child’s activity in different areas of elementary education and to prepare for the use of modern assisted teaching methods of information technology. In the course of study, students are obliged to undergo apprenticeship at pre-school and primary school.
Graduates acquire the following general and specific competencies related to the knowledge, skills and attitudes: the ability to organize the teaching process, individualize education, help with the developing of children’s interests, understand the educational needs of children, and formulate educational objectives for the development of both oneself and their pupils. Learn teacher’s workshop in the field of music education, motoric, artistic and technical assistance, including the principle of performance monitoring and constructing descriptive assessment, and the issues of educational work and collaboration with parents. Graduates receive a Master?s degree.
Specialization focuses on:
- Cultural Anthropology
- General Education
- Contemporary issues in psychology
- Contemporary issues in sociology
- Comparative Education
- Contemporary concepts in philosophy and ethics
- Activating methods in modern education
- Environmental education with the methodology
- Arts education with the methodology
- Pedagogy of fun
- Health psychology and rehabilitation of a small child
- Pre-school education
- Teaching methodology
Graduates of Pre-school and Early Education can work in pre-schools and early grades of elementary school. They can work in day care, residential – educational institutions, diagnostic – consultation and therapeutic centers, family care homes, specialized counseling centers, cultural centers.


HOW TO STRETCHYOUR LUNGS
The first thing you ever did and the last you’ll ever do is breathe. Every person on Earth has practiced breathing every moment of his or her life since forever. So you’re probably already asking yourself, “What does this jerk have to say about breathing?”
There are several professions that take breathing very seriously. My background is in music and music education. One thing that I have learned from teaching students wind instruments is that people in general are very lazy breathers. They do just enough to survive and no more. It's like taking a job that allows you to pay for your rent and groceries and have none left over.
When you were a kid, you used to blow up party balloons the same day one of your little friends was blowing out candles. Those darn party balloons are impossible to blow up on the first try, no matter how purple your face gets. One day, somebody showed you that if you stretch the balloon out before you blow into it, it fills up much easier. Your lungs, because of the lazy breathing you've spent your entire life doing, are un-stretched-out balloons. The more you practice, the greater they will become. Think of your lungs as rubber balloons with indefinite volume.
So, here comes your first ever lesson in how to breathe well.
- Posture, Posture, Posture
Be straight enough to give your lungs as much room to stretch as possible. Whether standing or sitting, make sure your back is straight and your shoulders are back. No slouching. You want to make your wind passage as clear and straight as possible, from your lips to your lungs.
- Blow out all your air
Expel every cubic inch of air in your lungs and hold it. Now expel a little more. You'll find yourself able to do it, but not for long!
- Slowly breathe in to the count of eight
By the time you have counted to eight, you should be FULL. Fill up so much that you feel your lungs stretch just the tiniest bit.
- Expel all your air again. Feel the stretch that getting it all out gives you.
- Repeat this process- but each time you do it, stretch your lungs a little more.
As you go, be sure that your body is as relaxed as it can be. Common faults are Tension (the enemy) in the shoulders, face, back, and arms.
Start to think about using your abdominal muscles as the engine that drives this process. The abs expand as you inhale and contract as you exhale. Any world-class athlete will tell you that the center of his or her body's energy is in the abdominal region. Also, the more stretching you do, the more you will feel your lower back expanding. Put your hand back there on one side and inhale. You should be able to feel your back swelling. The lungs are huge instruments that take up a lot of space.
Concentrate on stretching your lungs every day and see how much better you feel.


The children in this class are at the beginning of Key Stage 2. They are encouraged to become more independent in their learning. Their reading becomes increasingly confident, they are reading for research and for pleasure in addition to their book from the school reading scheme.
The children are building on the knowledge and skills they have acquired in Key Stage 1, and should now be able to write in a range of styles, with many words correctly spelt from memory and with consistent punctuation. We aim to extend their knowledge of grammar, vocabulary and sentence structure to enable them to write more complex and lengthy sentences. Their handwriting is usually joined in most of their work, and they move on to use handwriting pens for most tasks. As part of their homework, the children learn and use 10 new spellings every week, from a differentiated scheme and the recommended common words for their year group.
Most of the children will have learned their 2x, 5x, 10x and some their 3x and 4x tables by the end of Year 2, and by the time they finish Year 4, they should have a working knowledge of most of their tables up to 12x12. We also work on the four rules of number, learning to write and calculate long multiplication and division sums, and use them to solve written problems. The small class size means that children who find their work difficult can have extra support from me, the class teacher, where necessary and from the Learning Support Department if there is a specific problem. It also means that we have ample opportunity to extend those who excel in their Numeracy work.
The Science programme is worked on a two-year rolling programme, covering the topics recommended for study in Years 3 and 4, so that the children do not repeat them in the same class. They are encouraged to approach practical sessions in a methodical way, setting up their own experiments (with guidance), recording results accurately and drawing sensible conclusions from their work.
History and Geography are taught in the form of topics which are planned to be cross- curricular, also using their literacy, artistic and sometimes their numeracy skills.
In Middle School, the children continue to have a full range of specialist lessons, which gives them the chance to develop physically and mentally in a balanced way, making the most of their skills and talents. By the end of Year 4, the children should feel ready and able to meet the challenges offered in Upper School.
Mrs W Lewis
Class Teacher - Lower Juniors, Deputy Headteacher


8:00 a.m. to 2:45 p.m.
- Self-contained: Core academics
- Specialists: Art, Music, Physical Education, Latin
Biennial field trip to Washington, D.C., Living History Museum
- Language Arts: The four components are literature, grammar, vocabulary, and composition. Literature studies include works of fiction, non-fiction, and poetry. In grammar, parts of speech and punctuation are studied. For vocabulary, words from the students’ works of literature are used. Composition includes the various prose genre and poetry. Composition knowledge and skills are used in writing pieces for all subjects.
- Math: Middle school students study grade level math, including pre-algebra and, when appropriate, algebra 1.
- Science: During the middle school years, students study astronomy, botany, physical and earth sciences, and life science.
- History: Old world history, new world history, and U.S. history are rotated during the middle school years. Government and geography are integrated into these classes. Each student writes, memorizes and presents a historical impersonation of a famous person.
- Bible: Various topical and book studies are used. Students also memorize Scripture verses.
- Logic: As part of our classical education curriculum, logic is taught to eighth grade students. Logic class culminates in learning logical fallacies, giving students tools with which to evaluate what they hear and read in their daily lives.
- Music Appreciation: Sixth and seventh grade students learn about the various musical periods, and learn to recognize certain pieces from them, including Baroque and Classical, eventually advancing to modern music.
- Art: Beginning in fifth grade and continuing through eighth grade, we explore Art History and the various styles, movements, and artists that have left a lasting impression upon the world.
- Computers: Students perfect their keyboarding skills, learn proper use of the Internet, and learn to use various software programs, e.g. Power Point.
Mr. Muir has taught at SCA since 1999, beginning with lower grades and becoming a middle school teacher in 2002. He graduated from Fuller Seminary in 1981 with a MA degree in Marriage, Family, and Child Counseling and graduated from Eastern Oregon University with a MA degree in Elementary Education in 1999. His background as a therapist in Sacramento, California, has provided insight and understanding that is essential when teaching pre-teen and young teen students.
Middle school students are at an age when their focus shifts from adult relationships to peer relationships. With a budding ability to think abstractly, they like to challenge others’ opinions and discuss their own thoughts. To supplement lecture-style teaching, Mr. Muir offers opportunities to share and discuss topics in groups and as a class, to collaborate on projects, to perform experiments, to conduct research and present their findings, and to read and critique each other’s work.
Middle school is also a time of greater self-awareness and reflection. As children become young people, they need resources to help them develop life-long godly character qualities. Mr. Muir’s classroom emphasizes the importance of personal life change at the heart level rather than in behavior only.


Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver TAELLN411, 'Address adult language, literacy and numeracy skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Address adult language, literacy and numeracy skills' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Analyse LLN requirements
1.1 Determine LLN skill requirements of the training specification
1.2 Identify and analyse the LLN skill requirements essential to workplace performance
1.3 Determine the LLN skills of the learner group from validated tools and other sources
2. Select and use resources and strategies to address LLN skill requirements
2.1 Identify resources to support LLN skill development
2.2 Use learning and assessment materials to support identified LLN requirements, customising where necessary
2.3 Apply learning support strategies in training delivery appropriate to LLN requirements and learner group
2.4 Determine assessment strategies appropriate to LLN requirements and learner group
3. Use specialist LLN support where required
3.1 Review course demands and learner profile to determine if specialist LLN support is required
3.2 Access specialist LLN support where available
3.3 Integrate specialist LLN support into training or assessment practice where required
4. Evaluate effectiveness of learning support and assessment strategies in addressing LLN requirements
4.1 Seek feedback on learning support provided and assessment strategies used
4.2 Evaluate learning support and assessment strategies used
4.3 Determine areas for improvement based on evaluation


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About this product
- DescriptionThis alphabet book with a familiar tune will help children learn letter names and sounds. The book was written to bridge the gap for young students between sounds they can relate to and the abstract concept of letter sounds. If you ask a three year old what a cat sounds like, they will meow all day. Children can connect the idea of animals making sounds to letters making sounds. This is the book that will help the hard to reach student become interested in learning letters and letter sounds!
- Author BiographyLois Barr hold's a Master's Degree in Elementary Education and has many years of experience teaching students with learning disabilities. She is also known by her maiden name, Miss Rogers.
- Author(s)Lois Barr
- PublisherCreatespace Independent Publishing Platform
- Date of Publication11/09/2011
- FormatPaperback / softback
- SubjectGeneral & Literary Fiction
- Country of PublicationUnited States
- ImprintCreatespace Independent Publishing Platform
- Content Notecolour illustrations
- Weight136 g
- Width203 mm
- Height254 mm
- Spine4 mm
- Format DetailsTrade paperback (US),Unsewn / adhesive bound
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Gertrud Meyer-Denkmann (*1918) is a German composer, educator, musician, musicologist. She was among many other things a friend of John Cage and an early advocate of his work in Europe.
Her book "Klangexperimente und Gestaltungsversuche im Kindesalter", published in 1970, was a success for the contemporary/experimental music education series "rote reihe" (previously featured here) and an influential publication of its field. It got translated into english as "experiments in sound". The concept of the book is to lead the children to make their own music, through their inventive intelligence by experimenting, listening, interacting. "To offer him only an educational experience which is labeled 'suitable for children' underestimates his aptitude. (...) There is little room for a child to exercise his imagination or initiative when he is confronted by a well-worn song, a piece to practise, or a prepared set of ostinati or percussion rhythms."
Here's a piece from the record that accompanies the "Klangexperimente..." book.
"Geräusch und Ton" (sound and tone)
"Five children age 4 and 5 produce sound and tone with their voices and order sound and tone instruments in accordance with this. (...)"
|"sound groups with different tone colours"|
|"a chain of sounds as a relation of duration, action and tone colour"|
|Meyer-Denkmann and John Cage at her home in Oldenburg in 1963|
Gertrud Meyer-Denkmann homepage at University of Oldenburg
A multimedia portrait of Meyer-Denkmann by researcher Kirsten Reese (more sound and image goodies there and even a great video)


MI Monday | Learning Poetry with Bollywood Songs
Welcome to MI Monday – Week 2 micro-innovation.
Last Monday, we shared an interesting micro-innovation to engage children in learning maths in a fun way! This Monday, we share a micro-innovation by a teacher who uses Bollywood (name of Indian Film Industry) songs to help children learn poetry.
Poetry plays an important role in literacy development as it enhances phonemic awareness in children through the predictable rhymes and structured verse. Parents and teachers for many years have read poems with rich rhythmic language to encourage children to hear sounds and recite lyrics to increase awareness of how sounds and language work together. For these reasons, learning and reciting poetry is a crucial part of Indian school curriculum as well as of most national curriculums across the globe. In most schools, students are not only tested on their understanding of poetry, but are also graded on their ability to retain and recite them. Children often find difficulty in memorizing poetries, so micro-innovation provides a creative way through which teachers can help students learn poetry through Bollywood songs.
Bindu, a teacher in a small private school in Delhi, noticed that students often find difficulty in learning poetries they are required to learn as part of the curriculum, possibly because they struggle to see the connection to their daily lives.
In thinking about how to overcome this problem, Bindu identified students’ ability to remember the lyrics to popular Hindi songs, and used this insight to incorporate popular culture into the curriculum as a powerful tool for learning. Bindu applied the words of the poems students are required to memorize to popular hits, creating connections that enabled students to recall the lyrics to poems. The value of this innovation is that it supports students to succeed in an area on which the curriculum places significant emphasis.
This micro-innovation recognises and makes full use of two important insights. Firstly, the need to connect learning to children’s lives and secondly, the need to give children a ‘hook’ in to learning and to make learning fun. By providing a means to remember poetry, Bindu creates a foundation for the children to begin to explore the meaning of the poems in a way that is fun and increases confidence.
Potential implementation challenges
If this micro-innovation is to be effective, it cannot simply make rote learning easier, it has to be seen as a means of creating time to spend discussing and understanding the meaning of poems.
Impact so far (according to teacher)
This innovative technique has, Bindu reports, improved student knowledge of poetry. 100% of Bindu’s class was able to recall the poem by heart and adding an element of performance to the work has visibly improved student confidence in class. It is not clear, so however, whether students’ understanding of the meaning of the poetry being studied was also enhanced; this will need to be tested.
Download the full implementation guide for Learning Poetry Through Bollywood Songs. For more information, please leave a comment below, or write to us at firstname.lastname@example.org.
We look forward to hearing your experience of using this micro-innovation in your classrooms.


Bibliographic Information: Snicket, Lemony. A Series of Unfortunate Events: The Bad Beginning. New York: HarperCollins Publishers, 1999.
The rich Baudelaire children Violet, Klaus, and Sunny visit a beach, and are informed later that their parents died. They go live with a distant uncle, Count Olaf. He thought that by becoming their guardians, he could get their money, but the inheritance has been set aside until Violet turns 18. He gives them overly long lists of chores to complete while he works with his acting troupe. He gives them no possessions and they have to share a room. One night he tells them that his troupe is coming over and instructs them to make dinner for them all. They have to buy ingredents and Olaf gets mad at them for the meal. He locks Sunny up to make Klaus and Violet obey him, because he found out he can marry Violet with her guardian’s permission (himself) to get to the money, and can set it within a play. Violet signs the contract in the play with her off-hand, which makes the marriage null. Olaf is arrested, but he gets away.
Quantitative Reading Level: Lexile: 1010; Accelerated Reader: 6.4
Qualitative Reading Analysis:
This book is written in third-person, focusing on the poor relationship between the siblings and Olaf. It teaches about how greed is a downfall. The text is 5th grade reading level.
Content Area: English
Content Area Standard:
- CCSS for Literature for K-5: #2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text; #4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes; #10 Read and comprehend literature in grade level text complexity range.
- CCSS for Informational Text for K-5: #5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts; #8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
- CCSS for Foundational Skills for K-5: #4 Read with sufficient accuracy and fluency to support comprehension.
This is a great chapter book to use in English Language Arts Curriculum. It is best suited to 4th grade through 6th grade. It explores themes like morality and adventure.


All trainee teachers in Scotland may be forced to gain better maths grades to tackle the "deep rooted" problem which is holding the country back, a new report has said.
The final report from the Making Maths Count group has been set up to encourage greater enthusiasm in maths among children and young people.
The Scottish Government backed study is calling for a culture change in public attitudes.
"Scotland has a maths problem," the report states.
"Too many of us are happy to label ourselves as "no good with numbers." This attitude is deep-rooted and holding our country back educationally and economically."
A series of recommendations are set out including the need to promote the value of maths as an "essential skill" for every career.
Currently, the minimum entry requirements to teacher education courses in Scotland is for a National Qualification in Maths at level 5, the equivalent of National 5 or Standard Grade Intermediate 2 level. The report says the The General Teaching Council for Scotland (GTCS) should consider raising this to level 6 (Higher level) in line with the minimum requirements for English. This is being reviewed in 2018.
"We would wish this review to consider the case for raising the minimum entry qualifications for Mathematics to the same level as that for English," the report states."
Education Secretary John Swinney said improving numeracy skills is a "key part" of the Government's flagship aim to close the attainment gap between schools in more affluent and less well off part of Scotland.
“The recommendations will complement the work we are already undertaking to improve numeracy skills, including increased investment in the Attainment Scotland Fund and our Read Write Count campaign," he said.
“It is encouraging to see so many examples in the report of the good work already taking place in classrooms to improve maths and I hope they, and the actions we will take following this report, will inspire more schools across Scotland.”
Maureen McKenna, Executive Director of Education in Glasgow, and chair of the group, said its research with teachers, pupils and the general public shows that the way to achieve this is to make maths more relevant to real life and work and more enjoyable.
"Our recommendations build upon the best work taking place within Scotland and elsewhere and aim to transform Scotland into a maths-positive nation,” she added.


Our family was asked to review a Small Basic computer programming course from Computer Science For Kids. The publisher suggests this product for ages 10 and up. I thought this would be a perfect project for Eli, age 11, who is in 6th grade.
Initially, we had problems not being able to see the pictures in the instructions using MS Works, but once we switched to Adobe Reader, everything was visible. Fortunately, the instructions are provided in two different file types, which I thought was nice. We also hit a snag where we thought we were "stuck" and when I emailed the publisher, I received a timely and courteous offer of assistance by phone. We ended up figuring it out on our own, but I wanted to note that the customer service seemed great.
Beginning Microsoft Small Basic teaches kids to write code line by line. Eli learned that there's a whole lot more to designing a video game than just thinking up a cool idea! There's a lot of work that goes into it, too. The course covers program design, text window applications, graphics window applications, and many elements of the Small Basic language.
The material is broken into 11 chapters, with each chapter being about 20-50 pages in .pdf form. We discovered by accident that they build on lessons previously learned, when Eli accidentally opened chapter 11 instead of chapter 3, and couldn't figure it out!
In one of the lessons, the program he built calculated savings over a period of time. It's funny, you can talk up savings until you're blue in the face, but something really clicks when they say, "Mom! If I save $17 every month for 2 years, I'll have $408 bucks!"
As he progressed through the lessons, he got to play games, such as Even Wins, Mugwamps, and Lunar Lander. "This is really cool!" he said of Even Wins. "It makes me think!"
Unfortunately, Eli was not able to work as independently through this as I had hoped. If your 11 year old is really into computers, or strongly motivated to problem solve, you may have better results in that area. Otherwise, I would suggest this as a great curriculum for slightly older kids, maybe 12-14 and up. It did inspire him to do more creative work on the computer in other areas, which is a nice added benefit.
The cost of this program is $59.95, but the publisher is running a sale! Through July 4, 2013, you can get it for just $34.95. This includes a digital eBook download with a single user license. You can read other reviews of Beginning Microsoft Small Basic from Computer Science For Kids at:


Figuring the Human
Since the dawn of human existence we have tried to depict ourselves and the world around us Cave paintings have been found throughout the world, going back thousands of years and many seem to have been drawn from life – human figures, animals being hunted – or inspired by family or community bonds and the quest for spirituality. Collectively we have tried to Figure the Human and drawing from life for over 10,000 years. And we are still trying. When you draw from life or try to figure out the human body you are part of one of the oldest traditions our world has seen. Think about that as you watch your child make a hand print, or you review your own work, every mark made in the pursuit of figuring the human and drawing from life is valuable and helps us learn more about ourselves and the world around us.
Figuring the human is not of course confined to drawing from life. Across the ages many wonderful artists have eschewed drawing implements and picked up a hammer and chisel, or a handful of clay, and tried to figure the human in a three-dimensional sculpture. Sculptural depictions of the human are among some of the most celebrated art works of the classical period and today continue to feature in many celebrated public artworks. There is something so familiar and so tactile about a figurative sculpture, that many on public display are fondly caressed by passersby, climbed over and widely photographed with arms flung around them. Sculptural work of the human figure can be immensely and gratifyingly interactive.
In Northern Ireland our oft portrayed, and controversial, murals often feature human figures. They have been used as markers of territory, guardians of ‘our’ area, and warning signs to others to keep out. They have also served to unite those specific communities under a common cause, by depicting that cause in human form. Many of the most controversial murals have been replaced with more inclusive images celebrating, such as, our shared history, the peace process, a collective future and of course our sporting heroes. The common thread is our use of the human figure and face, whether of specific people or generic figures. Our attempts to explain, explore and celebrate our selves and our world all feature the human figure and are all drawn from the life around us.
Children often depict themselves and others in their very first drawings – regardless of how ‘accurate’ those drawing are. How children, and indeed adults, depict themselves and others in a drawing can reveal a great deal about their view of themselves and the world around them. In portraiture sessions I am often struck by how often an artist will show so much of themselves in a painting, even in life drawing we are oft likely to use our schema of our own bodies in drawing the model in front of us.
Life drawing, and depicting the human figure in all forms, is integral to who we are, understanding how our bodies work and exploring what lessons we can learn from the human body. Using our depictions of the human form we try to figure the human spirit, explore stories about our humanity, decoration and functionality, and, of course, celebrate all that we are, both beautiful and terrifying!
David Hockney (born 1937) At the time of co-ordinating (in collaboration with Allen Jones) the 2004 Royal Academy Exhibition which had a special focus on drawing: ‘drawing has been neglected for the last 30 years in art education…That was based on the idea that photography would suffice as a view of the world…people are now aware that photography can be digitally manipulated and may no longer reflect reality…It is time for us to look at how images are made, to place greater value on drawings and draughtsmanship…practically everything comes to life on a drawing board.’
You were brilliant. Thank you!
Thank you very much.
A True professional Clare did an amazing Job posing all day at the Sea Bangor event. several thousand people from all ages attended, that and the sound of two hurricane fighter jets doing a fly by Clare remaind composed whilst the artist (me) ducked with the sound ..claire never moved. I cant recommend her enough she manages to hold not only the pose but capture the narrative of the theme. Brilliant.
Very good, perfectly still, great pose, 4 hours Crescent.
Posture and holding the pose are only an element of life modelling, Clare manages to evoke a narrative too. Truly professional and supportive of the requirements of an artist.
Thanks you were great!
Clare is a very professional model. Knows good poses to challenge artists + can maintain pose for long periods. Excellent model!
Beautiful, poised – a professional!
Thanks Clare, great poses this morning, I loved the tan and the sheen on your legs. Thanks for holding both difficult poses for so long, without a wobble. Hope your arms don’t ache too much.
Brilliant model – so still!


Artists / The Metropolitan Museum of Art
The Metropolitan Museum of Art, located in New York City, is the largest art museum in the United States, and one of the ten largest in the world, with the most significant art collections. Its permanent collection contains more than two million works, divided among seventeen curatorial departments. The main building, located on the eastern edge of Central Park along Manhattans Museum Mile, is by area one of the worlds largest art galleries. There is also a much smaller second location at "The Cloisters" in Upper Manhattan that features medieval art.
The Metropolitan Museum of Art was founded in 1870 by a group of American citizens. The founders included businessmen and financiers, as well as leading artists and thinkers of the day, who wanted to open a museum to bring art and art education to the American people. It opened on February 20, 1872, and was originally located at 681 Fifth Avenue.


By Alexa Erickson | Collective Evolution
Music is one of the greatest joys on Earth. From those who play it to those who listen to it, it is a driving force and accompaniment for so many things in life. Many of us do not need scientific evidence to know it enhances our lives, but to learn of such evidence is surely important, especially for those who could benefit from it most.
Previous research has already found that music can serve as medicine, capable of treating symptoms of schizophrenia, depression, anxiety, and chronic pain. And now initial results of a five-year study by USC neuroscientists have found that music education can speed up brain development in young children, specifically in the areas of the brain where processing sound, language development, speech perception, and reading skills take place.
Published recently in the journal Developmental Cognitive Neuroscience, the study, from the Brain and Creativity Institute (BCI) at USC in partnership with the Los Angeles Philharmonic Association and the Heart of Los Angeles (HOLA), began in 2012. The researchers wanted to see how music instruction could positively affect children’s social, emotional, and cognitive development.
Their initial results have found that music instruction accelerates the growth of the auditory pathway in the brain, and increases its efficiency.
“We are broadly interested in the impact of music training on cognitive, socio-emotional and brain development of children,” said Assal Habibi, the study’s lead author and a senior research associate at the BCI in the USC Dornsife College of Letters, Arts and Sciences. “These results reflect that children with music training, compared with the two other comparison groups, were more accurate in processing sound.”
For their work, the neuroscientists monitored brain development and behaviour in a group of 37 children from underprivileged neighbourhoods in Los Angeles. Of the kids, 13 6- and 7-year-olds received music instruction from the Youth Orchestra Los Angeles program at HOLA. They learned how to play instruments in ensembles and groups, and practiced up to seven hours a week.
The researchers compared those 13 children with two other groups, with one consisting of 11 children in a community soccer program, and the other of 13 children not involved in any specific after-school program. Tools like an MRI to observe changes through brain scans, EEG to track electrical activity in the brain, and behaviour testing were all used to monitor changes throughout the study.
The neuroscientists discovered the auditory systems of the children in the music program were maturing faster than in the other children just two years after the study began. The team concluded that the enhanced maturity was the result of an increase in neuroplasticity, which is a physiological change in the brain in response to its environment, which was music instruction in this scenario.
“The auditory system is stimulated by music,” Habibi said. “This system is also engaged in general sound processing that is fundamental to language development, reading skills and successful communication.”
The study also found, after the children completed a task measuring their abilities to distinguish tone, that those in the youth orchestra program better detected pitch changes in the melodies than the other two groups. The children with music training also had smaller P1 potential amplitude, suggesting a faster rate of maturation.
“We observed a decrease in P1 amplitude and latency that was the largest in the music group compared to age-matched control groups after two years of training,” wrote the team. “In addition, focusing just on the (second) year data, the music group showed the smallest amplitude of P1 compared to both the control and sports group, in combination with the accelerated development of the N1 component.”


Healthy reading habits are developed at a young age and can benefit children throughout their whole life. One of the most important pillars for early literacy is the knowledge of the alphabet and phonics.
Children are thought to read and write in primary school and the alphabet is the main driver for success in these two areas.
Children need to distinguish between the different letters of the alphabet and understand the relationship between them when forming words. The sooner you introduce them to the alphabet the more time they will have to practice and understand this concept.
Phonics is a method of teaching reading and writing of the English language through the ability to hear, identify and manipulate phonemes. The idea behind phonics is to teach children to identify and learn new words by spelling them out.
According to Wood and McLemore from the University of Florida, practicing the alphabet and phonics through fun and constant activities can boost the child’s development and performance.
“For students to succeed in reading, two components must be in place in our early childhood classrooms: a focus on letters of the alphabet and systematic phonics instruction.”
By combining the letters of the alphabet and phonics with fun activities that children genuinely enjoy, parents and educators can help children develop their reading skills.
- Read Children ABC’s Books together
- Link Words through Poems and Rhymes
- Link Words or Letters to the Children’s Context
Below you will find a few examples on phonics and a few ABC children books we recommend to learn the alphabet.
Remember that the more you read with your kids, the more they will enjoy reading and learning. Help create a fun attitude towards learning and you’ll help your child devellop into a great reader in no time.
The Boolino Team


The Importance of Fine Arts in the Classroom
Executive Summary about education for kids by Debbie Cluff
Teachers “have very little understanding of the arts as disciplines of study. Fine arts expand the boundaries of learning for the students and encourage creative thinking and a deeper understanding of the core subjects, which are language arts, math, science, and social studies. Teachers need to incorporate all genres of fine arts, which include, theater, visual art, dance, and music, into their lesson plans because the arts gives the students motivational tools to unlock a deeper understanding of their education. Teaching the arts is the most powerful tool that teachers can present in their classrooms because this enables the students to achieve their highest level of learning.
It was then compared to those students who received computer training which involved no fine art components. This study shows how one little change in the way students are taught through the arts can have a powerful impact on their learning achievements and understandings. Teaching the arts needs to be incorporated in every teachers daily lesson plans because, based on these studies, students who are taught through the arts raise their test and learning levels.
Teaching though the arts requires students to engage in the act of creative art. Teaching through the arts helps students experience concepts rather than simply discussing or reading them. (Jacobs, 1999, p. 2)
Three, veteran teachers at a public elementary school did a case study which involved teaching through the arts. They believed “our students had to experience cycles of inquiry wherein they learned about the arts and through the arts, and that they needed to see teachers of different disciplines collaborate” (Berghoff, 2003, p. 2).
The study was based on teaching a history lesson unit on Freedom and Slavery through the arts. (Berghoff, 2003). The students had learned more from this lesson because they were able to use all styles of learning and were taught from an angle which is rarely used, through the arts. “Studies indicate that a successful arts integrated program will use these components to guide student learning and assess growth and development (Swan-Hudkins, 2003). Teaching through the arts are the key elements of learning and the traits teachers strive to establish and reinforce in their students. By working through the arts, instead of about the arts, the students’ educational experience will be achieved in a different way than just teaching the standard style of learning. Recent Reports from the National Art Education Association (NAEA) confirmed with Governor Davis when they reported “Students in art study score higher on both their Verbal and Math SAT tests than those who are not enrolled in arts courses (California Art Study, 2003, p. 5). Attached is a copy of the test scores of students in the arts and students with no arts coursework.
This company understands the importance of incorporating arts into the classroom. Teachers need to gain a better education of teaching their students through the arts. Teaching through the arts is the most powerful tool that teachers can give in their classrooms because it enables the students to achieve their highest level of learning.
With the lack of attention art is getting outside of the classroom, teachers cannot afford not to incorporate dance, theater, visual arts, or music in their lesson plans. Fine arts is the core curriculums constant and most important companion. Cycles of Inquiry with the Arts. Connecting Arts Education Policy and Research to Classroom Teaching. Teaching Core Curriculum Content through the Arts. The Effect of an Elementary Fine Arts Program on Students’.
TELAH DIBUKA UJIAN KEJAR PAKET A, B DAN C SELURUH INDONESIA, RESMI. INFORMASINYA DI SINI
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Young children are often natural artists. Even if they have never seen a paintbrush or a piece of clay, they joyously embrace the experience. These eager learners benefit most from visual arts instruction that begins with exploration and discovery and is guided by instructors that encourage children to ask questions about what they see and to reflect thoughtfully on what they make. In Studio’s approach to early childhood art instruction, children develop essential skills like problem solving and working in groups; they build vocabulary and self-confidence as they are encouraged to take risks and explore their own creativity; and they engage in the sort of meaningful conversations that will provide the foundation for their emerging language and literacy skills.
In addition to professional development workshops for teachers, assistant teachers, and administrators of early childhood programs, Studio in a School’s early childhood artists also continue to provide on-site mentoring in centers and schools throughout the city, where they coach teachers on activating their art centers and displaying children’s work, as well as providing workshops for parents.
Early childhood teachers and supervisors report that working with Studio’s artist/instructors has helped them enrich their classrooms and develop a sustainable visual arts curriculum that will benefit children for years to come.
Your littlest learners explore collage, wood construction, paint, and clay. They learn to look closely at objects and respond to the visual world that surrounds them, including exemplary works of art and art in picture books. Teachers ask questions that lead children to reflect on differences in texture, color, shape, and size. Children learn to make choices about materials and solve concrete problems, for example, like how to combine simple shapes to represent an animal. As they explore the world through art, they deepen their sense of self and identity and find new worlds opening.
Children create a new language when they make art. They express ideas and emotions they may not otherwise be able to, and often discover a new sense of self. They discover fundamental principles like cause and effect when they experiment with mixing colors or balancing wood while building sculptures. They also discover appreciation for other children’s points of view and emotions as they work together and share reflections about their work.
Creativity is hard work. It requires children to engage in observing, remembering, and imagining. Students use all five senses when working. They might notice the fuzzy edge of a torn piece of paper. When combined with each child’s unique set of strengths and perspectives, these artistic explorations motivate to create meaningful artworks and build foundational skills that will serve them throughout their lives.
Children learn how to make art – and so much more. The Studio method teaches children to observe the world closely, describe what they see, and reflect on what they create. They learn to engage, focus, persist, take chances. They learn to use art tools, including their hands, and increase their fine motor skills. They learn to share their artwork with others. Most importantly, they learn they can create, which gives them the confidence and curiosity to take on new tasks.


Elementary Teachers Network (1990 - 2016)
Who We Are
The Elementary Teachers Network (ETN) collaborated with school communities to support teachers in all aspects of their daily work with children. ETN placed the work of the person - the child, teacher, parent - at the center of its activities and forums. Participants used inquiry frameworks, including the Prospect Descriptive Processes, to investigate teaching and learning and to describe children's work in order to develop classrooms and curricula that were responsive to children's interests and needs.
The Elementary Teachers Network was founded in 1990 by teachers from the New York City Writing Project interested in developing useful classroom-based literacy assessments to inform their ongoing work with children. The program ended its affiliation with the ILS in 2016.
Funded initially by the Aaron Diamond Foundation, ETN began as a partnership with the Centre for Language in Primary Education (London, England); the Center for Collaborative Education, New York City's former site of the Coalition for Essential Schools; New Visions for Public Schools (then called the Fund for New York City Public Education); and the Center for Educational Options at City College of the City University of New York. At its inception ETN staff introduced teachers to a particular literacy assessment framework, the Primary Language Record, but over the years the program broadened its focus. Today ETN collaborates with school communities to support teachers in all aspects of their daily work with children.
One of ETN's fundamental goals is to introduce teachers to ideas and teaching practices grounded in the view that children's capacities expand in classrooms rich in a range of language and literacy opportunities.
ETN seeks to develop with teachers classrooms where the diverse ways that children approach their work endeavors are valued, respected, and used. In such classrooms, teachers will provide ample and ongoing opportunities for children to use language to explore, question, and construct knowledge through their work with a variety of media and materials as children build, draw, read, write, and engage in conversations about natural phenomena, ideas, and subjects.
ETN's work is based on several beliefs about learning and children's language and literacy development:
- Children benefit most and show demonstrable achievement from extended and meaningful opportunities to read write, speak and listen;
- Children develop fluency and versatility when they have opportunities to read, write, speak, and listen for a variety of purposes;
- Children deepen and extend their literacy abilities when they can draw upon a rich array of materials;
- Children, through their work and behaviors, offer adults information needed to support their development; and
- Children's learning can be supported through teaching that encourages a connection to their interests, backgrounds, languages, families, and communities.
Approach to Professional Development
ETN organizes seminars within schools where staff and families can work together to build common language and reflect on the life of the school through the study of children's, teachers' and families' work.
All of ETN's study groups, courses, and seminars are inquiry-based. Participants in these groups explore and conduct investigations on matters of concern to the school or group. Topics for these investigations have included:
- Classroom provisioning and materials
- Project time and choice
- Art and literacy
- Blocks and clay
- Constructing a school-wide literacy policy
- Shaping a school-wide policy for determining grade grouping
- Re-examining a school-wide literacy policy
- English language learning across the grades
- Developing language and literacy rich classroom environments
- Reading and writing in the content areas
- The place and function of care in a school
- The role of gender in families and the school
- Homework practices and policies
In conducting these investigations, participants draw on documentation of children's, teachers', and parents' work, their own experiences, and readings from the particular field of study.


Essential Skills is comprised of 3 core elements: Communication, Application of Number and Information and Communications Technology. This course will help the learner develop core skills such as problem solving, working with others and effective communication.
Essential Skills ICT aims to give you the opportunity to develop practical computer skills to use in your current or future workplace and for your own personal needs. Springvale can assist with the completion of this course at Level 1 or Level 2 to ensure you that no barriers will hold you back in the future.
There are nine learning areas in which you will be taught to improve your communication skills:
Springvale will assist to improve these nine learning areas through the various methods below:
Giving you skills to develop personally, improve your self-confidence and get the most out of life.
Millions of people in the UK do not have the standard communication skills or numeracy skills necessary for employment, further education or even every day purposes. Springvale can assist with the completion of this course to ensure you that no barriers will hold you back in the future.
There are four key skills which you will be taught to improve your communication skills:
Springvale will assist to improve these four areas through the various methods below:
There are three main areas to improve your Numeracy Skills:
These areas will include calculations, common measures of money, time, temperature, perimeter, area and volume and presenting information on graphs and charts.
Your tutor will guide you from your current level of ability to reach the next level. You will work at your own pace to guarantee steady improvement. Independent learning will be encouraged so you achieve your maximum level during your time at Springvale Learning.
Please fill in this short form below with any questions about this course or to receive more information.